---o0o---
GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 3. COLORS LESSON 2 (P1)
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 15
Ngày soạn : 27/10/2021 Ngày giảng : 25/10/2021 Ngày duyệt : 27/10/2021
UNIT 3. COLORS LESSON 2 (P1)
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1 Week: 08 Period: 15
Date of preparing: 23/10/2021
D a t e o f t e a c h i n g : 2 6 / 1 0 / 2 0 2 1
(1B) 26/10/2021 (1C) 2 7 / 1 0 / 2 0 2 1 (1A)
UNIT 3. COLORS Lesson 2 (P1)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to identify classroom objects.
- Language focus:
- Vocabulary: review /æ/ , /b/, /k/ and /d/ sounds.
2. Skills.
- Listening, reading, speaking and writing.
3. Core competencies & Personal qualities - Using knowledge to do exercises
- Building up interests and good habits in learning English II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up (5’)
Sing The alphabet song
Play the alphabet song and have students listen.
Play audio again and sing the song.
Put the flashcards on the board for the letters in red (a , b , c, and d). Point to each flashcard, call out the letter's name, and have students repeat.
2. New lesson (30’) 2.1. Listen and repeat.(8’) CD1- Track 41
Have students look at the pictures.
Point to the pictures and say the letters' sounds.
Play audio. Have students listen and repeat the letter sounds. ( whole class/ individuals) 2.2. Listen and point.(8’)
CD1- Track 42
Have students look at the pictures.
Demonstrate pointing to the correct letter when you hear the sound.
Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound.
2.3. Put a tick (√) or a cross (x).(5’)
Have students look at the pictures and call out the beginning sounds. Demonstrate the activity using the example.
Have students put a tick or a cross.
Check answers as a whole class 2.4. Play “ Magic fingers”. (5’) Have students look at the example.
Divide the class into pairs.
Have Student A draw a letter on Student B's back.
Have Student B try to guess which letter it is.
Have students swap roles and repeat.
* Optional activities: Find the letter (4’)
Stick each letter cards (a- z) on a small plastic ball. Put all the balls into a basket.
Arrange the students in two lines.
Say one of the letters ( a to d).
Have the first students in the lines race to the basket to find the ball with correct letter.
The student who finds the ball first and names it correctly gets a point for his/her team.
Wrap-up
* Option: Clap, jump, hop or stand still
Have students clap when they hear the sound /æ/, jump when they hear the sound /b/, hop when they hear the sound /k/ and standstill when they hear the sound /d/.
Have one student come in front of the class to play the role of teacher and continue saying the sound.
3. Summary.(3’)
- Ask the Ssabout the colour they have learn in the lesson ad how to say about the colour in the thing.
1. Listen and repeat.
2. Listen and point
3. Put a tick (√) or a cross (x).
4. Play “ Magic fingers”.
Week: 08 Period: 16
Date of preparing: 24/10/2021
D a t e o f t e a c h i n g : 2 7 / 1 0 / 2 0 2 1
(1B) 27/10/2021 (1C) 2 8 / 1 0 / 2 0 2 1 (1A)
UNIT 3. COLORS Lesson 2 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to identify classroom objects..
- Language focus:
- Vocabulary: review /æ/ , /b/, /k/ and /d/ sounds.
2. Skills.
- Listening, reading, speaking and writing.
3. Core competencies & Personal qualities
- Using knowledge to do exercises
- Building up interests and good habits in learning English II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up (5’) Speed race Put 4 chairs in front of the board.
Divide the class into 4 teams.
Have a student from each team stand up.
Put a phonics card on each chair.
Call out one of the phonics cards.
The students standing try to be the first to sit on the chair with the corresponding phonics card.
The first student to sit on the chair wins a point for his/her team. The team with the most points wins.
2. New lesson (30’)
2.1. Listen and repeat. (8’) CD1- Track 43
Have students look at the pictures.
Point to the pictures and say the letters' sounds.
Play audio. Have students listen and repeat the letter sounds.
2.2. Listen and point. (8’) CD1- Track 44
Have students look at the pictures.
Demonstrate pointing to the correct letter when you hear the sound.
Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound.
2.3. Write the letter. (5’)
Have students look at the pictures and call out the beginning sounds. Demonstrate the activity using the example.
Have students write the letters.
Check answers as a whole class.
2.4. Play “Stepping stones” (5’) Divide the class into pairs.
Have Student A start at A and say the first letter sound or word.
Have Student B start at B and say the first letter sound or word.
Have students take turns saying the letter sounds or words as they go all the way around.
* Optional activities: Pass the ball (4’) Give student a ball.
Have students listen to music and pass the ball.
Stop music.
Have the student with a ball say the sound of letters a, b, c and d Wrap-up
* Option: Phonics posters
Divide the class into groups of five.
Hand out sheets of paper and colored pencils.
Children choose the “a”, “b”, “c”, “d” sound.
They must draw pictures of one or two words with their chosen sound and color them.
Somewhere on the poster they should write the sound.
Put the phonics posters around the classroom.
3. Summary. (3’)
- Ask the Ssabout the colour they have learn in the lesson ad how to say about the colour in the thing.
1. Listen and repeat
2. Listen and point
3. Write the letter
4. Play “Stepping stones”
Thứ 2, ngày 25/11/2021
Tổ trưởng ký duyệt
Đỗ Thị Hồng
Lớp 2 Week: 08 Period: 15
Date of preparing: 22/10/2021
D a t e o f t e a c h i n g : 2 5 / 1 0 / 2 0 2 1
(2B) 2 7 / 1 0 / 2 0 2 1 (2C)
UNIT 3. NUMBERS Lesson 1 (A-E)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to gain the following: Ask and answer about the number of objects
Ask and answer about the shape of objects
- Vocabulary: eleven, twelve, thirteen, fourteen, fifteen - Structures: How many (circles) are there?
(Twelve) (circles) 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English - Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long learner II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, flashcards, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up: (5’)
"Inside the bag" game
- Teacher prepares some flashcards or objects (about 10 flashcards or objects), then, put them into four bags. Give each team a bag.
- Divide the class into four teams.
- Divide each team into pairs.
- Have each pair come to the front of the class and choose a card from the bag.
- Have one student asks, “What shape is it?” and the other answers. Swap roles.
The first team to ask and answer correctly wins.
2. Presentation (30’)
A. Listen and point. Repeat. (8’) - Review numbers from 1 to ten.
- Introduce numbers from 11 to 15. Arrange the flashcards on the board, play audio, and point to each flashcard.
- Play audio again and have students point to the numbers in their books.
- Play audio again and have students listen and repeat.
- Have students work in pairs, one points to the numbers and one says the words. Swap roles B. Listen and point. (5’)
- Have students look at the picture and identify the details of it.
- Introduce the situation. Bill and Sue are asking about the number of shapes.
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
- Divide the class into two groups, one reads the question and one reads the answer.
- Have students work in pairs, point to the pictures, practice asking and answering the questions.
C. Sing. (5’)
- Have students turn to page 70.
- Play audio and have students listen.
- Read the lyrics and do actions following them.
- Play audio and have students listen, sing along, and do the actions.
D. Point, ask and answer. (7’) Practice (optional).
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A ask the question and Team B answer.
- Swap roles and repeat.
E.g.
(Teacher shows a flashcard "circle".) (Teacher shows flashcard "thirteen.")
• Teacher: "triangle"
• Team A: "How many triangles are there?"
• Team B: "Thirteen triangles."
Point, ask, and answer.
- Divide the class into pairs.
- Have Student A point to a picture and ask, have Student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Answer key
1. How many squares are there? Twelve squares.
2. How many balls are there? Fifteen balls.
3. How many pencils are there? Eleven pencils.
4. How many books are there? Thirteen books.
5. How many triangles are there? Eleven triangles.
6. How many bananas are there? Fourteen bananas.
7. How many flowers are there? Fifteen flowers.
8. How many cats are there? Twelve cats.
9. How many circles are there? Thirteen circles.
E. Look at part D. Play the "Memory" game. (5’) - Have students look at the example.
- Divide the class into two pairs.
- Have Student A look at part D for ten seconds, then close their books.
- Have Student B ask questions about part D using the useful language from the lesson and have Student A answer.
- Have students swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Wrap up
“Ball Circle” game
- Divide the class into groups of five. Each group sits in a circle. Give each group a ball.
- Prepares some pictures then give to each group.
- Have one student points at the picture and asks “How many …… are there?” then this student throws the ball to another student who has to answer. The student then asks, “How many ……
are there?” and throws the ball to another student.
- Continue until every student has had a turn.
3. Application (3’)
- Ask and answer about the number of objects 4. Summary (2’)
- Retell the content of the lesson.
A. Listen and point. Repeat.
B. Listen and point.
C. Sing.
D. Point, ask and answer.
E. Look at part D. Play the "Memory" game
Week: 08 Period: 16
Date of preparing: 24/10/2021
D a t e o f t e a c h i n g : 2 7 / 1 0 / 2 0 2 1
(2B) 2 8 / 1 0 / 2 0 2 1 (2C)
UNIT 3. NUMBERS
Lesson 2 (A,B,C,D)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to gain the following:
- Vocabulary: Consolidation the sound of letters N and O - Structures: Consolidation
2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English - Being collaborative and supportive in teamwork
- Building up responsive and independent-working characteristics to be a life-long learner II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, flashcards, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up: (5’) Sing the alphabet song
- Play the alphabet song and have students listen.
- Play audio again and have students sing the song.
- Put the flashcards on the board for the letters in red (A to O).
- Point to each flashcard, call out the letter's name, and have students repeat.
2. Presentation (30’)
A. Listen and repeat. (5’) - Have students look at the pictures.
- Point to the pictures and say the letters' sounds.
- Play audio. Have students listen and repeat the letter sounds.
B. Listen and point. (5’)
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear the sound or word.
- Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound or word.
- Have students work in pairs, practice pointing and saying the sounds or the words. Swap roles.
C. Draw lines. (5’)
- Have students look at the pictures and call out the things they can see.
- Demonstrate the activity using the example.
- Have students draw lines from the letters to the pictures.
- Check answers as a whole class.
Play “Guess the picture”. (5’)
- Have students look at the example.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board behind them.
- Have someone from the same team ask the student a question about the flashcard.
- Have the student try to guess the answer without looking at the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
Workbook page 22 (5’)
- Have students open their workbooks, page 22.
- Have them look at part A and B and think what they will have to do.
- Have students start reading and doing parts A and B. When the time ends by explosion students stop doing their exercises.
- Have students change their workbooks together.
- Check understanding as a whole class and give the correct answers.
D. Play “Guess the picture”. (5’) - Have students look at the example.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board behind them.
- Have someone from the same team ask the student a question about the flashcard.
- Have the student try to guess the answer without looking at the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
Wrap up
“Thumbs Up or Down” game
- Show a phonics card one at a time and have students identify the sound or the word teacher says by putting their thumbs up or down.
E.g.
Teacher: (hold up the nut phonics card) nose.
Students: (putting their thumbs down).
Teacher: nut.
Students: (putting their thumbs up).
- Repeat the activity with other phonics cards.
3. Application (3’)
- Consolidation the sound of letters N and O
4. Summary (2’)
- Retell the content of the lesson.
A. Listen and repeat
B. Listen and point.
C. Draw lines
D. Play “Guess the picture”.
Lớp 3
Week: 08 Period: 29
Date of preparing: 22/10/2021
D a t e o f t e a c h i n g : 2 5 / 1 0 / 2 0 2 1
(3A) 2 5 / 1 0 / 2 0 2 1 (3C) 25/10/2021 (3B)
UNIT 5. ARE THEY YOUR FRIENDS ? Lesson 3 (1-6)
I. OBJECTIVES 1. Knowledge:
- Pronounce the sounds of the letters a and e in the words that and yes respectively.
- Listen and fill the gapped sentences with the words that and yes.
- Say the chant Who’s that?
- Introduce and ask and answer question about the friends.
- Read and match pairs of sentences.
- Read and circle the correct words completing the sentences.
- Present two friends’ photos and talk about them to the class.
- Sentence Patterns: Revision - Vocabulary: Revision 2. Skills.
- Listening, writing and speaking.
3. Core competencies & Personal qualities - Ss using knowledge to do exercises.
- Active participate in groups, ready to help their friends.
II. TEACHING AIDS:
1.Teacher’s: book, recording, pictures, computer, speakers 2.Students’: books, notebooks, workbooks.
III. PROCEDURE.
Teacher's and Student’s activitives Contents
1.Warm up (5’)
Ask Ss to say about them and their friends.
T models: My name’s Quyen. I am 34 years old.
These are Nga, Lan, and Hoa. They’re my friends
2. Presentation ( 35’) 2.1. Listen and repeat (5’)
Ss point to the letters a in their books. and listen to the sound of the letters f then Ss repeat a few times.
Ss point to word that, repeat a few times.
Ss point to the sentence Who is that? repeat a few times.
Ss point to the letters e in their books. and listen to the sound of the letters a, repeat a few times.
Ss point to word yes and repeat a few times.
Ss point to the sentence Yes, it is, repeat a few times.
Whole class read the sounds, words and sentences again.
Ss find words with sounds of a,e 2.2. Listen and write. (7’)
a. Pre-listening
T asks Ss some questions.
How many sentences are there?
Call some Ss to read the text.
Ask Ss to guess the words to fill the gaps.
T models.
guess listen 1 yes 2
Ss Compare with the partner.
Ask Ss to give their guessing b. While-listening
Play the recording 2 times for Ss to listen and write to complete the sentences.
Compare the answers with the partner.
Ask Ss to give their answers and teacher plays the recording again Ss check their answers.
c. Post listening
Ask Ss to read aloud the completed sentences.
2.3. Let’s chant (3’) Introduce the Chant.
Ss read the chant
Playing the recording for Ss to repeat.
Ss chant in groups: one chants the questions and the other chants the answers. (swap) The Ss chant and do the action.
2.4. Read and match. (7’) a. Pre- reading.
Ss answer some questions.
How many questions are there?
2 student read the questions.
How many answers are there?
2 student read the answers.
b. While-reading.
Ask Ss do the task in pairs Ss Compare with the partner.
Ask Ss give their answers.
c. Post reading.
Ask Ss to work in pairs to read the dialogues.
Call on some pairs to practice before the class.
2.5. Circle the correct words. (5’) Ask Ss to answer the questions.
How many sentences are there?
Ask Ss read and answer questions by using software “Enjoy voting”
Ask Ss to read aloud all the sentences 2.6. Project. (3’)
T ask Ss some questions
T points to a photo: This is Nga, and this is Nam. They’re my friends.
Call Ss to the front of the class to report their work.
Have class sing The more we are together song.
3. Summary(2’)
Asking Ss to focus on the structure once again. Retell the content of the lesson.
1. Listen and repeat
2.Listen and write
Key: 1.that 2. Yes
3.Let’s chant
4. Read and match.
5. Circle the correct words
6. Project IV. Evaluation
...
...
...
Week: 08 Period: 30
Date of preparing: 22/10/2021
D a t e o f t e a c h i n g : 2 5 / 1 0 / 2 0 2 1 ( 3 C ) 2 5 / 1 0 / 2 0 2 1 ( 3 A ) 2 7 / 1 0 / 2 0 2 1 (3B)
REVIEW 1
SHORT STORY ( Cat and Mouse 1)
I. OBJECTIVES 1. Knowledge:
- Perform their abilities in listening, speaking and writing related to the topics from units 1-5, using the phonics, vocabulary and sentence patterns they have learnt.
- Students will be able to read, listen to and understand a short story. Then they can eager to read short stories
- Help student review vocabulary and structures by reading the story and doing the tasks.
2. Skills:
- Develop Ss’ speaking, listening, writing and reading skills 3. Core competencies & Personal qualities
- Co-operation (ready to help friends in pairwork/ groupwork).
- Self-study (can perform individual tasks and solve problems by themselves).
- Use language to do listening, reading, writing and speaking tasks.
- Develop the quality of respondsibility. To help students understand the story,…
Self- study ability, creating ability, cooperation and interation communicating ability.
II. TEACHING AIDS:
1.Teacher’s: book, recording, computer, speakers, pictures 2.Students’: books, notebooks, workbooks.
III. PROCEDURE.
Teacher's and Student’s activitives Contents
1.Warm up (5’) - Sing songs.
2. Presentation (30’) REVIEW 1
Activity 1. Listen and tick (6’)
- Have pupils look at pictures 1, 2, 3, 4 and 5 on page 36 of the Student Book. Give the identification of the characters in the pictures and the characters’ words. Tell pupils that they are going to listen to the recording and tick the pictures they hear. Guess the answer
- Play the recording 2 times pupils to listen and tick the boxes. Check their guess. Compare the answer with the partner.
- Play the recording again pupils check their answers. T give the answer:
- Ask some questions to ensure pupils’ comprehension of the listening text.
Activity 2. Listen and number (5’)
- Have pupils look at pictures a, b, c and d on page of the Student Book. Elicit the identification of the characters in the pictures and the characters’ words. Tell pupils that they are going to listen to the recording and match the information they hear to the pictures. They should number the boxes. Guess the answer
- 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:
- Ask some questions to ensure pupils’ comprehension of the listening text.
Activity 3. Read and complete (4’)
-T explains the situation and how to do the exercise
-Ask students to read the dialogue in the book and fill the words given to complete the dialogue.
Work in pairs to do the exercise then practice in pairs in front of the whole class. The rest listen to and give the remark.
Correct the pronunciation.
Activity 4. Read and match (4’)
- Whole class. Have pupils turn their books to page 37. Tell pupils that they are going to read the sentences to get the information in order to match the sentences to the sentences.
- Pupils read the sentences individually and do the task. Monitor the activity and offer help when necessary.
- Pair works. Have pupils trade their answers for correction.
- Call on some pupils to report their answers. The rest of the class listen give comments.
- Make a few questions to check pupils’ comprehension of the sentences.
- Have the whole class read each sentence in chorus to reinforce their pronunciation.
Activity 5. Look and say (3’)
Have pupils look at pictures a, b, c and d on Page 37. Elicit the characters in the pictures and their names. Ask pupils to guess and complete the speech bubbles.
- Model: Call on a pair. Allocate the parts of the characters Mai and Nam to the pupils. Ask them to act out the dialogues. Using the pictures in their books. Monitor the activity and offer help.
Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform their task in front of the class. The rest of the class observe and give comments.
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.
SHORT STORY ( Cat and Mouse 1) Activity 1. Read & Listen to the story (8')
*Set the scene: Now you’re going to read the short story about Miu & his friends, Chit - Ask them to look at the pictures and ask them questions to identify the characters. (E.g:
+What’s the name of the black-and-white cat?
+What’s the name of the white mouse?
+Can you see the brown cat and the red cat?
- Ask them to read the story in silence. Then play the recording all the way through for them to listen and follow in their books.
- Check Ss’ reading + Is it interesting?
+ What are they talking about?
...
- Divide class into 4 groups to practise the story.
- Call some groups of 4 to role / read the story, - Comment and praise
Activity 2. Complete theconversation (7’)
* Set the scene: Now you’re going to read the dialogue and fill the missing words by using story.
- Run through the dialogue + Are there any new words?
...
- Let student do in 3 minutes
- Ask student to compare - Teacher corrects and praise - Call some student to read aloud
* Keys: 1- I’m; 2 – are you ; 3- fine 4 – your;
5-I’m 6-meet 7- do you spell - Comment and praise
Activity 4. Match the questions with the answers: (3')
* Set the scene: Now you’re going to read these questions and match with correct answers.
- Run through questions.
+ Are there any new words?
-Ask student do in 3 minutes - Ask student to compare - Call some student to report - Teacher corrects and praise
- Ask student to read aloud in group and exchange. // in pairs - Comment and praise
*Answer: 1 – c; 2 – a; 3 – d; 4 – b 3. Summary ( 2’)
- Asking Ps to focus on the structure once again.
1. Listen and tick
Key: 1-b 2-a 3-a 4-b 5-b
2.Listen and number
Answer: 1.c 2.b 3.d 4.a
3. Read and complete.
Answer: 1. Hello 2. name 3. friends 4. nine
4. Read and match
Answer: 1.e 2. d 3. b 4.a 5. c
5. Look and say.
1. Read & Listen to the story
2. Complete theconversation
IV. Evaluation
...
...
...
Week: 08 Period: 31
Date of preparing: 23/10/2021
D a t e o f t e a c h i n g : 2 6 / 1 0 / 2 0 2 1
(3A) 2 8 / 1 0 / 2 0 2 1 (3B) 28/10/2021 (3C)
THE FIRST MID TERM TEST I. Objectives
1.Knowledge:
-Checks Ss’s knowledges through a test.
-Vocabulary: review(from unit1-unit 5) -Model sentences: review(from unit1-unit 5) 2.Skill:
- Practice listening, speaking ,reading, writing skills 3.Attitude:
- Educate Ss to love English II. Teaching- aids
- recording, papers
MA TRẬN Kỹ năng
Nhiệm vụ đánh giá/kiến thức cần đánh giá Mức/Điểm
Tổng số câu, số điểm, tỷ lệ % Nghe
M1 M2 M3 M4 16 câu 4 điểm 40 %
Listen and tick 1
0,25đ 1 0,25đ 1 0,25đ 1 0,25đ
Listen and tick ( [Description: Description: Description: MC900434665[1]] ) or cross (X).(
2 0,5đ 1 0,25đ 1 0,25đ
Listen and number.
1 0, 25đ 2 0,5đ 1 0, 25đ
Listen and complete
1 0, 25đ 1 0,25đ 1 0,25đ 1 0,25đ Đọc
Look and read. Put a tick(P) or a cross( X) 1
0,25đ 2 0, 5đ 1 0,25đ 8 câu 2 điểm 20%
Read and complete.
2 0,5đ 1 0, 25đ 1 0,25đ Viết
Look at the pictures. Look at the letters. Write the words.
1 0,25đ 1 0,25đ 1 0,25đ 1 0,25đ 8 câu 2 điểm 20%
Put the words in order.
1 0,25 1 0,25đ 1 0,25đ 1 0,25đ Nói
Greeting and get to know each other
1 0,5đ 1 0,5đ
1 0,5đ 1 0,5đ Tổng 11 câu 3điểm 30%
11 câu 3điểm 30%
7 câu 2điểm 20%
7 câu 2điểm 20%
36 câu 10điểm 100%
LISTENING :
Question 1: Listen and tick (1pt). There is one example.
[Rounded Rectangle:] [Description: Description: image30 (1)]
A.
[Description: Description: image27 (1)]
B.
[Description: Description: U4-L1-4-1-opskxrtumjcvbrqo] . 1. A.
.
[Description: Description: U4-L1-4-2-jcgecgtpwjpuozia]
B.
[Description: Description: image22 (2)]
2. A.
[Description: Description: image24 (2)]
B.
[Description: Description: U3-L1-5-1-twskwzonjyxdpfur]
3. A.
[Description: Description: U3-L1-5-2-agbvpsdghudzamyy]
B.
[Description: Description: image2 (1)]
4. A.
[Description: Description: image27 (1)]
B.
Question 2. Listen and tick ( [Description: Description: Description: MC900434665[1]] ) or cross (X).(1pt). There are two examples
Examples: [Description: Description: image13 (1)] [Description:
Description: image14 (1)]
[Rounded Rectangle: X]
[Rounded Rectangle:]
A. B.
[Description: Description: image6]
[Rounded Rectangle:] 1.
[Description: Description: image16]
[Rounded Rectangle:] 2.
[Description: Description: image17]
[Rounded Rectangle:] 3.
[Description: Description: R1-1-3-bxtxehiodpskwwgm]
[Rounded Rectangle:] 4.
Question 3: Listen and number. (1pt). There is an example.
[Rounded Rectangle: 0] Example: [Description: Description: image34]
[Description: Description: U1-L1-4-4-egkprgcjbetmurqy]
B.
[Description: Description: U2-L1-5-2-sbvvkejkddxiuxwr]
C.
[Description: Description: U4-L1-5-1-dmisvvvdgbwsdqmi]
D.
[Description: Description: U2-L2-4-1-dfzaadwnlzolegmz]
E.
Question 4: Listen and complete. (1pt). Number 0 is an example.
Example: 0. - How are you?
- I'm fine, thanks.
A: Hello, Mai. What’s your name?
B:My name is (1) ………
A: How do you spell your name ? B: (2) ………
A: How old are you ?
B: I’m (3)……… years old.
A: Who’s that?
B: It’s my (4) ……… Mary.
READING AND WRITING
Question 5. Look and read. Put a tick(P) or a cross( X) in the box. There are two examples (1pt).
[Description: Description: image12]
P
1. I’m Mai
[Description: Description: image31 (1)]
X
2.I’m Quan
[Description: Description: image22]
3. who’s this?
It’s Nam
[Description: Description: image39]
4. I’m seven years old.
[Description: Description: image41]
5.I’m eight years old.
[Description: Description: image27 (1)]
6. Is this Peter?
Question 6: Read and complete.There is an example. (1 pt)
spell ten My are name’s
Phong: Hi. (0) My name’s Phong
Hoa: Hello, Phong. My (1)___________ Hoa.
How do you ( 2)_______________your name?
Phong: P-H-O-N-G.
Hoa: How old (3)__________ you?
Phong: I’m (4)_____________ years old.
Question 7: Look at the pictures. Look at the letters. Write the words. (1pt) Example:
[Description: Description: image7 (1)]
iehn Hien
[Description: Description: image25 (1)]
1.hlelo _ _ _ _ _
[Description: Description: image29]
2.uoy __ __ __
[Description: Description: image30]
3.nema __ __ __ __
[Description: Description: image22 (2)]
4.sllep _____ __
Question 8. Put the words in order. Number 0 is an example(1pt) 0. Is / Mary / this. This is Mary.
1.Peter / Quan / your / are / and / friends
_______________________________________?
2.old / nine / I’m / years
________________________________________.
3.your / what / is / name
_________________________________________?
4. do/ spell / name/ you / how / your
____________________________________________?
SPEAKING (2pts)
Greeting and get to know each other - Hello/Hi/Good morning/ Good afternoon - What is your name?
- How do you spell your name?
- How are you, today?
- How old are you?
- How do you spell your name?
- Who’s that?
- Is that Tom/ Peter/ Hoa...?
- Are they your friend?
IV. Evaluation
...
...
...
Week: 08 Period: 32
Date of preparing: 24/10/2021
D a t e o f t e a c h i n g : 2 7 / 1 0 / 2 0 2 1 ( 3 A ) 28/10/2021 (3B) 28/10/2021 (3C)
UNIT 6. STAND UP!
Lesson1 (1, 2, 3)
I. OBJECTIVES
By the end of the lesson,Students will be able togive and respond to instructions.
1. Knowledge:
- Vocabulary: Be quiet, boy, sir, sorry, please, class, close, open, sit down, here.
- Sentence pattern:Classroom commands.
2. Skills: Develop listening and speaking skills.
3. Core competencies & Personal qualities - Develop the quality of respondsibility.
- Students get interested in in making and respondingclassroom instructions politely with
“please”.
- Self-study ability, creating ability, cooperation and interation communicating ability and physical ability.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, speakers, softbook and projector.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE
Teacher’s and student’s activities Contents
1. Warm up (5’)
- Let student sing the song: my friends.
- Comment and praise Present the new lesson 2. Presentation (30’)
2.1. Look, listen and repeat (10’)
-Ask student to identify the characters in the picture and what they are saying.
- Set the scene “you are going to listen to Mr loc and student give and respond to instructions.
- Play the recording and asks student to listen to the tape.
- student to listen and repeat in chorus two times.
- Call on one pair.
- Have whole class repeat all the phrases a few times to reinforce their pronunciation. And do the same with the dialogue between Linda and Mai.
2.2. Point, say and do actions (12’)
- Have pupils look at pictures on Page 40. Elicit the characters in the pictures and their names.
Teach vocabulary:
Boy , Sir , Sorry , Please Class
* Check vocab: slap the board
- Model sentence:
+ be quiet = don’t talk + stand up
+ come here + open your book + close your book + sit down
- T asks requests and student do.
- Model: Call some student request and the others do. Allocate the parts of the characters T and student do to the pupils. Ask them to point the pictures and act out the dialogues. Using the pictures in their books. Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform their task at the front of the class. The rest of the class observe and give comments.
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.
3. Practise (8’)
- Ask students to look at the pictures in the book. Ask them to identify the characters in the pictures.
- Ask student work in pairs. Call some pairs to act out - Correct their pronunciation
4. Application (4’) Do the worksheet
5. Summary (1’) - Summary the lesson.
- Do exercises in the workbook.
- student to prepare for Unit 6- Lesson 1: 4, 5, 6.
1. Look, listen and repeat
2. Point, say and do actions IV. Evaluation
...
...
...
Thứ 2, ngày 25/10/2021
Tổ trưởng ký duyệt
Đỗ Thị Hồng
...
2. Kỹ năng ...
3. Thái độ ...
II. CHUẨN BỊ
1. Công tác chuẩn bị của giáo viên
2. Yêu cầu chuẩn bị của học sinh
III. CÁC HOẠT ĐỘNG DẠY HỌC
IV. RÚT KINH NGHIỆM
...
