Giáo án Let's learn english book 1 term 2

Week: 19. Date of teaching: Thursday, January 17th
, 2012
Period: 37th
UNIT 11: MY FAMILY
Lesson 1
I. Aims: introducing family members
II. Objectives:
- By the end of this lesson, students will be able to indentify family members.
- Develop speaking skill.
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III. Teaching methods:
- Communicative approach.
- Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
IV. Teaching aids:
- Teacher’s aids: computer, flash – cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.
V. Languages focus:
- Vocabulary: family, father, mother, brother and sister.
- Structures: Who’s this? – It’s my father.
Who’s this? – It’s my brother.
VI. Procedures:
Time Steps/Activities Work
arrangement
3’
11’
13’
I. Warm up:
- Let Ss listen to the chant on page 7 (The Student Book)
II. New lesson.
1. Look, listen and repeat.
- Ask Ss to identify the characters and what they are doing
in the picture on page 6.
- Set the scene “you are going to listen to hear two girls to
talk about the man in the picture”.
- Play the recording and asks Ss to listen to the tape twice.
- T asks Ss to listen and repeat in chorus two times.
- Divide class into 2 groups. Point to the man and ask. Have
one repeat the question, the other repeat the answer.
- Then has Ss wrap their parts.
- Ask Ss some questions to check their comprehension.
- Have whole class repeat all the phrases a few times to
reinforce their pronunciation.
2. Look and say
- Have Ss look at the pictures a, b, c and d on P.6.
- Ask them to identify the characters in the pictures.
∗ Vocabulary:
• Father:
• Mother use flashcards
T-WC
T-WC
Whole class,
group and
individual.
T-WC
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11’
2’
• Sister
• Brother
- T models the dialogue
• Assign a pair to pretend to be family members.
• Point to P. a and ask Who’s this?- It’s my father.
Have Ss repeat the question, then the answer.
• Ask Ss to practice asking and answering. Repeat
the step a few times.
- Ask Ss to practice using the pictures in their books.
- Monitor the activity, check the pronunciation (sound,
assimilation of sound and intonation) and offer help when
necessary.
- Call on some pairs to perform the task at the front of the
class. Others observe and comment.
- Make some questions to check Ss’ comprehension of
language
- Have the whole class repeat all the phrases to reinforce
their pronunciation.
3. Talk
- Have Ss look at the pictures on page 7 and identify the
characters in the pictures a, b, c.
- Ask Ss to guess the question and answer that need using,
then fill in the speech bubbles.
- Have Ss to repeat the sentences in the bubbles a few times
before let them practice freely. (use the pictures in their
books or role – play the exchanges
- Have Ss to work in pairs to practice acting the greeting.
- Monitor the activity and offer help when necessary/
correct typical pronunciation errors.
- Call on a pair to demonstrate at the front of the class.
III. Home- link:
- Encourage Ss to for Unit 11 – Lesson 2.
Group work
Pair- work
T – whole
class
Pair- work
Week: 19 Date of teaching: Friday, January 18th
, 2012
Period: 38th
UNIT 11: MY FAMILY
Lesson 2
I. Aims: identifying family members
II. Objectives:
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- By the end of this lesson, students will be able to ask who someone is.
- Develop speaking skill.
III. Teaching methods:
- Communicative approach.
- Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
IV. Teaching aids:
- Teacher’s aids: computer, flash – cards, pictures, tape, cassette, puppets.
- Students’ aids: books, notebooks, workbooks.
V. Languages focus:
- Vocabulary: family, father, mother, grandather, grandpa, grandmothe, gandma,
brother and sister.
- Structures: Who’s this? – It’s my father.
Who’s this? – It’s my brother.
VI. Procedures:
arrangement
5’
10’
I. Warm up:
Let Ss sing a song for fun.
II. New lesson:
1. Listen and repeat
- Have Ss open the book page 8, look at the words father
and mother and notice the letter colored differently in both
words.
- Set the scene: “you are going to learn how to produce the
sound of the letter th in the word father and er in the word
mother
- Produce the sound th and er a few times. Ask Ss to say
what they imagine when they hear these sound.
- Have Ss repeat these focused words a few times.
∗ Vocabulary:
• Grandfather/ grandpa/ Grandmother/ grandma
• I call him (father)/ I call her (mother).
- Play the recording the second time for Ss to repeat each
line of the chant as they point to it in the books. Repeat
the step a few times so that Ss can remember the text.
- Call on a group of six: three of them to repeat each line of
the chant, other three clap the syllables
T – whole
class
T – whole
class
Whole class,
group and
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10’
10’
- Have Ss practice the chant in groups and clap the
syllables.
- Call on a group to recite the chant. The others clap the
syllables
- Make a few questions to check Ss’ comprehension of
language
- Have the whole class recite the chant to reinforce their
pronunciation.
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b on Page 8
- Identify the characters and their relationship.
- Set the scene: “you are going to listen to the recording,
match the information they hear to the pictures and tick
the box in the appropriate picture”.
- 1st
:Play the recording all the way through for Ss to listen
while they are looking the pictures in their books
- 2nd
: play the recording for Ss to listen and tick the correct
pictures.
- 3rd
: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction
- Ask some questions to ensure Ss’ comprehension of the
listening text.
Answers: 1 – b; 2 – a
3. Read and match.
- Ask Ss to identify the characters in the pictures on page 9
and identify the characters in the pictures
- Set the scene: “you are going to read the text to write the
missing words in sentences 1, 2, 3 and 4.”
- Explain the use of the titles Mr and Mrs and the meaning
of boy, girl, man, woman.
- Ask Ss to read and do the task. Monitor the activity and
offer help when necessary
- Have Ss trade the answers in pairs for correction
- Call on some Ss to report their answers. Others listen and
comment.
- Make a few questions to check Ss’ comprehension of the
sentences.
- Have the whole class chorally read each line of the
dialogues to reinforce their pronunciation
T – whole
class
Individually
Pair- work
T – whole
class
Pair – work
T – whole
class
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4’
Answers: 1 – man, 2 – Mrs Binh, 3 – Nam, 4 – girl.
III. Summary
- Ss have learn how to ask and answer about family
members, using:
Who’s this? – It’s my father
grandfather
grandmother
IV. Home- link:
- Ss recite the chant and clap the syllables on page 8 of the
Student Book at home.
T – whole
class
Week: 20 Date of teaching: Thursday, January 24th
, 2012.
Period: 39th
UNIT 11: MY FAMILY
Lesson 3
I. Objectives:
- By the end of this lesson, Students will be able to ask and answer about names of
family members.
- Develop speaking and listening skill.
II. Teaching methods:
- Communicative method.
- Techniques: + Work in pairs
+ Work in groups, discuss.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: Tape cassette, computer, pictures, poster, flash – cards
- Students’ aids: book, notebook, workbook.
IV. Languages focus:
- Structures: What’s his name? – His name’s Peter.
V. Procedures:
arrangement
5’
10’
I. Warm up
Let’s Ss chant in two groups. Which is more correct is the
winner.
II. New lesson.
1. Listen and repeat.
- Have Ss to look at the book at page 10; identify the
T – whole
class
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8’
12’
characters in the picture.
- Make a few questions to check Ss’ comprehension of
the dialogue.
- Set the scene: “we are going to review phrases that they
have learnt in the previous lesson.”
- Play the recording all the way through for Ss to listen
and read the text. Mime the dialogue.
- Play the recording again for Ss to repeat the dialogue a
few tome to reinforce their pronunciation.
2. Look and say
- Have Ss look at the pictures a, b, c, d and e on page 10
- Elicit the actives in the pictures and their doing.
- Tell them to guess and respond to the first character.
Then fill the speech bubbles with the correct phrases
prompted by Ss.
- Have ss repeat a few times.
• Assign a pair to pretend to
What’s his name ?
His name’s …JOHN BROWN
• Repeat the step but have the pair swap their
parts.
- Have the whole class repeat all the phrases.
- Ask Ss to practice in pairs
- Monitor the activity, check the pronunciation ( sound,
assimilation of sound and intonation) and offer help
when necessary.
- Have the whole class repeat the question and answer in
chorus to reinforce their pronunciation.
3. Write.
- Get Ss to identify the characters in the pictures on page
65
- Ask them to talk about the situation in each picture.
- Tell Ss that they are going to read and get information to
write the missing words in task in the dialogue, using
those from the frame on the top of the page.
- Ss read silently and complete the sentences.
- Monitor the activity and offer help when necessary
- Ss trade their answers within pairs or groups for
T – whole
class
Whole class
Groups
individually
T – whole
class
Pair work
T – whole
class
Individually
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2’
1’
correction
- Ask some Ss to read their answers aloud to the class.
The others listen and give comments.
Answers:
3. I like playing hide – and – seek
4. I don’t like chatting.
I like doing puzzle
- Make some questions to ensure Ss’ comprehension of
the writing text.
- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.
III. Summary:
- Ss have learnt how to talk about some games and
activities at break time, using DO YOU LIKE ……..
IV. Home link:
Ss practice singing the rhyme hide – and seek at
home.
Pairwork/
Groupwork
Whole class
T – whole
class
Week: 20 Date of teaching: Friday, February 3rd
, 2012.
Period: 40th
UNIT 12
HOW OLD ARE YOU?
Lesson 1
I. Objectives:
-By the end of this lesson, Students will be able to ask about ages.
-Develop speaking and writing skill.
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: books, pictures, poster, word cards.
- Students’ aids: book, notebook, workbook.
IV. Languages focus:
New words: year, old, how, number 1 to 9
- Sentence patterns: How old are you? - I’m nine years old.
- Skills: Listening and speaking
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V. Procedures:
arrangement
5’
10’
8’
12’
I. Warmup
Have ss to play “ Slap the board”
- Call on 2 groups go to the board and play
- Listens and gives comment
1. Pre –talking:
- Have Ss look at the picture, identify the characters and the
names of the pictures
- Have Ss repeat the name of Ss and the sentence patterns
2. While - talking
- Have Ss act out and practice with the pictures
- Ss practice asking and answering about ages.
- Go around and help Ss to practice
- Notes: Pronunciation
- Call 10 pairs standing and practice
- Listen and help Ss to practice fluently
3. Post – talking:
- Ss practice about the real things.
- Listen and give comment
S1: How old are you?
S2: I’m nine years old.
- Have whole class repeat the sentence patterns
4. Follow up: Let’s chant
- Have Ss discuss chant.
? What is he doing?
- Presents how to chant
- Play the recording one time
- Have Ss repeat all the words written on the board.
III. Summary:
IV. Homework
- Asks Ss to practice the model sentences more and more
Listen and
play
- 2 groups go
to the board
and play
- Others listen
and give
comment
- Work in
pairs
- Listen and
repeat
- Work in
pairs
- Listen
- Work in
pairs
- Others listen
- Others listen
and give
comment
- Read in
chorus one
time
- Listen and
play
- Others listen
and give
comment
- Read in
========================================================================
year
how
seven
nine

- Do the exercises B2, C1,2 chorus
Week 21: Date of teaching: Thursday, February 9th
, 2012.
Period: 41st
UNIT 12
HOW OLD ARE YOU?
Lesson 2
I. Objectives:
-By the end of this lesson, Students will be able to count from 10 to 20
-
+ Ask and answer.
III.Teaching aids:
Students’ aids: book, notebook, workbook
IV. Language focus:
- New words: Review both, how, numbers 1- 10- 20
- Sentence patterns: How about you?
- Skills: Listening
- Sentence patterns: How old is he?- He’s eight years old
- Skills: Reading and singing
V. Procedures:
arrangement
5’
10’
I. Warm up:
- Asks Ss to ask and answer some questions about ages.
Then have them recite the chant on page 13.
* Listening:
1. Pre – listening:
- Have Ss turn your book to page 14 and asks Ss the name,
characters of schools.
T – whole
class
T – whole
class
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8’
12’
- Notes: the letters color different in both words how / ten
? How to produce the sound of the letter ow / how; e / ten
- Produce the sounds of the letters
2. While – listening:
- Play the recording sentence by sentence 3 times.
- Help Ss to clap the syllable
- Have Ss chant in groups
G1: chant
G2: clap the syllables
- Go around and help Ss to chant
- Call on 2 Ss repeat the stress, intonation
- Listen and help Ss to practice
3. Post – listening:
- Call on 3 groups standing and chant
- Ss look at the pictures and recall from 1 to 10, identify the
characters in the pictures and their ages.
- Tell Ss how to listen “listen and complete”
- Play the cording one time for Ss listen to information.
- Play the cording two times
- Have Ss trade their answers
- Calls 6 Ss repeat the answers
- Replay the recording again for Ss check their answers
Answers: 2.nine, 3. seven, 4. eight
4. Follow up
- Have Ss produce the sound how/ ten, recite the chant in
chorus.
- Play the recording sentence by sentence 3 times
- Ask Ss to act out and read
Present the new words and sentence pattern
+ A: How old is he?
B: He is nine years old
- Have Ss practice in groups
- Call on 8 pairs or groups act out and practice
Whole class,
group and
T – whole
class
Individually
Pair- work
T – whole
========================================================================

- Play the recording again for Ss repeat each line in the
speech bubbles a few times.
* Speaking
1. Pre – speaking:
- Have Ss look at the pictures a,b,c,d on page 16 identify the
characters and talking about the names and ages of these
characters.
- Call one St to point to picture a, asking How old is Tom?
Then have another St answer He’s 9 years old.
Notes: the pronunciation (stress, assimilation of sounds and
intonation)
2. While - speaking
- Have Ss repeat the step with some others pairs for pictures
a, b, c, d
3. Post – speaking:
- Call on 8 pairs to perform and practice
- Calls 4 pairs to perform the task at the front of the class
- Have the class repeat all the questions and answers in this
section to reinforce their pronunciation
4. Follow up
- Have Ss to answer questions about the your family
members, writing their ages.
IV Homework:
- Do the exercise
- Prepare for the next parts
class
Pair – work
T – whole
class
T – whole
class
Evaluation: Ss did them well.
Week 22: Date of teaching: Friday, February 10th
, 2012
Period: 42nd
UNIT 12
HOW OLD ARE YOU?
Lesson 3
I. Objectives:
-By the end of this lesson, Students will be able to ask and answer about ages of
family members
-
========================================================================

+ Ask and answer.
III. Teaching aids:
IV. Language focus:
- New words: Review
- Sentence pattern: How old is he?
He is ……………….
- Listening and speaking
- Sentence patterns: Review
- Skills: Writing and play
V. Procedures:
arrangement
5’
10’
I. Warm up:
- Have Ss sing “Counting to Twenty” lesson 2, page 15
II. New lesson:
* Listening
- Have Ss turn your book to page 16 and asks Ss to identify
the characters in the top picture.
+ A: How old is he?
B: He is nine years old
Sing and slap
the rhyme
- Look and
talk
- Listen
- Listen and
repeat
Work in
groups
Ss listen and
repeat
- Work in
pairs
Others listen
and comment.
- Listen and
repeat the
========================================================================

10’
12’
*Speaking
- Have Ss look at the pictures a,b,c,d on page 16 identify the
characters and talking about the names and ages of these
characters.
- Call one St to point to picture a, asking How old is Tom?
Then have another St answer He’s 9 years old.
Notes: the pronunciation (stress, assimilation of sounds and
intonation)
2. While - speaking
a, b, c, d
- Have the class repeat all the questions and answers in this
section to reinforce their pronunciation
3. Follow up
- Have Ss to answer questions about the your family
members, writing their ages.
- Do the exercise
. *Writing:
1. Pre – writing:
- Have Ss look at the picture on page 17 then identify the
characters and write sentences using the information
provided
2. While - writing
- Have Ss read individually silently and complete the
sentences
- Go around and help Ss to do
- Have Ss trade their answers in pairs
3. Post – writing:
- Call on 3 Ss rewrite the sentences on the board.
- Calls 3 pairs act out and read the sentences.
pronunciation
- 8 pairs act
out, standing
and practice
- 4 pairs act
out, go to the
board and
practice
- Others listen
and give
comment
- Read in
chorus
- Look and
say
- Ask and
answer
Ss practice
Ss practice
asking and
answering on
pairs
Others listen
and comment
Ss ask and
answer
- Work in
pairs
- Silent
reading and
complete the
sentences
========================================================================

2’
Answers:
2 – This is Mary. She’s 7 years old
3 – This is Linda. She’s 9 years old
4 – This is Peter. He’s 8 years old
- Have whole class read the sentences in chorus to reinforce
4 Follow up:
Let’s play “ Listen, point and say”
- Asks Ss to discuss the picture; Place the flashcards of
numbers 1 – 20 around the classroom.
- Ss play the game in groups.
- Go around and help Ss help
- Call out a word ex: four. Ss poit to the correct flashcard as
they hear the word.
- Others listen and give comment.
III. Homework:
- Do the exercise
- Have Ss sing “Counting to Twenty”
- Do the exercise E on your workbook
- Prepare for the next unit
- Work in
pairs
- 3 Ss rewrite
their answers
on the board.
- 3 pairs act
out and read
the sentences.
- Others listen
and give
comment
Ss read aloud
- Work in
group
2 groups go
to the board
and play.
- Others listen
and scores a
point.
Listen and
remember
Week 22: Date of teaching: Thursday, February 16th
, 2012
Period: 43rd
UNIT 13
MY HOUSE
Lesson 1
I. Objectives:
By the end of this lesson, Students will be able to identify rooms in the house and practice
identify rooms in the house.
========================================================================

+ Ask and answer.
III.Teaching aids:
IV. Language focus:
- New words: kitchen, bedroom, house, living room, dining room, bath
room, garden.
- Sentence patterns: This is my house. There is a living room
- Skills: Listening and speaking and play
V. Procedures:
arrangement
5’
15’
15’
I. Warm-up.
Ss sing the song Counting to Twenty
II. New lesson:
* Listening.
1. Pre-listening:
* Picture description: (Picture 1)
- Ss guess Mai and Nam talk about her house.
2. While-listening:
- Have Ss listen to the tape first
- Let Ss listen and repeat twice.
- Present the vocabulary and Sentence patterns.
1. Vocabulary:
house:
living room:
kitchen:
dining room
bath room
bed room
garden:
2. Sentence patterns:
This is my house.
There is a living room
- Have Ss work in pairs to read
3. Post-listening:
- Have the whole class repeat each line of the text to
reinforce their pronunciation.
* Speaking:
- Ss draw
- Look at the
picture and
describe it.
- Listen
- Work in
pairs
- Others listen
and
comments
- 8 pairs
standing and
practice
- others listen
- Ss practice
- Others listen
and give
comment
- Read in
chorus one
time
- Listen and
repeat
- Listen the
rhyme
- Listen and
========================================================================

5’
2’
1. Pre-talking:
* Picture description: (Pictures a, b, c and d)
T: This is my house
S: There is ………..
2: While-talking:
- Ask Ss to practice according to the picture in groups.
- Call Some pairs to perform the task at the front of the class.
3: Post-talking:
- Ask Ss practice with friends in the class
4.Follow up
- Ask Ss draw a favourite room of their in a house
- Ask Ss look at the picture on page 19 and practise talking
about these rooms.
- T give an example in picture a
T: What’s this?
Ss: This is living room
- Ask Ss to act out and practice
- Have Ss work in pair
- Go around and help Ss to practice. Correct pronunciation
error(s).
- Listen and help Ss to practice fluently.
- Ss practice abuot the real things
- Listen and give the comment
* Let’s play
“Bingo”
- Presents the new words: kitchen, house, bedroom, living
room, dining room, bath room, garden.
- Play sentence by sentence 3 times
- Goes around and help Ss to play
- Play the recording all the way
- Listen andgive comment
III .Homework:
- Ask Ss to do the exercises A1,2 in the workbook
- Prepare for the lesson 3,4
- Ss show their drawing
- Ask Ss to do the exercise B1 in the workbook
repeat the slap
the rhyme
- Others listen
andgive
comment
- Look at the
picture and
describe it.
- Ss listen and
repeat
- Ss listen
- Ss listen and
repeat twice
times
- work in
pairs
- Others listen
and comment.
- Read the
chant
- Chant in
groups
Look and talk
- Listen to
information
- Listen and
tick
- Work in
pairs
8 Ss repeat
the answers
Others listen
- Listen and
check again
- Others listen
and give
comment
- Chant in
chorus
========================================================================

- Prepare for the next parts - Listen and
remember
Week 22: Date of teaching: Friday, February 17th
, 2012
Period: 44th
UNIT 13
MY HOUSE
Lesson 2
I. Objectives:
By the end of this lesson, Students will be able to talk about rooms in the house
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
- New words: teddy bear, chair, cat, running, fast, the way, clean, early -
Sentence patterns: review
- Skills: Listening
- Skills: Reading and singing
V. Procedures:
arrangement
5’
15’
I. Warm-up.
Ss talks about rooms in their own houses
II.New lesson:
* Listening.
1. Pre-listening:
* Picture description: Picture 1on page 20
Note: The letter colour different in words Kitchen /
bedroom
- How to produce the sound of the letter ch / kitchen, r /
bedroom
2. While-listening:
- Ss talks
- Look at the
picture and
describe it.
- Ss listen and
repeat
- Ss listen
- Ss listen and
repeat twice
times
========================================================================

15’
- Have Ss listen to the tape first
- Let Ss listen sentence by sentence twice times
- Have Ss work in pairs to read
- Call some Ss to play the role to practice
3. Post-listening:
- Have Ss read the chant. Clap the rhythms.
- Chant in groups
* Listen and number
- Have Ss look at the pictures identify the objects in the
pictures.
- Tell Ss how to listen “ listen and number”
2. While - Listening:
Answers: 1- b ; 2- c; 3 – d; 4 - a
4 Follow up
- Have Ss chant kitchen / bedroom in part 1 again
*Reading:
1 Pre – reading:
- Have Ss look at the pictures, sentences then elicit the
names of the characters in the pictures.
- Tell Ss that they are going to read the dialogue and tick the
correct pictures
2 While - reading
- Have Ss read individually and do the text
- Call on 4 Ss report their answers
3 Post – reading:
- work in
pairs
- Others listen
and comment.
- Read the
chant
- Chant in
groups
Look and talk
- Listen to
information
- Listen and
tick
- Work in
pairs
8 Ss repeat
the answers
Others listen
- Listen and
check again
- Others listen
and give
comment
- Chant in
chorus
- Listen and
remember
Work in pairs
- Listen
- Read and
match
- Work in
pairs
- 4 Ss report
the answers
- Others listen
and give
comment
- 8 Ss read the
========================================================================

2’
1’
- Call on 8 Ss read the dialogue
- Have Ss read the sentences in chorus to reinforce their
pronunciation
Answers: picture b
4Follow up: Let’s sing
“ The way I clean my house”
- Presents the new words: the way, clean and early.
- Play sentence by sentence 3 times
- Play the recording all the way
- Listen and help Ss to sing
- Have Ss sing in groups
- Go around and help Ss to sing
- Call on one group sing the song again
III. Summary:
IV. homework:
- Have to practice the sing more and more
- Do the exercise D (1) on page 55
- Prepare for the next part
dialogue
again
- Whole class
read in chorus
- Listen and
repeat
- Listen the
rhyme
- Listen and
repeat the slap
the rhyme.
- Sing in
chorus
- Sing in
groups, slap
the rhyme and
do the action
- One groups
(8 Ss) go to
the board and
sing
- Others listen
and give
comment
- Sing in
chorus
- Listen
Week 23: Date of teaching: Thursday, February 23rd
, 2012
Period: 45th
UNIT 13
MY HOUSE
Lesson 3
I. Objectives:
By the end of this lesson, Students will be able to talk about rooms in the house
(review).And review the model sentences to talk about rooms in the house then develop
skills
========================================================================

+ Ask and answer.
III.Teaching aids:
IV. Language focus:
- New words: the way, clean, early
- Sentence patterns: review
- Skills: Listening and speaking , writing and let’s chant
V. Procedures:
arrangement
5’
10
10’
I. Warm up:
- Have Ss sing “ The way I clean my house”
II. New lesson:
* Listening
- Have Ss turn your book to page 22 and asks Ss the names
of the Ss, the characters, names of the pictures
- Using puppets to present the situation
Present the new words and sentence pattern.
+ he, she
+ There is one bedroom
There are two bedrooms
Have Ss practice in groups
Listen and help Ss to practice
* Speaking
Sing and slap
the rhyme
- Listen and
answer the
T’s
- Listen
- Listen and
point to the
appropriate
line in the
book
- Listen and
repeat
- Listen and
repeat
========================================================================

10
- Have Ss look at the pictures and identify the characters and
the names of friends.
- Call on 2 pairs repeat the sentence patterns
Notes: the pronunciation
2. While - speaking
a, b, c, d.
- Have the class repeat all the sentence patterns in chorus to
reinforce their pronunciation
4 Follow up
- Have Ss play “reorder the words in the sentences”
1. living room/ a / There is.
2. bedrooms/ three / There are.
- Call on 2 groups (8 Ss) go to the board and play
*Writing:
1 Pre – writing:
- Have Ss look at the picture a, b, c and d on page 23 then
identify the rooms in order to get the information, and write
the missing words in each sentence.
2 While - writing
sentences.
3Post – writing:
Answers: 1 – a bedroom
2 – a bathroom
- Work in
groups
- 8 pairs act
out and
practice
Others listen
- Listen and
repeat the
pronunciation
in chorus
-Work in
pairs
- 2 pairs
repeat the
sentence
patterns
- Listen
- Work in
pairs
- 8 pairs act
out, standing
and practice
4 pairs act
out, go to the
board and
practice
- Others listen
and give
comment
- Read in
chorus
- Listen
- 2 groups go
to the board
and play
- Others listen
and give
comment
- Listen
========================================================================

2’
1’
3 – two bedrooms
4 – two bathrooms
4 Follow up: Let’s chant
- Put the large piece of paper with the chant froom page 23,
teach the new phrases.
- Go around and help Ss
- Call on 6 groups to the frond of the class and chant, 3
groups do actions
- Have the whole class say the chant in chorus to reinforce
their pronunciation
III.Summary:
IV.Homework:
- Have to practice the sentences and chant more and more.
- Do the exercise D, E on your workbook
Sing in chorus
- Work in
pairs
- Listen
- Silent
reading and
complete the
sentences.
- Work in
pairs
- 3 Ss rewrite
their answers
on the board.
- 3 pairs act
out and read
the sentences.
- Others listen
and give
comment
- Read in
chorus
- Listen
- Ss look
Week: 23 Date of teaching: Friday, February 24th
, 2012.
Period: 46th
UNIT 14
OUR ROOM
========================================================================

Lesson 1
I. Objectives:
By the end of this lesson, Students will be able to indentify things in a bedroom.
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
- New words: ball, above, under, behind, on
- Sentence patterns: Where’s it ?
It’s ……………
- Skills: Talking and playing
V. Procedures:
arrangement
5’
10
I. Warm up:
Have ss to play “ Slap the board”
- Call on 2 groups (10 Ss) go to the board and play
II. New lesson:
* Listening
the characters of the picture and what they say.
- Play game
- Listen and
open your
book then
identify the
characters in
the pictures
- Listen
- Listen and
point to the
appropriate
line in the
book
- Listen and
========================================================================
on
small
small
ball
above
under
behind

10’
10
- Using the pictures of the school to present the situation
Present the new words and sentence patterns
+ ball:
+ here:
Where’s it ?
It’s in your bedroom.
- Help Ss to read the new words, model sentences
- Ask Ss to act out and read the dialogue
- Call on 10 pairs act out and practice
*Speaking
- Have Ss look at the pictures and identify the characters.
Present the new words
+ ball:
+ on:
+ above:
+ under:
+ behind:
- Asks Ss repeat the sentences patterns
Where is it ?
It’s in your bedroom
2. While – speaking:
- Have Ss practice in pairs
- Call on 8 pairs to perform the task , standing and practice
- Have the class repeat all the sentence patterns
4 Follow up
- Have Ss to play “rub out and remember”
+ ball: quả bóng
+ on: ở trên
repeair
- Listen and
take note
- Listen and
repeat
- Work in
pairs
- 10 pairs act
out and
practice the
dialogue
- Others listen
- Work in
pairs
- Listen
- 2 pairs
repeat the
sentence
patterns
- Listen
- Work in
pairs
Ss pairwork
- 8 pairs act
out, standing
and practice
4 pairs act
out, go to the
board and
practice
- Others listen
and give
comment
- Read in
chorus
- Listen and
play
========================================================================

2’
1’
+ above:
+ under: ở dưới
+ behind: bên cạnh
- Presents how to play
- Call Ss go to the board and play
Home link
- Asks Ss to practice more and more with the sentence
patterns
- Do the exercises A on page 24
Others listen
and give
comment
- Listen
Others listen
and give
comment
-
Week: 24 Date of teaching: Thursday, March 1st
, 2012
Period: 47th
UNIT 14
OUR ROOM
Lesson 2
I. Objectives:
By the end of this lesson, Students will be able to learn how to describe things in a room.
+ Ask and answer.
III.Teaching aids:
IV. Language focus:
- New words: bag, floor, mirror, door, desk, review
- Sentence patterns: Where’s it ?
It’s ……………
- Skills: Listening and speaking, reading and playing
V. Procedures:
arrangement
========================================================================

5’
15’
I. Warm up:
- Ss sing “The Bedroom in the House”
II. New lesson:
* Listening:
- Have Ss turn your book to page 56 and asks Ss the name ,
characters of schools.
- Notes: the letters color different in words chairs / bed
? How to produce the sound of the letter s / chairs; b / bed
G1: chant
Listen and tick
- Have Ss look at the pictures identify the names of the
schools and say the names in English and how to listen.
- Tell Ss how to listen “listen and tick”
Answers:1.a , 2.b
4 Follow up
- Have Ss chant which / school in part 1 again
Ss sing
Others listen
and give
comment
- Listen
- Listen and
remark
- Listen and
repeat
- Clap your
hands 3 times
- Work in
groups
- 2 Ss repeat
the stress,
intonation
- 3 groups
standing and
chant
- Others listen
and give
comment
- 2 Ss
complete the
sentences
- Others listen
and give
comment
- Work in
pairs
- Listen to
information
- Listen and
========================================================================

15’
1’
*Reading:
1 Pre – reading:
- Have Ss look at the pictures, sentences on page 27 then
elicit the names of the characters in the pictures.
- Tell Ss that they are going to read and draw things in the
room as the text describing.
2 While - reading
- Have Ss read individually and draw things in the room
- Have Ss share their drawings in pairs
- Call on 4 Ss to show and talk about their drawings.
3 Post – reading:
- Call on 8 Ss read the text
- Have Ss read the text in chorus to reinforce their
pronunciation
4 Follow up: Let’s play
“Spot the Differences”
- Asks Ss to play in groups
- Goes around and helps Ss to play
- Calls 2 groups (12 Ss) go to the board and play.
- Have Ss talk about the differences between the two pictures
in English.
III. Homework:
- Do the exercise
tick
- Work in
pairs
Ss read the
text again
- Whole class
read in chorus
- Listen
- Play in
groups
- 2 groups go
to the board
and play
- Others listen
and give
comment
- talking
Week: 24 Date of teaching: Friday, March 2nd
, 2012.
Period: 48th
UNIT 14
OUR ROOM
Lesson 3
I. Objectives:
========================================================================

By the end of this lesson, Students will be able to review about many things in the
bedroom, using there is/ there are……
describe a bedroom.
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
- New words: nice, tidy, untidy Review
- Sentence patterns: It’s nice and tidy
- Skills: Listening and speaking .Writing and chant
V. Procedures:
arrangement
5’
15’
I. Warm up:
- Have Ss drawing that they did at home
- Look and gives comment
II. New lesson:
*Listening:
- Have Ss turn your book to page 28 and asks Ss to indentify
the characters, names of the pictures
- Using puppets to present the situation
+ A: This is my bedroom.
B: Oh, it’s nice and tidy.
- Ss drawing
- Look and
talk
- Listen
- Listen and
repeat
- Work in
groups
- Ss listen and
repeat
- Work in
pairs
- Others listen
and comment.
- Listen and
repeat the
pronunciation
========================================================================

10’
12’
* Speaking
- Have Ss look at the pictures and ask them to talk about the
rooms.
2. While - speaking
a, b, c and d.
4 Follow up
- Have Ss to answer questions about the real things in their
bedrooms.
Have Ss look at the picture on page 29 then identify things in
the room and write the missing words in each line of the
text.
*Writing:
1 While - writing
- Have Ss read individually silently and complete the text
2 Post – writing:
Answers: 1- two
2 – picture
3 – desk
4 – lamp
- Have whole class read the text in chorus to reinforce their
- 8 pairs act
out, standing
and practice
- 4 pairs act
out, go to the
board and
practice
- Others listen
and give
comment
- Read in
chorus
- Look and
say
- Listen and
repeat
- Ss practice
- Ss practice
asking and
answering on
pairs
- Others listen
and comment.
- Ss ask and
answer
3 Ss rewrite
their answers
on the board.
- 3 pairs act
out and read
the sentences.
- Others listen
and give
comment
Ss read aloud
Listen and
read the
chant. Clap
the rhythm.
========================================================================

2’
1’
pronunciation.
3 Follow up:
Let’s chant
- Have Ss read the chant.
- Presents how to chant.
- T play the tape Ss listen and repeat .Clap the rhythm.
- T divide the class in to two. One group repeat each line of
the chant. The other clap the rhythm
- Call on 2 groups go to the board and chant.
- Have Ss repeat the chant in chorus to reinforce their
pronunciation.
III. Summary:
IV. Homework:
-Have to practice the sentences to ask and answer about the
name of a school.
-Do the exercise E on your workbook
-Work in
pairs
- 2 groups go
to the board
and chant
- Others listen
and give
comment
-Read in
chorus
Week: 25 Date of teaching: Thursday, March 8th
, 2012
Period: 49th
UNIT 15
AT HOME
Lesson 1
I. Objectives:
By the end of this lesson, Students will be able to indentify family activities at leisure
+ Ask and answer.
III.Teaching aids:
IV. Language focus:
- New words: read, do, cook, sing, skate, jum, run. robot, speak
========================================================================

- Sentence patterns: What’s Mai doing?
She’s skipping
What’s he/ she doing ?
He/ she is …….
- Skills: Listening and speaking .Talking and chant
V. Procedures:
arrangement
5’
15’
10’
I. Warm up:
- Have Ss recite the chant in Unit 14 on page 29.
+ Chant in chorus
+ Chant in groups (G1 chant, G2 clap the hands)
-Listens and gives comment
II. New lesson:
* Listening
the characters of the picture and what they are doing?
- Using a poster and two puppets to set up the situation
- Present the new words and sentence patterns
+ skip
+ do:
What’s Mai doing ?
She’s skipping.
- Help Ss to read the new words, model sentences
- Ask Ss to act out and read the dialogue
- Call on 10 pairs act out and practice
* Speaking
- Have Ss look at the pictures and identify the characters.
Present the new words
+ reading:
+ doing:
.
- Ss chant
- Ss chant in
group
- Listen and
open your
book then
identify the
characters in
the pictures
- Listen and
point to the
appropriate
line in the
book
- Listen and
repeat
and take note
- Listen and
repeat
- Work in
pairs
- Ss chant
- Ss chant in
group
========================================================================

12’
+ cooking:
+ singing:
+ skating:
+ jumping:
+ running:
- Asks Ss repeat the sentences patterns
What’s he doing ?
He’s reading.
2. While – speaking:
- Have Ss practice in pairs
- Call on 8 pairs to perform the task , standing and practice
- Have the class repeat all the sentence patterns
4. Follow up
- Have Ss to play “rub out and remember”
+ read: đọc, do: làm, cook: nấu, sing: hát
+ skate: trượt bằng giầy có bánh xe, jump: nhảy cao, run:
chạy.
- Call Ss go to the board and play
*Speaking
1 Pre –talking:
- Have Ss look at the picture, identify the characters and the
names of the pictures
- Have Ss repeat the name of Ss and the sentence patterns
2 While - talking
- Give an example in picture a
- Asks Ss to act out and practice
- Notes: Pronunciation
- Listen and help Ss to practice fluently
3. Post – talking:
- Ss practice about the real things.
- Listen and
open your
book then
identify the
characters in
the pictures
- Listen
- Listen and
point to the
appropriate
line in the
book
- Listen and
repeat
- Listen and
take note
- Listen and
repeat
- Work in
pairs
- 10 pairs act
out and
practice the
dialogue
- Others listen
- Work in
pairs
- Listen
- 2 pairs
========================================================================

2’
1’
S1: What’s ………… ?
S2: …… …………….
4 Follow up: Let’s chant
- Asks Ss that they are going to chant.
- Have Ss read the phrases we are together, we learn how to
read, how to write, it is so much fun. which is written on
paper
- Play the tape again for Ss to listen and repeat each line.
Mine the chant.
- Go around and help Ss chant
- Call on 2 groups to the front of the class and chant.
- Others listen and give comment.
- Have whole class read the sentences in chant again to
III. Homework:
- Do the exercises
repeat the
sentence
patterns
- Listen
- Work in
pairs
Ss pairwork
- 8 pairs act
out, standing
and practice
4 pairs act
out, go to the
board and
practice
- Others listen
and give
comment
- Read in
chorus
Week: 25 Date of teaching: Friday, March 9th
, 2012
Period: 50th
UNIT 15
AT HOME
Lesson 2
I. Objectives:
By the end of this lesson, Students will be able to describe on-going activities.
+ Ask and answer.
III.Teaching aids:
========================================================================

IV. Language focus:
- New words: skipping around, skating along, jumping up high, at
home, happy family touching the sky
- Skills: Listening .Reading and singing
V. Procedures:
arrangement
10’
15’
I. Warm up:
- Have Ss recite the chant on page 31
- Chant in chorus
- Chant in groups (group1 chant, group2 clap the hand)
II. New lesson:
* Listening
- Have Ss turn your book to page 39 and put the large piece
of paper with the chant written on it on the board.
- Notes: the letters colour different in words sky / skipping
? How to produce the sound of the letters sk / skipping; ng /
skipping
G1: chant
Listen and number
- Ss chant
- Chant in
gpoups
- Others listen
and give
comment
- Listen
- Listen and
remark
- Listen and
repeat
- Clap your
hands 3 times
- Work in
groups
- 2 Ss repeat
the stress,
intonation
- 3 groups
standing and
chant
- Others listen
and give
commen
Look and talk
- Listen to
informatio
========================================================================

15’
- Have Ss look at the pictures identify the objects in the
pictures.
- Tell Ss how to listen “listen and number”
Answers: 1- c ; 2- d; 3 – a; 4 - b
4. Follow up
- Have Ss chant sky / skipping in part 1 again
*Reading:
1. Pre – reading:
- Have Ss indentify Characters a, b, c, dand the objects
below.
- Tell Ss read the text and match the things needed for their
activities.
2. While - reading
- Have Ss read individually and do the task.
- Have Ss trade their answers in pairs for correct.
- Call on 4 Ss to perform the task.
3. Post – reading:
- Call on 8 Ss read the text
- Have Ss read the text in chorus to reinforce their
pronunciation
* Answer: 1.d 2.c 3.b 4.a
4. Follow up: Let’s sing
“I Love My Mummy”
- Play the song sentence by sentence
(give actions)
- Have Ss point to the corresponding words while they are
repeating.
- Have Ss sing in groups 6
- Listen and
tick
- Work in
pairs
8 Ss repeat
the answers
Others listen
- Read and
match
- Work in
pairs
- Work in
pairs
- 4 Ss to show
and talk
- Others
observe and
give comment
- 8 Ss read the
text again
- Whole class
read in chorus
- Listen
- Ss listen and
repeat
========================================================================

1
- Go around and help Ss singing
- Call on 3 groups to the front of the class and sing, 3 groups
do actions
(sentence by sentence)
- Call on one group to the front of the class sing. Others clap
the rhythm.
- Have whole class sing again to reinforce their
pronunciation
III. Homework:
- Do the exercise
, 2012
Period: 51th
UNIT 15
AT HOME
Lesson 3
I. Objectives:
By the end of this lesson, Students will be able to ask and answer about family activities
in progress.
+ Ask and answer
III.Teaching aids:
========================================================================

IV. Language focus:
- New words: review
- Sentence patterns: What are they doing?
- Skills: Listening and speaking Writing and playing
- Sentence patterns: What are they doing?
V. Procedures:
arrangement
5’
10’
10’
I. Warm up:
- Have Ss sing “I Love My Mummy”
- Listen and gives comment
II. New lesson:
* Listening:
- Have Ss turn your book to page 34 and asks Ss to indentify
the characters, names of the pictures
- Play the recording a second time
+ A: What are they doing?
B: They are……………
* Speaking
- Have Ss look at the pictures and tell Ss they are going to
practise asking and answering about what the people in these
pictures are doing.
- Ss sing
- Look and
talk
- Listen
- Listen and
repeat
- Work in
groups
- Ss listen and
repeat
- Work in
pairs
- Others listen
and comment.
- Listen and
repeat the
pronunciation
- 8 pairs act
out, standing
and practice
- 4 pairs act
out, go to the
board and
practice
- Others listen
and give
comment
========================================================================

12’
2’
1’
2. While - speaking
b, c and d.
4 Follow up
- Have Ss to ask and answer the questions use V-ing.
*Writing:
1. Pre – writing:
- Have Ss look at the picture on page 35 then identify the
characters what they are doing and write the missing words
in the sentences provided.
2. While - writing
sentences.
- Have Ss trade their answers within pairs for correction.
3. Post – writing:
Answers:
1- Linda is skipping
2 – Tom is skating
3 – Mai and her brother are reading
4. Follow up:
Let’s play “Mime and Guess”
- Asks Ss to play in groups
- Calls 2 groups ( 12 Ss ) go to the board and play.
III. Summary: main points
- Read in
chorus
- Look and
say
- Listen and
repeat
- Ss practice
- Ss practice
asking and
answering on
pairs
- Others listen
and comment.
3 Ss rewrite
their answers
on the board.
- 3 pairs act
out and read
the sentences.
- Others listen
and give
comment
Ss read aloud
- Listen
- Play in
groups
- 2 groups go
to the board
and play
- Others listen
and give
comment
========================================================================

IV. Homework:
- Have to practice the sentences to ask and answer about the
name of a school.
- Do the exercise E on your workbook
- Prepare for the next parts.
Listen and
remember
, 2012
Period: 52th
REVIEW 3- A
I. Objectives:
By the end of this lesson, Students will be able to perform their abilities to listen, speak
and write related to the topics they have learnt from units 11- 15 using the phonics, the
vocabulary and the sentence patterns.
+ Ask and answer.
III.Teaching aids:
IV. Language focus:
- New words: review
V. Procedures:
arrangement
5’
8
I . Warm up:
- Sing a song
II. New lesson:
1. Unit 11: My Family
Sing
Ss playing a
game: pass
the word
- Identifying
family
========================================================================

8’
8’
8’
8’
- Vocabulary:
Family, father, mother, grandmother, grandfather, brother,
sister, grandpa, grandma, who.
- Phonics: father, mother
- Sentence patterns:
+ who is this? – It’s my father
+ What’s his name? – His name’s Peter
2. Unit 12: How Old Are You?
- Vocabulary:
Year, old, how, both, numbers 1 - 20
- Phonics: how, ten
+ How old are you?
I’m nine years old
+ How old is he?
He’s eight years old.
3. Unit 13: My House
- Vocabulary:
House, living room, kitchen, dining room, bathroom,
bedroom, garden.
- Phonics: kitchen, bedroom
+ This is my house
+ There is a living room
+ There are two bedroom
4.Unit 14: Our Room
- Vocabulary:
Table, bed, desk, picture, ball, lamp, large, tidy, untidy, nice,
on, above, under, behind, near.
- Phonics: chairs, bed
+ Where is it?
It’s in your bedroom
+ Where are the chairs?
They’re behind the desk
+ It’s nice and tidy.
members
- Asking who
someone is
- Asking and
answering
about names
of family
members
Ss playing a
game: slap the
board
- Asking and
answering
about ages
- Counting 1 -
20
- Asking and
answering
about ages of
family
members.
Ss playing a
game:
crossword
puzzle.
- Identifying
rooms in the
house
- Talking
about rooms
in the house
(singular)
- Talking
about rooms
in the house
(plural)
- Identifying
things in the
room
- Specifying
========================================================================

1’
5. Unit 15: At Home
- Vocabulary:
Robot, children, read, do, cook, sing, skate, jump, run.
- Phonics: sky, skipping
+ What’s Mai doing?
She’s skipping
+ What are they doing?
They are reading.
III. Homework:
Prepare the review 3
location of
things in the
room
- Describing a
bedroom
- Identifying
family
activities at
leisure
- Describing
on-going
activities
- Asking
Week: 27 Date of teaching: Thursday, March 22nd
, 2012.
Period: 53th
REVIEW 3- B
I. Objectives: By the end of the lesson Students will be able to do review 3 in class
+ Ask and answer.
III.Teaching aids:
IV. Language focus:
- New words: review
V. Procedures:
Time Steps/Activities
Work
arrangement
5’ I Warm up:
- Sing
- Ss look at
the picture
========================================================================

24’
1’
- Sing a song
II. New lesson:
1. Complete each word. Say it aloud
Key:
1. mother 2. brother
3. chairs 4. mirrors
5. room 6. ruler
7. kitchen 8. chair
9. skip 10. sky
2. Write the missing letters.
Key:
1. seven 2. house
3. computer 4. kitchen
5. skipping
3. Listen and tick.
Play the recording twice
Key:
1.b 2.a 3.b 4.a
4. Read and tick
Key
1.b 2.a 3b 4.a
5. Look, read and complete
Key
1. is 2. are
3. on 4. lamp
5. picture
6. Look and talk
1.
a) This is my father
b) This is my brother
c) This is my mother
to speak as
required.
Then
complete
each word.
Say it
aloud
- Ss look at
the picture
to speak as
required.
Then call
on some
volunteers
to speak
aloud.
- Ss look at
the picture
to speak as
required.
Ss answer.
- Ss look at
the picture
to speak as
required.
Ss work in
groups
- Ss look at
the picture
to speak as
required.
- Ss read the
sentences
and number
- Then call
on some
volunteers
to speak
aloud
- Ss look at
the picture
========================================================================

2. a)
a) The children are skating
b) The mother is cooking
c) The father is reading (a book)
III Homework:
Prepare the review
to speak as
required
- Ss work in
groups
- Then call
on some
volunteers
to speak
aloud
Week: 27 Date of teaching: Friday, March 23rd
, 2012.
Period: 54th
========================================================================

UNIT 16
THE WEATHER
Lesson 1
I. Objectives:
By the end of this lesson, Students will be able to identify the wearther
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
 Vocabulary: weather, sunny,windy, rainy, cloudy
 Sentence Patterns:
- What’s the weather like?
It’s sunny.
V. Procedures:
Work
arrangement
5’
10’
I. Warm up:
- Help Ss listen and sing the song I love My
Mummy on page 33.
II. New lesson.
- Ask Ss to identify the characters in the picture on page 42
and what they are saying.
- Set the scene “you are going to hear Linda and Mai talk
about the weather.
- Explain the new language What’s the weather like? – It’s
sunny.
- Ss to listen as they read the lines. Mime the dialogue
- Ss to listen and repeat each line of the text
T – WC
T – WC
Whole class,
group and
========================================================================

10’
10
- Allocate the parts of Linda and Mai. Have one group
repeat Linda’s part and the other Mai’s part.
- Have whole class repeat each line of the dialogue in
Note: yeah = yes.
2. Look and say
- Have Ss look at the pictures a, b, c and d on page42 and
identify the weather icons in the pictures.
- Introduce some new words:
∗ Rainy:
∗ Cloudy Use flashcards
∗ windy
- Point to P.a and ask Ss What’s the weather like? And fill
the bubble with the phrase prompted by Ss then have Ss
repeat the question and answer a few times before going
on with other pictures
- Have Ss repeat all the questions and answers a few times.
- Ask Ss to practise asking and answering, using the
pictures in their books
- Monitor the activity and offer help. Correct
pronunciation error(s) (street, assimilation of sounds and
intonation) when necessary.
- Call on some pairs to demonstrate at the front of the
3. Talk
weaqthe icons in each picture.
- Set the scene: “You are going to talk about the weather
in the pictures.”
- Have Ss guess and say the lines in the bubbles a few
times before letting them practice/ role play freely.
- Have Ss to work in pairs to practice.
- Call on some volunteers to perform the task at the front
of the class. The rest of the class observe and comment.
individual.
Half – half
class
T – whole
class
Pair- work
T – whole
class
T – whole
class
Pair – work
========================================================================

3’
2’
- Ask Ss a few questions to check Ss’ comprehension of
the language.
- Have the whole class repeat all the questions and
answers to reinforce their pronunciation.
III. Summary
- Ss have learnt to identify the weather, using What’s the
weather like?- It’s sunny.
IV. Home- link:
- Encourage Ss to listen and try to recite The weather song
on P. 43 at home.
T – whole
class
T – whole
class
, 2012.
Period: 55th
UNIT 16
THE WEATHER
Lesson 2
I. Objectives:
- By the end of this lesson, students will be able to describe the weather
- Develop listening, reading and writing skill.
- Techniques: + Work in pairs and individually
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: pictures, word cards, extra board, tape, cassette.
- Student’s aids: book, notebook, workbook.
IV. Language focus:
 Phonics: weather hot
 Vocabulary: cold, hot, fine, sunny, windy, rainy, cloudy
- What’s the weather like?
It’s sunny.
V. Procedures:
========================================================================

Work
arrangement
5’
10’
10’
I. Warm up:
- Greet Ss and have them reply.
- Ss sing the song The weather song for fun.
II. New lesson:
- Have Ss open the book page 44, draw their attention to the
letters colored differently in the words weather and hot
- Set the scene: “We are going to learn how to produce the
sound of letters ea in the word weather and that of the
letter o in the word hot”
- Produce the sound of the letter ea and o a few times and
ask Ss to say what they think about when they hear the
sounds.
- Ss listen as they read the chant on the poster of the chant.
Clap the rhythm.
- Ss listen and repeat each line several times.
- Have Ss practice reciting and clapping the chant in groups.
- Call on a group to recite the chant. The others clap at the
words in focus.
2. Listen and number
- Have Ss look at Pictures a, b, c and d on Page 44 and talk
about the weather in these pictures.
- Set the scene: “you are going to listen to the recording
and match the information they hear to the correct picture
and put the correct number in the box of the appropriate
picture..
- 1st
- 2nd
pictures.
- Choose one or two Ss to share their answers with their
T-WC
T – whole
class
Whole class
Group work
T – whole
class
Individually
========================================================================

10’
3’
2’
classmates.
- 3rd
listening text.
Answers:
3. Read and match.
- Ask Ss to identify the weather icons in the pictures on page
45
- Set the scene: “you are going to read Today’s weather
forecast and use the information to match each of them
with the right picture.”
- Review the language learnt in the previous section
- Ask Ss to read the text individually and do the task.
- Call on one student to report their answer. Others listen
and comment.
- Have the whole class chorally read each line of the
dialogues to reinforce their pronunciation
Answers:
III. Summary.
- Ss have learnt how to describe the weather, using the
structures: What’s the weather like? – It’s sunny.
- Produce the sound of the letter ea in the word weather
and that of the letter o in the word hot”
IV. Home- link:
- Ss recite the chant on page 44 and describe the current
weather in their home place.
Pair- work
T – whole
class
Individually
Pair – work
T – whole
class
T – whole
class
========================================================================
1. d 2. b 3. a 4. c
1. d 2. a
3. b,
c

, 2012.
Period: 56th
UNIT 16
THE WEATHER
Lesson 3
I. Objectives:
By the end of this lesson, Students will be able to ask and answer about the wearther
+ Ask and answer.
III. Teaching aids:
- Teacher’s aids: books, pictures, poster, word cards, recording .
IV. Language focus:
 Vocabulary: weather, sunny,windy, rainy, cloudy, hot, cold, fine
- What’s the weather like in Hanoi today?
It’s rainy.
V. Procedures:
Work
arrangement
5’
10’
I. Warm up:
- Let’s Ss recite the chant on page 44 – lesson 2.
II. New lesson.
- Have Ss to look at the book at page 46 and identify the
photo and the weather icons.
- Recall the question and the answer related to the
weather
- Set the scene: “we are going to hear two speakers talk
about the weather in Hanoi”
- Play the recording all the way through for Ss to listen as
they read the dialogue.
- Play the recording again for Ss to repeat each line of the
dialogue
T – whole
class
T – whole
class
Whole class
========================================================================

10’
10’
- Divide the class into two groups. One repeat the
question and the other repeat the answer.
- Play the recording again for the whole class to repeat
each line in the text a few times. Ensure their correct
pronunciation (sentence stress, the assimilation of sound
and intonation).
2. Look and say.
- Have Ss identify the weather icons and photos on page
46.
- Set the scene: “we are going to practice asking and
answering about the current weather in P. a, b, c and d.
- Have Ss say the names of the cities aloud.
• Call on one pair of Ss to the front of the class.
Have one point to P. a and ask What’s the
weather like in Hai Phong today? And the other
answer It’s sunny
• Repeat the step with the other pictures
- Have Ss to practice in pairs asking and answering
when necessary.
3. Write.
- Get Ss to look at the grid and the weather icons on page
47.
- Set the scene: “We are going to going to march each
weather icon to the appropriate city name and write the
correct word in the frame containing the icon”
correction
- Ask Ss to give answer by making the sentences with the
information in the grid: It’s rainy in Hai Phong today.
The others listen and give comments.
Answers:
2. Hue – cloudy
3. Da Nang – windy
Groups
individually
T – whole
class
Pair – work
T – whole
class
Individually
Pair – work/
Group work
Whole class
========================================================================

3’
2’
4. Ho Chi Minh - sunny
III. Summary
- Ss have learnt how to ask and answer about the current
weather in a specific location, using What’s the weather
like in (Ha Noi) today? – It’s rainy.
IV. Home - link
- Ss recite the chant on page 47 and say the current
weather in their hometown.
T – whole
class
Week: 29 Date of teaching: Thursday, April 5th
, 2012.
Period: 57th
UNIT 17
OUTDOOR ACTIVITIES
Lesson 1
I. Objectives:
By the end of this lesson, Students will be able to identify outdoor activities.
+ Ask and answer.
III. Teaching aids: books, recording, poster, flash cards.
IV. Language focus:
 Vocabulary: flying kites, cycling, playing football, playing badminton, playing with
paper boats.
- What are they doing?
They’re playing with paper boats.
V. Procedures:
Work
arrangement
5’
10’
I. Warm up:
- Help Ss listen and sing The weather song in
unit 16 on page 43.
II. New lesson.
Whole class
Whole class
========================================================================

10’
10
and what they are saying.
- Set the scene “You are going to hear Mai and Hoa say
what Phong and Nam are doing”.
- Ss to listen as they read the lines. Mime the dialogue
- Ss to listen and repeat each line of the text
- Divide the class into two groups. Have one group repeat
Hoa’s part and the other Mai’s part.
2. Look and say
- Have Ss look at the pictures a, b, c and d on page 48 and
identify the characters in the pictures and what they are
doing.
- Set the scene: “You are going to practice talking about
these activities”
∗ cycling
∗ Playing badminton Use flashcards
∗ Playing kites
∗ Playing football
- Point to P.a and ask Ss What are they doing?, have Ss
repeat the question and answer They are cycling a few
times before going on with other pictures
3. Talk
activities in each picture.
these activities.”
- Have Ss to repeat the sentences in the bubbles a few
times before let them practice freely. (use the pictures in
their books or role – play the exchanges
Individual
Half – half
class
Whole class
Whole class
Whole class
individual
Pair- work
Whole class
Whole class
Pair – work
========================================================================

3’
2’
the language.
III. Summary
- Ss have learnt how to identify on-going outdoor
activities, using What are they doing? They’re playing
badminton.
IV. Home- link:
- Encourage Ss to search for more words and phrases
related to outdoor activities at home
Group work
Whole class
Whole class
Whole class
Week: 29 Date of teaching: Friday, April 5th
, 2012.
Period: 58th
UNIT 17
OUTDOOR ACTIVITIES
Lesson 2
I. Objectives:
By the end of this lesson, Students will be able to ask and answer about outdoor
activities.
+ Ask and answer.
IV. Language focus:
 Vocabulary: review
 Sentence Patterns: review
V. Procedures:
========================================================================

Work
arrangement
5’
10’
10’
I. Warm up:
- Ss sing the song The weather song for fun.
II. New lesson:
letters colored differently in the words boat and door
sound of letters oa in the word boat and that of the letter d
in the word door”
- Produce the sound of the letter oa and d a few times and
sounds.
Clap the rhythm.
words in focus.
and tick the appropriate picture”.
- 1st
- 2nd
pictures.
classmates.
- 3rd
listening text.
Answers:
T-WC
T – whole
class
Whole class
Group work
T – whole
class
Individually
Pair- work
========================================================================

10’
3’
2’
3. Read and tick.
- Ask Ss to identify the weather icons in the pictures on page
51.
- Set the scene: “you are going to read the text in order to
match the information to either P.a or P.b”
- Explain the situation and ask a few questions to check Ss’
comprehension of the text.
and comment.
- Have the whole class chorally read each line of the text to
Answers: Picture b
III. Summary.
- Ss have learnt how to describe the weather, using the
structures: What’s the weather like? – It’s sunny.
- Produce the sound of the letter ea in the word weather
and that of the letter o in the word hot”
IV. Home- link:
- Ss recite the chant on page 44 and describe the current
weather in their home place.
T – whole
class
Individually
Pair – work
T – whole
class
T – whole
class
, 2012.
Period: 59th
UNIT 17
OUTDOOR ACTIVITIES
Lesson 3
I. Objectives:
By the end of this lesson, Students will be able to describe on-going activities.
+ Ask and answer.
III. Teaching aids:
========================================================================
1. b 2. a

- Teacher’s aids: books, pictures, poster, word cards, recording.
IV. Language focus:
- What are they playing?
They are playing football.
V. Procedures:
Work
arrangement
5’
10’
10’
I. Warm up:
- Let’s Ss recite the rhyme on page 51 – lesson 2.
II. New lesson.
- Have Ss to look at the book at page 52 guess what Hoa
is doing.
- Set the scene: “we are going to Mai and Hoa say what
Phong and Nam are doing ”
dialogue
and intonation).
2. Look and say.
- Have Ss identify the activities in the picture on page 52.
- Set the scene: “we are going to practice asking and
answering about the on-going activities”
• Point to two children playing badminton and
ask What are they playing?
• Ss repeat the question and answer They are
playing badminton
Whole class
Whole class
Individually
Groups
Whole class
Whole class
Individually
========================================================================

10’
3’
2’
Have one point to P. a and ask. And the other
answer
• Repeat the step but swap Ss’ parts
when necessary.
3. Write.
- Get Ss to look at the pictures and identify what the
characters are doing on page 47.
- Set the scene: “We are going to going to get
information and to complete the sentences 1, 2, 3, 4”
correction
- Ask Ss to give answer. The others listen and give
comments.
Answers:
1. running
2. cycling
3. flying kikes
4. playing football
III. Summary
- Ss have learnt how how to talk about outdoor activities,
using What are they doing? They’re playing football
IV. Home - link
- Ss draw some of their favourite outdoor activities and
colour them
Pair – work
Whole class
Whole class
Individually
Pair work
Group work
Whole class
Whole class
, 2012.
Period: 60th
UNIT 18
COLOURS
Lesson 1
I. Objectives:
========================================================================

By the end of this lesson, Students will be able to identify colours.
+ Ask and answer.
IV. Language focus:
 Vocabulary: colour, rose, red, orange, yellow, green, blue, pink
- What colour is it?
It’s red
V. Procedures:
Work
arrangement
5’
10’
10’
I. Warm up:
- Help Ss listen and sing The weather song in unit 16 on
page 43.
II. New lesson.
and what they are doing.
- Set the scene “You are going to hear Mai and Nam
talking as they play a blindfold game”.
- Play the recording all the way through for Ss to listen and
mine the dialogue.
- Play the second time for Ss to repeat each line and point
to the appropriate line in their books.
- Call on one group of four to the front of the class. Have 2
of them repeat Mai and Nam’s parts
- Repeat the step but swap Ss parts.
2. Look and say
- Have Ss look at the pictures a, b, c, d,e and f on page 54
and identify the colours in the pictures and what they are
doing.
- Set the scene
Whole class
Whole class
Individual
Half – half
class
Whole class
Whole class
Whole class
========================================================================

10
3’
∗ red
∗ orange
∗ yellow Use flashcards
∗ green
∗ blue
∗ pink
- Point to P.a and ask Ss What colour is it?, have Ss repeat
the question and answer It’s red a few times before
going on with other pictures
3. Talk
- Have Ss look at the stars on page 55 and identify the
colours.
the colours of the these stars.”
times before let them practice freely. (use the pictures in
their books or role – play the exchanges
the language.
III. Summary
- Ss have learnt how to identify the colours, using What’s
colour is it? It’s red.
IV. Home- link:
Individually
Pair- work
Whole class
Whole class
Pair – work
Group work
Whole class
Whole class
========================================================================

2’
- Encourage Ss to recite the Colour song on page 55 at
home Whole class
, 2012.
Period: 61st
UNIT 18
COLOURS
Lesson 2
I. Objectives:
By the end of this lesson, Students will be able to express their likes.
+ Ask and answer.
IV. Language focus:
V. Procedures:
Work
arrangement
5’
10’
I. Warm up:
- Ss sing the Colour song for fun.
II. New lesson:
letters colored differently in the words like and blue
sound of letters l in the word like and that of the letter bl
in the word blue”
- Produce the sound of the letter l and bl a few times and
sounds.
Whole class
Whole class
Individually
========================================================================

10’
10’
Clap the rhythm.
words in focus.
2. Listen and tick
and tick the appropriate picture”.
- 1st
- 2nd
pictures.
classmates.
- 3rd
listening text.
Answers:
3. Read and complete.
- Ask Ss to identify the colours in the pictures on page 57.
- Set the scene: “you are going to read the dialogue in
order to get the information to complete the missing
words”
and comment.
Group work
Whole class
Whole class
Individually
Pair – work
Whole class
Whole class
Individually
Pair work
========================================================================
1. red 2. yellow 3. green 4. pink

3’
2’
Answers:
1. blu
e
2. Na
m
3. lik
e
III. Summary.
- Ss have learnt how to express their likes, using the verb
like in different forms; produce the sound of the letter l in
like and that of the letters bl in blue
IV. Home- link:
- Ss recite the chant on page 57
Whole class
Whole class
Whole class
, 2012.
Period: 62nd
UNIT 18
COLOURS
Lesson 3
I. Objectives:
By the end of this lesson, Students will be able to ask and answer about colours.
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
• What colours are they?
They are blue.
V. Procedures:
Work
arrangement
5’ I. Warm up: Whole class
========================================================================

10’
10’
10’
- Let’s Ss recite the rhyme on page 57 – lesson 2.
II. New lesson.
characters.
- Recall the colour words that they’ve learnt in L2
- Set the scene: “we are going to hear Linda and Nam
talk about the colour of the flowers in the drawing”
dialogue
and intonation).
2. Look and say.
- Have Ss identify the colours of these fruits violet,
brown, yellow and green in the pictures a, b, c and d on
page 58.
- Get Ss point to each picture as they repeat the colour
words in turn.
- T models the dialogue(use two puppets to present the
question and the answer)
ask What colours are they?
• Ss repeat the question and answer They’re
violet.
answer
when necessary.
Whole class
Individually
Groups
Whole class
Whole class
Individually
Pair – work
Whole class
Whole class
========================================================================

3’
2’
3. Write.
- Get Ss to look at the pictures and identify the colours to
get the information are doing on page 59.
- Set the scene: “We are going to going to get
information and to complete the sentences 1, 2, 3, 4”
correction
comments.
Answers:
1. yellow
2. green
3. red
4. brown
III. Summary
- Ss have learnt how how to talk ask and answer about
colour, using What colours are? They’re green/ yellow….
IV. Home - link
- Ss sing the song Colours on Page 55 at home
Individually
Pair work
Group work
Whole class
Whole class
, 2012.
Period: 63rd
UNIT 19
OUR PETS
Lesson 1
I. Objectives:
By the end of this lesson, Students will be able to express possession.
========================================================================

+ Ask and answer.
IV. Language focus:
 Vocabulary: cat, dog, tortoise, rabbit, goldfish, parrot.
- What colour is it?
It’s red
V. Procedures:
Work
arrangement
5’
10’
10’
I. Warm up:
- Help Ss listen and sing The colour song in unit 17 on
page 55.
II. New lesson.
- Ask Ss to identify the characters and the pets in the
picture on page 60 and what they are doing.
- Set the scene “You are going to identify the pets”.
∗ dog
∗ cat
∗ tortoise use flashcards
∗ rabbit
∗ goldfish
∗ parrot
and mine the dialogue.
- Call on one group of four to the front of the class. Have
2 of them repeat Mai and Quan’s parts
2. Look and say
- Have Ss look at the pictures a, b, c, d,e and f on page 60
and identify the colours in the pictures and what they
are doing.
Whole class
Whole class
Individual
Half – half
class
Whole class
Whole class
Whole class
Individually
========================================================================

10
3’
2’
- Set the scene
∗ Review the words
- Point to P.a and say I’ ve got a tortoise have Ss repeat a
few times before going on with other pictures
- Have Ss repeat all the questions and answers a few
times.
pronunciation error(s) (street, assimilation of sounds
and intonation) when necessary.
3. Talk
- Have Ss look at the stars on page 61 and identify the
colours.
the pets you have.”
- Ask Ss to guess the words that need using, then fill in
the speech bubbles.
times before let them practice freely. (use the pictures
in their books or role – play the exchanges
the language.
III. Summary
- Ss have learnt how to identify the pets using I’ve got a
cat/ Ihaven’t got a dog
IV. Home- link:
- Encourage Ss to talk about their pets.
Pair- work
Whole class
Whole class
Pair – work
Group work
Whole class
Whole class
Whole class
, 2012.
Period: 64th
UNIT 19
========================================================================

OUR PETS
Lesson 2
I. Objectives:
By the end of this lesson, Students will be able to ask and answer about pets.
+ Ask and answer.
IV. Language focus:
V. Procedures:
Work
arrangement
5’
10’
I. Warm up:
- Ss sing the Colour song for fun.
II. New lesson:
letters colored differently in the words cat and dog
sound of letters c in the word cat and that of the letter g in
the word dog”
- Produce the sound of the letter c and g a few times and
sounds.
Clap the rhythm.
words in focus.
Whole class
Whole class
Individually
Group work
Whole class
========================================================================

10’
10’
3’
2’
- Have Ss look at Pictures a, b, c and d on Page 62 and
identify the characters and their pets in this section.
and match the information they hear to number the
picture”.
- 1st
- 2nd
pictures.
classmates.
- 3rd
listening text.
Answers:
3. Read and match.
- Ask Ss to identify the pets in the pictures on page 63
get the information to match the names with the
appropriate pets”
and comment.
Answers:
1. c 2. a 3. d 4. b
III. Summary.
- Ss have learnt how to express possession, using the verb
have got/ haven’t got; produce the sound of the letter c in
cat and that of the letters g in dog
IV. Home- link:
Whole class
Individually
Pair – work
Whole class
Whole class
Individually
Pair work
Whole class
Whole class
Whole class
========================================================================
1. b 2. a 3. d 4. c

- Ss sing the rhyme Three Little Kittens Jumping on the Bed
at home
Week: 33 Date of teaching: Thursday, May 3rd
, 2012
Period: 65th
UNIT 19
OUR PETS
Lesson 3
I. Objectives:
By the end of this lesson, Students will be able to ask and answer about quantities of pets.
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
• Nam has got two dogs
• How many tortoises have you got?
- I’ve got three tortoises
V. Procedures:
Work
arrangement
5’
10’
I. Warm up:
- Let’s Ss sing the rhyme Three Little Kittens Jumping on
the Bed on page 63 – lesson 2.
II. New lesson.
characters and the pets that they are talking about.
- Set the scene: “we are going to practice talking about
Whole class
Whole class
========================================================================

10’
10’
the number of pets in these pictures”
dialogue
and intonation).
2. Look and say.
- Have Ss look at Pictures a, b, c and d on Page 65 and
identify the pets and the quantity of pets in these
pictures.
- Set the scene: “you are going to practice talking about
the number of pets”.
ask How many cats have you got?
• Ss repeat the question and answer I have four
cats
answer
when necessary.
3. Write.
- Get Ss to look at the pictures on page 65 and identify
the characters and the pets to get the information
- Set the scene: “We are going to get information and to
complete the sentences 1, 2, 3, 4”
Individually
Groups
Whole class
Whole class
Individually
Pair – work
Whole class
Whole class
========================================================================

3’
2’
correction
comments.
Answers:
1. two cats
2. two dogs
3. three birds
III. Summary
- Ss have learnt how how to talk ask and answer about the
number of pets, using How many (dogs) have you got?
I’ve got (three dogs)
IV. Home - link
- Ss search for the types of pets in their neighbourhood
Individually
Pair work
Group work
Whole class
Whole class
Week: 33 Date of teaching: Friday, May 4th
, 2012
Period: 66th
UNIT 20
OUR TOYS
Lesson 1
I. Objectives:
By the end of this lesson, Students will be able to talk about quantities of toys.
+ Ask and answer.
IV. Language focus:
 Vocabulary: doll, robot, ball, ship, car, yo-yo, new.
She/ He’s got a new doll.
V. Procedures:
Work
arrangement
========================================================================

5’
10’
10’
I. Warm up:
- Let’s Ss sing the rhyme Three Little Kittens Jumping on
the Bed on page 63 – lesson 2.
II. New lesson.
- Ask Ss to identify the characters and the pets in the
picture on page 66 and what they are doing.
- Set the scene “You are going to hear Nam and Mai talk
about the toys that Nam and his sister have got”.
∗ robot
∗ doll use flashcards
∗ balls
∗ ships
- Review the structures I’ve got/ She’s got
and mine the dialogue.
- Call on one group of four to the front of the class. Have
2 of them repeat Nam and Mai’s parts
2. Look and say
- Have Ss look at the pictures a, b, c and d on page 66 and
identify the characters and toys in the pictures and what
they are doing.
the number of toys in the pictures”
- Point to P.a and ask Who’s that? – It’s Nam;What are
these? – They’re balls; Count the ball – There are five
balls. Nam has got five balls. He’s got five balls
- Have Ss repeat a few times before going on with other
pictures
- Have Ss repeat all the sentences a few times.
pronunciation error(s) (street, assimilation of sounds
and intonation) when necessary.
Whole class
Whole class
Individual
Half – half
class
Whole class
Whole class
Whole class
Individually
Pair- work
Whole class
========================================================================

10
3’
2’
3. Talk
character and number of toys
- Set the scene: “You are going to practice talking more
about the number of toys you have.”
- Ask Ss to guess the words that need using and fill in the
speech bubbles.
times before let them practice freely. (use the pictures
in their books or role – play the exchanges
the language.
III. Summary
- Ss have learnt how to talk about the quantities of toys,
using the structures with have got
IV. Home- link:
- Encourage Ss to sing the rhyme Linda’s got s Little doll
Whole class
Pair – work
Group work
Whole class
Whole class
Whole class
Week: 34 Date of teaching: Thursday, May 10th
, 2012
Period: 67th
UNIT 20
OUR TOYS
Lesson 2
I. Objectives:
By the end of this lesson, Students will be able to describe toys, using colour adjectives.
+ Ask and answer.
========================================================================

IV. Language focus:
 Vocabulary: review the words of toys and colours
V. Procedures:
Work
arrangement
5’
10’
10’
I. Warm up:
- Ss sing the rhyme Linda’s got s Little doll for fun.
II. New lesson:
letters colored differently in the words four and five
sound of letters f in the word four and that of the letters ve
in the word five”
- Produce the sound of the letter f and ve a few times and
sounds.
Clap the rhythm.
words in focus.
- Have Ss look at the grid and identify the characters and
the toys on Page 62 and
and match each toy to the correct owner and tick the
correct frame
- 1st
- 2nd
pictures.
Whole class
Whole class
Individually
Group work
Whole class
Whole class
Individually
Pair – work
========================================================================

10’
3’
2’
classmates.
- 3rd
listening text.
Answers:
3. Read and tick.
- Ask Ss to identify the pets in the pictures on page 69, ask
them to identify the toys.
- Draw Ss’ attention to the number and colour of the toys.
match the information to the appropriate picture and tick
the box in the correct picture”
and comment.
Answers: Picture a
III. Summary.
- Ss have learnt how to describe toys, using the adjectives
they’ve learnt, produce the sound of the letter f in four
and that of the letters ve in five
IV. Home- link:
- Ss write one or two sentences describing their favourite
toys at home
Whole class
Whole class
Individually
Pair work
Whole class
Whole class
Whole class
Week: 34 Date of teaching: Friday, May 11th
, 2012
========================================================================
1. Peter: a red
robot
2. Linda: two
blue dolls
3. Tom: three
purple balls
4. Mary: an
orange doll

Period: 68th
UNIT 20
OUR TOYS
Lesson 3
I. Objectives:
By the end of this lesson, Students will be able to specify the location of toys
+ Ask and answer.
III. Teaching aids:
IV. Language focus:
• Where are your robots?
- They’ve over there, on the chair.
V. Procedures:
Work
arrangement
5’
10’
I. Warm up:
- Let’s Ss play Kim’s game with the real objects in their
classroom.
II. New lesson.
characters and where the toys are.
- Set the scene: “we are going to hear Quan and Nam talk
about where Nam’s toys are.”
- Give the meaning of
* here
* there
* great
Whole class
Whole class
Individually
Groups
========================================================================

10’
10’
dialogue
and intonation).
2. Look and say.
- Have Ss look at the picture on Page 70 and identify the
toys and their location in the picture.
location of toys”.
• Point to the doll in the picture and ask What’s
this?- It’s my doll. Ask Where is your doll?- It’s
on the bed.
• Ss repeat the question and answer
Have one ask the other answer
when necessary.
3. Write.
- Get Ss to look at the pictures on page 71 and talk about
the things in the picture
- Recall the preposition in, on and under.
- Set the scene: “You are going to specify the location of
the things in these pictures and to complete the
sentences 1, 2, 3, 4”
correction
Whole class
Whole class
Individually
Pair – work
Whole class
Whole class
Individually
Pair work
========================================================================

3’
2’
comments.
Answers:
1. there
2. under
3. on
4. in
III. Summary
- Ss have learnt how how to talk ask and answer about the
number of pets, using How many (dogs) have you got?
I’ve got (three dogs)
IV. Home - link
- Ss search for the types of pets in their neighbourhood
Group work
Whole class
Whole class
========================================================================

Giáo án Let's learn english book 1 term 2

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Giáo án Let's learn english book 1 term 2