TA 4 U25 HKI 20152016

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(1)Date of preparing: Date of teaching: Period: UNIT 2: I’M FROM JAPAN Lesson 1 (1,2) I.. Objectives 1. Knowledge - Vocabulary: America, Australia, Malaysia, England, Japan, Viet Nam - Structures: Where are you from? - I’m from… 2. Skill: listening, speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about where someone is from II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - No check C. New lesson.

(2) Teacher’s activities Warm up. - Greet pupils and get their responses, using the words and phrases they learnt in Unit 1 like Hi/ Hello. Nice to see you again. Then revise the previous lesson by having them say the chant on page 10 of the Pupils’ Book - Get Pupils to open their books on page 12 and read the title I’m from Japan. Check their comprehension by using a world map on which Japan is circle 1. Look, listen and repeat. -Tell pupils that they are going to learn to read a story in which the characters ask and answer questions about where they are. Time. Student’s activities - Revise the previous lesson. - Open the book and read the title. - Listen and answer the questions.

(3) D. Reinforcement: - Repeat the way to ask and answer questions about where someone is from. E. Home link: - Prepare the next period. IV. Evaluation 1. Teacher:……………………………………………………………………………… 2. Student: ……………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 2: I’M FROM JAPAN Lesson 2 (3,4,5) I. Objectives 1. Knowledge - Vocabulary: America, Australia, Malaysia, England, Japan, Viet Nam - Structures: Where are you from? - I’m from… 2. Skill: listening, speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about where someone is from II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization Greeting Checking for the students’ attendance B. Oral test - Ask Ss to introduce themselves and ask where they are from C. New lesson.

(4) Teacher’s activities Warm up Play Bingo, using the names of the countries and characters. 3. Listen and tick. - Have pupils look at the pictures to identify the similarities and differences. Check understanding. Time. Student’s activities - Play game. - Identify the differences and similarities among pictures..

(5) D. Reinforcement: - Recall the main content. E. Home link: - Prepare the next period. IV. Evaluation 1. Teacher:……………………………………………………………………………… 2. Student: ……………………………………………………………………………… …………………………………………… Date of preparing:.

(6) Date of teaching: Period: UNIT 2: I’M FROM JAPAN Lesson 2 (1-2-3) I. Objectives 1. Knowledge - Vocabulary: American, Australian, Malaysian, English, Japanese, Vietnamese - Structures: What nationality are you? - I’m… 2. Skill: listening, speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about one’s nationality II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization Greeting Checking for the students’ attendance B. Oral test - no check C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Where are you from? Then explain the word nationality in Vietnamese before introducing the new lesson. 1. Look, listen and repeat. -Tell pupils that they are going to learn to read a story in which the characters ask and answer questions about one’s nationality. - Have them look at the three pictures to discuss the content in which the language is used. Ask them questions such as Who is. Time. Student’s activities Sing the song. - Listen and answer. -Look at the picture and identify the characters..

(7) this? What is she doing? And What does she say? - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for them to listen and repeat. 2. Point and say -Tell pupils that they are going to practice the question and answer What nationality are you? - I’m… - Have them look at the pictures to understand how the language is used in different contexts. Point to the first picture and get one pupil to ask What nationality are you? and other to answer I’m Vietnamese . Ask them to say the phrase chorally and individually. Then tell them to practice asking and answering in pairs, using the prompts in the bubbles. - Repeat the same procedure with the rest of the pictures. - Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. 3. Let’s talk. - Tell pupils that they are going to practice more with the questions Where are you from? What nationality are you? - Have pupils select the characters they would like to role- play and ask and answer the three questions in the Pupil’s book in pairs. - Expand the activity by asking pupils to use. - Listen and repeat in choral and individual. - Listen and repeat again. - Listen to the teacher. - Do model with teacher. - Practice in pairs - Do the same with the rest of the pictures. - Act out the dialogue in front of class. - Listen. - Role play to do the task. - Answer teacher’s question..

(8) their genuine names and those of the local cities or town. D. Reinforcement: - Repeat the way to ask and answer questions about one’s nationality. E. Home link: - Prepare the next period. IV. Evaluation 1. Teacher:……………………………………………………………………………... 2. Student:……………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period UNIT 2: I’M FROM JAPAN Lesson 2 (4-5-6) I. Objectives 1. Knowledge - Vocabulary: review - Structures:review 2. Skill: listening, writing 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about one’s nationality II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization Greeting Checking for the students’ attendance B. Oral test - Ask Ss with the previous structure: “What is your nationality?” C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous. Time. Student’s activities Revise the previous lesson by.

(9) lesson by having the class play Tic- TacToe, using the questions: Who is this? Where is she/ he from? What nationality is he/ she? (She Games in Introduction.) 4. Listen and number -Tell pupils that they are going to listen to four dialogues and number the pictures. - Have them look at the pictures to understand how the language is used in different contexts. Help them to identify the similarities and differences by explaining who the characters are, where they are from and what nationalities they are. Check understanding. - Play the recording more than once, if necessary. Ask pupils to listen to the recording and number the pictures. Tell them that they should focus on who the characters are what they say to each other - Get pupils to swap their answers before checking as a class. Monitor the activity and offer help, if necessary Key: a3 b1 c4 d2 5. Look and write -Tell pupils that they are going to look at the pictures and fill the gaps, using the picture cues - Use the first picture as an example and check comprehension by asking: Who’s in this picture? Where is she from? What nationality is she? - Then guide pupils to fill the gaps before setting a time limit for pupils to do the task independently. Go around and offer help, if necessary. - Get pupils to swap their answers before. answering question. - Listen to the teacher - Identify the similarities and differences among pictures. - Listen and number the picture. - Listen and check. - Do the task individually. - Have an example with teacher. - Do the task individually. - Check and correct.

(10) checking as a class. Key: 2. America, American 3. England, English 4. Japan, Japanese 6.Let’s play. - Prepare equal numbers of cards with the - Listen to the rule of games following words: America, Australia, Malaysia, England, Japan and Viet Nam. The total number of cards shoul be equal to or more than the number of pupils. The mix the cards up and deliver one to every individual in the class. The cards represent where the pupils are from. - Tell pupils to choose a country. They - Play game should talk to their classmates and try to find one who is from the country they have chosen. - When everyone has found a classmate - Introduce themshelves and from the country of their choice, call a few their partner to introduce themshelves and their partners. D. Reinforcement: - Repeat the way to ask and answer questions about one’s nationality. E. Home link: - Prepare the next period. IV. Evaluation 1.Teacher:……………………………………………………………………………... 2.Student:……………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 2: I’M FROM JAPAN Lesson 3 (1-2-3) I. Objectives 1. Knowledge - Vocabulary and structures: review.

(11) - Phonics: Japan and Vietnamese 2. Skill: listening, writing 3. Attitude: By the end of the lesson, students will have been able to pronounce the sounds of the letters j and v in the words Japan and Vietnamese respectively II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Ask Ss to dishinguish the name of country and nationallity. C. New lesson Teacher’s activities Warm up Spend a few minutes revising the previous lessons by asking six pupils to point and introduce Mai, Linda, Tony, Peter, Hakim and Akiko, e.g. This is Mai. She’s from Viet Nam. She’s Vietnamese. Use flashcards of the characters if possible. 1. Listen and repeat. -Tell pupils that they are going to practice saying the letters, words and sentences in the book. Put the phonics letters J and v on the board and say them a few times. Ask pupils to repeat after you. Prompt pupils to say the words and sentences, paying attention to the target phonics letters. Do choral repetition of the words and sentences until pupils feel confident. 2. Listen and tick. Then write and say aloud. -Tell pupils that they are going to listen to the recording, tick the correct words - Give pupils a few seconds to read the words in silence before playing the recording.. Time. Student’s activities Answering the question. - Focus on the letter J and V on the board. Compare them with Vietnamese - Listen and reepeat - Do choral repetition of the words. - Listen and tick the correct words. - Read the word in silence.

(12) - Get pupils to swap and check their answers - Listen and check before checking as a class. Write the correct answers on the board for pupils to copy down into their notebooks. - Get pupils to read the words aloud - Correct Key: 1. b 2. a 3. Let’s chant - Tell pupils that they are going to say the What - Repeat each line with nationality are you? Chant. Teach the chant, teacher following the procedure in the Teaching the unit components in the Introduction. Read each line of the chant and have pupils repeat it a few times. Show them how to say the chant and do the actions. - Get groups of pupils to sit face to face and - Sit face to face and practice chanting and doing the actions. Go practice around to offer help, if necessary. - Call two groups of six to the front of the class - Practice in group of six to chant and do the actions. The rest of the class claps along to the rhythm. D. Reinforcement: - Recall the main content. E. Home link: - Ask Ss to learn by heart the chant IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 2: I’M FROM JAPAN Lesson 3 (4-5-6) I. Objectives 1. Knowledge - Vocabulary and structures: review.

(13) 2. Skill: listening, writing 3. Attitude: By the end of the lesson, students will have been able to read and write about one’s country and nationality. II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Check the chant C. New lesson Activities Warm up. Spend a few minutes revising the previous lesson by asking the class to say the chant What nationality are you? Divide the class into two groups, each group saying one verse of the chant. 4.Read and complete -Tell pupils that they are going to read the text and complete the table. - Give a few seconds for pupils to look at the picture. Point to the picture and ask: Who’s in the picture? Where are they? Where’s he/ she from? What’s his/ her nationality? - Tell pupils that the text will tell them more about the children. They will know which cities they are from. - Get pupils time to do the task. Go around to offer help, if necessary. - Get pupils to swap and check their answers before checking as a class. If there is enough time, do a choral repetition of the text. Key:. Time. Interactions - Work in group. - Listen and read the text - Look and identify the characters. - Listen and guess. - Do the task - Check and correct.

(14) Tony Sydney Australia Australian Linda London England English Tom New York America American 5. Let’s write. - Tell pupils that they are going to write the answers to Quan’s questions. - Have them work in pairs to discuss what they are going to write. Check comprehension and give feedback. - Give pupils time to do the task. Remind pupils to give genuine facts about themselves. Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class. Write the correct answers on the board for pupils to copy down into their notebooks. 6. Project. - Tell pupils that they are going to do a project. They should select a country and make a name card for themselves. They should also draw a small flag of the country. - Ask pupils to look at the sample name card in their books, and tell them to draw a rectangular box of 9cm (width) x 5cm (height) on a card. Have them copy down the text onto the box and complete the details before drawing the flag and trimming the card. - Have a display of all the name cards and select a few pupils to present theirs orally before removing all the cards to keep in pupils’ portfolios. Key: Pupils’ own answers. - Listen - Work in pairs. - Do the task individually.. - Check and correct. - Listen and prepare class tools.. - Draw and copy the text.. - Show the name cards before class. D. Reinforcement: - Recall the main content. E. Home link: Ask ss to write a short paragraph about themshelves.

(15) IV. 1. 2.. Evaluation Teacher:…………………………………………………………………………… Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 3: WHAT DAY IS IT TODAY? Lesson 1 (1-2) I. Objectives 1. Knowledge - Vocabulary: today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, English - Structure: What day is it today? -It’s… 2. Skill: listening, speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about the days of the week. II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Check the new words C. New lesson Activities Warm up. - Spend a few minutes revising the previous unit by having the class sing the song Where are you from? 1. Look, listen and repeat. -Tell pupils that they are going to learn to read a story in which the characters ask and answer questions about the days of the week.. Time. Interactions Sing the song. - Answer the question.

(16) - Have them look at the four pictures to discuss the content in which the language is used. Ask them questions such as Where are the pupils? Who’s the teacher? What day is it? When is the next English lesson? - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking - Play the recording again for them to listen and repeat. 2. Point and say -Tell pupils that they are going to practice asking and answering questions about the days of the week, using What day is it today? It’s… - Have them look at the pictures to understand how the language is used in different contexts. Point to the first picture and do the task with one pupil, using the expressions in the bubbles and the words under the picture. Ask them to say the phrase chorally and individually. - Repeat the same procedure with the rest of the pictures. - Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. * Work in pairs. Ask your partners what day is it today. - Tell pupils that they are going to practice asking questions about the days of the week, using What day is it? And answering with the name of a specific day. - Have them play a guessing game in pairs. Ask each pair to write each day of the week. - Look at the picture and answer.. - Repeat in choral and individual - Listen and repeat again. - Practice new structure in pairs. - Look at the picture, point and do the task with partner.. - Do the same with the rest of the pictures. - Work in pair. - Answer by their own day.. - Play game.

(17) on a slip of paper and put the paper slips face down on the desk. Pupil 1 draws a slip of paper without looking at it. Pupil 2 asks What day is it? Pupil 1 should guess and say a day, and then look at the paper. If the answer matches the day on the paper, he/ she scores one mark and continues to draw another slip. If the answer does not match the day on the paper, Pupil 2 has a turn. The pupil scoring the most marks will be the winner. D. Reinforcement: - Recall the main content. E. Home link: Redo task 5 IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ……………………………………………. Date of preparing: Date of teaching: Period: UNIT 3: WHAT DAY IS IT TODAY? Lesson 1 (3-4-5) I. 1.. Objectives Knowledge - Vocabulary: review - Structure: review 2. Skill: listening, speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about the days of the week. II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook.

(18) III. A.. Procedure Class organization - Greeting - Checking for the students’ attendance B. Oral test - During the lesson C. New lesson Teacher’s activities Warm up. Greet the class and ask What day is it today? 3. Listen and tick. - Have pupils look at the pictures to identify the similarities and differences. Check understanding - Play the recording a few times. Ask pupils to listen to the recording and tick the correct pictures - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary Key: 1. b 2. a 3. c 4. Look and write. -Tell pupils that they are going to look at the table and complete the sentences with the names of the days. - Give a few seconds for pupils to look at the pictures and find appropriate words to complete the phrases. If necessary, get them to work in pairs. Go around and offer help, if necessary - Get pupils to swap their answers before checking as a class. If there is enough time, call a few pupils to read aloud complete sentences. Key: 1. Monday 2. Tuesday 3.. Time. Student’s activities - Answer. - Identify the similarities and differences among pictures. - Listen and tick the correct pictures. - Listen and check. - Look at the table and complete the task - Complete the phrases, work in pair.. - Check and correct.

(19) Saturday 4. Sunday 5. Let’s sing. - Tell pupils that they are going to sing the song We have English today. Teach the song following the procedure in the Teaching the unit components in the Introduction - Read the song and check comprehension. Give the meaning of unfamiliar vocabulary. Play the recording or sing the song all the way through. - Have choral and individual repetition of each line of the lyrics. When pupils are familiar with the tune, give a demonstration of the song and actions. - Get groups of pupils to sit face to face and practise singing - Call a group of six to the front of the class. The group sings the first two lines the rest of the class sings the last two lines. - Have the whole class sing the song to reinforce learning.. - Listen and notice the song. - Read the song, learn the new words. - Read the lyric individually.. - Practice the song with the recording. - Sing in group of six. - Sing the song. D. Reinforcement: - Recall the main content. E. Home link: learn by heart the days of a week, practice the song. IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 3: WHAT DAY IS IT TODAY? Lesson 2 (1-2-3) I. Objectives.

(20) 1.. Knowledge - Vocabulary: Review - Structures: What do you do on + (name of the day)? - I… in the morning/ in the afternoon 2. Skill: listening, speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about weekly activities. II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Ask some students about structure : What day is it today? C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song We have English today before introducing the new lesson. 1. Look, listen and repeat. -Tell pupils that they are going to learn to read a story in which the characters ask and answer questions about their weekly activities. - Have them look at the four pictures to discuss the content in which the language is used. Ask them questions such as Who is this? Where are they? What does Nam do on Friday? What does Quan do on Saturday? - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters. Time. Student’s activities Some students answer in front of the class. - Listen and answer question. - Look and answer.. - Listen and repeat in choral and individually.

(21) speaking. - Play the recording again for them to listen and repeat. 2. Point and say -Tell pupils that they are going to practice the question and answer What do you do on + (name of the day)? - Have them look at the table in their books. Ask them to identify the days when the characters do the activities. Check comprehension. - Point to the table and get pupil to repeat the words in each row. Then do an example with a pupil: What do you do on Mondays? I go to school in the morning. I listen to music in the afternoon. Then tell them to practice asking and answering in pairs, using the prompts in the bubbles and the information in the table. - Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. 3. Let’s talk. - Tell pupils that they are going to practice more with the questions What day is it today? What do you do on Mondays/ Tuesdays/…? - Have pupils select the characters they would like to role- play and ask and answer the two questions in the Pupil’s book in pairs. - Expand the activity by asking pupils to use their facts.. - Listen and repeat. - Listen and answer. - Identify the days. - Repeat the words in each row of table.. - Practice in pairs. - Listen. - Role play. - Answer. D. Reinforcement: - Repeat the way to ask and answer questions about weekly activities. E. Home link.

(22) - Practice the question What day is it today? / what do you on Monday?/ Tuesday?... IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 3: WHAT DAY IS IT TODAY? Lesson 2 (4-5-6) I. Objectives 1. Knowledge - Vocabulary: Review - Structures: Review 2. Skill: listening, reading, writing 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about weekly activities. II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Ask some students about structure : What day is it today? / what do you on Monday?/ Tuesday?... C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous lesson by having the class play Spelling Bee, using the days of the week. Then invite a pair of pupils to act out the exchanges in Lesson 2, Activity 2.. Time. Student’s activities Play game.

(23) 4. Listen and number -Tell pupils that they are going to listen to four dialogues about what the children do on different days of the week and number the pictures. - Have them look at the pictures and identify each activity. - Play the recording more than once, if necessary. Ask pupils to listen to the recording and number the pictures. Tell them that they should focus on the order of the dialogues as they hear them - Get pupils to swap their answers before checking as a class. Monitor the activity and offer help, if necessary Key: a3 b2 c4 d1 5. Look and write -Tell pupils that they are going to complete the sentences, using the given information - Give them a few seconds to look at the timetable and read the text. Then check comprehension. - Set a time limit for pupils to do the task independently. Go around and offer help, if necessary. - Get pupils to swap their answers before checking as a class. Key: 1. Friday 2. go to school 3. go swimming 4. Saturday 5. go to school 6. Let’s play. - Tell pupils that they are going to play the game of Slap the board. Follow the procedure in the Activities Bank in the Introduction. Put the nine words on the board and elicit the words. - Listen. - Look and identify - Listen and number the pictures. - Listen and check, correct. - Read the given sentences - Read and check understanding. - Do the task individually. - Check and correct. - Listen the rule of game.

(24) - Call two teams of four to the board and start the game - Put the scores of the groups on the board.. - Divide into two teams - Play game and find out the winner. D. Reinforcement: - Repeat the way to ask and answer questions about weekly activities. E. Home link - Ask Ss to redo task 5 IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 3: WHAT DAY IS IT TODAY? Lesson 3 (1-2-3) I. 1.. Objectives Knowledge - Vocabulary and structures: Review - Phonics: first, Thursday and her 2. Skill: listening, speaking 3. Attitude: By the end of the lesson, students will have been able to pronounce the sounds of the letters ir, ur and er in the words first, Thursday and her respectively II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - during the lesson C. New lesson.

(25) Teacher’s activities Warm up. Spend a few minutes revising the previous lesson by calling one or two pairs of pupils to act out the story in Lesson 2, Activity 1 1. Listen and repeat. -Tell pupils that they are going to practise saying the letters, words and sentences in the book. Put the phonics letters ir, ur and er on the board and say them a few times. Ask pupils to repeat after you. Prompt pupils to say the words and sentences, paying attention to the target phonics letters. Do choral repetition of the words and sentences until pupils feel confident. 2. Listen and circle. Then say aloud. -Tell pupils that they are going to listen to the recording, circle the correct options and then read the sentences aloud. - Give pupils a few seconds to read the sentences in silence and guess the words to complete the sentences. - Have pupils listen to the recording and circle the correct options individually. - Get pupils to swap and check their answers before checking as a class. Write the correct answers on the board for pupils to copy down into their notebooks. - Get pupils to read the sentences aloud Key: 1. b 2. b 3. a 3. Let’s chant - Tell pupils that they are going to say the What do you do on...? Chant. Teach the chant, following the procedure in the Teaching the unit components in the Introduction. Read each line of the chant and have pupils repeat it a few times. Show them how to say the chant and do. Time. Student’s activities Act out the story. - Look at the phonics letter on the board - Repeat after teacher. - Do choral repetition. - Listen and circle the correct options - Read in silence then guess words - Listen and circle - Listen and check. - Correct the answer. - Read each line of the chant. - Say the chant and do action.

(26) the actions. - Get groups of pupils to sit face to face and - Practice chant with partners practise chanting and doing the actions. Go around to offer help, if necessary. - Practice in groups - Call two groups of six to the front of the class to chant and do the actions. The rest of the class claps along to the rhythm. D. Reinforcement: - Repeat the way to pronounce the phonic letters ir, ur and er E. Home link - Ask Ss to do homework in workbook . IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 3: WHAT DAY IS IT TODAY? Lesson 3 (4-5-6) I. Objectives 1. Knowledge - Vocabulary and structures: Review 2. Skill: reading and writing 3. Attitude: By the end of the lesson, students will have been able to read and write about the days of the week and weekly activities. II. Preparation 1. Teacher’s: Pictures, recording 2. Students’: Book, notebook III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - during the lesson.

(27) C.. New lesson Teacher’s activities. Warm up. Spend a few minutes revising the previous lesson by asking the class to say the chant What do you do on…? Divide the class into two groups for the questions and the answers 4.Read and answer. -Tell pupils that they are going to read the text about Mai’s weekly activities and answer the four questions. Give a few seconds for pupils to read the text. Check comprehension and give feedback. - Get pupils time to do the task. Go around to offer help, if necessary. - Get pupils to swap and check their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions Key: 1. Her name is Mai 2. It’s Monday today 3. No, She doesn’t. She goes to school on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays 4. She goes swimming on Saturdays and visits her grandparents on Sundays 5.Write about you - Tell pupils that they are going to answer some questions about themselves. - Have them work in pairs to discuss what they are going to write. Check comprehension and give feedback. - Give pupils time to do the task. Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class. Write the correct. Time. Student’s activities Say chant in two groups. - Read the text and check their comprehension. - Do the task individually. - Read again and check answer.. - Correct. - Listen and prepare - Work in pairs. - Do the task with partners - Check and correct.

(28) answers on the board for pupils to copy down into their notebooks. Key: Pupils’ own answers 6. Project - Tell pupils that they are going to interview - Listen one of their classmates about what they do at the weekend. - Write some sample questions on the board - Look at the question on the and have pupils copy them down. Then do an board interview with a pupil as an example. - Ask pupils to rehearse the interview if there - Make an interview with is enough time. Then ask them to do the teacher. interviews after class or over the weekend and report the results in the next lesson. - Report the results - Teach them how to report the results Key: Pupils’ own answers D. Reinforcement: - Repeat the way to write about themshelves E. Home link - Ask Ss to do homework in workbook . IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson 1 (1-2) I. Objectives 1. Knowledge - Vocabulary: October, ordinal numbers - Structures: What is the date today? It’s… 2. Skill: listening and speaking.

(29) 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about the dates II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - during the lesson C. New lesson Teacher’s activities Warm up. - Spend a few minutes revising the previous unit by having the class say the chant What do you do on…?. And to clap their hands 1. Look, listen and repeat. -Tell pupils that they are going to learn to read a story in which the characters ask and answer questions about dates, using What is the date today? It’s… - Have them look at the four pictures to discuss the content in which the language is used. Ask them questions such as Who are they? Where are they? And What are they saying? - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking - Play the recording again for them to listen and repeat. 2. Point and say -Tell pupils that they are going to practice asking and answering questions about the. Time. Student’s activities Say the chant. - Listen. - Look and answer. - Listen and repeat in choral and individually. - Listen again and say aloud. - Listen and notice.

(30) dates, using What is the date today? It’s… - Have them look at the pictures to - Listen and say the phrase understand how the language is used in different contexts. Point to the first picture and do the task with one pupil, using the expressions in the bubbles and the words under the picture. Ask them to say the phrase chorally and individually. - Repeat the same procedure with the rest of - Repeat the same with the rest the pictures. of the pictures - Call a few pairs to act out the dialogue in - Work in pairs front of the class. Check as a class and correct pronunciation, if necessary. * Tell your class the date today - Tell pupils that they are going to practice - Listen and practice asking and answer questions about the real dates, using What is the date today? It’s… - Ask them to work in pairs, one points to - Work in pairs the calendar and asks the questions, the other looks at the calendar and answers, you can call one pupil to write the answer on the board. - Call some pairs to practise in front of the - Perform in front of class class D. Reinforcement: - Repeat the way to ask and answer questions about the dates. E. Home link - Ask Ss learn by heart the new structures and make sentences with them. IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………….

(31) Date of preparing: Date of teaching: Period: UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson 1 (3-4-5) I. 1.. Objectives Knowledge - Vocabulary and structures: Review 2. Skill: listening and speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about the dates II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Ask Ss to act out the previous structure in front of class C. New lesson Teacher’s activities Warm up. - Spend a few minutes revising the previous lesson. Call a few pairs to the front of the class to ask and answer the question What is the date today? 3. Listen and tick. - Tell pupils that they are going to listen to three dialogues about dates and tick the correct pictures - Have pupils look at the pictures to identify that the month is the same but the dates are. Time. Student’s activities - Work in pairs. - Look at three dialogues and prepare to listen. - Identify the month and the date.

(32) different. Revise the ordinal numbers 1st to 31st with them. Then ask them to say the nine dates shown in the pictures. Remind them the differences between cardinal and ordinal numbers. Check understanding. - Play the recording a few times. Ask pupils to listen to the recording and tick the correct pictures. Tell them to focus on the dates. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary Key: 1. b 2. c 3. a 4. Look and write -Tell pupils that they are going fill the gaps of the sentences with different dates suggested in the pictures - Give a few seconds for pupils to look at the pictures and find appropriate words to complete the sentences each picture. Remind them to write the words for the numbers, instead of digits. Ask them to pay attention to the spelling of 12th – the twelfth. If necessary, get them to work in pairs. Go around and offer help, if necessary - Get pupils to swap their answers before checking as a class. If there is enough time, call a few pupils to read aloud complete sentences. Key: 1. the twelfth of October 2. the fourteenth of October 3. the thirty- first of October 5. Let’s sing. - Tell pupils that they are going to sing the song What ‘s the date today?. Read the song and check comprehension. Give the meaning of unfamiliar vocabulary. Play the recording or sing the song all the way through.. - Listen and tick the correct picture - Listen and check then correct. - Listen. - Look at the picture, work in pairs and complete the sentences.. - Give feedback. - Read the song and get the meaning of new words.

(33) - Have choral and individual repetition of each - Listen and repeat each line of the lyrics. When pupils are familiar with line of the lyrics the tune, give a demonstration of the song and actions. Get groups of pupils to sit face to face and practice singing and doing the actions. - Call a group of six to the front of the class to - Work in groups to sing the sing song D. Reinforcement: - Repeat the month and the date that they learnt in the lesson E. Home link - Ask Ss to practice the song at home IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………… Date of preparing: Date of teaching: Period: UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson 2 (1-2-3) I. Objectives 1. Knowledge - Vocabulary: January, February, March, April, May, June. - Structures: When’s your birthday? – It’s on the… 2. Skill: listening and speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about someone’s birthday. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test.

(34) - Call two students on the board and write down the month they have learnt C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous lesson by asking some pupils to the front of the class to sing the song What’s the date today? 1. Look, listen and repeat. -Tell pupils that they are going to read a story in which pupils ask and answer questions about birthdays, using When’s your birthday? – It’s on…. - Have them look at the three pictures and ask some questions such as Who are they? Where are they? and What are they saying?. Check comprehension. - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for them to listen and repeat. 2. Point and say - Tell pupils that they are going to practice asking and answering questions about someone’s birthday. - Have them look at the pictures and focus on the months and the circled dates. In order for pupils to say the dates, teach the months of the year. Check comprehension. Have pupils repeat each word a few times. You may use a calendar to aid teaching. - Point to the pictures and ask pupils to say the date. Then do an example with a pupil: When’s your birthday? It’s on the first of January… Put the question and the answer on. Time. Student’s activities - Sing the song. - Listen and take note. - Look and answer. - Listen and repeat in choral and individual - Listen again and repeat. - Listen and write down the structure on the notebook again - Look, and focus on the months, the circled dates.. - Repeat the word a few time - Point and say the date.

(35) the board. - Do choral and individual repetition and then - Repeat in choral and practice asking and answering the questions in individual pairs. - Call a few pairs to act out the dialogue in - Work in pair front of the class. Check as a class and correct pronunciation, if necessary. 3. Let’s talk. - Tell pupils that they are going to revise what - Listen and remember they have learnt in Lessons 1 and 2. Remind pupils of the questions What’s the date today? and When’s your birthday?, and how to respond to them. - Ask them to work in pairs and ask and - Work in pair answer the above two questions. Remind them to use the real dates of their birthdays. Go around offering help and correcting pronunciation, if necessary. - Call on a few pairs to act out the dialogue in - Practice in front of class front of the class. Correct pronunciation, if necessary. D. Reinforcement: - Repeat the way to ask and answer questions about someone’s birthday. E. Home link: - Prepare the next period IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ……………………………………………. Date of preparing: Date of teaching: Period:.

(36) UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson 2 (4-5-6) I. 1.. Objectives Knowledge - Vocabulary: July, August, September, November, December. - Structures: Review 2. Skill: listening and speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about someone’s birthday. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Check the structure they have learnt to ask about someone’s birthday C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous lesson by asking one pupil to write today’s date on the board 4. Listen and number -Tell pupils that they are going to listen to four dialogues about children’s birthdays and number the pictures. - Give them a few seconds to look at the pictures. Ask them to say the dates aloud. - Play the recording more than once, if necessary, for pupils to listen and number the pictures. - Get pupils to swap their answers before you check as a class. Key: a3 b1 c4 d2 5. Look and write. Time. Student’s activities Write today’s date on the board. - Focus on the month and the date of each picture - Say the dates aloud. - Listen and number - Listen, check and correct.

(37) -Tell pupils that they are going to write the answers - Listen to the guide to the questions, using the picture cues. - Have them read the questions about Tony’s, - Read and focus on the Mai’s and Phong’s birthdays first. Then tell them date of birthday. to look at the pictures to find the dates of the children’s birthdays. Ask them to write the words for the dates. Check understanding. - Set a time limit for pupils to do the task - Do the task individually independently. Go around offering help, if necessary. - Get pupils to swap their answers before checking - Check and correct as a class. Key: 1. on the fourth of February 2. on the fifth of March 3. on the twenty-third of June 6. Let’s chant. - Tell pupils that they are going to say the chant - Listen to the teacher. Months of the year. - Have pupils read each line of the chant and check - Read each line of the comprehension. chant - Play the recording more than once, if necessary, - Listen and repeat in for pupils to do choral and individual repetition. choral and individually Show them how to chant. - Put them into groups of four. Get pairs or groups - Work in group of 4 and to sit opposite of each other and practice chanting practice the chant and doing actions. Go around offering help, if necessary. - Groups act out in front - Call two groups of pupils to the front of the class of class to chant and do actions. The rest of the class claps along to the rhythm. D. Reinforcement: - Repeat the months of year E. Home link: - Prepare the next period IV. Evaluation 1. Teacher:…………………………………………………………………………….

(38) 2. Student:…………………………………………………………………………… ………………………………………… Date of preparing: Date of teaching: Period: UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson 3 (1-2-3) I. Objectives 1. Knowledge - Vocabulary and structures: Review - Phonics: fourth and March 2. Skill: listening and speaking 3. Attitude: By the end of the lesson, students will have been able to pronounce the sounds of the letters th and ch in the words fourth and March respectively. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test During the new lesson C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the chant Months of the year. Ask the class to chant and clap their hands or do actions. 1. Listen and repeat -Tell pupils that they are going to practise saying the sounds of the letters th and ch in the words fourth and March respectively. - Put the letters th and ch on the board. Play the recording and ask pupils to repeat a few times.. Time. Student’s activities Sing the chant. - Focus on two sounds of letter th and ch - Take note and repeat a few time.

(39) Then put the words fourth and March, the sentences It’s the fourth of June and My birthday is on the fifth of March on the board. Play the recording more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to say the sentences in front of the class. Correct the pronunciation, if necessary. 2. Listen and circle. Then write and say aloud. - Tell pupils that they are going to listen to the recording and circle the correct answers. - Give pupils a few seconds to read the sentences in silence and guess the words to fill the gaps. - Have pupils listen to the recording and circle the appropriate words. - Give them time to write the words in the gaps independently. Have pupils swap their answers before checking as a class. Go around offering help, if necessary. - Get pupils to read the sentences aloud. Key: 1. b 2. a 3. a 4. a 3. Let’s chant - Tell pupils that they are going to say the chant When’s your birthday? - Have pupils read the chant and check comprehension. - Play the recording a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. - Put them into groups of four. Get pairs or groups to sit opposite of each other and practice chanting and doing actions. Go around offering help, if necessary.. - Repeat in choral and individually. - Say the sentences in front of class. - Listen - Read in silence and guess - Do the task individually - Review and check. - Read and correct. - Listen - Read the chant - Listen and repeat. - Work in pairs.

(40) - Call two groups of pupils to the front of the class - Work in groups to chant and do actions. The rest of the class claps along to the rhythm. D. Reinforcement: - Repeat the main content of the lesson E. Home link: - Prepare the next period, practice saying the sounds of the letters th and ch IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ………………………………………… Date of preparing: Date of teaching: Period: UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson 3 (4-5-6) I. Objectives 1. Knowledge - Vocabulary and structures: Review 2. Skill: listening and speaking 3. Attitude: By the end of the lesson, students will have been able to read for detail information and write an invitation card for the birthday party. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Call 2 students to read aloud the sentences using the sounds of the letters th and ch C. New lesson Teacher’s activities Warm up. Spend a few minutes revising the previous. Time. Student’s activities - Review the chant.

(41) lesson by getting two pairs of pupils to go to the front of the class to chant When’s your birthday? The rest of the class claps to the rhythm. 4. Read and answer. -Tell pupils that they are going to read Peter’s email to his pen-friend and tick the appropriate pictures to answer the questions. Get them to look at the questions and guess the answers first. Then have them read the email to find the information to answer the questions. Tell them to focus on where Peter is from, when his birthday is and what he has from his friends. If necessary, get pupils to work in pairs or groups. Check understanding. - Give pupils time to do the task. Go around to offer help, if necessary. - Get pupils to swap and check their answers before checking as a class. - If there is enough time, let some pairs ask and answer the questions Key: 1. b 2. a 3. b 5. Write an invitation card. - Tell pupils that they are going to write an invitation card to invite friends to their birthday parties, using real information about themselves. - Have them work in pairs or groups to discuss what they are going to write. Check comprehension and give feedback. - Give pupils time to do the task. Go around to offer help, if necessary - Get pupils to swap and check their answers before checking as a class. If there is time, ask one pupil to write the answers on the board. Key: Pupils’ own answers. “When’s your birthday?”. - Read the question and guess the answers.. - Work individually. - Read the email again and check - Correct. - Listen. - Work in pairs. - Do the task in 6 minutes - Check and correct.

(42) 6. Project. - Tell pupils that they are going to make a - Listen and look at the card birthday card for their friends. Set a time limit in the book for them to decorate their cards. - Have pupils write on the cards. Put the - Write their own birthday following on the board as an example. Have cards pupils tell the class about their birthday cards. You may put their cards on the classroom board for display. Key: Pupils’ own answers D. Reinforcement: - Repeat the main content of the lesson E. Home link: - Prepare the next period IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… …………………………………………. Date of preparing: Date of teaching: Period: UNIT 5: CAN YOU SWIM? Lesson 1 (1-2) I. 1.. Objectives Knowledge - Vocabulary: can, draw, dance, sing, skip, skate, cook, swim - Structures: What can you do? – I can … 2. Skill: listening and speaking 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about what someone can/cannot do. II. Preparation.

(43) 1. 2. III. A.. Teacher’s: Pictures, recording, book,… Students’: Book, notebook,…. Procedure Class organization - Greeting - Checking for the students’ attendance B. Oral test No check C. New lesson Teacher’s activities Warm up - Revise the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh 3. 1. Look, listen and repeat -Tell pupils that they are going to read a story in which pupils ask and answer questions about what they can or cannot do. - Ask them to look at the four pictures to identify the characters and the context in which the language is used. Ask them questions such as Where are they? What are they doing? Explain the meaning of the phrases can dance, can sing and can’t dance. Check comprehension. - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking - Play the recording again for them to listen and repeat 2. Point and say Tell pupils that they are going to practice asking and answering questions about what someone can do. - Have them look at the bubbles to understand how the language is used in different contexts. Point to the first picture and do the task with one pupil, using the expressions in the bubbles and the words. Time. Student’s activities Work in groups. - Listen and prepare. - Look and identify the characters. - Listen and repeat in choral and individually - Listen again and repeat. - Listen. - Look at the bubbles and do modals with teacher.

(44) under the picture. Ask them to say the phrase chorally and individually. - Repeat the same procedure with the rest of the - Practice the rest pictures. - Ask pupils to practice in pairs, using the prompts - Practice in pairs in the bubbles and the pictures. - Call a few pairs to act out the dialogue in front of - Act out in front of class the class. Check as a class and correct pronunciation, if necessary. * Tell your partners what you can do - Tell pupils that they are going to practice using - Listen What can you do? And I can… - Ask them to work in pairs, one pupil asks the - Work in pairs question and the other answers with facts about themselves. - Monitor the activity and offer help, if necessary. - Perform in front of - Call some pairs to practice in front of the class. class D. Reinforcement: - Recall the vocabulary and structures. E. Home link: - Learnt by heart the vocabulary and structures. IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ………………………………………… Date of preparing: Date of teaching: Period: UNIT 5: CAN YOU SWIM? Lesson 1 (3-4-5) I. Objectives 1. Knowledge - Vocabulary: ride - Structures: Review 2. Skill: listening and writing.

(45) 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about what someone can/cannot do. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Check the previous structure and new words C. New lesson Teacher’s activites Warm up - Spend a few minutes revising the question What can you do? and the answer I can…. Get pairs to act out the questions and the answers in front of the class 3.Listen and tick - Tell pupils that they are going to listen to three dialogues about someone’s abilities and tick the correct pictures. - Have pupils look at the pictures to identify the similarities and differences among them. Check understanding. - Play the recording a few times. Ask pupils to listen to the recording and tick the correct pictures. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: 1. a 2. c 3. a 4. Look and write -Tell pupils that they are going to complete the sentences to express ability, using the picture. Time. Student’s activities - Listen. - Listen. - Identify. - Listen and tick. - Listen again, check and correct. - Listen.

(46) cues. - Give a few seconds for pupils to look at the - Look at the picture and pictures to identify what the character in each guess the suitable word picture can do. Then have them find appropriate words to complete the sentences. If necessary, get them to work in pairs. - Give pupils time to do the task independently. - Work individually Go around and offer help, if necessary - Get pupils to swap their answers before - Give feedback checking as a class. If there is enough time, call some pupils to read the complete sentences aloud. Key: 1. dance 2. skate 3. swim 4. cycle 5. Let’s play - Tell pupils that they are going to play - Listen to the rules Guessing game. Follow the procedure in Games in the Introduction. - Stick pictures of a dog, a fish and a parrot on - Look at the pictures on the the board. Check if pupils can recognize the board animals. Point to a picture and ask some questions about the animal (e.g. What’s this animal? What can it do? Can it swim?). - Divide pupils into groups of five. A pupil in - Play in groups of 5 one group says two sentences about one of the animals, using can and can’t, and then asks what it is. The pupils of the other groups guess. The group that gives the right answer the quickest gets one point. - The groups take turns asking and answering - Play and find the winner questions. The one that gets most points wins. D D. Reinforcement: - Repeat the content of the lesson E. Home link: - Prepare the next period, do homework on workbook IV. Evaluation 1. Teacher:…………………………………………………………………………….

(47) 2. Student:…………………………………………………………………………… ………………………………………… Date of preparing: Date of teaching: Period: UNIT 5: CAN YOU SWIM? Lesson 2 (1-2-3) I. Objectives 1. Knowledge - Vocabulary: play table tennis, play volleyball, play the piano, play the guitar. - Structures: Can you…? Yes, I can. /No, I can’t. 2. Skill: listening and writing 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about whether someone can do something, using Can you…? Yes, I can. /No, I can’t. II. 1. 2. III. A.. Preparation Teacher’s: Pictures, recording, book,… Students’: Book, notebook,…. Procedure Class organization - Greeting - Checking for the students’ attendance B. Oral test - no check C. New lesson Teacher’s activities Warm up Spend a few minutes revising the previous lesson by calling some pupils to go to the front of the class to talk about what they can or cannot do. 1. Look, listen and repeat -Tell pupils that they are going to read a story in which pupils express their ability. - Tell them that they are going to look at,. Time. Student’s activities - Task about what they can or cannot do. - Listen - Look , listen.

(48) listen to and repeat the dialogue between characters in the three pictures. - Ask pupils to look at the pictures to identify the characters and the context in which the language is used. Ask them questions such as Who are the boys? Where are they? And What are they doing?. Check comprehension. - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for them to listen and repeat. 2.Point and say -Tell pupils that they are going to practice asking and answering questions about someone’s ability. - Have them look at the bubbles to understand how to ask and answer questions about someone’s ability, using Can you…? Yes, I can./No, I can’t. Ask pupils to look at four pictures to identify what the boy can do in each picture. Tell the phrases play table tennis, play volleyball, play the piano, play the guitar. - Point to the first picture and do an example with a pupil: Can you play the table tennis? Yes, I can. Ask pupils to say the question and answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupil to practise in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and pictures. - Select some pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary.. - Identify the characters. - Listen and repeat. - Listen again and repeat in choral - Listen. - Look and guess the task they have to do. - Do model with teacher. - Practice in pair. - Act out in front of the class.

(49) Language note: play + the + (musical instrument) 3. Let’s talk - Tell pupils that they are going to practice - Listen asking and answering about ability, using What can you do? I can… and Can you…? Yes, I can./No, I can’t. - Do the task with one pupil as a model. Put - Do model with teacher. the sentences on the board and do choral and individual repetition. - Ask them to work in pairs, one asking the - Work in pair questions and the other giving the answers to talk about their abilities. Go around offering help and correcting pronunciation, if necessary. - Select some pairs of pupils to role-play in - Role-play in front of class front of the class. D. Reinforcement: - Repeat the way to ask and answer questions about someone’s ability E. Home link: - Prepare the next period IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ………………………………………… Date of preparing: Date of teaching: Period: UNIT 5: CAN YOU SWIM? Lesson 2 (4-5-6) I. Objectives 1. Knowledge - Vocabulary: review - Structures: review 2. Skill: listening and writing.

(50) 3. Attitude: By the end of the lesson, students will have been able to ask and answer questions about whether someone can do something, using Can you…? Yes, I can. /No, I can’t. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - Ask ss to talk about what they can or can’t do C. New lesson Teacher’s activities Warm up Spend a few minutes revising the previous lesson by asking some pairs to ask and answer about ability. 4.Listen and number Tell pupils that they are going to listen to four dialogues about what the four characters can do and number the pictures. - Ask them to look at the pictures and identify what the character in each picture can do. Check understanding. Play the recording more than once, if necessary, for pupils to listen and number the pictures. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: a2 b4 c3 d1 5.Look and write -Tell pupils that they are going to write the answers to the questions about what the children can do, using the picture cues.. Time. Student’s activities Two pair ask and answer. - Listen. - Look and identify the character. - Do the task individually. - Listen and check, correct. - Listen.

(51) - Ask them to look at the pictures to identify the - Identify the characters character. Then ask them to read the questions and think of possible answers, using the picture cues. After that, have them write the appropriate answers. Get pupils to work in pairs, if necessary. - Work in pair, Set a time limit for pupils to do the task independently. Go around offering help, if necessary. Get pupils to swap their answers before - Read again and check checking as a class. Key: 1. No, I can’t. 2. Yes, I can. 3. No, I can’t. 4. No, I can’t. 6. Let’s sing - Tell pupils that they are going to sing the song - Listen to the teacher. Can you swim? - Have them read each line of the lyrics aloud. - Read each line of the Check comprehension. lyrics – Play the recording Ask pupils to do choral and - Listen and repeat individual repetition of the song. Play the recording again and get pupils to sing along with the recording. - Divide the class into two groups: one sings the - Sing in groups questions and the other sings the answers. D. Reinforcement: - Repeat the content of the lesson E. Home link: - Prepare the next period IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ………………………………………… Date of preparing: Date of teaching: Period: UNIT 5: CAN YOU SWIM? Lesson 3 (1-2-3).

(52) I. 1.. Objectives Knowledge - Vocabulary: swing - Structures: Review - Phonics: sing and swim 2. Skill: listening and writing 3. Attitude: By the end of the lesson, students will have been able to pronounce the sounds of the letters s and sw in the words sing and swim respectively. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - no check C. New lesson Teacher’s activities Warm up Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Can you swim? Ask the class to listen and clap their hands. 1. Listen and repeat -Tell pupils that they are going to 52ractice saying the sounds of the letters s and sw in the words sing and swim respectively. - Put the letters s and sw on the board. Play the recording and ask pupils to repeat a few times. Then put the words sing and swim on the board, play the recording and ask pupils to repeat a few more times. After that, write the sentences I can sing and I can’t swim on the board. Play the recording a few more times and let pupils say the sentences, paying attention to. Time. Student’s activities Sing the song. - Listen and take note. - Look at the letter on the board - Listen and write down notebook.

(53) the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to say the sentences in front of the class. Correct the pronunciation, if necessary. 2. Listen and number. Then say aloud - Tell pupils that they are going to listen to four sentences with the sounds s and sw and number them. - Give pupils a few seconds to read the sentences in silence and identify the words with the letters s and sw. Explain the new word swing. Check pupils’ understanding. - Have pupils listen to the recording and number the sentences. Remind pupils to focus on the words with the sounds s and sw while listening. - Play the recording again for them to check their answers. - Have pupils swap their answers before checking as a class. Go around offering help, if necessary. - Get pupils to say the sentences aloud. Key: a. 4 b. 1 c. 2 d. 3 3. Let’s chant - Tell pupils that they are going to say the chant Can you sing? - Have pupils read the chant and check comprehension. - Play the recording a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. - Put them into groups of four. Get pairs or groups to sit opposite of each other and. - Repeat in choral and individually - Say the sentences in front of class. - Listen and repeat the sounds. - Read the sentences in silence. - Liten and notice the sound s and sw. - Listen and number - Listen again, check and correct - Say aloud. - Listen - Read the chant - Listen and repeat. - Practice in pairs.

(54) practice chanting and doing actions. Go around offering help, if necessary. - Call two groups of pupils to the front of the - Perform in front of class class to chant and do actions. The rest of the class claps along to the rhythm. D. Reinforcement: - Repeat structure to ask and answer about someone’s abilities E. Home link: - Practice the song at home IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ………………………………………… Date of preparing: Date of teaching: Period: UNIT 5: CAN YOU SWIM? Lesson 3 (4-5-6) I. Objectives 1. Knowledge - Vocabulary: Review - Structures: Review 2. Skill: listening and writing 3. Attitude: By the end of the lesson, students will have been able to read for detail information and write about their own ability. II. Preparation 1. Teacher’s: Pictures, recording, book,… 2. Students’: Book, notebook,…. III. Procedure A. Class organization - Greeting - Checking for the students’ attendance B. Oral test - no check C. New lesson.

(55) Teacher’s activities Warm up Spend a few minutes revising the previous lesson by getting some groups of pupils to go to the front of the class to chant Can you sing? The rest of the class claps to the rhythm. 4.Read and complete. - Tell pupils that they are going to read the text about Mai and her friends Nam and Phong and write their names under the pictures. Explain the meaning of and in the pictures. Check understanding. Have pupils read the first three lines of the passage and explain why we put Mai under the third pair of pictures. - Get them to read the text and focus on the information to complete the blanks. If necessary, get pupils to work in pairs or small groups. - Give pupils time to do the task independently. Go around to offer help, if necessary. - Get them to swap their answers before checking as a class. Provide explanations to the answers, if necessary. Key: 1. Nam 2. Phong 5.Write about yourself - Tell pupils that they are going to write a short paragraph about what they can and cannot do, following the structure of the given text. - Tell pupils that the given text is an article from a blog. Ask pupils to read the blog to understand what Linda writes about herself: her name, what she can do and what she. Time. Student’s activities Chant “Can you sing?. - Listen and read the first three lines of passage. - Read the text. - Do the task independently. - Read, check and correct. - Listen and following the structure. - Read and notice.

(56) cannot do. - Have them work in pairs or groups to - Work in pair to do the task discuss what they are going to write. Then give them time to do the task independently. Go around to offer help, if necessary - Get pupils to swap and check their answers - Read the writing again, before checking as a class. check and correct. - If there is time, ask one pupil to write the answers on the board. Key: Pupils’ own answers 6. Project - Tell pupils that they are going to interview - Listent three classmates to get information about their abilities and complete the chart. - Ask pupils to pay attention to the sample - Pay attenttion to the sentences in the bubbles. Check their sentence in the bubbles understanding of the symbols of the chart. - Get a pair to do a demonstration in front of - Work in pairs the class as an example before starting the activity. - Do the interview - Give pupils time to do the interview in class. - Interview in front of class - Call some pupils to the front of the class to report on their work. Key: Pupils’ own answers D. Reinforcement: - Repeat the main content of writing task E. Home link: - Practice writing more at home IV. Evaluation 1. Teacher:…………………………………………………………………………… 2. Student:…………………………………………………………………………… ………………………………………….

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TA 4 U25 HKI 20152016

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