- Greeting
- Checking for the students'' attendance.
2. Oral test:
- Have pupils greet and introduce their names.
3. New lesson
Teacher’s actions
Warm up: Read the chant Hello
4. Read and match.
T introduces the topic “you are going to read the
sentences to get the information in order to match the
questions to the answers”.
Ss read the sentences individually and check their
prediction. Ss do the task (match the sentence with a
appropriate picture.)
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 read each sentence in chorus
to reinforce their pronunciation
Answers: 1 – d; 2 – a; 3 – b; 4 – c.
5. Read and write
- Have pupils open their books to Page 11. Tell pupils
that they are going to read and get the information to
write the missing words in sentences.
- Pupils read individually silently and complete the
dialogues.
- Pair works. Pupils trade 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.
- Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.
Answer: 1. Hello
2. I’m 3. Nice
4. How
5. I’m fine/ Fine
6. Project
- Introduce the name card.
Students’ actions
Read the chant Hello
Look at the sentences in
the book
Read
Work individually
Work in pairs
Write the suitable words to
fill in the blank
Read 5 sentences
Read and write
Work individually
Work in group
- 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
4.Consolidation
Summary the lesson
5.Homework
- Do exercises in workbook, learn by heart the new
words
Do exercises in the
workbook
WEEK 2
Date of preparing: 15/ 8/ 2014
Date of teaching: Wednesday, August 18th 2014.
Period 7: UNIT 2: WHAT’S YOUR NAME?
Lesson 1: Part 1-2-3
I. Objectives:
1. Knowledge: By the end of the lesson Ps will be able to: ask and answer
questions about one’s name.
2. Skills:
- Develop Ss speaking and listening skills
3. Language focus:
- Sentence Partners: What’s your name? - My name’s Mai
- Vocabulary: what, your, name, my, is=’s, are=’re
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting
- Checking for the students'' attendance.
2. Oral test:
- Have pupils greet and introduce their names and their health.
3. New lesson
Teacher’s actions
Students’ actions
Warm up: Sing hello song
Sing the song
1. Look, listen and repeat.
Ask Ss to identify the characters in the picture on
Look at the pictures in the
page 12 and what they are saying.
book
Set the scene “you are going to listen to Peter and
Nam, Linda and Mai greet and introduce their names.
Play the recording and asks Ss to listen to the tape.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Peter’s part, the other
repeats Nam’s part.
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. Point and say
- Have pupils look at pictures on Page 12. Elicit the
characters in the pictures and their names.
Teach vocabulary:
What
are=’re
Your
Name
My
is=’s
check vocab: slap the board
Model sentence: What’s your name?-My name’s Mai.
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
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 Let’s Talk
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 ask and answer questions
about one’s name. Call some pairs to act out
Correct their pronunciation
4.Consolidation
Summary the lesson
5.Homework
- Do exercises in workbook, learn by heart the new
Listen and repeat
Look and find out the
model sentences
Point the pictures and
practise
Pactise in pairs
Do exercises in the
words
workbook
Date of preparing: 02/ 9/ 2014
Date of teaching: ……………………./9/ 2014.
Period 8: UNIT 2: WHAT’S YOUR NAME?
Lesson 1: Part 4-5-6
I. Objectives:
1. Knowledge: By the end of the lesson Ps will be able to ask and answer questions
about one’s name.
2. Skills:
- Develop Ss writing, reading and listening skills
3. Language focus:
- Sentence Partners
- Vocabulary:
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting
- Checking for the students'' attendance.
2. Oral test:
- Have pupils greet and introduce their names.
3. New lesson:
Teacher’s actions
Students’ actions
Warm up
Ask and answer questions about one’s name
Practise in pairs
4. Listen and tick
- Have pupils look at pictures a, b, c and d on page of the
Student Book. Elicit the identification of the characters in Indentify the characters
the pictures and the characters’ words. Tell pupils that in each picture
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 Listen and tick
partner.
- Play the recording again pupils check their answers. T
give the answer:
- Ask some questions to ensure pupils’ comprehension of
the listening text.
Answer: 1.a
2. b
5. Look and write
- Have pupils open their books to Page 13. Get Ss to
identify the characters in the pictures and what they are
saying.
- Tell Ss that they are going to read and get information
to write the missing words in dialogue 1 and 2.
- Ss read silently and complete the dialogues.
- Ss trade their answers within pairs for correction
- Ask Ss to read the answers aloud to the class. The
others listen and give comments.
Answers: 1. My name is / I’m
2. Mai/ my name is/ I’m
- Make some questions to check Ss’ comprehension of
the reading text.
Have the whole class read each line of the dialogues
chorally to reinforce their pronunciation.
6. Let’s sing
- Introduce The alphabet song, Page 13.
- Play the recording and listen to The alphabet song
- 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.
4.Consolidation
Asking Ps to focus on the structure once again.
- Retell the content of the lesson.
5. Homework
Do exercises in the workbook. Learn by heart the new
Indentify the characters
in each picture
Work in pairs
Listen and sing
Do exercises in the
words and structures.
workbook
WEEK: 3
Date of preparing: 5/ 9/ 2014
Date of teaching: ……………/9/2014.
Period 9: UNIT 2: WHAT’S YOUR NAME?
Lesson 2: Part 1- 2-3
I. Objectives:
1. Knowledge:
- By the end of this lesson, Students will be able to ask and answer questions about
how to spell one’s name.
2. Skills:
- Develop Ss speaking and listening skills.
3. Language focus:
- Sentence Partners: How do you spell your name? –L-I-N-D-A
- Vocabulary: How, spell
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
