Stages

Content

Interaction

1. Warm – up   (5’)

- Greet Ss & self – introduce, ask them reply

- T – whole class

2. Look, listen and   repeat (10’)

- Have Ss look at the picture & identify the characters.

- Play the recording through for Ss to listen to the dialogue

- Play the recording  again, pausing after each line for Ss to repeat. Repeat the step when necessary.

- Divide the class into 2 groups: ask one group to repeat  Miss Hien’s part; the other Ss’ part

- Check to make sure Ss can repeat & understand the dialogue.

- T – whole class

- T – whole class

- T – whole class

- Groups

- T – whole class

3. Point and say (18’)

- Elicit the sentence patterns from Ss.

* Pattern:       

                        Good morning, Miss Hien.

* Vocabulary:

Good morning:

Good afternoon:

Good evening:

Good night:

* Check vocabulary: Slap the board

- Ask ss to look at the pictures on page 6 & identify the people & what part of the day it is in each picture.

- Do the task with one student as an example:

Teacher: Good morning, Nam.

Nam: Good morning, Miss Hong.

- Have Ss work in pairs, one says the greetings & the other responses

- Call on some pairs to demonstrate.

- T – whole class

- T – whole class

- T – whole class

 - T - student              

- Pairs

- Pairs

4. Reinforcement

(5’)

- Have Ss repeat all the sentences to reinforce their pronunciation.

- T – whole class

5. Homelink(2’)

- Recite the pattern & write all the sentences at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Greet Ss & self-introduce, ask them reply.

- T – whole class

 2. Talk (10’)

- Ask Ss to look at the pictures on page 7, help them to identify the people in each picture.

- Tell Ss that they are going to practice greeting & responding to greetings appropriately.

- Ask Ss to work in pairs, one says greetings & the other responses. Repeat the step when necessary.

- Ask Ss to role play the greetings & responses.

- Call on some pairs to demonstrate.

- T – whole class

- Pairs

- Pairs

- Pairs

3.Listen & tick (10’)

- Ask Ss to open their student books on page 7.

- Have Ss identify the pictures.

- Tell them that they are going to listen to the recording & tick the correct answers.

- Play the recording through for Ss to listen.

- Play it again for Ss to listen & tick the correct answers.

- Play it once more for s to check their answers.

- Ask Ss to exchange their answers with their partners before reporting them to the class.

- Read out the answers to the class. Provide explanations when necessary.

- Ask Ss some questions to ensure their comprehension of the text.

* Answers: 1.b ; 2.a ; 3.a

- T – whole class

- Individual

- Individual

- Individual

- Pairs

- T – whole class

4. Look & write

(5’)

5. Let’s sing

(8’)

- Introduce the Good morning to you, Page 7.

- Play the recording and listen the Good morning to you

- Play the recording again for pupils to sing each line of the rhythm.

- Call on a group of six to the front of the class and do the actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm.

- Have class sing the song again to reinforce their pronunciation.

- T – whole class

6. Homelink(2’)

- Have Ss recite the greetings at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Have Ss play the Slap the Board game, using flash cards of good morning, good afternoon, good evening & good night/goodbye.

- T – whole class

2. Look, Listen & repeat (15’)

- Ask Ss to open their book on page 8. Stick the poster with the two dialogues on the board. Draw Ss’ attention to the sound of the letters ng as in morning & n as in afternoon.

- Tell them to listen & pronounce these sounds.

- Ask Ss to look at the dialogue. T pronounces the focused sounds a few times as a model.

- Play the recording for Ss to listen & repeat.

- Ask some Ss to say the dialogues, paying particular attention to the focused sounds.

- T – whole class

- T – whole class

- T – whole class

3. Point & Say

- Elicit the sentence pattern from Ss

* Pattern:               Goodbye.

                                See you tomorrow.

* Check vocabulary:   ROR

- Ask Ss to look at the pictures on page 8. Tell them that they are going to practise answering the questions  Goodbye/ See you tomorrow .

- Ask Ss to identify the people in each picture.

- Do the task with one student as a model

Ex: Student: Goodby?

       Teacher: See you tomorrow.

- Ask Ss to work in pairs to practise. Monitor

- Call on some pairs to practise.

- T – whole class

- T – whole class

- T – whole class

- T – Student

- Pairs

- Pairs

Ask students to look at the pictures in the book. Ask them to identify the characters in the pictures.

Ask Ss work in pairs to greet. Call some pairs to act out

Correct their pronunciation

- Pairs

5. Reinforcement

(2’)

- Ask Ss to look for some words which contain the sounds of the letters ng & n

Example:

- T – whole class

6. Homelink (1’)

- Practise pronouncing the sounds of the letters ng & n in the two dialogues on page 8.

- Individual

Stages

Content

Interaction

1. Warm – up(5’)

- Have Ss find some words which contain the sounds of letters ng & n.

- T – whole class

2. Listen & number(12’)

- Ask Ss to look at the pictures on page 8, help them to identify the part of the day in each picture.

- Tell them that they are going to listen to four  dialogues & number the correct pictures.

- Play the recording through for Ss to listen.

- Play again for Ss to do the task.

- Play once more for Ss to check their answers.

- Ask Ss to exchange their answers with their partners before reporting them to the class.

- Announce the answers to the class, provide explanations when necessary.

- Ask some questions to ensure Ss’ comprehension of the text.

* Answers: 1.c ; 2.a ; 3. d ; 4. b

- T – whole class

- Individual

- Individual

- Pairs

- T – whole class

3. Look & write

(10’)

- Have pupils open their books to Page 9. Get Ss to read the text. Tell pupils that they are going to read and get the information to write the missing words in dialogue 1 and 2.

- Pupils read individually silently and complete the dialogues.

- Pair works. Pupils give their answers for correction.

- Ask some pupils to read their answers aloud to the class. The rest of the class listen and give comments.

- Make a few questions to check pupils’ comprehension of the reading text.

Answer: 1. Viet Nam, Tony

               2. Mr. Loc- Goodmorning.

               3. Goodnight - Goodnight

- Pairs

3. Let’s play (10’)

Bingo

- Stick the poster with the grid on page 9 on the board.

- Explain how the game is played. Tell Ss that there are 6 words in the grid.

- Ask them to copy down it to their notebooks & select 6 words at the random to put them in the boxes.

- Call out the words from the poster, one at a time. If it is the word that Ss has chosen, he/she put a cross on the word. Continue calling until there is a student getting three words on a straight line crossed out & calling Bingo. He/ she is the winner.

- T – whole class

- T – whole class

- T – whole class

4.Reinforcement

(2’)

- Have Ss go around &say greetings to their friends.

- T – whole class

5. Homelink(1’)

- Have Ss prepare for the new lesson.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Ask Ss to read the two dialogues on page 8 in order to check their pronunciation of the sounds of the letters ng & n.

- T – whole class

2. Listen & repeat (10’)

- Ask Ss to open their book on page 10. Tell them that they are going to listen to & repeat .

- Play the recording through for Ss to listen as they follow the dialogue.

- Play again, pausing after each line for Ss repeat

- Divide the class into 2 groups: one repeats. Repeat the step, but this time ask them to swap their roles.

- Play the recording again for the whole class to repeat the dialogue. Help when necessary.

- T – whole class

- T – whole class

- Groups

- T – whole class

3.Listen & circle (10’)

- Have pupils look at the sentences and guess the suitable words to fill in the blank.

- Play the recording 2 times pupils to listen and number the boxes. Check their guess. Compare the answer with the partner. 

- Play the recording again pupils check their answers. T give the answer:

- Have pupils act out the dialogue in pairs or groups for correction.

- Ask some questions to ensure pupils’ comprehension of the listening text.

Answer: 1Nam      2.England   3Hello 4Night

Read 2 sentences

Listen and fill in the blank

4. Let’s chant

(10’)

- Introduce the Chant Hello, Friends

-Turn on the tape.

- Ps listen to the tape and repeat the chant.

- Ps chant in group and individual.

- Ps chant and do the action.

-Teacher reinforce their pronunciation

5. Reinforcement

(4’)

- Have Ss read all the sentences to reinforce their pronunciation.

- T – whole class

6. Homelink(1’)

- Recite the pattern & vocabulary

- Individual

Stages

Content

Interaction

1. Warm – up(5’)

- Say How are you? to the class & ask them to reply, using the words they have learnt.

- T – whole class

2. Read & answer (15’)

- Get Ss to open their book on page 11. Tell them that they are going to read student’card.

- Get them to guess the answers.

- Let Ss read the text & do the task individually.

- Get Ss to work in pairs to discuss the answers.

- Call on some Ss to report their answers to the class.

- Announce the answers to the class.

1. The girl’s name Hoa

2. She’s from Viet Nam

3. The boy’s name Tony Jones.

4. He’s from Australia

- T – whole class

- Individual

- Individual

- Pairs

- Individual

3. Write about you (15’)

- Ask Ss to open their book on page 11. Tell them that they are going to complete the bubbles, using the expressions in the yellow boxes.

- Have Ss identify each part of the day it is in each picture.

- Ask Ss to complete the bubbles individually and then exchange their answers with their partners. Monitor & offer help when necessary.

- Call on some Ss to report their answers to the class

- Announce the answers & provide explanations when necessary.

- Ask Ss some questions to ensure their comprehension.

- T – whole class

- Individual

- Pairs

- Individual

- T – whole class

- T – whole class

4. Project (3’)

- Introduce the name card.

- Explain how to do the exercise: Make name cards about themselves and others.

-Ss Present them to class. The rest listen to and give the remark. Correct the pronunciation

Work in group

5. Homelink(1’)

- Practise the chant at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Have Ss sing the chant on page 10

- T – whole class

2. Look, listen and   repeat (12’)

- Ask Ss to open their book & look at the picture. Ask Ss who the girls are in the picture.

- Tell them that they are at a big international chess competition for Ss in Ha Noi. Tell them that they are going to listen & repeat.

- Play the recording through for Ss to listen as they follow the dialogue.

- Play again, pausing after each line for Ss to repeat.

- Divide the class into 2 groups to role play then swap their roles.

- Check to make sure Ss can repeat & understand

- T – whole class

- T – whole class

- Groups

- T – whole class

3. Point and say

(18’)

- Elicit the sentence pattern from ss

* Pattern:              

                                  Where are you from?

                                  I’m from Japan.

* Vocabulary:

- Use some flash cards to teach the vocabulary.

England, English, America, American, Australia, Australian, Viet Nam,Vietnamese, China, Chinese, Japan, Japanese, Malaysia, Malaysian.

* Check vocabulary: Matching

- Ask Ss to look at the pictures on page 12. Help them to identify the characters in the pictures.

- Ask Ss to practise asking & answering the questions Where are you from?, using the puppets of Akio & Mai as an example.

- Have them work in pairs, using the words under the pictures as a cue.

- Call on some pair to demonstrate the task.

- T – whole class

- T – whole class

- T – whole class

- T – whole class

- Pairs

- Pairs

4. Reinforcement

(2’)

- Have Ss repeat all the sentences to reinforce their pronunciation.

- T – whole class

5. Homelink(2’)

- Have Ss recite the pattern & vocabulary at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Have Ss play the slap the board game.   

- T – whole class

   - Groups

2.Listen & tick (12’)

- Ask Ss to identify the country in each picture.

- Tell them that they are going to listen to different Ss talking about where they come from, they have to tick the correct pictures.

- Play the recording through for Ss to listen.

- Play it again for Ss to do the task.

- Play once more for Ss to check their answers.

- Ask them to exchange their answers with their partners before reporting them to the class.

- Announce the answers & provide explanation when necessary.

- Ask Ss some questions to ensure their comprehension of the text.

* Transcript:  

* Answers: 1.c   2.b  3.c

- T – whole class

- Individual

- Individual

- Pairs

- T – whole class

- T – whole class

3. Look & write

(10’)

Have pupils open their books to Page 13. Get Ss to read the text. Tell pupils that they are going to read and get the information to write the missing words in dialogue 1 and 2.

- Pupils read individually silently and complete the dialogues.

- Pair works. Pupils give their answers for correction.

- Ask some pupils to read their answers aloud to the class. The rest of the class listen and give comments.

- Make a few questions to check pupils’ comprehension of the reading text.

Answer: 1. I’m from Australia.

               2. I’m from Malaysia.

                         3. I’m from America.

                         4. I’m from Japan.

- Pairs

(10’)

- Introduce the Where are you from ?, Page 13.

- Play the recording and listen theWhere are you from ?

- Play the recording again for pupils to sing each line of the rhythm.

- Call on a group of six to the front of the class and do the actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm.

- Have class sing the song again to reinforce their pronunciation.

- T – whole class

5. Reinforcement

(2’)

- Have Ss role play of the foreigners to practise asking where someone is from.

- T – whole class

6. Homelink (1’)

- Draw 2 of their foreign pupils & write where they are from.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Ask Ss to show the pictures they have drawn & say where they are from.

2. Listen & repeat (15’)

- Ask Ss to open their book on page 14. Tell them that they are going to listen to the chant & pronounce correctly the sounds of the letters ese as in Vietnamese, Japanese & Chinese.

- Stick the poster with the chant on the board & tell them to look at the chant on it.

- Point to the word Vietnamese, and then point to the first part; E.g: Vietnam. Get Ss to say it.

Then point to the ending ese & say it aloud. Then say the whole word Vietnamese. Underline ese & say it as a model.

- Play the recording for ss to repeat the chant, paying special attention to ese.

- Ask Ss to sing the chant & help when necessary

- T – whole class

- T – whole class

- T – whole class

- T – whole class

3. Point & say

(10’)

- Elicit the sentence pattern from ss

* Pattern:              

                                  What nationality are you ?

                                  I’m from Japanese.

* Vocabulary:

- Vietnamese , English, Australian, Malaysian.

* Check vocabulary: Matching

- Ask Ss to look at the pictures on page 14. Help them to identify the characters in the pictures.

- Ask Ss to practise asking & answering the questions What nationality are you ?, using the puppets of Akio & Mai as an example.

- Have them work in pairs, using the words under the pictures as a cue.

- Call on some pair to demonstrate the task.

4. Let’s Talk

(5’)

Ask students to look at the the book. Ask them to ask and answer some questions about yourself.

Ask Ss work in pairs to greet. Call some pairs to act out.

Correct their pronunciation.

- Pairs

- Ask and answer

5. Reinforcement

(2’)

- Get Ss to work in pairs to look at the Ss on page 14 & say what their nationalities are.

- T – whole class

6. Homelink (1’)

- Ask Ss to find the flags of the countries from the lesson or any information about countries & say the name of the countries that have those flags to their friends or their parents.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Ask Ss to share their information which they have found about the countries in lesson 1.

- T – whole class

2. Listen & number

(12’)

- Ask Ss to look at the pictures on page 8, help them to identify the part of the day in each picture.

- Tell them that they are going to listen to four  dialogues & number the correct pictures.

- Play the recording through for Ss to listen.

- Play again for Ss to do the task.

- Play once more for Ss to check their answers.

- Ask Ss to exchange their answers with their partners before reporting them to the class.

- Announce the answers to the class, provide explanations when necessary.

- Ask some questions to ensure Ss’ comprehension of the text.

* Answers: 1.b ; 2.d ; 3. a ; 4. c

- T – whole class

- Individual

- Individual

- Pairs

- T – whole class

3. Look & Write

(8’)

Have pupils open their books to Page 15. Get Ss to read the text. Tell pupils that they are going to read and get the information to write the missing words in dialogue 1 and 2.

- Pupils read individually silently and complete the dialogues.

- Pair works. Pupils give their answers for correction.

- Ask some pupils to read their answers aloud to the class. The rest of the class listen and give comments.

- Make a few questions to check pupils’ comprehension of the reading text.

Answer:  2. My name is Tom.

                I’m from America.

                           I’m American.

                         3. My name is Linda.

                I’m from England.

                           I’m English.

                         4. My name is Akiko.

                I’m from Japan.

                           I’m Japanese..

- Pairs

4. Let’s play

(10’)

Find someone who …

- Explain how the game is played.

- Ask them to ask and answer some questions and guess who are they.

-         Play

5. Reinforcement

(3’)

- Get Ss to practise spelling the new words in pairs. One spells & the other checks.

- Pairs

6. Homelink (1’)

- Sing the chant on page 14.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Have Ss sing the chant on page 13.

- Whole class

2. Listen & repeat (10’)

- Ask Ss to open their book& identify the characters. Tell them that they are going to listen & repeat the dialogue.

- Stick the poster on the board & have Ss look at.

- Play the recording through for Ss to listen.

- Play it again, pausing after each line for Ss to repeat.

- Divide Ss into 2 groups to role play.

- T – whole class

- T – whole class

- Groups

3. Listen & tick

(10’)

- Ask Ss to open their student books on page 16.

- Have Ss identify the pictures.

- Tell them that they are going to listen to the recording & tick the correct answers.

- Play the recording through for Ss to listen.

- Play it again for Ss to listen & tick the correct answers.

- Play it once more for s to check their answers.

- Ask Ss to exchange their answers with their partners before reporting them to the class.

- Read out the answers to the class. Provide explanations when necessary.

- Ask Ss some questions to ensure their comprehension of the text.

* Answers: 1.b ; 2.a ;

- T – whole class

- Individual

- Individual

- Individual

- Pairs

- T – whole class

4 . Let’s chant

(10’)

- Introduce the Chant  What nationality are you ?

-Turn on the tape.

- Ps listen to the tape and repeat the chant.

- Ps chant in group and individual.

- Ps chant and do the action.

-Teacher reinforce their pronunciation

-         Chant

5. Reinforcement (2’)

- Have Ss repeat all the sentences to reinforce their pronunciation.

- T – whole class

6. Homelink (1’)

- Practise the new language at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Have Ss sing the chant on page 16.

- T – whole class

2. Read & complete

 (15’)

- Get Ss to open their book on page 17. Tell them that they are going to read student’card.

- Get them to guess the answers.

- Let Ss read the text & do the task individually.

- Get Ss to work in pairs to discuss the answers.

- Call on some Ss to report their answers to the class.

- Announce the answers to the class.

- T – whole class

- Individual

- Individual

- Pairs

- Individual

3. Let’s Write

(10’)

- Tell ss open their book on page 17. Ask them if they write some sentences. Explain them how & why people write some sentences.

- Tell ss that they are going to complete their sentences about what their name, country, nationality. Go through the sentence outline with ss & discuss how to complete it.

- Use a student as an example & write his/her answer on the board with s’s help.

- Erase it & get ss to complete their own answers, filling in the blank spaces with their own information.

- Get 1 or 2 ss to read out their answers

- Ask some ss display their sentence, the others comment.

- T – whole class

- T – whole class

- T – whole class

- Individual

- Ss

- Ss

4. Project

(5’)

- Introduce the situation.

- Explain how to do the exercise: Work in groups. Interview their classmates.

-Ss act out in front of the class. The rest listen to and give the remark. Correct the pronunciation

Work in groups

5.Reinforcement (3’)

- Get Ss to chant What nationality are you ?.

- Whole class

6. Homelink (1’)

- Have Ss sing the song at home.

- Individual

Stages

Content

Interaction

Warm up (5’)

-         Revising the previous unit: Sing the song Where are you from?

-         Write the today’s date on the board. Point to it and say Today is  +( name of the day), and write the name of the day on the board. In order to give p an idea of days, use a calendar, point to each day and tell ps that they go to school on Monday, Tuesday, Wednesday, Thursday, and Friday and that they study English on  Monday, Tuesday, Wednesday, and Friday, for example.

-         Sing the song.

-         Listen to the T.

- Tell Ps that they are going to read a story in which Ps ask and answer qs about day of the week.

- Give them a few second to look at 4 pics and read the story. Then ask a few qs to check comprehension, such as Where are the ps? Who’s the teacher? What day is it? What lesson is it? When is the next English lesson? (They are in the class room. Miss Hien is the teacher. It’s Monday. T’s English lesson)

- play the recording more than once, if necessary, for ps to listen and repeat.

-         Listen

-         Look at 4 pics and read the story.

Pairs work: asking and answering.

Work in pairs. Ask your partners what day is it today.

- Asking Ps to focus on the structure once again.

- Retell the content of the lesson.

- Do exercises in the workbook. 

- Learn by heart the new words and structures.

Stages

Content

Interaction

1. Warm up (5’)

2. Listen and tick (10’)

3. Look and write (10’)

discuss what  are being to be written.

4. Let’s sing(10’)

- Asking Ps to focus on the lesson once again.- Retell the content of the lesson.

- Do exercises in the workbook.  Learn by heart the song.

Stages

Content

Interaction

1.Warm up (5’)

2.Look, listen and repeat (10’)

- If time allows, ask Ps to work in pair to role play the dialogue.

3.Point and say (10’)

4.Let’s talk  (10’)

5.Consolidation(2)

Asking Ps to focus on the lesson once again.- Retell the content of the lesson.

6.Homework(2’)

- Do exercises in the workbook.  Learn by heart new structures.

Stages

Content

Interaction

1.Warm up (5’)

2.Listen and number (10’)

Tell ps that they are going to listen to 4 dialogues about what the children do on different days of the week and number the  pics.

- Focus their attention on the pics and ask them to identify each activities.

 -  Play the recording more than one, if necessary. Ask ps to listen and number the pics. Tell them that they should focus on the order of the dialogues as they hear them. Get ps to swap their answers before checking.

- Key: 1d, 2b, 3a, 4c.

Pairs work.

3.Look and write (10’)

        3. go swimming, 4. Saturday.

       5 . go to school

4.Let’s play(10’)

5.Consolidation(2’)

- Asking Ps to focus on the lesson once again. - Retell the content of the lesson.

6. Homework(2’)

- Do exercises in the workbook.  Learn by heart the structures.

Stages

Content

Interaction

1. Warm – up   (3’)

- Greet Ss & self – introduce, ask them reply

- T – whole class

2. Look, listen and   repeat (10’)

- Have Ss look at the picture & identify the characters.

- Ask and answ who’s this?  what’s his name? where is she from? Where’s he living now?

- Play the recording through for Ss to listen to the dialogue

- Play the recording  again, pausing after each line for Ss to repeat. Repeat the step when necessary.

- Divide the class into 2 groups: ask one group to repeat  Miss Hien’s part; the other Ss’ part

- Check to make sure Ss can repeat & understand the dialogue.

- T – whole class

- T – whole class

- T – whole class

- Groups

- T – whole class

3. Point and say (12’

- Elicit the sentence patterns from Ss.

* Pattern:       

                        What’s your address ? It’s ... .

* Vocabulary:

   Lane, Village Road, Second floor.

* Check vocabulary: Slap the board

- Ask ss to look at the pictures on page 6 & identify the address each picture.

- Do the task with one student as an example:

Teacher: What’s your address ?

Nam: It’s 105, Hoa Binh Lane.

- Have Ss work in pairs, one ask about address & the other responses

- Call on some pairs to demonstrate.

- T – whole class

- T – whole class

- T – whole class

 - T - student              

- Pairs

- Pairs

4.Let’s Talk (7’)

Ask students to look at the book. Ask them to answ about the addresss .

Ask Ss work in group of four to ask each other address.

Invite a few pps to repeat their interview to the class

- Pairs

5. Homelink(3’)

- Recite the pattern & write all the sentences at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- The story in activity 1 by inviting three pps to act out the story.

- T – whole class

2. Listen and Complete (10’)

- Ask Ss to listen to the recording and complete address.

- Play the recording all the way throught for pps to listen. Play it again for them todo the task.

- Get them to compare their answer befor checking at a class. Play  the recording again to confirm the answer. Give explaination for answer with pps find difficult.

- Key : 1: 208, 2: 321, 3: White street, 4: the second floor.

- T – whole class

- Pairs

- Pairs

- Pairs

3.Read and Complete (10’)

Tell the class that they are going to read & fill the gap with street address, live &  from.

Give them few second to read the sentence. Remind them to focus on the context to select the appropriate words from the box.

Set a time limit for pps todo the task independently. Monitor the acivity & offer help, if necessary.

Get them to compare their answer in pair befor checking at the class.

Key : 1: from, 2: lives, 3: address, 4: street.

- T – whole class

- Individual

- Individual

- Individual

- Pairs

- T – whole class

4. Let’s sing

(8’)

- Introduce the The wheel on the bus, Page 7.

- Play the recording and listen The wheel on the bus

- Play the recording again for pupils to sing each line of the rhythm.

- Call on a group of six to the front of the class and do the actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm.

- Have class sing the song again to reinforce their pronunciation.

- T – whole class

5. Homelink(2’)

- Have Ss practices  at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Spend a few minutes having the class sing Wheel on the bus. Then get them to play spelling bee with lane, flat, tower mountains, city village and hometown. Finally, have pps make sentnces with the words used in the game.

- T – whole class

2. Look, Listen & repeat (15’)

- Ask Ss to open their book on page 8. Have them look at the pictures and guess what the story is about. Check their comprehension by poiting at each picture to elicit their answ to these qs : What’s his name? Who’s he talking with? Where does he live? What’s the village like?

- Play the recording for Ss to listen & repeat. Finally, point to each picture for them to say the words in each bubble.

- T – whole class

- T – whole class

- T – whole class

3. Point & Say

- Tell the class to pratise the question and answer describing a place.

* Pattern:               What’s the ...like ? It’s ...

* Check vocabulary:   busy, quiet, crowded, pretty

- Point at the pictures & ask What’s the ... like ?for the class to answer, using the prompts

- Ask Ss to work in pairs to practise. Monitor

- Call on some pairs to practise.

- T – whole class

- T – whole class

- T – whole class

- T – Student

4. Let’s Talk

-         Ask students to practise further by asking and answering question about where they live.

-         Set a time limit for pps to practise talking. Remind them to answer the question with information about themselves.

-         Invite one or two pairs to act out their conversations. Then give feedback.

- Pairs

5. Homelink (1’)

- Have Ss practices  at home.

- Individual

Stages

Content

Interaction

1. Warm – up(5’)

- Spend a few minutes having the class play Bingo with the words : city, village, town...

- T – whole class

2. Listen & circle a and b (12’)

- Tell the class that they are going to listen and circle a or b  to complete the sentences. Ask them to read the sentences and guess the correct answer.

- Play the recording all the way through for them to listen. Play it again for them to do the task.

- Get them to compare their answer before giving feedback.

Key : 1:a, 2:b, 3:b 4:a

- T – whole class

- Individual

- Individual

- Pairs

- T – whole class

3. Write about you

(10’)

- Tell the class that they are going to write about where they live and who’s they live with. Have them read the question and check their understanding.

- Set a time limit for pps to do the task. Monitor the activity and offer help.

- Get them to swap and read their writing before inviting one or two pps to read their answ. Aloud & give feedback.

Key : Answer vary.

- Pairs

4. Let’s play (10’)

- Tell the class that play spot and difference.

- Tell them that they have to compare the two pictures and find out the five detail with are difference.

The 1st pp who find out all the difference detail is the winer.

Key : - There is one more car in the road

-   There is a women infront of the yellow building.

-  The sign next to the yellow building is blue and it read bus stop.

-  There is no logo of pills on the pharmacy.

- There is a boy behind the father and daughter.

- T – whole class

- T – whole class

- T – whole class

5. Homelink(1’)

- Have Ss prepare for the new lesson and practice more at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Spend a few minute revising the prerious lesson by inviting  a few ps o read their answer toActivity 5

- T – whole class

2. Listen & repeat (10’)

- Tell class that they are going to practise saying two – syllable words with the stress on the syllable.Explains that in the word with more than one syllable one of the sylleblabe is usually said that with more emphasis than the rest

- Play the recording all the way throunh for ps to listen and follow in their books .Then play it again for them to repeat all the words and sentences twice

- T – whole class

- T – whole class

- Groups

- T – whole class

3.Listen & circle (10’)

- Tell the class that they are going to listen and circle a or b to complete the sentence

- Give them a few seconds to read the sentence  in silence before playing the recording for them to do the tast

- Get them to compare their answers in pairs before checking as a class

Key; 1b 2a 3a

Read 2 sentences

Listen and fill in the blank

4. Let’s chant

(10’)

- Introduce the Where do you live?.

- Ps listen to the tape and repeat the chant.

- Ps chant in group and individual.

- Ps chant and do the action.

-Teacher reinforce their pronunciation

5. Homelink(1’)

- Recite the pattern & vocabulary

- Individual

Stages

Content

Interaction

1. Warm – up(5’)

- Spend a few minutes having the class say the chant Where do you live ?

- T – whole class

2. Read & tick (12’)

- Tell the class that they are going to read the text and tick Yes or No.

Get them to read the sentences and underline the key words/phrase before reading the passage to find the relevant information. Give them an example : In sentence1, Trung lives with his parents in Ha Noi. But in the passage, the information is : Trung lives with his grandparents in Ha Noi. So pps should tick the No.

-   Set a time limit for pps to do the task independently. Monitor the activity and offer help if necessary.

-   Have them compare their answers before checking as a class.

Key : 1N, 2Y, 3N, 4Y, 5Y.

- T – whole class

- Individual

- Individual

- Pairs

- Individual

3. Write about your friend (12’)

- Tell the class that they are going to write  about one of their friends.

- Give them time to read the questions and write the first draft of their answers in their notebooks.

- Set a time limit for them to do the task independently. Monitor the activity and offer help if necessary.

- Remind them to write the first letter of each sentences and the name of their friend in capital letters, and put commas and full stop at the appropriate places.

- Get them to swap and read their writing in pairs before inviting two or three pps to read their answers aloud.

Key : answer vary.

- T – whole class

- Individual

- Pairs

- Individual

- T – whole class

- T – whole class

4. Project (3’)

- Tell the class that they are going to do a drawing project. They should work in groups to discuss the house they are going to draw, and its address. Then ask them to draw it on a piece of paper.

- Set a time limit for them to do the task.

- Invite a few groups to present their drawings to the class and talk about them .

- If there no enough time, give the activity as homework and talk about the drawings in the next lesson as a warm up activity.

- Display their drawings in the classroom if you wish.

- Work in group

5. Colour the stars(2’)

- Have the class read the statements and check their comprehension.

- Give them time to colour the stars and invite a few pps to read the statements aloud.

Give futher support to pps who find it difficult to achieve certain objectives.

- Individual

6. Homelink(1’)

- Have Ss prepare for the new lesson and practice more at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Have the class talk about their house.

- Get them to point at each drawing & say the address and What is it like ?

- T – whole class

2. Look, listen and   repeat (12’)

- Have the class look at the pictures. Introduce the story by pointing at each character and elicit their answer to the question : Who’s this ? What’s he doing ? Who’s he talking with online ? What does he do in the morning ?

- Play the recording all the way through for ps to listen and follow in their book. Play it again.

- Check their understand of story .

- T – whole class

- T – whole class

- Groups

- T – whole class

3. Point and say

(18’)

- Elicit the sentence pattern from ss

* Pattern:               

                                  What do you do...?

                                  I usually, always...

* Vocabulary:

- Use some flash cards to teach the vocabulary.

brush teeth, do morning exercise, cook dinner.

- Tell the class they are going to practise ask & answer What do you do in the morning/ afternoon/evening ?

I always/ usually...

- Have ps look at the pictures, teach them how to read the words.

Ask them to pay attention to the pronunciation of the words always, usually ...

- Have them practise ask & answer the question in pairs. Then invite 1 or 2 pairs.

- T – whole class

- T – whole class

- T – whole class

- T – whole class

- Pairs

- Pairs

4. Let’s talk (5’)

- Tell the class they are going to practise ask & answer questions about someone’s daily rountines.

- Gets ps to work in pairs.

- Set a time limit for them to pratise.

- Invite a few pairs  to act out their conversation.

- T – whole class

5. Homelink(2’)

- Have Ss recite the pattern & vocabulary at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Spend a few minutes revising the previous lesson by inviting one ortwo pairs of ps to ask  and answer question about their daily routines , using What do you do in the morning? I always...  

- T – whole class

   - Groups

2.Listen & tick (12’)

- Tell the class that they are going to listento the recording and tick the correct pictures

- Ask them to look at the pictures to identify the characters and activity

-Play the recording all the way through  for ps to listen tick the pics .Play it again for them to check their answer

-Get ps to compare their nswer before checking as a class

-Key: 1c   2b    3b   4a

- T – whole class

- Individual

- Individual

- Pairs

3.Read and complete (10’)

.

- Tell the  class that they are going to read and fill the gaps with like ,do ,tv,play usually

- Give them a few seconds to read the the test and the words in the box .Remind them to focus on the context to  select

- Set a time limit for ps to do the task independently.

- Get ps to compare their answer in pairs before checking as a class

Key :  1 do  2 usually  3 play  4 tv   5 like

h- Pairs

4. Let’s sing

(10’)

- Introduce the  song This is the way we do things

- Play the recording again for pupils to sing each line of the rhythm.

- Call on a group of six to the front of the class and do the actions. The others clap their hands after the song

- Group work. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors.

- Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm.

- Have class sing the song again to reinforce their pronunciation.

- T – whole class

5. Homelink (1’)

- Have Ss recite the pattern & vocabulary at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Ask Ss to sing the song This is the way

2.Look, Listen & Repeat (15’)

- Tell the class that they are going to read a story. Have them look at the picture and guess what the story is about .

- Check their comprehension by pointing at each pics to elicit their answer to these questions:What’s his/her name? What’s he/she talking about ? What kind or information is Linda looking for ?

- Play the recordin all the way through for ps to listen and follow in their books .Play it again for them to repeat the lines in the bubbles .Then point to each pics for bthem to say the words in each bubbles

- T – whole class

- T – whole class

- T – whole class

- T – whole class

3. Point & say

(10’)

- Elicit the sentence pattern from ss

* Pattern:            

                          How often...?

                        I ... everyday/ once/ twice....a week/ a month.

* Vocabulary:

- Point at each picture and ask How often do you...? to get the class to answer, using the prompts under each picture.

- Ask ps to work in pairs : one ask the questions and the other answers the question. (E.g. A: How often do you go to the labrary? B: I go to the library once a week.)

- Invite one or two pairs to perform the activity. Then give feedback.

4. Let’s Talk

(5’)

- Tell the class that they are going to practise talking about their daily rountines and how often they do something using What do you do...? I usually... and  How often... ? I...once/ twice....a week/ a month.

- Get ps to work in pairs . Remind them to use the question

in their books and any other questions they can think of.

- Set a time limit for them to practise. Monitor the activity and offer help.

- Invite one or two pairs to ask answer questions about their daily rountines and how often they do something. Then give feedback.

- Pairs

- Ask and answer

5. Homelink (1’)

- Have Ss recite the pattern & vocabulary at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Spend a few minutes revising the previous lesson by having a few pairs of  public ask and answer the question : How often ...?/... every day/once/ twice/ ... a week a month.   

- T – whole class

2. Listen & number

(12’)

-Tell the class that they are going to listen and number the picture.

- Ask pupils to look at the picture and indentify the characters and theirs activities.

- Play the recording all the way through for them to listen and number. Play it again for them to check their answers

- Get pupils to compare their answers before checking as a class.

-Play the recording a third time to cornfim the answers.

 *Key:  a4     b1      c2     d3

- T – whole class

- Individual

- Individual

- Pairs

- T – whole class

3. Write about your daily routines.

(8’)

- Tell the class that they are going to write  about their daily routines .

- Have them read the questions and check their understanding.

- Set a time limit for them to wite the answers in their notebooks. Monitor the activity and offer help, is nexessary.

- Get them to swap and read each other’s answers before inviting one or two pupils to read their answers alound.

*Key: Answer vary

- Pairs

4. Let’s play

(10’)

-Tell the class that they are going to complete a crossword puzzle. Remind them how to do it: they sound look at the picture and complete  the correspondind word, using the given letters and hints.

- Get them to look at the cross word puzzle and the picture . Start with picture 1 and ask them to think that the verbs that describes it. Then tell them to check whether the spelling fits the letters / boxes in the puzzle. Repeat the procoredure for the rest of the picture. The first pupil who completes the puzzle correcly id the winner.

- Ask pupils to work independently. Moniter the activity.

- Meanwhile copy the crossword puzzle on the board and invite one or two pupils to complete it. Ask them to read out the words for the class to repeat. Ak the class to compare their answers to those on the board.

- Have the class make sentences with the words and phrase from the puzzle.

*Key: 1 getdressed       2 cookdinner   3 have lunch

          4 do home work  5 go home       6  go to bed  

          7 listen to music  8 get up           9 go to school

5. Homelink (1’)

Have Ss prepare for the new lesson and practice more at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Spend a few minutes revising the previous lesson by inviting a few ps to read their answers in lesson 2 , activity 5.

- Whole class

2. Listen & repeat (10’)

- Tell class that they are going to practise saying two – syllable words with the stress on the syllable : always, usually, often and sometimes

- Play the recording all the way through for ps to listen and follow in their books .Then play it again for them to repeat all the words and sentences twice.

- T – whole class

- T – whole class

- Groups

3. Listen & circle

(10’)

- Tell the class that they are going to listen and circle a or b to complete the sentences.

- Give them a few seconds to read the sentence  in silence before playing the recording for them to do the task.

- Get them to compare their answers in pairs before checking as a class.

- Ask ps to read the completed sentences alound.

Key; 1a 2b 3a 4b.

- T – whole class

- Individual

- Individual

- Pairs

- T – whole class

4 . Let’s chant

(10’)

- Introduce the Chant  What do you do in the morning ? Have ps read the chant and check their comprehension.

-Play the recording all the way through for ps to listen and follow in their books .Then play it again for them to repeat line by line.

- Ps chant in group and individual to practise chanting the question and the answer respectively.

- Ps practise saying the chant and do the action in groups.

-Teacher reinforce their pronunciation.

5. Homelink (1’)

- Practise the new language at home.

- Individual

Stages

Content

Interaction

1. Warm – up (5’)

- Have Ss say the chant What do you do in the morning

- T – whole class

2. Read & answer

 (15’)

- Tell the  class that they are going to read the text and answer the questions.

-Give them a few seconds to look at the pic and ask : Who’s this? What’s she doing?What’s she watching?.

- Explain the meaning of the new words : go jogging, progamme.

-Set a time limit for ps to read the text and do the task independently. Monitor the activity and offer help.

-Have ps compare their answer before checking as a class.

Key :  

1.  She get up early and usually goes jogging. 

2 . She usually does her homeworks.Then she often plays badminton and sometimes cooks dinner.

3.  She watches English for Kids ( one a week).

4. She goes shopping twice a week.

- T – whole class

- Individual

- Individual

- Pairs

- Individual

3. Write about your day

(10’)

-Tell the  class that they are going to write a short paragraph about their daily rountines.

- Give ps time to read and complete the sentences, using information  about themselves.

- Set a time limit for ps to do the task independently. Monitor the activity and offer help.

- Remind ps to use adverbs of prequency (laways, usually...) and prequency phrases (once, twice... aweek/ a month.) in their writing.

- Get ps to read their writing in pairs before inviting some ps to read their answers aloud.

Key : answer vary.

- T – whole class

- T – whole class

- T – whole class

- Individual

- Ss

4. Project (5’)

- Tell the class that they are going to work in groups and interview two classmates about their daily rountines.

- Ask ps to copy the table below and take note

- Get one or two ps to report the result to the class .

- If there no enough time, give the activity as homework.

Work in groups

5.Colour the stars (3’)

- Have the class read the statements and check their comprehension.

- Give them time to colour the stars and invite a few pps to read the statements aloud.

- Give futher support to pps who find it difficult to achieve certain objectives.

- Whole class

6. Homelink (1’)

- Have Ss sing the song at home.

- Individual

Stages

Content

Interaction

Warm up (5’)

-Ask the class to name some famous holiday places and common means of transport. Then have pupils play Pelmansim with the word and picture and picture of car, bike, plane, ship, etc. Introduce the lesson by writing the title on the board and have pupils repeat it.  

-         Sing the song.

-         Listen to the T.

- Tell the class that they are going to read a story which Mai and Peter talk about their last summer holiday.

- Check their comprehension by pointing at each pics to elicit their answer to these questions: Where are they?, What are they going? In pics (a) Peter say he went on a trip with his family, pics (b) Mai ask him Where did you go?, pics (c) Mai countinued to ask him, in pics (d) Peter ask Mai Where did you go?

- Play the recordin all the way through for ps to listen and follow in their books .Play it again for them to repeat the lines in the bubbles .Then point to each pics for bthem to say the words in each bubbles

-         Listen

-         Look at 4 pics and read the story.

Where some one went on his/ her last holiday, using Where did you go on holiday?I went to... 

-Tell them how to say Ha Lon Bay, Phu Quoc Island, Hoi An Ancient house, Hue Imperial City and get them to practise talking about where they went on holiday, using the word under the picture.(I went to Ha Long Bay).

-Point to the first picture and ask the question Where did you go on holiday? For the class to answer/I went to Ha Long Bay. Repeat the same proceduce with the rest of the picture.

-Ask the class to practise in pair. Select some pairs of pupils to ask out in front of class.

Pairs work: asking and answering.

- Tell the class that they are going to practise further by asking and answering questions about their classmate past holiday.

- Get ps to work in group of four . Remind them to use the question and answer in this section.

- Set a time limit for them to practise. Monitor the activity and offer help if necessary.

- Select one or two pairs to aks out their dialogues

- Asking Ps to focus on the structure once again.

- Retell the content of the lesson.

- Do exercises in the workbook. 

- Learn by heart the new words and structures.

Stages

Content

Interaction

1. Warm up (5’)

2. Listen and match (10’)

3. Read and match (10’)

discuss what  are being to be written.

4. Let’s play(10’)

- Asking Ps to focus on the lesson once again.- Retell the content of the lesson.

- Do exercises in the workbook.  Learn by heart the place.

Stages

Content

Interaction

1.Warm up (5’)

2.Look, listen and repeat (10’)

- If time allows, ask Ps to work in pair to role play the dialogue.

3.Point and say (10’)

4.Let’s talk  (10’)

5.Homework(2’)

- Do exercises in the workbook.  Learn by heart new structures.

Stages

Content

Interaction

1.Warm up (5’)

2. Listen and write one word in each blank

Tell ps that they are going to listen to Mai, Linda ,Nam and Trung talking about their past holiday .Get them to pay attention to the maens transport

- ask them to  raed the four gapped sentence and guess the words to com plete them

 -  Play the recording more than one to listen and complete them

-Play it again for them to check their answer 

. . Get ps to swap their answers before checking.

- Key: 1motorbike  2 train 3 taxi 4 plane

Pairs work.

3. Write about your last holiday

4. Let’s sing(10’)

5.Consolidation(2’)

- Asking Ps to focus on the lesson once again. - Retell the content of the lesson.

6. Homework(2’)

- Do exercises in the workbook.  Learn by heart the structures.