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- First Friends 1
- Unit 5. My colours
Unit 5. My colours
Truc Thang primary school School year: 2014 - 2015 Date of preparing: Aug 16th 2014 Week: 1 Date of teaching : From Aug 18th to Aug 22nd Period:1 UNIT 1: ME Lesson 1: CB P.4 I. Objectives - By the end of the lesson, students will able to identify the course characters. II.Vocabulary: - Tess, Baz, Adam, Pat, Jig. III. Method - Teacher-whole class, groups, individuals. IV. Teaching aids - Flashcards of Tess, Baz, Adam, Pat, Jig. - CD track 1,2; CD player V. Procedures: Teacher’s Activities Student
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Truc Thang primary school School year: 2014 - 2015
Date of preparing: Aug 16th 2014 Week: 1
Date of teaching : From Aug 18th to Aug 22nd Period:1
UNIT 1: ME
Lesson 1: CB P.4
I. Objectives
- By the end of the lesson, students will able to identify the course characters.
II.Vocabulary:
- Tess, Baz, Adam, Pat, Jig.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of Tess, Baz, Adam, Pat, Jig.
- CD track 1,2; CD player
V. Procedures:
|
Teacher’s Activities |
Students’ activities |
|
1. Warm up - Introduce student book and activity book. - Have students look at picture at page 4. - Have students discuss about the content of the picture: + How many kids are there in the picture? + Are they in a family? + Where are they? 2. Presentation: Listen and say - Have students listen to the CD to find out the kids’ names. - Play the CD while holding Flashcards. - Have students point to the character in their books - Have students listen and repeat twice. - Have students say the names of the characters in groups and individuals. 3. Practice: Listen And Find - Say the names in random - Have students listen and point to characters in their books - Hold flashcards to support students. - Have students listen to the tape and find the character by themselves. 4. Production: Match and say - Have students open Activity book and do the exercise - Model the tracing activity - Have students do with their fingers - Have students do with their pencils. 5. Consolidation:Play a Game: Slap the board with flashcards of the 5 character. 6. Homelink - Review the 4 characters
|
- Listen
+ 3 + Yes + At home
- Listen and look - Point - Listen and repeat - Say
- Listen and point
- Look , check and correct - listen and find
- do the exercise - look - do with fingers - write with pencils - play |
Date of preparing: Aug 16th 2014 Week: 1
Date of teaching : From Aug 18th to Aug 22nd Period:2
UNIT 1: ME
Lesson 2: CB P.5
I. Objectives
- By the end of the lesson, students will be able to greet, introduce themselves and say goodbye in English.
II.Vocabulary:
Hello, I’m…, Bye
III.Structure:
+ I’m…
+ How are you? I’m…
IV. Method
Teacher-whole class, groups, individuals.
V. Teaching aids
- Flashcards of Baz, Adam, Pat, Jig.
- CD track 3,4; CD player
VI. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Play a game: Yes or No - Guide students to play - Hold one of the Flashcard of the characters and Say a wrong name - Hold a flashcard and say a right name 2. Presentation: Listen and say - Have students look at the picture at page 4,5 and discuss + who are in the picture? + What is Baz doing? + What is Tess doing? - Have Students listen to the CD. + Hello, I’m Baz. + Bye Pat! Bye Jig! Bye Baz! - Have Students listen and repeat twice - Have students say again individually - Remark +“Hello” + “Bye” 3. Practice:Say and do - Have students act as Baz and Tess + Model with a student + have students work in pairs. - have some pairs go to the board and act again. 4. Production: Sing - Introduce the Greeting song - Explain that it’s polite to ask about health to greet. - Holding flashcard of Baz, present “How are you?” - answer with Baz’s voice “I’m fine. Thank you!” - Have students listen and repeat twice - Model with students and exchange. - Have students listen to the song: “Hello Pat. How are you? Hello Jig. I’m fine. Thank you. Hello Adam. How are you? Hello, Baz. I’m fine. Thank you.” - Play the track with holding flashcards - Have students listen and sing along 5. Consolidation Saying Goodbye 6. Homelink Exercise in activity book |
say “No”
say “Yes”
+ Baz and Tess + greeting + saying goodbye
- listen - listen and repeat - remark
- say
- look - 2 students go to the board and act - listen listen and repeat - teacher- whole class - listen
-listen and sing along
|
Date of preparing: Aug 23th 2014 Week: 2
Date of teaching :From Aug 25th to Aug 29th Period:3
UNIT 1: ME
Lesson 3: CB P.6
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter A a
- Students can recognize and say the sound / /
II. Vocabulary:
- Adam, apple
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of Baz, Tess, Pat, Jig. Adam, apple
- CD, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - play a game Find the missing character. +stick flashcards of 4 characters Baz, Tess, Jig, and Pat on the board + remove one. 2. Learn the letter - teach new words + apple ( visual) + Adam (visual) - Notice the first sounds of the two words are the same / / - write a under the flashcard of apple say / / - write A under the flashcard of Adam say/ / - notice name of the sound / / is / / - have students repeat / / / / apple - / / / / Adam - have students read again chorally and individually 3. Sing - introduce the song of letter A. - have students listen. - have students listen and repeat one by one sentence. - have students listen and sing all the song twice. - have students sing by themselves 4. Trace and Write - notice students A is a capital letter , a is a lower case. - write model A a. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1. - check and remark 5. Trace and say. Colour - have students say out the words of the 2 pictures - ask st which letter is the beginning letter - have students trace the beginning letter - have st colour extra practice - have students write 2 words Adam, apple on their board - have students show the board - have students check - check and remark |
- look - close eyes then open and find out the missing one - look listen and repeat chorally twice individually / /
say say -repeat -listen and repeat
- read chorally and individually - listen
-listen and repeat -listen and sing -sing
-look and listen
-write in the air -open the book -trace and write
-check and correct
-Adam, apple -A a -trace -colour
- write on board
- show the board - check - check and correct
|
Date of preparing: Aug 23th 2014 Week: 2
Date of teaching :From Aug 25th to Aug 29th Period:4
UNIT 1: ME
Lesson 4: CB P.7
I. Objectives
- By the end of the lesson, students will be able to
+ understand and respond to imperatives.
+ recognize the written form of the characters’ names.
+ associate words and pictures
II.Vocabulary:
clap, stand up, sit down, point to
III. Method
Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of Tess, Baz, Adam, Pat, Jig.
- CD track 6, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Guessing game + cover the picture of Jig + slowly uncover the picture and have students guess + repeat with other characters. + stick all characters on different parts of the board 2. Say and do - have students discuss the content of the picture at page 7 by guiding questions: + who are they? +what are the kids doing? +what is Baz pointing to? - say “Point to Pat” and model Pointing to Pat - have students do the same - repeat say and model + stand up + sit down + clap 3. Sing - have students listen to the song and to the actions in it. + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ point to Jig ♪ point to Pat ♪ stand up ♪ sit down ♪ clap clap clap ♪ point to Baz ♪ point to Tess ♪ stand up ♪ sit down ♪ yes yes yes 4. Sing and do - point to a student in the class -Have students sing the song again and replace the name of the characters by the name of friends in their class. - have students do the actions 5. Draw and match - Introduce words of the 4 characters’ names - Matching game line 1: pictures of Tess Baz Pat Jig line 2:names of Tess Baz Pat Jig - Have students go to the board and match one by one - Have students do the same in their activity book - have some students go to the board and do - have others check - check and remark |
- look - guess the name of the character.
- look at the picture and discuss + Tess and Baz, Jig Pat + playing + Jig - listen and look - point to Pat
+ stand up + sit down + clap
+ listen + listen and repeat +sing and do - point to Jig - point to Pat - stand up - sit down - clap three times - point to Baz - point to Tess - stand up - sit down - nod 3 times
- Sing
- sing and stand up, sit down, poin to…
- look
- go to the board and do - do in activity book - some students go to the board and do -look and check |
Date of preparing: Aug 30th 2014 Week: 3
Date of teaching :From Sept 1st to Sept 5th Period:5
UNIT 1: ME
Lesson 5: CB P.8
I. Objectives
- By the end of the lesson, students will be able to
+say, recognize, and write letter B b
+say and recognize sound /b/
II. Vocabulary:
- Baz, bird
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of Baz, bird
- CD track 7, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up Play a game “ Recognize sound / /” - guide students raise their hand if the word begin with sound / / + say Adam or apple + say Baz, + etc 2. Learn the letter - teach new words + bird( visual) + Baz(visual) - Notice the first sounds of the two words are the same / b / - write b under the flashcard of bird say /b/ - write B under the flashcard of Baz say/ b/ - notice name of the sound / b / is /bi / - have students repeat / bi / / b / bird - / bi / / b / Baz 3. Sing - introduce the song of letter B. - have students listen. - have students listen and repeat one by one sentence. - have students listen and repeat twice. 4.Find -have students find b in the alphabet - notice students b is the second letter -have students point to Baz and bird in the picture - have students point out 2 thing in the picture beginning with sound / / 5.Trace and Write - notice students B is a capital letter , b is a lower case. - write model B b. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books. - check and remark -Have student write word Baz and bird on their board - have students show the boards - check and remark |
- listen
- raise hand - sit still
- look, listen and repeat chorally and individually
- look and say - /bi/ - /bi/ - / bi / / b / bird - / bi / / b / Baz
- listen
- repeat line by line - listen and repeat
- look and find
- point to Baz and bird - point to Adam, apple
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check
|
Date of preparing: Aug 30th 2014 Week: 3
Date of teaching :From Sept 1st to Sept 5th Period:6
UNIT 1: ME
Lesson 6: CB P.9
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of Tess, Baz, Adam, Pat, Jig.
- CD track 6 & 8, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - have 4 students act as Pat, Jig, Tess, Baz - play CD track 6 - have student review by singing and doing the actions 2. Look and say: - Have students point to Pat, Jig, Tess, Baz in their book -Have students point to the pictures in the right order - Have students discuss about the content of the pictures + Who are they? + What are Tess and Baz doing? + What happen to Baz at the end of the story/ 3. Listen Have students listen to the CD to find out what happen to Tess and Baz * Hello Baz. Let’s play. Stand up. * Point to Jig *Clap for Pat. Clap Clap Clap *Sit down. Oh no Pat. - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Stick flashcards of Pat and Jig on the board - Have students listen to the CD and act as Baz + Hello Baz. Let’s play. Stand up. + Point to Jig + Clap for Pat. Clap Clap Clap + Sit down. Oh no Pat - Have some groups of 2 students go to the board and act as Tess and Baz. 5. Match and say - Have students look at page 9 and identify characters in the picture halves - Model drawing a wavy line on board - Have students copy the action in the air - Have students write on their book |
- go to the board and act -listen - sing and do
- point
- discuss
+ Tess and Baz + Playing + fall down
- listen
- listen and repeat
- look - listen
- go to the board and do
- look and say
- look - do - write |
Date of preparing: Sept 6th 2014 Week: 4
Date of teaching :From Sept 8th to Sept 12th Period:7
UNIT 1: ME
Lesson 7: Review
I. Objectives
- To review letters and sounds of Aa Bb
II. Teaching aids
- Flashcards of Baz, Adam, bird, apple
III. Method
- Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Play a game: Whispering Game - Have students look at teacher and identify which sound is being whispered by teacher + / a/ + / b/ 2. Find and circle - remind letter and sound / a /, a, A; / b /, b, B write the letter a on the board and say / / have students repeat write the letter b next to a and say /b/ have students repeat write the capital letter A and B next to the two letters have students read them aloud have students find which word begin with A and B remark A and B are used to write names. - Have students look at page 10 and do exercise 1 - model on the board a A a b B - guide students point to the blue letter a and say out the sound / a / - have students move to the 4 letter on the right and say out their sound - explain why we circle letter a - have students do individually - have 3 students go to the board and do - have others check 3. Match and colour - show the flash card of Adam - have students say out his name - put the flashcard under letter a on board - ask students say out does his name begin with a -Put the flashcard under letter A onboard - ask students say out does his name begin with A - model matching Adam with letter A - Have students do ex2 on their books - have 3 students go to the board and do - have other check - have students color the pictures. 4. Progress check - deliver progress check paper - guide st to do -have students do individually. |
+ say /a/ + say /b/
- look
+ repeat
+ repeat + look
+ repeat apple Adam; bird, Baz
open the books - look
- listen
- do individually - do - check
- look and listen
- do the exercise - go to the board and do - check - colour
- listen - do |
Date of preparing: Sept 6th 2014 Week: 4
Date of teaching :From Sept 8th to Sept 12th Period:8
UNIT 2: MY CLASSROOM
Lesson 1: CB P.10
I. Objectives
- By the end of the lesson, students will able to identify the course characters.
II.Vocabulary:
- bin, board, chair, door, picture, table, window.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of bin, board, chair, door, picture, table, window.
- CD track 9, 10; CD player
V. Procedures:
|
Teacher’s Activities |
Students’ activities |
|
1. Warm up - Introduce student book and activity book. - Have students look at picture at page 10. - Have students discuss about the content of the picture: + Who is the boy in the picture? + Where is he? +What is the boy giving his teacher? +What is it a picture of? 2. Presentation: Listen and say - Have students listen to the CD to find out the name of things in the class. - Play the CD while holding Flashcards. - Have students point to the things in their books - Have students listen and repeat twice. - Have students say the names of the things in groups and individuals. 3. Practice: Listen And Find - Say the names in random - Have students listen and point to things in their books - Hold flashcards to support students. - Have students listen to the tape and find the things by themselves. 4. Production: Match and say - Have students open Activity book and do the exercise - Model the tracing activity - Have students do with their fingers - Have students do with their pencils. 5. Consolidation:Play a Game: Slap the board with flashcards of the 8 things. 6. Homelink - review the 7 things
|
- listen
+ Baz + at school + a picture +a bird
- listen and look - point - listen and repeat - say
- listen and point
- look , check and correct - listen and find
- do the exercise - look - do with fingers - write with pencils
- Play |
Date of preparing: Sept 13th 2014 Week: 5
Date of teaching :From Sept 15th to Sept 19th Period: 9
UNIT 2: MY CLASSROOM
Lesson 2: CB P.11
I. Objectives
- By the end of the lesson, students will be able to greet, introduce themselves and say goodbye in English.
II.Vocabulary:
III.Structure:
What’s this? – It’s a ………
IV. Method
Teacher-whole class, groups, individuals.
V. Teaching aids
- Flashcards of bin, board, chair, door, picture, table, window.
- CD track 11; CD player
VI. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Play a game: Yes or No - Guide students to play - Hold one of the Flashcard of the things and Say a wrong name - Hold a flashcard and say a right name 2. Presentation: Listen and say - Have students look at the picture at page 10, 11. and discuss + What is Baz giving his teacher? +What’s her name? - Have Students listen to the CD. Mrs Woodward:Hello, Baz. Baz: Hello, Mrs Woodward Mrs Woodward: What’s this? Baz: It’s a picture. It’s for you. Mrs Woodward: Thank you, Baz. - Have Students listen and repeat twice - Have students say again individually - Remark 3. Practice:Say and do - Have students act as Baz and Mrs Woodward + Model with a student + Have students work in pairs. - Have some pairs go to the board and act again. 4. Consolidation Saying Goodbye 5. Homelink Exercise in activity book |
- say “No”
- say “Yes”
+ a picture + Woodward - listen
- listen and repeat
- say - remark
|
Date of preparing: Sept 13th 2014 Week: 5
Date of teaching :From Sept 15th to Sept 19th Period:10
UNIT 2: MY CLASSROOM
Lesson 3: CB P.12
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter C c
- Students can recognize and say the sound / /
II. Vocabulary:
- cat, coat.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of cat, coat.
- CD track 12 , CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - Play a game Find the missing thing. +Stick flashcards of 7 things bin, board, chair, door, picture, table, window on the board. + Remove one. 2. Learn the letter - Teach new words + Cat ( visual) + Coat (visual) - Notice the first sounds of the two words are the same / k / - Write a under the flashcard of cat say / k / - Write C under the flashcard of coat say/ k / - Notice name of the sound / / is / / - Have students repeat / / / / coat - / / / / cat - Have students read again chorally and individually 3. Sing - Introduce the song of letter C. - Have students listen. - Have students listen and repeat one by one sentence. - Have students listen and sing all the song twice. - Have students sing by themselves 4. Trace and Write - Notice students C is a capital letter , a is a lower case. - Write model C c. - Have students write by their fingers in the air. -Have students open their activity book - Have students trace and write in their activity books exercise 1. - Check and remark 5. Trace and say. Colour - Have students say out the words of the 2 pictures - Ask st which letter is the beginning letter - Have students trace the beginning letter
- Have st colour Extra practice - Have students write 2 words cat, coat on their board - Have students show the board - Have students check - Check and remark |
- look - close eyes then open and find out the missing one
- look listen and repeat chorally twice individually / /
say say -repeat -listen and repeat - read chorally and individually - listen -listen and repeat -listen and sing -sing -look and listen -write in the air -open the book -trace and write
-check and correct
-cat, coat. -C c -trace
-colour
- write on board - show the board - check and correct |
Date of preparing: Sept 20th 2014 Week: 6
Date of teaching :From Sept 22th to Sept 26th Period:11
UNIT 2: MY CLASSROOM
Lesson 4: CB P.13
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from 1, 2.
II.Vocabulary: 1, 2
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of apple, bird, chair, table, door, board, cat, coat, 1, 2.
- CD track 13, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Guessing game + Cover the picture of chair + Slowly uncover the picture and have students guess + Repeat with other things in the class. + Stick all things on different parts of the board 2. Count 1-2 - Have students discuss the content of the picture at page 13 by making a circle: - Say “one” and model Pointing to number one - Have students do the same - Repeat say and model + One + Two 3. Sing - Have students listen to the song and to the actions in it the boy and the girl are holding the number cards and there are flashcards on the board. + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ count one and two ♪ count one and two ♪ one for me ♪ two for you ♪ count one and two ♪ count one and two ♪ a door for me ♪ a chair for you ♪ count one and two ♪ count one and two ♪ a cat for me ♪ a coat for you 4. Sing and do - Point to a student in the class -Have students sing the song again and replace the name of the characters by the name of friends in their class. - Have students do the actions 5. Draw and match - Introduce words of the 7 things’ names - Matching game line 1: pictures of cat, coat, 1, 2 line 2:names of cat, coat, 1, 2 - Have students go to the board and match one by one - Have students do the same in their activity book - Have some students go to the board and do - Have others check - Check and remark |
- look - guess the name of the thing.
- look at the picture and discuss -listen and look - point to number one
+ one + two
+ listen + listen and repeat +sing and do
- Count one, two - Count one, two - point to me - point to you - Count one, two - Count one, two - point to door - point to chair - Count one, two - Count one, two - point to cat - point to coat
- Sing
- sing and point to…
- look - go to the board and do - do in activity book - some students go to the board and do -look and check |
Date of preparing: Sept 20th 2014 Week: 6
Date of teaching :From Sept 22th to Sept 26th Period:12
UNIT 2: MY CLASSROOM
Lesson 5: CB P.14
I. Objectives
- By the end of the lesson, students will be able to
+say, recognize, and write letter D d
+say and recognize sound /d/
II. Vocabulary:
- date, dog
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of date, dog
- CD track 14, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up Play a game “ Recognize sound / /” - Guide students raise their hand if the word begin with sound / / + Say Baz and bird + Say cat and coat, + Etc 2. Learn the letter - Teach new words + Date( visual) + Dog(visual) - Notice the first sounds of the two words are the same / d / - Write b under the flashcard of date say /d/ - Write B under the flashcard of dog say/ d/ - Notice name of the sound / d / is /di / - Have students repeat / di / / d / date - / di / / d / dog 3. Sing - Introduce the song of letter D. - Have students listen. - Have students listen and repeat one by one sentence. - Have students listen and repeat twice. 4.Find - Have students find d in the alphabet - Notice students d is the second letter - Have students point to Baz and bird in the picture - Have students point out 2 things in the picture beginning with sound /k / 5.Trace and Write - Notice students D is a capital letter , d is a lower case. - Write model D d. - Have students write by their fingers in the air. -Have students open their activity book - Have students trace and write in their activity books. - check and remark -Have student write word dog and bird on their board - Have students show the boards - Check and remark |
- listen
- raise hand - sit still
- look, listen and repeat chorally and individually
- look and say - /di/ - /di/ - / di / / d / date - / di / / d / dog
- listen
- repeat line by line - listen and repeat
- look and find
- point to date and dog - point to cat, coat
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check
|
Date of preparing: Sept 27th 2014 Week: 7
Date of teaching :From Sept 29th to Oct 3rd Period:13
UNIT 2: MY CLASSROOM
Lesson 6: CB P.15
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of bin, chair, door, dog.
- CD track 15, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Give 4 flashcards of bin, chair, door, dog and ask What’s this? - Play CD track 13 - Have student review by singing and doing the actions 2. Look and say: - Have students point to bin, chair, door, dog in their book - Have students point to the pictures in the right order - Have students discuss about the content of the pictures + Can you see any of the things on the board in the pictures? + What is the girl doing in the last picture? + Where is the dog?
3. Listen - Have students listen to the CD to find out what happen to the boy and the girl * Boy: What’s this?. * Girl: It’s a chair. * Boy: What’s this?. * Girl: It’s a door. * Boy: What’s this?. * Girl: It’s a bin. * Boy: What’s this?. * Girl: It’s a dog. Woof! Woof! * Boy and girl: { laughing} - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Stick flashcards of the boy and the girl on the board - Have students listen to the CD and act as Baz * Boy: What’s this?. * Girl: It’s a chair. * Boy: What’s this?. * Girl: It’s a door. * Boy: What’s this?. * Girl: It’s a bin. * Boy: What’s this?. * Girl: It’s a dog. Woof! Woof! * Boy and girl: { laughing} - Have some groups of 2 students go to the board and act as Tess and Baz. 5. Match and say - Have students look at page 15 and identify things in the picture halves - Model drawing a wavy line on board - Have students copy the action in the air - Have students write on their book |
-listen and answer It’s a bin
- sing and do
- point
- discuss
+ chairs, door, bin + She’s painting a face on the bin + In the last picture. It’s made of the chairs, door and bin.
- listen
- listen and repeat
- look
- listen
- go to the board and do
- look and say
- look - do - write |
Date of preparing: Sept 27th 2014 Week: 7
Date of teaching :From Sept 29th to Oct 3rd Period:14
UNIT 2: MY CLASSROOM
Lesson 7: Review
I. Objectives
- To review letters and sounds of Cc Dd
II. Teaching aids
- Flashcards of cat, coat, date, dog
III. Method
- Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Play a game: Whispering Game - Have students look at teacher and identify which sound is being whispered by teacher + / c/ + / d/ 2. Find and circle - Remind letter and sound / k /, c, C; / d /, d, D Write the letter a on the board and say / / Have students repeat Write the letter d next to c and say /d/ Have students repeat Write the capital letter C and D next to the two letters Have students read them aloud Have students find which word begin with C and D Remark C and D are used to write names. - Have students look at page 10 and do exercise 1 - Model on the board c C c d D - Guide students point to the blue letter c and say out the sound / c / - Have students move to the 4 letter on the right and say out their sound - Explain why we circle letter c - Have students do individually - Have 3 students go to the board and do - Have others check 3. Match and colour - Show the flash card of cat - Have students say out his name - Put the flashcard under letter a on board - Ask students say out does his name begin with a -Put the flashcard under letter C onboard - Ask students say out does his name begin with C - Model matching cat with letter C - Have students do ex2 on their books - Have 3 students go to the board and do - Have other check - Have students colour the pictures. 4. Progress check - deliver progress check paper - guide st to do -have students do individually. |
+ say /c/ + say /d/
- look
+ repeat
+ repeat + look
+ repeat
Cat, coat; date, dog
open the books - look
- listen
- do individually - do - check
- look and listen
- do the exercise - go to the board and do - check - colour
- listen - do |
Date of preparing: Oct 4th 2014 Week: 8
Date of teaching :From Oct 6th to Oct 10th Period:15
UNIT 3: MY TOYS
Lesson 1: CB p. 16
I. Objectives:
- By the end of the lesson, students will be able to identify toys.
- Vocabulary: ball, balloon, boat, car, doll, robot, teddy bear.
II, Teaching aids:
- Flashcards of ball, balloon, boat, car, doll, robot, teddy bear.
- CD,CDplayer
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Have sts look at the picture at page 16,17 - Have sts discuss the content of the picture 2. Listen and say: track 16 - Present new words: balloon, doll, ball, boat, teddy bear, robot, car.(visuall) -Have sts look, listen and repeat twice. - Have sts repeat in groups and individual. 3. Listen and find: - Say and hold up flashcards in random order. - Have sts point to the objects in their books - Play track 17 with pause - Have sts listen to the tape and find the right mentioned objects. 4. Play a game: Slap the board. Have sts listen and slap the picture of spoken word: doll, ball, boat, balloon, teddy bear, robot, car. 5. Find and colour - Have sts open their Activity book at page 18 - Have sts look at at picture - Have sts call out names of the toys in the box and remark the number of the toys - Have sts look for the toys in the picture and colour them.
|
Tess and Baz are playing toys with sharing.
look, listen and repeat in chorus and individually.
- listen, look, point to the objects in the books, and repeat. - listen to the CD - point out the objects in the books
-4 sts go to the board and play.
- open the book
- look and say - do individually |
Date of preparing: Oct 4th 2014 Week: 8
Date of teaching :From Oct 6th to Oct 10th Period:16
UNIT 3: MY TOYS
Lesson 2: CB p. 17
I. Objectives:
- By the end of the lesson, students will be able to
+ Identify belongings.
+ Thanks to someone.
- Vocabulary: Here you are.
- Structure:
+ This is my…
+ This is your…
II, Teaching aids:
- Flashcards of ball, balloon, boat, car, doll, robot, teddy bear.
- CD track 18, CDplayer
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Slap the board
2.Listen and say: - have sts look at the picture at page 17, 18 and discuss + What are the kids doing?
- Have sts listen to the Cd to check Tess: This is my doll. This is your boat, Baz. Here you are. Baz: Thank you Tess. This is my teddy bear.
- play the Track with pause - have sts listen and repeat chorally and individually - Remark +This is your boat. Here you are + Thank you
3. Say and do: - Have sts act as Tess and Baz. +Holding a boat, model with a student “ This is your boat. Here you are’ - Have sts work in pairs. - check - Have sts work with other flash cards 4. Trace the same letter - Have sts look at page 19 activity book - Model the task a (a)bc - have some sts go to the board and do - check 5. Look and say. Circle the letter - stick flash card of ballon on the board - have sts say the first sound of balloon - write a, b , c under the flashcard - have student find the letter have the sound /b/ - circle letter b - have sts do ex2 on their activity book. - call some sts do on board - check |
- 2 students go to the board and play
+ they are playing with toys. + Tess is giving Baz a boat + they are giving each other toys. - listen
-listen and repeat - remark
- look and listen a student do with teacher say “ Thank you” -work in pairs
- open activity books - look - do individually - check
- look - /b/ -b - do individually
- check |
Date of preparing: Oct 11th 2014 Week: 9
Date of teaching :From Oct 13th to Oct 17th Period:17
UNIT 3: MY TOYS
Lesson 3: CB p. 18
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter E e
- Students can recognize and say the sound / e /
II. Vocabulary:
- egg, elephant.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of egg, elephant.
- CD track 19 , CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - Ask Ss to give some words, start with letter D d - The same with letter a, b ,c 2. Learn the letter - Teach new words + Egg ( visual) + Elephant (visual) - Notice the first sounds of the two words are the same / e / - Write e under the flashcard of cat say / e / - Write E under the flashcard of coat say/ e / - Notice name of the sound / e / is / / - Have students repeat / e / / e / egg - / i / / i / elephant - Have students read again chorally and individually 3. Sing - Introduce the song of letter E. - Have students listen. - Have students listen and repeat one by one sentence. - Have students listen and sing all the song twice. - Have students sing by themselves 4. Trace and Write - Notice students E is a capital letter , e is a lower case. - Write model E e. - Have students write by their fingers in the air. -Have students open their activity book - Have students trace and write in their activity books exercise 1. - Check and remark 5. Trace and say. Colour - Have students say out the words of the 2 pictures - Ask st which letter is the beginning letter - Have students trace the beginning letter - Have st colour Extra practice - Have students write 2 words egg, elephant on their board - Have students show the board - Have students check - Check and remark |
- gives some words with d: dog, doll - examples: apple, boat, ball, cat, coat…. - look listen and repeat chorally twice individually / /
say say -repeat -listen and repeat - read chorally and individually - listen -listen and repeat
-listen and sing
-sing
-look and listen
-write in the air
-open the book -trace and write -check and correct
-egg, elephant. - E e -trace -colour
- write on board - show the board - check and correct |
Date of preparing: Oct 11th 2014 Week: 9
Date of teaching :From Oct 13th to Oct 17th Period:18
UNIT 3: MY TOYS
Lesson 4: CB P.19
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from 3, 4.
II.Vocabulary: 3, 4, knock, count
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of doll, car, teddy bear, ball, robot, balloon, boat, coat, 1, 2, 3, 4.
- CD track 20, 21, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Guessing game + Cover the picture of chair + Slowly uncover the picture and have students guess + Repeat with other things in the class. + Tick all things on different parts of the board 2. Count 1-4 - Have students discuss the content of the picture at page 19 by making a circle: - Say “three” and model Pointing to number three - Have students do the same - Repeat say and model + Three + Four 3. Sing - Have students listen to the song and to the actions in it( the children are playing with their toys and there are flashcards on the board. - Have Ss knock the door and come in + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ one, two, three, four ♪ knock, knock, knock, on the door ♪ four, three, two, one ♪ come in! time for fun! ♪ toys for you ♪ toys for me ♪ toys, toys, toys ♪ count with me! 4. Sing and do - point to a student in the class -Have students sing the song again and replace the name of the characters by the name of friends in their class. - have students do the actions 5. Draw and match - Introduce words of the 10 things’ names - Matching game line 1: pictures of ball, boat, 1, 2…. line 2:names of ball, boat, 1, 2…. - Have students go to the board and match one by one - Have students do the same in their activity book - have some students go to the board and do - have others check - check and remark |
- look - guess the name of the thing.
- look at the picture and discuss -listen and look - point to number three
+ three +four
+ listen + listen and repeat +sing and do
- Count one, two, three, four - knock, knock, knock, on the door - Count four, three, two, one - point to toys - point to toys - Count
- Sing
- sing and point to…
- look
- go to the board and do - do in activity book
- some students go to the board and do -look and check |
Date of preparing: Oct 18th 2014 Week: 10
Date of teaching :From Oct 20th to Oct 24th Period:19
UNIT 3: MY TOYS
Lesson 5: CB P.20
I. Objectives
- By the end of the lesson, students will be able to
+ Say, recognize, and write letter F f
+ Say and recognize sound /f/
II. Vocabulary:
- Fan, Fig
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of fan, fig
- CD track 22, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up Play a game “ Recognize sound / /” - Guide students raise their hand if the word begin with sound / / + Say Baz and bird + Say cat and coat, + Etc 2. Learn the letter - Teach new words + Fan( visual) + Fig(visual) - Notice the first sounds of the two words are the same / f / - Write f under the flashcard of fan say /f/ - Write F under the flashcard of fig say/ f/ - Notice name of the sound / f / is /f / - Have students repeat / f/ / f / fan - / f / / f / fig 3. Sing - Introduce the song of letter F. - Have students listen. - Have students listen and repeat one by one sentence. - Have students listen and repeat twice. 4.Find -Have students find f in the alphabet - Notice students f is the second letter - Have students point to fan and fig in the picture - Have students point out 2 things in the picture beginning with sound /k /, /b/ 5.Trace and Write - Notice students F is a capital letter , f is a lower case. - Write model F f. - Have students write by their fingers in the air. -Have students open their activity book - Have students trace and write in their activity books. - Check and remark -Have student write word dog and bird on their board - Have students show the boards - Check and remark |
listen
raise hand sit still
- look, listen and repeat chorally and individually
- look and say - /f/ - /f/ - / f / / f / fan - / f / / f / fig
- listen
- repeat line by line - listen and repeat
- look and find
- point to fig and fan - point to car, balloon
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check
|
Date of preparing: Oct 18th 2014 Week: 10
Date of teaching :From Oct 20th to Oct 24th Period:20
UNIT 3: MY TOYS
Lesson 6: CB P.21
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
II. Vocabulary:
- hello/ hi, bye, balloon, car, sit down
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of cat, car, balloon, fan.
- CD track 23, 24, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Give 4 flashcards of cat, car, balloon, fan and ask What’s this? - Play CD track 23 - Have student review by singing and doing the actions 2. Look and say: - Have students point to cat, car, balloon, fan in their book - Have students point to the pictures in the right order - Have students discuss about the content of the pictures + Who are the cat and the rabbit? + What toys can you see? + What is happening in the story?
3. Listen Have students listen to the CD to find out what happen to the boy and the girl * Jig: Hello, Pat! * Pat: Hi, Jig1 * Jig: This is my balloon * Pat: This is my car. Sit down, Jig * Jig: OK. * Pat: Get ready. 3, 2, 1 (Whoosh of fan) * Jig: Bye!. - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Stick flashcards of Jig and the Pat on the board - Have students listen to the CD and act as Jig and Pat * Jig: Hello, Pat! * Pat: Hi, Jig1 * Jig: This is my balloon * Pat: This is my car. Sit down, Jig * Jig: OK. * Pat: Get ready. 3, 2, 1 (Whoosh of fan) * Jig: Bye!. - Have some groups of 2 students go to the board and act as Jig and Pat. 5. Match and say - Have students look at page 21 and identify things in the picture halves - Model drawing a wavy line on board - Have students copy the action in the air - Have students write on their book |
-listen and answer It’s a cat
- sing and do
- point
- discuss
+ Pat and Jig + balloon, car + Pat turns on the fan and Jig rides in the car.
- listen
- listen and repeat
- look
- listen
- go to the board and do
- look and say
- look - do - write |
Date of preparing: Oct 25th 2014 Week: 11
Date of teaching :From Oct 27th to Oct 31st Period:21
UNIT 3: MY TOYS
Lesson 7: Review
I. Objectives
- To review letters and sounds of Ee Ff
II. Teaching aids
- Flashcards of egg, elephant, fan, fig
III. Method
-Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Play a game: Whispering Game - Have students look at teacher and identify which sound is being whispered by teacher + / e/ + / f/ 2. Find and circle - Remind letter and sound / e /, e, E; / f /, f, F Write the letter e on the board and say /e / Have students repeat Write the letter f next to e and say /f/ Have students repeat Write the capital letter E and F next to the two letters Have students read them aloud Have students find which word begin with E and F Remark E and F are used to write names. - Have students look at page 21 and do exercise 1 - Model on the board e E e f F - Guide students point to the blue letter e and say out the sound / e / - Have students move to the 4 letter on the right and say out their sound - Explain why we circle letter e - Have students do individually - Have 3 students go to the board and do - Have others check 3. Match and colour - Show the flash card of egg - Have students say out his name - Put the flashcard under letter e on board - Ask students say out does his name begin with e -Put the flashcard under letter E onboard - Ask students say out does his name begin with E - Model matching egg with letter E - Have students do ex2 on their books - Have 3 students go to the board and do - Have other check - Have students color the pictures. 4. Progress check - Deliver progress check paper - Guide st to do - Have students do individually. |
+ say /e/ + say /f/
- look
+ repeat
+ repeat + look
+ repeat
- egg, elephant, fan, fig
- open the books - look
- listen
- do individually - do - check
- look and listen
- do the exercise - go to the board and do - check - colour
- listen - do |
Date of preparing: Oct 25th 2014 Week: 11
Date of teaching :From Oct 27th to Oct 31st Period:22
UNIT 4: MY THINGS
Lesson 1: CB p. 22
I. Objectives:
- By the end of the lesson, students will be able to identify some things.
- Vocabulary: bag, book, lunch box, pencil, pencil box, rubber, water bottle.
II, Teaching aids:
- Flashcards of bag, book, lunch box, pencil, pencil box, rubber, water bottle.
- CD, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Have sts look at the picture at page 22, 23. - Have sts discuss the content of the picture + Where are the children? + Who is the boy at the front of the classroom? + Who is with Baz? 2. Listen and say: track 25 - Present new words: bag, book, lunch box, pencil, pencil box, rubber, water bottle. (visuall) -Have sts look, listen and repeat twice. - Have sts repeat in groups and individual. 3. Listen and find: - Say and hold up flashcards in random order. - Have sts point to the objects in their books - Play track 26 with pause - Have sts listen to the tape and find the right mentioned objects. 4. Play a game: Slap the board. Have sts listen and slap the picture of spoken word: bag, book, lunch box, pencil, pencil box, rubber, water bottle. 5. Find and colour - Have sts open their Activity book at page 25 - Have sts look at at picture - Have sts call out names of the toys in the box and remark the number of the toys - Have sts look for the toys in the picture and colour them.
|
- Ss look at the picture - Ss answer: + At school + Baz + Mrs Woodward, his teacher
- look, listen and repeat in chorus and individually.
- listen, look, point to the objects in the book and repeat. - listen to the CD - point out the objects in the book
-4 sts go to the board and play.
- open the book
-look and say - do individually |
Date of preparing: Nov 1st 2014 Week: 12
Date of teaching :From Nov 3rd to Nov 7th Period:23
UNIT 4: MY THINGS
Lesson 2: CB p. 23
I. Objectives:
- By the end of the lesson, students will be able to
+ Identify belongings.
+ How to ask and answer about quantity and age.
- Vocabulary: how old, how many.
- Structure:
+ How many…?
+ How old are you?
II, Teaching aids:
-MFlashcards of bag, book, lunch box, pencil, pencil box, rubber, water bottle.
- CD track 27, 28, CDplayer
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Slap the board
2.Listen and say: - Have sts look at the picture at page 22, 23 and discuss + What is Baz doing?
- Let Ss know Baz is counting things in table 1 - Have sts listen to the Cd to check Mrs Woodward: Point to table 1, Baz, How many boys? Baz: One … two…. Two! Mrs Woodward: How many water bottles? Baz: One…two…three…four. Four! Mrs Woodward: Good, Baz. How old are you? Baz: One…two…three…four. I’m four!
- Introduce the plural: boy/ boys /boiz/; book/ books - Guide Ss how to read /z/ - Play the Track with pause - Have sts listen and repeat chorally and individually - Remark +How many boys? Two + How old are you? I’m four.
3. Sing: - Have sts know how to ask and answer about age. - Have Ss listen to a song - Play the Track with pause * How old are you? I’m four. * How old are you? I’m four. * How old are you? How old are you? I’m four. I’m four. I’m four! 4. Count and match - Have sts look at page 26 activity book - Ask Ss to give things they see - Ask Ss to count rubbers - Ask: How many rubbers? - Have Ss match rubbers with number 4 5. Draw, write and say - Ask: What is Baz doing?
- Have Ss draw themselves and write their age below - Make a model: Hi, my name is Nga. This is my picture. I’m four. - Call some Ss present their pictures - Correct the mistakes |
- 2 students go to the board and play
+ Pointing at one of the tables
- listen once and answer
-listen and repeat
- remark
- look and listen a student do with teacher say -work in pairs
- listen - listen and repeat
- open activity books - look and say: rubbers, lunch boxes, pencils. - count - four - match
-look and answer: He is telling us that he’s four - draw and write - listen and read silently.
-do individually -check |
Date of preparing: Nov 1st 2014 Week: 12
Date of teaching :From Nov 3rd to Nov 7th Period:24
UNIT 4: MY THINGS
Lesson 3: CB p. 24
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter G g
- Students can recognize and say the sound / g /
II. Vocabulary:
- girl, give.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of girl, give.
- CD track 29 , CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - Ask Ss to give some words, start with letter F f - The same with letter a, b ,c, d, e 2. Learn the letter - Teach new words + Give ( visual) +Girl (visual) - Notice the first sounds of the two words are the same / g / - Write g under the flashcard of “give” say / e / - Write G under the flashcard of “girl” say/ e / - Notice name of the sound / e / is / g / - Have students repeat / e / / g / give - / g / / g / girl - Have students read again chorally and individually 3. Sing - Introduce the song of letter G. - Have students listen. - Have students listen and repeat one by one sentence. - Have students listen and sing all the song twice. - Have students sing by themselves 4. Trace and Write - Notice students G is a capital letter , g is a lower case. - Wmodel G g. - Have students write by their fingers in the air. -Have students open their activity book - Have students trace and write in their activity books exercise 1. - Check and remark 5. Trace and say. Colour - Have students say out the words of the 2 pictures - Ask st which letter is the beginning letter - Have students trace the beginning letter - Have st colour Extra practice - Have students write 2 words give, girl on their board - Have students show the board - Have students check - Check and remark |
- gives some words with f: fan, fig - examples: apple, boat, ball, cat, coat….
- look listen and repeat chorally twice individually / g / say say -repeat -listen and repeat - read chorally and individually - listen -listen and repeat
-listen and sing
-sing -look and listen
-write in the air
-open the book -trace and write -check and correct
-give, girl. - G g -trace
-colour
- write on board - show the board - check and correct |
Date of preparing: Nov 8th 2014 Week: 13
Date of teaching :From Nov 10th to Nov 14th Period:25
UNIT 4: MY THINGS
Lesson 4: CB P.25
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from 1 to 5.
II.Vocabulary: 5, hide
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of doll, teddy bear, ball, 1, 2, 3, 4, 5.
- CD track 30, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Guessing game + Cover the picture of chair + Slowly uncover the picture and have students guess + Repeat with other things in the class. + Stick all things on different parts of the board 2. Count 1-5 - Have students discuss the content of the picture at page 25 by making 5 circles and count - Point to picture and ask Ss: How many balls? - Repeat say and model + Five 3. Sing - Ask Ss to look at the picture and answer the question: What is happening in the picture?
- Present a word “hide” by mime - Have students listen to the song and to the actions in it( the children are playing with their toys and there are flashcards on the board. - Have Ss knock the door and come in + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ doll and teddy bear ♪ count 1 and 2 ♪ doll and teddy bear ♪ clap for you ♪ doll and teddy bear ♪ count 3 and 4 ♪ doll and teddy bear ♪ point to the door ♪ doll and teddy bear ♪ count to 5 ♪ 1, 2, 3, 4, 5! Hide! 4. Sing and do - Point to a student in the class -Have students sing the song again and replace the name of the characters by the name of friends in their class. - Have students do the actions 5. Count, circle and colour - Introduce words of the 4 pictures - Make a model: write number 4 on the board and ask Ss: What is this? - Then T draws 5 balloons on the board on the right of number 4 and asks How many balloons? - Point to number 4 and ask Ss to count One, two, three, four and then circle 4 balloons - Have students do the same in their activity book - Have some students go to the board and do - Have others check - Check and remark |
- look - guess the name of the thing.
- look at the picture and discuss and count - five
+ five
+ look and answer: A doll and Teddy bear are singing and dancing + look and say + listen and repeat +sing and do
- doll and teddy bear - count - doll and teddy bear - clap - doll and teddy bear - count - doll and teddy bear - point - doll and teddy bear - Count
- Sing - sing and point to…
- look
- four
- five
- count and circle
-look and check |
Date of preparing: Nov 8th 2014 Week: 13
Date of teaching :From Nov 10th to Nov 14th Period:26
UNIT 4: MY THINGS
Lesson 5: CB P.26
I. Objectives
- By the end of the lesson, students will be able to
+ Say, recognize, and write letter H h
+ Say and recognize sound /h/
II. Vocabulary:
- hand, horse
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of hand, horse, fan, table, dog, cat, apple,.
- CD track 31, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up Play a game “ Recognize sound / /” - Guide students raise their hand if the word begin with sound / / + Say Baz and bird + Say cat and coat, + Etc 2. Learn the letter - Teach new words + Hand( visual) + Horse(visual) - Notice the first sounds of the two words are the same / h / - Write h under the flashcard of hand say /h/ - Write H under the flashcard of horse say/ h/ - Notice name of the sound / h / is /h / - Have students repeat / h/ / h / hand - / h/ / h / horse 3. Sing - Introduce the song of letter H. - Have students listen. - Have students listen and repeat one by one sentence. - Have students listen and repeat twice. 4.Find - Have students find h in the alphabet - Notice students h is the second letter - Have students point to hand and horse in the picture - Have students find out another words beginning with sound / /, /g/ 5.Trace and Write - Notice students H is a capital letter , h is a lower case. - Write model H h. - Have students write by their fingers in the air. - Have students open their activity book - Have students trace and write in their activity books. - Check and remark -Have student write word dog and bird on their board - Have students show the boards - Check and remark |
listen
raise hand sit still
- look, listen and repeat chorally and individually
- look and say - /h/ - /h/ - / h/ / h / hand - / h/ / h / horse - listen
- repeat line by line - listen and repeat
- look and find
- point to hand and horse
- point to give, girl, apple....
- look
- write in the air open the book - trace and write on the book - write on board
- show the board
- check
|
UNIT 4: MY THINGS
Lesson 6: CB P.27
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
II. Vocabulary:
- pencils, books, rubbers, thank you
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of pencils, books, rubbers.
- CD track 32, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - raise the bag and ask How many bags? - have Ss do the same with another things - T says give me your pencil, (name) and say: thank you 2. Look and say: - Ask Ss to open the book on page 27 - Have students point to picture 1 in their book - Have students point to numbers of the pictures in the right order - Have students discuss about the content of the pictures + Who are the boy and girl? + What school things can you see? + What is happening in the story?
3. Listen Have students listen to the CD to find out what happen to the boy and the girl * Tess: How many pencils? * Baz: Four * Tess: Four pencils? * Baz: Yes * Tess: How many rubbers? * Baz: Two * Tess: Two rubbers? * Baz: Yes * Tess: How many books? * Baz: Three * Tess: Three books? * Baz: Yes * Tess: Give me my things, please. * Baz: Sorry * Tess: Thank you, Baz. - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Stick flashcards of Tess and Baz on the board - Have students listen to the CD and act as Tess and Baz - Have some groups of 2 students go to the board and act as Tess and Bazz. 5. Count. Trace the right number - Have students look at page 30 and stick the card of bag and ask What is this? and count - Have Ss count things in each picture - Ask Ss to count and check How many rubbers? - Do the same with pencils. |
-listen and answer two
- give - sing and do
- point
- discuss
+ Baz and Tess + books, pencils, rubbers + Bazz is helping Tess pack her bag, but he is taking some of her things.
- listen
- listen and repeat
- look
listen
- go to the board and do
- a bag and count 1 - look and say - four
- three |
Prepare date: 07 / 12/ 2013
Teach date: 09/ 12/ 2013
Period: 28
UNIT 4: MY THINGS
Lesson 7: Review
I. Objectives
- To review letters and sounds of Gg Hh
II. Teaching aids
- Flashcards of give, girl, hand, horse
III. Method
- Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: Play a game: Whispering Game - Have students look at teacher and identify which sound is being whispered by teacher + / g/ + / h/ 2. Match and colour - remind letter and sound / g /, g, G; / h /, h, H write the letter g on the board and say /g / have students repeat write the letter h next to e and say /h/ have students repeat write the capital letter G and H next to the two letters have students read them aloud have students find which word begin with G and H remark G and H are used to write names. - Have students look at page 31 and do exercise 1 - model on the board g G e h H - guide students point to the blue letter f and say out the sound / f / - have students move to the 4 letter on the right and say out their sound - explain why we circle letter g - have students do individually - have 3 students go to the board and do - have others check 3. Join the dots. Colour - show the flash card of number from 1 to 5 on the halves - have students say out his name - change the position of numbers like zic zac and call Ss go to the board to match. - ask students to see the activity 2 and ask What’s this? - have other check - have students color the pictures. |
+ say /g/ + say /h/
- look
+ repeat
+ repeat + look
+ repeat
- give, girl, hand, horse
open the books - look
- listen
- do individually - do - check
- change and match
- It’s a horse
|
Prepare date: 28 / 12/ 2013
Teach date: 30/ 12/ 2013
Period: 29
UNIT 5: MY COLOURS
Lesson 1: CB p. 28
I. Objectives:
- By the end of the lesson, students will be able to identify some shapes and colors. And then, Ss can identify English sounds and some words to communicate. They can use hands and fingers cleverly.
- Vocabulary: circle, rectangle, square, triangle, blue, green, orange, red, yellow .
II, Teaching aids:
- Flashcards of bag, book, lunch box, pencil, pencil box, rubber, water bottle.
- CD track 33-34, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - have sts look at the picture at page 28, 29. - have sts discuss the content of the picture + Who are the children? + What are they doing?
2. Listen and say: track 33 - present new words: circle, rectangle, square, triangle, blue, green, orange, red, yellow. (visuall) -Have sts look, listen and repeat twice. - Have sts repeat in groups and individual. 3. Listen and find: - Say and hold up flashcards in random order. - Have sts point to the objects in their books - Play track 34 with pause - have sts listen to the tape and find the right mentioned objects. 4. Play a game: Slap the board. Have sts listen and slap the picture of spoken word: circle, rectangle, square, triangle, blue, green, orange, red, yellow. 5. Colour - have sts open their Activity book at page 32 - have sts look at at picture - have sts say Point to the robot - T put the cards of color on the board, point to red card and ask What colour is this?
- go around and check |
- Ss look at the picture - Ss answer: + Baz and Adam + painting and looking at shapes.
- look, listen and repeat in chorus and individually.
- listen, look, point to the objects in the book and repeat. - listen to the CD - point out the objects in the book
-4 sts go to the board and play.
- open the book - look and point -look and say red and write it near red card and do same other one - do individually |
Prepare date: 29 / 12/ 2013
Teach date: 31/ 12/ 2013
Period: 30
UNIT 5: MY COLOURS
Lesson 2: CB p. 29
I. Objectives:
- By the end of the lesson, students will be able to
+ identify shapes and colors.
+ how to use hands and fingers cleverly.
- Vocabulary:
- Structure: it’s + colour.
II, Teaching aids:
- Flashcards of circle, rectangle, square, triangle, blue, green, orange, red, yellow.
- CD track 35, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - have Ss review colors by pointing colors and ask What color is this?
2. Listen and say: - have sts look at the picture at page 28, 29 and discuss + What is Baz doing? - Let Ss know Baz is teaching shapes for Adam - draw shapes on the board and ask Ss to call name of each shapes. - Have sts listen to the Cd to check Baz: It’s green! It’s a square. Baz: It’s red! It’s a circle. Baz: It’s yellow! It’s a retangle. Baz: It’s blue! It’s triangle
- play the Track with pause - have sts listen and repeat chorally and individually - Remark: 1. square 2. circle 3. retangle 4. triangle + It’s + colour.
3. Say and do: - Give green card and say It’s blue. It’s a …….
- Have Ss do the same with other card - raise a green triangle again and say It’s a triangle. It’s …..and do the same with other card 4. Draw and say - Have sts look at page 33 activity book - Draw a rectangle on the board and call a student on trace. Then ask What is this? - Ask Ss to trace pictures at p.33 and read shapes silently - say point to the circle - Have Ss do the same to other shape 5. Colour - Show a red card and ask What colour is this? - stick a shape on the board and write red below - do the same to other colour shapes - Ask Ss to see Activity 2 at p.33 and guide Ss how to colour - check and call a student go in front of class and say point to the triangle - correct the mistakes |
- look and answer
-look and discuss
- listen once and answer
-listen and repeat
- remark
- look and complete a word with triangle -work in pairs
- say green
- trace and answer It’s a rectangle - trace and read
- point to the circle
- red
- open activity books - colour - It’s a triangle. It’s red -do individually -check |
Prepare date: 04 / 01/ 2014
Teach date: 06/ 01/ 2014
Period: 31
UNIT 5: MY COLOURS
Lesson 3: CB p. 30
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter I i
- Students can recognize and say the sound / i /
II. Vocabulary:
- iguana, insect.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of iguana, insect.
- CD track 36 , CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - ask Ss to speak the Alphabet from A to H - Ask Ss to pronoun the sounds correctly from A to H 2. Learn the letter - teach new words + iguana ( visual) +insect (visual) - Notice the first sounds of the two words are the same / i / - write i under the flashcard of “iguana” say / i / - write I under the flashcard of “insect” say/ i / - notice name of the sound / i / is / i / - have students repeat / i / / i / iguana - / i / / i / insect - have students read again chorally and individually 3. Sing - introduce the song of letter I. - have students listen. - have students listen and repeat one by one sentence. - have students listen and sing all the song twice. - have students sing by themselves 4. Find - Ask Ss to find letter I i in the Alphabet at the first page. - Have Ss read the letter in front of letter I - Have Ss look at a big picture in the book and T say insect. - say iguana. - Ask Ss to find letter start with /b/ and /g/ 4. Trace and Write - notice students G is a capital letter , g is a lower case. - write model G g. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1. - check and remark 5. Trace and say. Colour - have students say out the words of the 2 pictures - ask st which letter is the beginning letter - have students trace the beginning letter - have st colour Extra practice - have students write 2 words give, girl on their board - have students show the board - have students check - check and remark |
- speak - Pronoun sounds they learnt.
- look listen and repeat chorally twice individually / i / say say -repeat -listen and repeat - read chorally and individually - listen -listen and repeat
-listen and sing
-sing -look and listen
-find
-read H h -point to insect
-point to iguana
-notice.
- write G g - write in the air -trace
-say out
- trace and colour
- write on board - show the board - check and correct |
Prepare date: 05 / 01/ 2014
Teach date: 07/ 01/ 2014
Period: 32
UNIT 5: MY COLOURS
Lesson 4: CB p. 31
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from 6,7.
II.Vocabulary: 6, 7, hungry, sky, flying, looks at
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of 6, 7, hungry, sky, flying, looks at.
- CD track 37, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Guessing game + give 5 pencils on and ask How many pencils? + put 1 pencil down and ask How many pencils? + do the same until no pencils in the hand and ask How many pencils?. + have Ss repeat. 2. Count 1-7 - have students discuss the content of the picture at page 31 by making 6 circles and count - point to picture and ask Ss: How many circles? - repeat say and model +six - do the same to 7 - have Ss look at the picture and ask How many iguanas? How many insects? 3. Sing - ask Ss to look at the picture and answer the question: What is happening in the picture?
What colour is the iguana? - present a word “hungry, sky, fly” by mime - have students listen to the song and to the actions in it - have Ss wave their fingers with seven in the air when sing to seven insects flying by… or look on ceiling when sing to looks at the sky + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ look at the iguana ♪ It’s green and blue ♪ look at the iguana ♪ It’s hungry, too! ♪ Seven insects flying by ♪ The iguana looks at the sky (clap) ♪ Six insects flying by ♪ look at the iguana ♪ It’s green and blue ♪ look at the iguana ♪ It’s hungry, too! ♪ Six insects flying by ♪ The iguana looks at the sky (clap) ♪ Five insects flying by Music –rewind and repeat for the verses “Five insects…” to “Two insects…”, or else sing unaccompanied ♪ look at the iguana ♪ It’s green and blue ♪ look at the iguana ♪ It’s hungry, too! ♪ one insects flying by ♪ The iguana looks at the sky (clap) ♪ No insects flying by
4. Sing and do - call seven students in front of class, role play seven insects -call another student role play an iguana, give a card with green and blue one. - have students do the actions 5. Count and circle - Ask Ss to open the book at page 35 - Have Ss look at insects at the left corner of page 35 and ask How many insects? - point to number 7 and ask Ss to count One, two, three, four, five, six, seven and then circle 7 insects - Have students do the same in their activity book - have some students go to the board and do - have others check - check and remark |
- answer 5 - answer 4 - answer No pencils
- repeat
- discuss and count
- six
+ six
- six and seven
+ look and answer: An iguana is eating some insects - it’s green and blue + look and say
+ listen and repeat
+sing and do -look at the iguana
- look in the sky - count - clap - count -look at the iguana
- look in the sky - count - clap - count
-look at the iguana
- look in the sky - count - clap - count
-role play
- do the actions
-open and look
- count and circle seven - point
-look and check |
Prepare date: 11 / 01/ 2014
Teach date: 13/ 01/ 2014
Period: 33
UNIT 5: MY COLOURS
Lesson 5: CB p. 32
I. Objectives
- By the end of the lesson, students will be able to
+say, recognize, and write letter J j, K k
+say and recognize sound /h/, / d /
II. Vocabulary:
- Jig, jump, kick, kite
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of Jig, jump, kick, kite.
- CD track 38, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up Play a game “ Recognize name / /” - guide students raise their hand if the word begin with sound / / + say Baz, Tess, Jig, Adam 2. Learn the letter - teach new words + jump( visual) + kick(visual) + kite (visual) - Notice the first sounds of the two words are the same / dg /, / k/ - write j under the flashcard of jump say /dg/ - write J under the flashcard of Jig say/ dg / - write k under the flashcard of kick say /k/ - write K under the flashcard of kite say/ k/ - notice name of the sound / j / is /dg /, k is /k/ - have students repeat / j/ / dg / Jig - / j/ / dg / jump - have students repeat / k/ / k / kick - / k/ / k / kite 3. Sing - introduce the song of letter J, K. - have students listen. - have students listen and repeat one by one sentence. - have students listen and repeat twice. 4.Find -have students find j, k in the alphabet - notice students j, k is the second letter - Ask Ss to point to Jig and “jump” in the picture - Ask Ss to point to kite and “kick” in the picture - have students find out another words beginning with sound / b /, /d/ 5.Trace and Write - notice students J, K is a capital letter , j, k is a lower case. - write model J j, K k. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books. - check and remark -Have student write word Jig, jump, kick and kite on their board - have students show the boards - check and remark |
listen
raise hand
- look, listen and repeat chorally and individually
- look and say - /dg/
- /k/
- / j/ / dg / Jig - / j/ / dg / jump - / k/ / k / kick - / k/ / k / kite - listen
- repeat line by line - listen and repeat
- look and find
- point to Jig and jump - point to kite and kick - point to ball, date,....
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check
|
Prepare date: 12 / 01/ 2014
Teach date: 14/ 01/ 2014
Period: 34
UNIT 5: MY COLOURS
Lesson 6: CB p. 33
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
II. Vocabulary:
- Date, box, chair, ball, jump, Jig
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of Date, box, chair, ball, jump, Jig…
- CD track 39, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - post flashcards to review the words ball, chair and stick them on the board - draw a date and ask What is this? - give a pencil box and say It’s a box 2. Look and say: - Ask Ss to open the book on page 33 - Have students point to picture 1 in their book - Have students point to numbers of the pictures in the right order - Have students discuss about the content of the pictures + Who is in the story? + What are they trying to get? + How are they trying to get it?
3. Listen Have students listen to the CD to find out what happen to the boy and the girl * Jig: Look! It’s red! It’s a date! * Pat: Give me a box * Pat: Give me a chair and a ball * Pat: Jump, Jig! Jump! - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Stick flashcards of Pat and Jig on the board - Have students listen to the CD and act as Pat and Jig - Have some groups of 2 students go to the board and act as Pat and Jig. 5. Match and colour - Have students look at page 37 and stick the card of red - Do the same with green, blue, yellow, orange - Ask Ss to match each shapes with their colors - check the answers: It’s a rectangle. It’s red. It’s triangle. It’s blue. It’s a square. It’s yellow. It’s circle. It’s green. It’s a rectangle. It’s orange. |
-listen and answer two
- It’s a date - It’s a pencil box
- point
- discuss
+ Pat and Jig + a date + They are putting things on top of each other to climb up to it
- listen
- listen and repeat
- look listen
- go to the board and do
- It’s red
- look and say -match - check
|
Prepare date: 18 / 01/ 2014
Teach date: 20/ 01/ 2014
Period: 35
UNIT 5: MY COLOURS
Lesson 7: Review
I. Objectives
- To review letters and sounds of Ii, Jj, Kk and number 6, 7.
II. Teaching aids
- Flashcards of iguana, insect, Jig, jump, kick, kite
III. Method
- Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have students review number 6 by clapping 6 sounds - Do the same with number 7, 5, 2, 4, 1 2. Look and say. Trace the letter - remind letter and sound / i /, i, I; / j /, j, J, / k/, k , K write the letter i on the board and say /i / have students repeat write the letter j next to j and say /dg/ have students repeat write the letter k next to k and say /k/ have students repeat write the capital letter I, J and K next to the three letters have students read them aloud have students find which word begin with I, J and K remark I, J and K are used to write names. - Have students look at page 38 and do exercise 1 - model on the board i I i j J k K - guide students point to the blue letter i and say out the sound / i / - have students move to the 6 letter on the right and say out their sound - explain why we circle letter i - have students do individually - have 3 students go to the board and do - have others check 3. Count and write - Have Ss look at the activity 2 on p.38 - make a model by drawing a square on the board and ask What’s this? - draw 5 squares beside it and ask How many squares?. - Let Ss count number 1 to 6 - have other check |
- clap - do
+ say /i/ + say /j/ + say /k/ - look
+ repeat
+ repeat + look
+ repeat
- iguana, insect, Jig, jump, kick, kite
open the books - look
- listen
- do individually
- look
- It’s a square - Six - write 6 on the right
|
Prepare date: 19 / 01/ 2014
Teach date: 21/ 01/ 2014
Period: 36
UNIT 6: MY FARM
Lesson 1: CB p. 34
I. Objectives:
- By the end of the lesson, students will be able to identify some animals on the farm and outdoor. And then, Ss can identify English sounds and some words to communicate. They can use hands and fingers cleverly.
- Vocabulary: butterfly, donkey, duck, field, flower, goat, sun .
II, Teaching aids:
- Flashcards of butterfly, donkey, duck, field, flower, goat, sun .
- CD track 40-41, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - have sts look at the picture at page 34, 35. - have sts discuss the content of the picture + Who are the children? + Where are they? + How do we know it’s a farm?
+ Why do the children look happy?
2. Listen and say: track 40 - present new words: butterfly, donkey, duck, field, flower, goat, sun. (visual) -Have sts look, listen and repeat twice. - Have sts repeat in groups and individual. 3. Listen and find: - Say and hold up flashcards in random order. - Have sts point to the objects in their books - Play track 41 with pause - have sts listen to the tape and find the right mentioned objects. 4. Play a game: Slap the board. Have sts listen and slap the picture of spoken word butterfly, donkey, duck, field, flower, goat, sun 5. Match and colour - have sts open their Activity book at page 39 - stick flashcards they’ve already learnt on the board and ask What’s this? - Do the same with other cards - Have Ss colour a picture - go around and check |
- Ss look at the picture - Ss answer: + Baz and Tess + outdoors, on a farm + There is a donkey, a goat, and some fields + because it’s nice to walk in the countryside and admire scenery and animals
- look, listen and repeat in chorus and individually.
- listen, look, point to the objects in the book and repeat. - listen to the CD - point out the objects in the book
-4 sts go to the board and play.
- open the book - look and point -look and say It’s a duck and write it near red card and do same other one - do individually |
Prepare date: 08 / 02/ 2014
Teach date: 10/ 02/ 2014
Period: 37
UNIT 6: MY FARM
Lesson 2: CB p. 35
I. Objectives:
- By the end of the lesson, students will be able to
+ know how to ask and answer with Yes/ No question.
+ how to use hands and fingers cleverly.
+ review the alphabets from a to k
- Vocabulary: apple, bird, cat, dates, eggs, figs, goat, horse, iguana, jump, kite.
- Structure: Is it….? Yes, it is./ No, it isn’t.
II, Teaching aids:
- Flashcards of apple, bird, cat, dates, eggs, figs, goat, horse, iguana, jump, kite.
- CD track 42, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - have Ss review animals (outdoors) on a farm by sticking flashcards on the board and say Point to the field - Do the same with other flashcard 2. Listen and say: - have sts look at the picture at page 34, 35 and discuss + What are Baz and Tess doing? - Have sts listen to the Cd to check Baz: Look, Tess! Is it a horse? Tess: No, it isn’t. It’s a donkey. Baz: Look, Tess! Is it a duck?. Tess: Yes, it is. [ pause] Tess: Look at the butterfly, Baz! Baz: Is it red? Tess: Hmm… No, it isn’t. - play the Track with pause - have sts listen and repeat chorally and individually + Is it …? Yes, it is/ No, it isn’t.
3. Say and do: - Raise a donkey and look, ask Is it a horse?
- Have Ss do the same with other card - raise a butterfly and ask Is it a butterfly? Is it blue and do the same with other card 4. Find, colour and say - Write the alphabet from a to k on the board, point ask Ss to read aloud - Have sts look at page 40 activity book - Say Point to letter a. look at the picture and have Ss find a letter start by a / ae/ in apple - ask Ss to colour a and apple - Have Ss do the same to other things - check the answers: a-apples, b-bird, c-cat, d-dates, e-eggs, f-figs, g-goat, h-horse, i-iguana, j-jumping girl, k-kite)
|
- look and point
-look and discuss + They are talking about the donkey and the butterfly
- listen once and answer
-listen and repeat
- look and answer No, it isn’t. It’s a donkey. -work in pairs + Yes, it is/ No, it isn’t. It’s red and orange.
- look, point and read
- look - point and find
- color
- check
|
Prepare date: 09 / 02/ 2014
Teach date: 11/ 02/ 2014
Period: 38
UNIT 6: MY FARM
Lesson 3: CB p. 36
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter L l, M m.
- Students can recognize and say the sound / l /, /m/.
II. Vocabulary:
- lion, lemon, mango, moon.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of lion, lemon, mango, moon.
- CD track 43 , CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - ask Ss to speak the Alphabet from A to K - Ask Ss to pronoun the sounds correctly from A to K 2. Learn the letter - teach new words + lemon ( visual) +lion (visual) + mango ( visual) +moon (visual) - Notice the first sounds of the two words are the same / l /, /m/ - write l, m under the flashcard of “lemon”, “mango” say / l /, /m/ - write L, M under the flashcard of “lion”, “moon” say / l /, /m/ - notice name of the sound / l / is / l /, /m/ is/m/ - have students repeat / l / / l / lemon, / m / / m/ mango - repeat / l / / l / lion, / m / / m/ moon - have students read again chorally and individually 3. Sing - introduce the song of letter L, M. - have students listen. - have students listen and repeat one by one sentence. - have students listen and sing all the song twice. - have students sing by themselves 4. Find - Ask Ss to find letter Ll, Mm in the Alphabet at the first page. - Have Ss read the letter in front of letter L, M - Have Ss look at a big picture in the book at the last page 36 and T say point to the lion. - say count the lemons. - say count the mangoes - say point to the moon
- Ask Ss to find some animal start with /e, /h/ and /i/ 5. Trace and Write - notice students L is a capital letter , L is a lower case. - write model L l. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1. - check and remark 5. Trace and say. Colour - have students say out the words of the 2 pictures - ask st which letter is the beginning letter - have students trace the beginning letter - have st colour Extra practice - have students write 2 words give, girl on their board - have students show the board - have students check - check and remark |
- speak - Pronoun sounds they learnt.
- look listen and repeat chorally twice individually
/ l /, /m/ Say
Say
-repeat -listen and repeat - read chorally and individually - listen
-listen and repeat
-listen and sing
-sing -look and listen -find
-read L l -point to lion
-count one, two -count one, two -point to moon
-notice.
- write L l - write in the air -trace
-say out
- trace and colour
- write on board - show the board - check and correct |
Prepare date: 15 / 02/ 2014
Teach date: 17/ 02/ 2014
Period: 39
UNIT 6: MY FARM
Lesson 4: CB p. 37
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from 8,9.
II.Vocabulary: 8, 9, animals, sounds, donkey (heehaw), bird (tweet), cat (meow), duck (quack)
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of 8, 9, animals, sounds, donkey (heehaw), bird (tweet), cat (meow), duck (quack).
- CD track 44, 45, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Guessing game + draw 5 mangoes on the board and ask How many mangoes? + erase 1 mango and ask How many mangoes? + do the same until no mangoes on the board and ask How many mangoes? + have Ss repeat. 2. Count 1-9 - have students discuss the content of the picture at page 37 by making 8 circles and count - point to picture and ask Ss: How many circles? - repeat say and model +eight - do the same to 9 - have Ss look at the picture and ask How many mangoes? How many eggs? 3. Listen and find - Have Ss introduce pictures in Vietnamese.
- Have Ss say names of animals they’ve seen in English and then put them on the board. - Point to each animals and ask Ss each sound of them. - Explain sound of animals in Vietnamese differ from English. Point to the donkey and say heehaw - Do the same with bird (tweet), cat (meow), duck (quack) - Have Ss know they will listen to some people say about pictures in the book. Ask Ss to find and count animals. - let Ss listen the dialogue - Have Ss listen again and pause after each count - Call on some Ss go to the board and put flashcards suitable for quantities (donkey – 8, bird – 9, cat – 2, duck – 8) 4. Sing - Have Ss know they will listen to a song about animals in the book. - present a word “duck, donkey” by picture - have students listen to the song and to the actions in it + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ listen to the animal, animal, animal ♪ Listen to the animal. Here is the sound ♪ tweet, tweet, tweet, tweet, tweet (X2) ♪ Is it a bird? a bird? A bird? ♪ Yes, it’s a bird. Yes, it is. ♪ tweet, tweet, tweet, tweet, tweet ♪ Yes, it’s a bird. Yes, it is. ♪ listen to the animal, …… [cat verse- meow] ♪ listen to the animal, …… [donkey verse- heehaw] ♪ listen to the animal, …… [duck verse- quack]
4. Count and match - Have Ss look at insects at the left corner of p.42 and ask How many insects? -Ask Ss to match. - have students do the actions - check (8-mangoes, 9-butterflies, 9 lemons) 5. Trace and write - write model 8. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1. - check and remark |
- answer seven
- answer 6 - answer No mangoes
- repeat
- discuss and count
- eight
+ eight - nine - eight and nine
- It’s a farm scene with a lot of donkeys, ducks, cats, and birds
- look
- repeat
- repeat
- find and count
- listen - listen and count - go to the board and do
+ listen
+ look and say
+ listen and repeat
+sing and do
-look and count - eight - match - do the actions
- look - write in the air - open - trace and write -look and check |
Prepare date: 16 / 02/ 2014
Teach date: 18/ 02/ 2014
Period: 40
UNIT 6: MY FARM
Lesson 5: CB p. 38
I. Objectives
- By the end of the lesson, students will be able to
+say, recognize, and write letter N n
+say and recognize sound /n/
II. Vocabulary:
- nose, nut
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of nose, nut.
- CD track 46, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Have Ss review some vocabularies about food they’ve learnt (apple, dates, egg, fig, lemon, mango) + raise flashcard of apple on and ask What’s this? And the stick it on the board. - Do the same with egg and lemon. - Draw a fig and ask Is it a date? - Draw a date and ask Is it a date? - What are they? 2. Learn the letter - teach new words + nose( visual) + nut(visual) - Notice the first sounds of the word are the same / n/ - write n under the flashcard of nose say /n/ - write N under the flashcard of nut say/ n / - notice name of the sound / n / is /n /, - have students repeat / n/ / n / nose - / n/ / n / nut 3. Sing - introduce the song of letter N. - have students listen. - have students listen and repeat one by one sentence. - have students listen and repeat twice. 4.Find -have students find n in the alphabet - notice students n is the fourteenth letter, after /m/ - Ask Ss to look at a big picture and say Point to the nuts. - ask How many noses? - have students find out another words beginning with sound / f /, /k/ 5.Trace and Write - notice students N is a capital letter , n is a lower case. - write model N n. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books. - check and remark -Have student write word nose and nut on their board - have students show the boards - check and remark |
- answer
- It’s an apple
- No, it isn’t. It’s a date. - Yes, it is. - They are food?
- look, listen and repeat chorally and individually - look and say - /n/ - /n/
- / n/ / n / nose - / n/ / n / nut
- listen
- repeat line by line - listen and repeat
- look and find
- point to “nut”
- Two - point to fan, coats,....
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check |
Prepare date: 22 / 02/ 2014
Teach date: 24/ 02/ 2014
Period: 41
UNIT 6: MY FARM
Lesson 6: CB p. 39
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
II. Vocabulary:
- butterfly, donkey, horse, field, farm
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of butterfly, donkey, horse, field, farm
- CD track 47, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have Ss draw a picture of animal they like in a farm and then ask them to stand up and ask Is it a donkey? - do the same with another animal or T draw and ask (butterfly, horse, field, farm) - explain a word farm 2. Look and say: - Ask Ss to open the book on page 39 - Have students point to numbers of the pictures in the right order - Have students point to picture 1 in their book - Have students point to picture 2 in their book - Have students discuss about the content of the pictures + Where is the horse? + How do we know it’s a farm?
+ is there a butterfly in each picture? 3. Listen Have students listen to the CD to find out what happen to the boy and the girl * Boy: Is it a butterfly? * Girl: Yes, it is * Boy: Is it a donkey? * Girl: No, it isn’t. It’s a horse. * Boy: Is it a field? * Girl: Yes, it is. * Boy: Is it a farm? * Girl: Yes, it is. - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Have students listen to the CD and act as Boy and Girl - Have some groups of 2 students go to the board and act as Boy and Girl. 5. Say and write the letter - Have students look at page 44 and ask What are their similarities? - Have Ss say each animal - Stick a flashcard of butterfly on the board and ask Is it a butterfly?. Say butterfly and write b below - Have Ss do the activity. - check the answers: cat-c/k/, donkey-d / d/,duck-d/d/, elephant- e /e/, goat-g /g/, horse- h/h/, iguana-i/i/, lion-l/l/ |
-draw and answer
- look and answer
- look and listen
- open - listen and look
- point - point - dicuss
+ on the farm + It’s outdoors, and there’s a field, a horse, and a butterfly + Yes
- listen
- listen and repeat
- look listen
- go to the board and do
- They are all animals
- look and say - Yes, it is
- do the activity
|
Prepare date: 23 / 02/ 2014
Teach date: 25/ 02/ 2014
Period: 42
UNIT 6: MY FARM
Lesson 7: CB p. 40
I. Objectives
- To review letters and sounds of Ll, Mm, Nn
- To review number 8 and 9
II. Teaching aids
- Flashcards of lemon, lion, mango, moon, nose, nut
III. Method
- Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have Ss listen number and write with six, nine, seven - Write numbers from 1 to 9 on the board and ask Ss to listen and circle the number they’ve heard 2. Match and colour - remind letter and sound / l /, l, L; / m /, m, M, / n/, n, N write the letter l on the board and say /l / have students repeat write the letter m next to l and say /m/ have students repeat write the letter n next to m and say /n/ have students repeat write the capital letter L, M and N next to the two letters have students read them aloud have students find which word begin with K and N remark L, M and N are used to write names. - Have students look at page 45 and do exercise 1 - model on the board l, m, n L l M m N n - guide students point to the blue letter l and say out the sound / l / - have students move to the 4 letter on the right and say out their sound - explain why we circle letter m - have students do individually - have 3 students go to the board and do - have others check 3. Count and circle - Have Ss look at the activity 2 on page 45 - Ask What numbers do you see? - make a model: draw a flower and ask What’s this? - draw 8 flowers more and ask How many flowers? - have Ss do the activity and count silently - check (8-ducks, 8 birds, 9 insects) . |
- listen and write - listen and circle
+ say /g/ + say /h/
- look
+ repeat
+ repeat + look
+ repeat
- lemon, lion, mango, moon, nose, nut
open the books - look
- listen
- do individually - do - check
- look - 8 and 9 - It’s a flower. - point and count aloud (nine flowers) - check |
Prepare date: 01 / 03/ 2014
Teach date: 03/ 03/ 2014
Period: 43
UNIT 7: MY CLOTHES
Lesson 1: CB p. 40
I. Objectives:
- By the end of the lesson, students will be able to identify some clothes. And then, Ss can identify English sounds and some words to communicate. They can use hands and fingers cleverly.
- Vocabulary: jumper, shirt, shoes, shorts, skirt, socks, trousers.
II, Teaching aids:
- Flashcards of jumper, shirt, shoes, shorts, skirt, socks, trousers.
- CD track 48-49, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - have sts look at the picture at page 40, 41. - have sts discuss the content of the picture + Who are the children? + Where are they? + What are they doing?
+ Why is it important to help at home?
2. Listen and say: track 48 - present new words: jumper, shirt, shoes, shorts, skirt, socks, trousers. (visual) -Have sts look, listen and repeat twice. - Have sts repeat in groups and individual. 3. Listen and find: - Say and hold up flashcards in random order. - Have sts point to the objects in their books - Play track 49 with pause - have sts listen to the tape and find the right mentioned objects. 4. Find and colour. Say - have sts open their Activity book at page 46 - Ask Ss to read aloud some clothes they’ve studied and stick flashcards when they read - Have Ss look at Baz below and ask What is happening? - Make a model with Shirt: It’s in the basket and colour - Do the same with other cards to describe the position of clothes - Have Ss say the words they do - go around and check |
- Ss look at the picture - Ss answer: + Adam, Baz and Tess + in the bedroom + helping their mum by folding the laundry. + It shows respect for our parents and help them
- look, listen and repeat in chorus and individually.
- listen, look, point to the objects in the book and repeat. - listen to the CD - point out the objects in the book
- open the book - look and point
-look and say the clothes are falling out of the laundry basket - listen, say and colour
- do individually
|
Prepare date: 02 / 03/ 2014
Teach date: 04/ 03/ 2014
Period: 44
UNIT 7: MY CLOTHES
Lesson 2: CB p. 41
I. Objectives:
- By the end of the lesson, students will be able to
+ know how to ask and answer about colours. Give an invitation
+ how to use hands and fingers cleverly.
+ review the colours
- Vocabulary: please, give.
- Structure: What colour is it? It’s …../ What color are they? They’re…. .
II, Teaching aids:
- Flashcards of jumper, shirt, shoes, shorts, skirt, socks, trousers, please, give.
- CD track 50, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - have Ss review clothes in the laundry by sticking flashcards on the board and point - Do the same with other flashcard of clothes - give orange on and ask Is it blue - Do the same with other flashcard of colors 2. Listen and say: - have sts look at the picture at page 40, 41 and discuss + What are Baz and Tess doing?
- Have sts listen to the Cd to check Baz: Pease give my socks. Tess: What color are they? Baz: They’re red. [pause] Thank you Tess: Pease give me my jumpers Baz: What colour is it? Tess: It’s green. [pause] Thank you - play the Track with pause - have sts listen and repeat chorally and individually - Ask Ss Do you remember what Baz and Tess said when they received clothes? + What color is it? It’s + color/ What color are they? They’re +color. 3. Say and do: - Point to socks and ask What color are they?
- Point to jumper and ask What color is it? - Have Ss do the same with other flashcard - call on some Ss role play in front of class. 4. Colour - Ask Ss to open the Activity book on page 47 - Stick flashcards of color on the board and point to red, ask What color is it? - Do the same with other color - explain for Ss know each color at p 47 suits with a number and color - Say What is the number of red? - Have Ss do the same to other things
|
- look and say
- look and say No, it isn’t. It’s orange.
-look and discuss + They are sorting out the pile by giving each other their clothing
- listen once and answer
- thank you -listen and repeat
- look and answer They’re red. - look and answer It’s green.
-work in pairs
- look, point and say It’s red.
- look - point and find
- one - check |
Prepare date: 08 / 03/ 2014
Teach date: 10/ 03/ 2014
Period: 45
UNIT 7: MY CLOTHES
Lesson 3: CB p. 42
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter O o, P p.
- Students can recognize and say the sound / o /, /p/.
II. Vocabulary:
- octopus, ostrich, Pat, pink.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of octopus, ostrich, Pat, pink.
- CD track 51, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - ask Ss to speak the Alphabet from A to M - Ask Ss to pronoun the sounds correctly from A to M 2. Learn the letter - teach new words + octopus ( visual) +ostrich (visual) + pink ( visual) - Notice the first sounds of the two words are the same / o /, /p/ - write o, p under the flashcard of “octopus”, “pink” say / o /, /p/ - write O, P under the flashcard of “ostrich”, “Pat” say / o /, /p/ - notice name of the sound / o / is / o /, /p/ is/p/ - have students repeat / o / / o / octopus, / p / / p/ pat - repeat / o / / o / ostrich, / p / / p/ pink - have students read again chorally and individually 3. Sing - introduce the song of letter O, P. - have students listen. - have students listen and repeat one by one sentence. - have students listen and sing all the song twice. - have students sing by themselves 4. Find - Ask Ss to find letter Oo, Pp in the Alphabet at the first page. - Have Ss read the letter in front of letter O, P - Have Ss look at a big picture in the book at the last page 42 and T say point to the octopus and ask What color is it?. - Ask Ss to find some animal start with /e, /h/ and /i/ 5. Trace and Write - notice students O is a capital letter , o is a lower case. - write model Pp. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1 p.48. - check and remark 5. Trace and say. Colour - have students say out the words of the 2 pictures - ask st which letter is the beginning letter - have students trace the beginning letter - have st colour Extra practice - have students write 2 words give, girl on their board - have students show the board - have students check - check and remark |
- speak - Pronoun sounds they learnt.
- look listen and repeat chorally twice individually
/ o /, /p/ Say
Say
-repeat -listen and repeat - read chorally and individually - listen
-listen and repeat -listen and sing
-sing -look and listen -find
-read Oo
-point to octopus and say It’s pink
-notice.
- write L l - write in the air -trace
-say out
- trace and colour
- write on board - show the board - check and correct |
Prepare date: 09 / 03/ 2014
Teach date: 11/ 03/ 2014
Period: 46
UNIT 7: MY CLOTHES
Lesson 4: CB p. 43
I. Objectives
- By the end of the lesson, students will be able to know, write and say the numbers from 10.
II.Vocabulary: 10, fly away, come back, here with me.
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of 71-80, 82, 83.
- CD track 52, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Write numbers from 1 to 9 on the board - give the number flashcard for nine Ss - other Ss count form 1 to 9, T points to make model - then Ss count from 9 to 1, T points to make model and Ss pick up and sit down. 2. Count 1-10 - have students discuss the content of the picture at page 43 by making 10 circles and count - point to picture and ask Ss: How many circles? - repeat say and model +ten - have Ss look at the picture and ask How many birds? 3. Sing - Have Ss introduce pictures in Vietnamese, and ask What is happening?
- remind Ss a word “fly” by mime and present “fly away” - do the same with “come back”, “here with me” - have students listen to the song and to the actions in it + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ ten birds, here with me ♪ look at that! It’s a cat! ♪ fly away, bird! fly away, bird! ♪ How many birds here with me? ♪ Nine. ♪ Nine birds, here with me ♪ look at that! It’s a cat! ♪ fly away, bird! fly away, bird! ♪ How many birds here with me? ♪ eight. [MUSIC] One birds, here with me ♪ look at that! It’s a cat! ♪ Go away, cat! Go away, cat! ♪ Come back, birds! Come back! 4. Sing and do - call ten students in front of class, role play ten birds -call another student role play a cat, give a card - have students do the actions 5. Trace and write - write model 10. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1. - check and remark 6. Count, circle and colour - Have Ss look at activity 2 at p 49 - Ask Ss to say number (10, 9, 10, 8) - make a model by writing number 10 on the board and ask then draw ten skirts: How many skirts? - Point and count skirts - do the same - go around and check |
- answer seven
- answer 6 - answer No mangoes
- repeat
- discuss and count
- ten - ten
- A boy is sitting with some birds, but a cat is close by and the boy and the birds look worried
- look and say
- listen
+ listen and repeat
+sing and do
- role play - do the actions
- look - write in the air - open - trace and write -look and check
- look - say - look and say ten - count one, two, three…. - Do activity |
Prepare date: 15 / 03/ 2014
Teach date: 17/ 03/ 2014
Period: 47
UNIT 7: MY CLOTHES
Lesson 5: CB p. 44
I. Objectives
- By the end of the lesson, students will be able to
+say, recognize, and write letter Qq
+say and recognize sound /kw/
II. Vocabulary:
- queen, quiet
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of queen, quiet, iguana.
- CD track 53, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Have Ss review some vocabularies about food they’ve learnt (octopus, pink, ostrich, Pat) 2. Learn the letter - teach new words + queen( visual) + quiet(visual) - Notice the first sounds of the word are the same / kw/ - write Q under the flashcard of queen say /kw/ - write q under the flashcard of quiet say/ kw / - notice name of the sound / q / is /kw /, - have students repeat / q/ / kw / queen - / q/ / kw / quiet 3. Sing - introduce the song of letter Q. - have students listen. - have students listen and repeat one by one sentence. - have students listen and repeat twice. 4.Find -have students find q in the alphabet - notice students q is the seventeenth letter, after /p/ - Ask Ss to look at a big picture and say Point to the queen. - mime quiet - have students find out another words beginning with sound / g /, /h/, /i/ 5.Trace and Write - notice students Q is a capital letter , q is a lower case. - write model Q q. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books. - check and remark -Have student write word nose and nut on their board - have students show the boards - check and remark |
- answer
- look, listen and repeat chorally and individually - look and say
- /kw/ - /kw/
- / q/ / kw / queen - / q/ / kw / quiet
- listen
- repeat line by line - listen and repeat
- look and find
- point to “queen”
- quiet - point to girls, give, hand, iguana,
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check |
Prepare date: 16 / 03/ 2014
Teach date: 18/ 03/ 2014
Period: 48
UNIT 7: MY CLOTHES
Lesson 6: CB p. 45
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
II. Vocabulary:
- Please give me …, shirt, trousers, socks, thank you, sorry
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of shirt, trousers, socks, thank you, sorry
- CD track 54, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have Ss draw a picture of clothes and ask them some their vocabularies - If there are colors, T ask What color is it?/ What color are they? 2. Look and say: - Ask Ss to open the book on page 45 - Have students point to numbers of the pictures in the right order - Have students point to picture 1 in their book - Have students point to picture 2 in their book - Have students discuss about the content of the pictures + Who are the people in the story? + What’s their mum doing? + What’s Baz doing? + Does Baz give Tess the right clothes?
+ How do you know? 3. Listen Have students listen to the CD to find out what happen to Baz and Tess * Tess: Baz, please give me my shirt. * Baz: What colour is it? * Tess: It’s yellow * Tess: Baz, please give me my trousers. * Baz: What colour are they? * Tess: They’re blue. * Tess: Baz, please give me my socks. * Baz: What colour are they? * Tess: They’re red. * Baz: Oh sorry! They’re my clothes. - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Have students listen to the CD and act as Boy and Girl - Have some groups of 2 students go to the board and act Tess and Baz. 5. Joint the dots. Colour - Write the alphabet from a to i to make a circle - Point to each to Ss read - do the same with j to q - Ask Ss to open the activity book on p. 51 - Have Ss realize clothes( jumper, skirt, socks, trousers) - Ask Ss to match to make a picture. - Have Ss colour |
-read name of clothes
- look and answer
- open - listen and look
- point - point - dicuss
+ Tess, Baz, and their mum + Ironing the clothes + Giving Tess her clothes + No, he doesn’t. He gives her the wrong clothes. + The clothes are too small. - listen
- listen and repeat
- look listen
- go to the board and do
- look - read
- do the activity
|
Prepare date: 22 / 03/ 2014
Teach date: 24/ 03/ 2014
Period: 49
UNIT 7: MY CLOTHES
Lesson 7: CB p. 46
I. Objectives
- To review letters and sounds of Oo, Pp, Qq
- To review numbers
II. Teaching aids
- Flashcards of 3, 95, 97
III. Method
- Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have Ss review numbers. - Write from 1 to 3 on the board - Call a student write 4 next. - Do the same until 10 2. Say and write - Ask Ss to open the activity book on p.52 - remind letter and sound / o /, o, O; / p /, p, P, /kw/, q, Q write the letter o on the board and say /ou / have students repeat write the letter p next to o and say /p/ have students repeat write the capital letter O, Q and P next to the two letters have students read them aloud have students find which word begin with O, P and Q remark O, P and Q are used to write names. - Have students look at page 52 and do exercise 1 - model on the board o o O p P q Q - guide students point to the blue letter o and say out the sound / ou/ - have students move to the 6 letter on the right and say out their sound - explain why we circle letter o - have students do individually - have 3 students go to the board and do - have others check 3. Count and write - show the flash card of number from 1 to 5 on the halves - have students say out his name - change the position of numbers like zic zac and call Ss go to the board to match. - ask students to see the activity 2 and ask What’s this? - have other check - have students color the pictures. |
- look - write - write
- look
+ repeat
+ repeat + look
+ repeat
- give, girl, hand, horse
open the books - look
- listen
- do individually - do - check
- change and match
- It’s a horse
|
Prepare date: 23 / 03/ 2014
Teach date: 25/ 03/ 2014
Period: 50
UNIT 8: MY BODY
Lesson 1: CB p. 46
I. Objectives:
- By the end of the lesson, students will be able to identify the body. And then, Ss can identify English sounds and some words to communicate. They can use hands and fingers cleverly.
- Vocabulary: arms, ears, eyes, feet, fingers, head, legs.
II, Teaching aids:
- Flashcards of arms, ears, eyes, feet, fingers, head, legs.
- CD track 55-56, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - have sts look at the picture at page 46, 47. - have sts discuss the content of the picture + Who is in the picture? + Where are they? + What are they doing? + What is the picture? 2. Listen and say: track 55 - present new words: arms, ears, eyes, feet, fingers, head, legs. (visual) -Have sts look, listen and repeat twice. - Have sts repeat in groups and individual. 3. Listen and find: - Say and hold up flashcards in random order. - Have sts point to the objects in their books - Play track 56 with pause - have sts listen to the tape and find the right mentioned objects. 4. Match and colour. Say - have sts open their Activity book at page 53 - Ask Ss to read aloud body they’ve studied and stick flashcards when they read - Make a model with arms and colour - Do the same with other cards to describe the position of clothes - Have Ss say the words they do - go around and check |
- Ss look at the picture - Ss answer: + Pat and Jig + in the kitchen + talking and looking at a picture. + a person
- look, listen and repeat in chorus and individually.
- listen, look, point to the objects in the book and repeat. - listen to the CD - point out the objects in the book
- open the book - look and point
- listen, say and colour
- do individually
|
Prepare date: 29 / 03/ 2014
Teach date: 31/ 03/ 2014
Period: 51
UNIT 8: MY BODY
Lesson 2: CB p. 47
I. Objectives:
- By the end of the lesson, students will be able to
+ know how to ask and answer about body
+ how to use hands and fingers cleverly.
+ review the numbers
- Vocabulary: eras, eyes, legs, fingers, rabbit, too
- Structure: I’ve got....
II, Teaching aids:
- Flashcards of eras, eyes, legs, fingers, rabbit.
- CD track 57, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - have Ss review body by sticking flashcards on the board and point - Do the same with other flashcard of Pat and Jig - Point to Pat and ask What is Pat? - Point to Jig and ask What is Jig? - Have Ss read 2. Listen and say: - have sts look at the picture at page 46, 47 and discuss + What are Pat and Jig doing?
- Have sts listen to the Cd to check Jig: I’ve got ears. Pat: I’ve got ears, too. Jig: I’ve got eyes. Pat: I’ve got eyes, too. Jig: Hmm…I’ve got four legs. Pat: I’ve got four legs, too. Jig: Oh, no! I’ve got no fingers. Pat: Of course not! You’re a rabbit.. - play the Track with pause - have sts listen and repeat chorally and individually + I’ve got …. 3. Say and do: - Point to eyes and say I’ve go eyes
- Point to ears and say I’ve go ears - Have Ss do the same with other flashcard - call on some Ss role play in front of class. 4. Count and write - Ask Ss to open the Activity book on page 54 - Stick flashcards of eyes on the board and point to eyes, ask How many eyes? - Do the same with other body - explain for Ss know each body at p 54 suits with a number and body - Have Ss do the same to other things |
- look and say
- look and say It’s a cat - look and say It’s a rabbit.
-look and discuss + They are comparing the body in the picture to their own bodies.
- listen once and answer
-listen and repeat
- look and say I’ve got eyes, too. - look and say I’ve got ears, too.
-work in pairs
- look, point and say eight.
- look
- check |
Prepare date: 29 / 03/ 2014
Teach date: 01/ 04/ 2014
Period: 52
UNIT 8: MY BODY
Lesson 3: CB p. 48
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter Rr.
- Students can recognize and say the sound /r/.
II. Vocabulary:
- rabbit, run.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of rabbit, run.
- CD track 58, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - Have Ss review the Alphabet from A to Q - Ask Ss to pronoun the sounds correctly from A to Q 2. Learn the letter - teach new words + rabbit ( visual) +run (visual) - Notice the first sounds of the two words are the same / r /, - write r under the flashcard of “rabbit”, say / r / - write R under the flashcard of “run” say / r / - notice name of the sound / r / is / r / - have students repeat / r / / r / run - repeat / r / / r / rabbit - have students read again chorally and individually 3. Sing - introduce the song of letter R. - have students listen. - have students listen and repeat one by one sentence. - have students listen and sing all the song twice. - have students sing by themselves 4. Find - Ask Ss to find letter R r in the Alphabet at the first page. - Have Ss read the letter in front of letter R - Have Ss look at a big picture in the book at the last page 48 and ask How many rabbits?. - Ask Ss to find some animal start with /oe/, /m/, /f/, /d/ 5. Trace and Write - notice students R is a capital letter , r is a lower case. - write model R r. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1 p.55. - check and remark 5. Trace and say. Colour - have students say out the words of the 2 pictures - ask st which letter is the beginning letter - have students trace the beginning letter - have st colour Extra practice - have students write 2 words give, girl on their board - have students show the board - have students check - check and remark |
- speak - Pronoun sounds they learnt.
- look listen and repeat chorally twice individually
/ r / Say / r / Say / r / -repeat -listen and repeat - read chorally and individually - listen
-listen and repeat -listen and sing -sing -look and listen
-find
-read R r
- answer Six - apples, mangoes, figs, dates
-notice.
- write Rr - write in the air -trace
-say out
- trace and colour
- write on board - show the board - check and correct |
Prepare date: 05 / 04/ 2014
Teach date: 07/ 04/ 2014
Period: 53
UNIT 8: MY BODY
Lesson 4: CB p. 49
I. Objectives
- By the end of the lesson, students will be able to describe their body, count the numbers to 10, realize Rr....
II.Vocabulary: arms, feet, fingers, toes, nose, little.
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of 52-55, 94, 100.
- CD track 59, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Raise her hand on and ask How many fingers? - raise both of hands and say I’ve got ten fingers - do the same with arms, feet, nose 2. Count - have students open their book at page 49 - point to picture and ask Ss: +How many children? + What are they doing?
- raise a book on, point to the boy and ask How many feet? +introduce “toes” (visual) - point to your toes - Have Ss look at the boy again and ask How many toes? 3. Sing - Have Ss introduce pictures in Vietnamese - introduce “little” by drawing a circle and ask What’s this? - draw a smaller circle and ask What’s this? - feedback Yes. It’s a circle. It’s little - have students listen to the song and to the actions in it + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ I’ve got ten fingers ♪ I’ve got ten toes ♪ I’ve got two feet ♪ and a little nose ♪ You’ve got two legs ♪ You’ve got ten toes ♪ You’ve got two arms ♪ and a little nose 4. Sing and do - call ten students in front of class, role play -call another student role play a cat, give a card - have students do the actions 5. Draw and colour - Have Ss look at p.56 - make a model by putting a hand on the board and using a chalk to draw. -have students do and colour - check and remark 6. Colour the letters R and r - Write R, P, B, r, f, n randomly. - Point and let Ss read - Ask Ss to find 2 letters are the same (R and r) and circle. - Have Ss open the activity book on p.56 and point r - Have Ss colour letter R, r they’ve seen
|
- answer five - repeat I’ve got ten fingers
- repeat - discuss and count - three - waving and pointing to different parts of their bodies - two
- say toes - point - answer ten
- look and answer It’s a circle.
- look and answer It’s a circle + listen and repeat little
+sing and do
- role play - do the actions
- look - look and draw
- do and colour
- write -point - Find - open and look, point - colour |
Prepare date: 06 / 04/ 2014
Teach date: 08/ 04/ 2014
Period: 54
UNIT 8: MY BODY
Lesson 5: CB p. 50
I. Objectives
- By the end of the lesson, students will be able to
+say, recognize, and write letter Ss, Tt.
+say and recognize sound /s/, /t/
II. Vocabulary:
- seesaw, sing, toes
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of seesaw, sing, toes, Tess
- CD track 60, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Have Ss look at pictures has A, B, J and P they’ve learnt (Adam, Baz, Jig, Pat) - Post a picture of Adam on. Say Adam - Do the same with Baz, Jig, Pat 2. Learn the letter - teach new words + seesaw( visual) + sing (visual) - Notice the first sounds of the word are the same / s/, /t/ - write S, s under the flashcard of seesaw, sing say /s/ - write T, t under the flashcard of Tess, toes say/ t / - notice name of the sound / s / is /s /, / t / is /t / - have students repeat / s/ / s / seesaw, sing - / t/ / t / Tess, toes 3. Sing - introduce the song of letter S, T. - have students listen. - have students listen and repeat one by one sentence. - have students listen and repeat twice. 4.Find -have students find s, t in the alphabet - notice students s is the ninteenth letter, after /r/ - Ask Ss to look at a big picture and say Point to the seesaw. - mime sing, toes - have students find out another words beginning with sound / b /, /f/, /l/ 5.Trace and Write - notice students S,T is a capital letter , s, t is a lower case. - write model Ss, Tt. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books on p.57. - check and remark -Have student write word nose and nut on their board - have students show the boards - check and remark |
- answer
- say name and sound in Adam (a, /ae/)
- look, listen and repeat chorally and individually - look and say
- /s/ - /t/
- / s/ / s / seesaw, sing - / t/ / t / Tess, toes
- listen
- repeat line by line - listen and repeat
- look and find
- point to “seesaw”
- sing. toes - point to birds, fingers, lemons
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check |
Prepare date: 12 / 04/ 2014
Teach date: 14/ 04/ 2014
Period: 55
UNIT 8: MY BODY
Lesson 6: CB p. 51
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
II. Vocabulary:
- butterfly, dog, fingers, hands, rabbit
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of butterfly, dog, fingers, hands, rabbit
- CD track 61, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have Ss draw a line and ask Ss to draw a body - T say a head, another Ss say arms - do the same until a completed body 2. Look and say: - Ask Ss to open the book on page 51 - Have students point to numbers of the pictures in the right order - Have students point to picture 1 in their book - Have students point to picture 2 in their book - Have students discuss about the content of the pictures + What are the boys doing? + Is it light or dark in the room? + What can you see in the first three pictures? 3. Listen Have students listen to the CD to find out what happen to boy 1 and 2 * Boy 1: You’ve got a rabbit! * Boy 1: You’ve got a dog! * Boy 1: You’ve got a butterfly. * Boy 2: Now, I’ve got two hands and ten fingers - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Have students listen to the CD and act as Boy 1 and Boy 2 - Have some groups of 2 students go to the board and act as Boy 1 and Boy 2. 5. Say and match - Ask Ss to open the activity book on p. 58 - Have Ss call names of body in the first column and ask Ss What can you see in the second one? - Ask Ss to match to make a picture. - Have Ss complete |
-listen and draw
- open - listen and look
- point - point - dicuss
+ playing + dark + rabbit, dog, butterfly - listen
- listen and repeat
- look listen
- go to the board and do
- look - say shaded parts of the body - do the activity
|
Prepare date: 13 / 04/ 2014
Teach date: 15/ 04/ 2014
Period: 56
UNIT 8: MY BODY
Lesson 7: Review
I. Objectives
- To review letters and sounds of Rr, Ss, Tt
- To review numbers from 1 to 8
II. Teaching aids
- Flashcards of 37, 98, 100
III. Method
- Teacher-whole class, groups, individuals.
IV. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have Ss review alphabets - Say t, r, s and pause after each alphabet - Write t, r, s and circle a letter they’ve heard 2. Say and write - Ask Ss to open the activity book on p.59 - remind letter and sound / r /, r, R; / s /, s, S, /t/, t, T write the letter r on the board and say /r / have students repeat write the letter s next to r and say /s/ have students repeat write the capital letter R, S and T next to the two letters have students read them aloud have students find which word begin with R, S and T remark R, S and T are used to write names. - Have students look at page 59 and do exercise 1 - model on the board r r R s S t T - guide students point to the blue letter r and say out the sound / r/ - have students move to the 6 letter on the right and say out their sound - explain why we circle letter r - have students do individually - have 3 students go to the board and do - have others check |
- look - write
- look
+ repeat
+ repeat + look
+ repeat
- rabbit, sun, sing, toes
open the books - look
- listen
- do individually - do - check |
Prepare date: 19 / 04/ 2014
Teach date: 21/ 04/ 2014
Period: 57
UNIT 9: MY FAMILY
Lesson 1: CB p. 52
I. Objectives:
- By the end of the lesson, students will be able to identify members of family. And then, Ss can identify English sounds and some words to communicate. They can know the relationships in the family
- Vocabulary: baby, brother, dad, grandma, grandpa, mum, sister.
II, Teaching aids:
- Flashcards of baby, brother, dad, grandma, grandpa, mum, sister.
- CD track 62-63, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - have sts look at the picture at page 52, 53. - have sts discuss the content of the picture + Who can you recognize in the picture? + Who do you think the other people are?
2. Listen and say: track 62 - present new words: baby, brother, dad, grandma, grandpa, mum, sister. (visual) -Have sts look, listen and repeat twice. - Have sts repeat in groups and individual. 3. Listen and find: - Say and hold up flashcards in random order. - Have sts point to the objects in their books - Play track 63 with pause - have sts listen to the tape and find the right mentioned members. 4. Say and match - have sts open their Activity book at page 60 - Ask Ss Who can you see?
Who are erased heads below? - Make a model with head of Tess - Do the same with other cards to describe the head of members’ family - Have Ss match - go around and check |
- Ss look at the picture - Ss answer: + Tess, Baz, Adam and their mum + Dad, Grandpa, Grandma, and Tess’s friends
- look, listen and repeat in chorus and individually.
- listen, look, point to the objects in the book and repeat. - listen to the CD - point out the objects in the book
- open the book - look and say Tess, Baz, Adam, Mum, Dad, Grandpa and Grandma - the same people - look
- do individually
|
Prepare date: 20 / 04/ 2014
Teach date: 22/ 04/ 2014
Period: 58
UNIT 9: MY FAMILY
Lesson 2: CB p. 53
I. Objectives:
- By the end of the lesson, students will be able to
+ know how to introduce members in family
+ how to use hands and fingers cleverly.
- Vocabulary: baby, brother, dad, grandma, grandpa, mum, family
- Structure: He/ She is...., They are….
II, Teaching aids:
- Flashcards of baby, brother, dad, grandma, grandpa, mum, family.
- CD track 64, CD player
III.Procedure:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - have Ss review name of members’ family by sticking flashcards on the board and point Point to the grandma - Do the same with other flashcard of family - Post flashcard of Tess and ask Brother? - Then ask Sister? - Do the same with other flashcard of Adam and Baz 2. Listen and say: - have sts look at the picture at page 52, 53 and discuss + What is Tess doing?
- Have sts listen to the Cd to check Tess: Hello. This is Mira All: Hello! Mira Tess: Mira, this is my family. They are my grandpa and grandma. This is my dad. Baz is my brother. Adam is my brother. He’s a baby Adam: I’m not a baby. - play the Track with pause - have sts listen and repeat chorally and individually + He/ She is … They are… 3. Say and do: - Point to all flashcards and say This is my family - Point to flashcard of brother and say This is (name). He is my brother - Point to flashcard of sister and say This is (name). She is my sister - Have Ss do the same with other flashcard - call on some Ss role play in front of class. 4. Draw and write - Ask Ss to open the Activity book on page 61 - Stick flashcards of dad on the board and point to dad, ask Who is this? - Do the same with other picture - explain for Ss know each picture at p 61 suits with a face of person - Have Ss do the same to other things |
- look and say
- look and say No - look and say Yes.
-look and discuss + She is introducing her friend to her family.
- listen once and answer
-listen and repeat - look and say This is (name). He is my brother - look and say This is (name). She is my sister
-work in pairs
- look, point and say This is dad.
- look
- check |
Prepare date: 26 / 04/ 2014
Teach date: 28/ 04/ 2014
Period: 59
UNIT 9: MY FAMILY
Lesson 3: CB p. 54
I. Objectives
- By the end of the lesson, students will be able to say, recognize and write letter Uu, Vv.
- Students can recognize and say the sound /^/, / v/
II. Vocabulary:
- Umbrella, up, van, volcano.
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of umbrella, up, van, volcano.
- CD track 65, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1.Warm up: - Have Ss review the Alphabet from A to T - Ask Ss to pronoun the sounds correctly from A to T 2. Learn the letter - teach new words + umbrella ( visual) +up (visual) + van ( visual) +volcano (visual) - Notice the first sounds of the two words are the same / ^ /, / v /. - write u, v under the flashcard of “umbrella”, “van”, say / ^/, /v/ - write U, V under the flashcard of “up”, “volcano” say / ^/, /v/ - notice name of the sound / u / is / ^ /, /v/ is /v/ - have students repeat / u / / ^ / umbrella, up - repeat / v / / v / van, volcano - have students read again chorally and individually 3. Sing - introduce the song of letter U, V. - have students listen. - have students listen and repeat one by one sentence. - have students listen and sing all the song twice. - have students sing by themselves 4. Find - Ask Ss to find letter Uu, Vv in the Alphabet at the first page. - Have Ss read the letter in front of letter U, V - Have Ss look at a big picture in the book at the last page 54 and say Point to the van - Ask Ss to find some words start with /b/, /g/, /s/ 5. Trace and Write - notice students U, V is a capital letter , u v is a lower case. - write model Uu. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books exercise 1 p.62. - check and remark 5. Trace and say. Colour - have students say out the words of the 2 pictures - ask st which letter is the beginning letter - have students trace the beginning letter - have st colour Extra practice - have students write 2 words give, girl on their board - have students show the board - have students check - check and remark |
- speak - Pronoun sounds they learnt.
- look listen and repeat chorally twice individually
/ ^/, /v/ Say / ^/, /v/
Say / ^/, /v/
-repeat
-listen and repeat
- read chorally and individually
-listen and repeat -listen and sing -sing
-find
-read U, V
- point - bag, give, seesaw
-notice.
- write U u - write in the air -trace
-say out
- trace and colour
- write on board - show the board - check and correct |
Prepare date: 27 / 04/ 2014
Teach date: 29/ 04/ 2014
Period: 60
UNIT 9: MY FAMILY
Lesson 4: CB p. 55
I. Objectives
- By the end of the lesson, students will be able to introduce family themselves,....
II.Vocabulary: come and meet, love each other.
III. Method
- Teacher-whole class, groups, individuals.
II. Teaching aids
- Flashcards of 1-5, 57, 58.
- CD track 66, CD player
III. Procedure
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Give a paper and ask Ss to draw their family - Have Ss introduce members of their family 2. Point and say - have students open their book and look at page 55 - say point to Tess and check - say point to dad and check - do the same with other characters in the book - say point to sister and check - do the same with baby and brother 3. Sing - Have Ss introduce pictures in Vietnamese and ask: + What is Tess doing? + How does Tess feel in the picture? + Why do you think she is happy? - introduce “love, love each other, come with me” by drawing a heart on the board. - have students listen to the song and to the actions in it + Have students listen to the CD + Have students listen and repeat each line + Have students sing and do the actions ♪ Look at my pictures ♪ This is my family ♪ Come and meet my family ♪ Come and meet my family ♪ She is my mum ♪ He is my dad ♪ This is Jig ♪ and this is Pat ♪ Adam is my brother ♪ Baz is my brother ♪ We are a family ♪ We love each other 4. Sing and do - call ten students in front of class, role play -call another student role play a cat, give a card - have students do the actions 5. Draw and say - Have Ss look at p.63 - Have Ss draw about their family. -have Ss introduce their family - check and remark |
- draw - introduce, This is my mum
- point to Tess - point to dad
- point to Tess
- say toes
+She is looking at photos + very happy + She is thinking about her family
+sing and do
- role play - do the actions
- look - draw - introduce |
Prepare date: 27 / 04/ 2014
Teach date: 29/ 04/ 2014
Period: 61
UNIT 9: MY FAMILY
Lesson 4: CB p. 56
I. Objectives
- By the end of the lesson, students will be able to
+say, recognize, and write letter Ss, Tt.
+say and recognize sound /s/, /t/
II. Vocabulary:
- seesaw, sing, toes
III. Method
- Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of seesaw, sing, toes, Tess
- CD track 60, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up - Have Ss look at pictures has A, B, J and P they’ve learnt (Adam, Baz, Jig, Pat) - Post a picture of Adam on. Say Adam - Do the same with Baz, Jig, Pat 2. Learn the letter - teach new words + seesaw( visual) + sing (visual) - Notice the first sounds of the word are the same / s/, /t/ - write S, s under the flashcard of seesaw, sing say /s/ - write T, t under the flashcard of Tess, toes say/ t / - notice name of the sound / s / is /s /, / t / is /t / - have students repeat / s/ / s / seesaw, sing - / t/ / t / Tess, toes 3. Sing - introduce the song of letter S, T. - have students listen. - have students listen and repeat one by one sentence. - have students listen and repeat twice. 4.Find -have students find s, t in the alphabet - notice students s is the ninteenth letter, after /r/ - Ask Ss to look at a big picture and say Point to the seesaw. - mime sing, toes - have students find out another words beginning with sound / b /, /f/, /l/ 5.Trace and Write - notice students S,T is a capital letter , s, t is a lower case. - write model Ss, Tt. - have students write by their fingers in the air. -have students open their activity book - have students trace and write in their activity books on p.57. - check and remark -Have student write word nose and nut on their board - have students show the boards - check and remark |
- answer
- say name and sound in Adam (a, /ae/)
- look, listen and repeat chorally and individually - look and say
- /s/ - /t/
- / s/ / s / seesaw, sing - / t/ / t / Tess, toes
- listen
- repeat line by line - listen and repeat
- look and find
- point to “seesaw”
- sing. toes - point to birds, fingers, lemons
- look
- write in the air open the book - trace and write on the book - write on board
- show the board - check |
Prepare date: 27 / 04/ 2014
Teach date: 29/ 04/ 2014
Period: 62
UNIT 9: MY FAMILY
Lesson 5: CB p. 57
I. Objectives
- By the end of the lesson, students can understand and enjoy Story in English
- Revise and consolidate
II. Vocabulary:
- butterfly, dog, fingers, hands, rabbit
III. Method
Teacher-whole class, groups, individuals.
IV. Teaching aids
- Flashcards of butterfly, dog, fingers, hands, rabbit
- CD track 61, CD player
V. Procedures:
|
Teacher’s activities |
Students’ activities |
|
1. Warm up: - Have Ss draw a line and ask Ss to draw a body - T say a head, another Ss say arms - do the same until a completed body 2. Look and say: - Ask Ss to open the book on page 51 - Have students point to numbers of the pictures in the right order - Have students point to picture 1 in their book - Have students point to picture 2 in their book - Have students discuss about the content of the pictures + What are the boys doing? + Is it light or dark in the room? + What can you see in the first three pictures? 3. Listen Have students listen to the CD to find out what happen to boy 1 and 2 * Boy 1: You’ve got a rabbit! * Boy 1: You’ve got a dog! * Boy 1: You’ve got a butterfly. * Boy 2: Now, I’ve got two hands and ten fingers - Play the CD once - Have students tell what they can understand - Play the CD with pause twice - Have students listen and repeat chorally and individually. 4. Listen and act - Have students listen to the CD and act as Boy 1 and Boy 2 - Have some groups of 2 students go to the board and act as Boy 1 and Boy 2. 5. Say and match - Ask Ss to open the activity book on p. 58 - Have Ss call names of body in the first column and ask Ss What can you see in the second one? - Ask Ss to match to make a picture. - Have Ss complete |
-listen and draw
- open - listen and look
- point - point - dicuss
+ playing + dark + rabbit, dog, butterfly - listen
- listen and repeat
- look listen
- go to the board and do
- look - say shaded parts of the body - do the activity
|
Prepare date: 27 / 04/ 2014
Teach date: 29/ 04/ 2014
Period: 62
UNIT 9: MY FAMILY
Lesson 5: CB p. 57
1
English lesson plan 1 Teacher: Pham Song Hao
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