🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh 1 Ebooks Nhóm Zalo HOÀNG VĂN VÂN (Tổng Chủ biên) NGUYỄN QUỐC TUẤN (Chủ biên) - NGUYỄN THỊ LAN ANH ĐỖ THỊ NGỌC HIỀN - NGUYỄN BÍCH THUỶ -LƯƠNG QUỲNH TRANG s¸ch gi¸o viªn nhµ xuÊt b¶n gi¸o dôc viÖt nam INTRODUCTION Tiếng Anh 1 – Sách học sinh is the first of the two-level English textbook series for Vietnamese primary school pupils. It follows MOET’s (2018) Chương trình làm quen tiếng Anh lớp 1 và lớp 2. The textbook is communication-based and topic-based in design and learner-centred in teaching methodology. Its aim is to acquaint pupils with very basic English language and skills with an emphasis on listening and speaking. It consists of 16 learning units, 4 fun time sections and 4 review units. 1. Unit components Tiếng Anh 1 – Sách học sinh follows a sequence of presentation, practice and production to develop English at a very basic level through the topic-based and task/activity-based units, the fun time sections and the review units which are richly illustrated to provide pupils with very easy-to-grasp and memorable lessons and an enjoyable experience of learning English. Each unit consists of three lessons on a topic related to pupils’ interest, need, ability and daily life. Eight activities in each unit are designed to invoke a sense of familiarity and organized to provide training on listening, speaking, reading as well as writing. Each lesson provides material and practice for one teaching period (equal to thirty to thirty-five minutes). The lessons contain concise and clear instructions for a wide range of activities arranged in a logical progression, helping pupils to develop the ability to interact with each other in English in both its spoken and written forms. A variety of activities including games, chants, songs and TPR (total physical response) activities, exciting stories, … aim to facilitate the pupils’ ability to reproduce the language in a fun and engaging way. Tiếng Anh 1 – Sách học sinh also creates a feeling of familiarity through the appearance of both Vietnamese and English characters, such as Ba, Bill, Ann, etc. Following is a brief description of how a unit is organized. 2 Lesson 1 Lesson 1 helps pupils get acquainted with the context in which the target sound of the letter and the vocabulary are used. It contains Listen and repeat and Point and say. 1. Listen and repeat. This activity presents the context for learning illustrated by a large picture in which the sound of the letter and the target vocabulary are introduced. It provides pupils with listening and oral practice. 2. Point and say. This activity provides for the controlled practice of the key words. Pupils have to look at the picture, point to the letters, people or things in order to identify the letters and the target words they have learnt in Activity 1. The activity helps pupils understand the meaning of the words and practise saying them aloud. Games such as Slap the board, Pelmanism, Simon says, Pass the ball, Matching game,… can be used to familiarize pupils with the words before they can reproduce them in a wider context. Lesson 2 Lesson 2 focuses on phonics, listening skills and tracing/writing. It contains 3 activities: Listen and chant, Listen and tick, and Look and trace/Look, trace and write. 3. Listen and chant. This activity contains a chant which uses the letters, the words and very simple phrases/ structure(s). By singing the chant, pupils have an opportunity to do choral and individual repetition of the sound of the letters and the new language items. The chant is a helpful way of practising the pronunciation, stress, rhythm and intonation of English language in real and authentic contexts. 4. Listen and tick. This activity focuses on improving listening skill. It contains two items. Each has two pictures (a and b). Pupils look at the pictures as they listen to the recording and demonstrate their understanding by putting a tick (√) in the correct box. 5. Look and trace/Look, trace and write. This activity helps pupils trace the letters (both upper case and lower case) they have learnt. They are asked to trace the letters in upper and lower cases in Units 1 – 8. In Units 9 – 16, they are asked to trace the letters in upper and lower cases before writing the letters to complete the words using visual prompts. Lesson 3 Lesson 3 focuses on speaking, writing and reading skills. It contains 3 activities: Listen and repeat, Let’s talk and Let’s sing. 3 6. Listen and repeat. This activity focuses on listening and speaking skills. It contains one or two structures used in real situations. Pupils have to listen to the recording and repeat the structures in order to get familiarized with the new language items. 7. Let’s talk. This activity focuses on improving speaking skill. The activity contains one or two situations in which the suggested structure(s) and prompted pictures are introduced. Pupils use the language items (structure(s) and words) to communicate in authentic contexts. The activity also encourages and guides pupils to practise speaking individually or to interact with peers in pairs or in groups. 8. Let’s sing! This section contains an interesting and easy-to-learn song. The song also helps pupils revise the language items they have learnt in the unit. It helps them practise the pronunciation, stress, rhythm, intonation and melody of English through TPR. Through singing pupils can develop their interaction and cooperation skills. 2. Teaching the unit activities The following are guidelines or suggestions for you as teachers when you first use Tiếng Anh 1 – Sách học sinh. Feel free to make any adjustments, as it is you who knows what you need to teach and what your pupils need to learn in your own teaching and learning context. It is advisable to go through the activities of the unit before you teach them in the classroom. This will familiarize you with the material and tell you what to prepare for the lesson and what activities to conduct. As mentioned in the first section, the teaching and learning of English at grades 1 and 2 follow the learner-centred/learning-centred approach. To follow this approach, each unit activity contains four components: Goal, Input, Procedure and Outcome (G-I-P-O). G-I-P-O follows a sequence of setting the goal of the activity, presenting the input (the context and the language), the procedure (steps) through which pupils practise and produce the target language items and the outcome (what pupils can do or achieve) after the activity. It also contains a wide range of activities involved by pupils (from individual to pair/ group to whole class activities). This helps pupils practise spoken and written English and develop the ability to interact with each other. Following is a brief description of how G-I-P-O is organized: Goal: A goal should be set up before each activity. The goal means what teachers are going to do and what they hope their pupils will achieve at the end of the activity. This is very important at the beginning of each activity because teachers can only perform well if they understand what is expected. 4 Input: The input is the question of what pupils have to do. It consists of the context(s) in which the target language is used. The context(s) is/are always illustrated by attractive and colourful picture(s) and the language items are introduced in a clear and authentic way. To understand the context(s), pupils may answer some questions such as Who are they (is he/she)? What are they (is he/she/it)? Where are they (is he/she/it)? and What are they (is he/she/it) doing/talking about? Teachers can also explain the context(s) and how the language is used. In the first units, the questions and answers/explanations can be in Vietnamese. Procedure: The procedure is the question of how pupils learn. It contains several steps which pupils have to follow in order to understand the contexts/the target language items and to practise using them in listening, speaking, reading and writing. There are some steps in the procedure: Steps Pupils’ learning activity Step 1: Pupils look at the picture(s), answer the questions asked by their teachers to identify the contexts and how the language is used (as mentioned in the Input). Teachers can explain the context(s) and the language items so that pupils can understand what language items they have to learn and how they are used in the context(s). Teachers also tell pupils about the goal of the activity/task and the time to do it. Step 2: Teachers do the task with one or two pupils as a model. They can play the recording for pupils to get acquainted with the language items. In this step, pupils do the activity/task as an example and identify how the task is carried out and developed. Step 3: Pupils are asked to do repetition individually and in chorus, using the suggested contexts/pictures and the language items prompted. Teachers may go around to offer help or/and correct the mistakes, if necessary. The main focus of this step is how pupils practise using the language items in speaking/listening/writing/ reading individually. Step 4: Pupils are asked to do the task again in pairs or groups. They are also encouraged to interact with each other and share their ideas. In this step, pupils have a chance to reinforce their skills in pairs or groups. Step 5: A few pupils or pairs/groups are invited/selected to perform or act out the language items or skills in front of the class. The rest of the class may give comments. The main focus of the step is what pupils can do/achieve at the end of the activity. 5 If there is enough time, or with a better class, pupils are encouraged to use or apply the language items in real contexts or in more difficult situations. Outcome: Through pupils’ performances, teachers can assess or judge what pupils CAN DO at the end of the activity. The outcome can be considered as what and how pupils use the language items in speaking, listening, reading and writing. The outcome should meet the requirements of the goal set up at the beginning of the activity. 3. Classroom instructions and expressions The following are suggested instructions and expressions that can be used: To praise pupils’ work: That’s good/fine! That’s correct/right. Very good! Well done! Excellent! etc. To instruct activities in the classroom: Answer the question. Clap your hands. Close your books. Complete the word. Colour the picture(s). Draw a picture of… Listen and repeat. Listen and tick. Listen, point and say. Look and circle. Then say. Look and match. Then say. Look and trace. Then say. Look and write. Look and write. Then say. Look at the letters/flashcards/picture(s)/ board. Let’s chant. Let’s play. Let’s sing. Let’s talk. Open your books. Point and say. Put up your hand. Be quiet, please. Read and circle. Read and match. Read and tick or cross. Read the word(s)/sentence(s) aloud. Repeat (after me), please. Say it, please. Say it in English/Vietnamese. Sit down, please. Stand up, please. Talk to your partner. Thank you/Thanks/Many thanks. Trace the letter. Try again. Work in pairs/groups. 6 Unit 1 In the school playground Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter B/b in isolation and in the words Bill, ball, bike and book correctly. - say the sound of the letter B/b and the words Bill, bike, ball, book in a chant. - recognize the words in different situations when listening. - use “Hi, I’m _____.” to greet and introduce someone’s name and “Bye, _____.” to say goodbye to someone. - trace the letter B/b. - sing a song with the structures “Hi, I’m _____.” and “Hi, _____. I’m _____.” LESSON 1 (Period 1) Warm-up (mostly in Vietnamese) - Greet the class by saying Hi. Introduce your name I’m _____. (E.g. Hi. I’m Huong.) - Encourage pupils to say their names. - Show to pupils and introduce Tiếng Anh 1 - Sách học sinh (e.g. the number of units in the book, the number of lessons in one unit, the number of activities in each lesson,… and how the book is used). - Ask pupils if they have known any English words and if they like learning English. - Have pupils open their books and look at Unit 1, Lesson 1. 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter B/b in isolation and in the words Bill, ball, bike, book correctly. Input: The picture is about a school playground at break time. Two boys are playing with a ball. One of the boys is Bill (an English pupil) and the other is Ba (a Vietnamese pupil). One girl is sitting under a tree, reading a book. A bike is near the bed of flowers. 7 The word Bill is next to Bill, the word ball is next to the ball, the word bike is next to the bike and the word book is next to the book. The letter B/b (on the top right-hand side corner of the picture) in the words Bill, ball, bike and book is in red. The sound of the letter B/b is the focus of Unit 1. Procedure: Step 1: Have pupils look at the picture (saying Look at the picture, please!) and describe it. Draw pupils’ attention to the letter B/b, the word next to Bill and other words next to the things and the colour of the letter B/b (as mentioned in Input). Step 2: Ask pupils to point to the letter B/b. Have them listen and repeat the sound of the letter B/b (saying Listen and repeat, please!) more than once, if necessary. Step 3: Tell pupils to point to Bill and the word Bill (saying Point to Bill and the word Bill). Ask them to listen and repeat the word, saying Listen and repeat, please! Step 4: Repeat the same procedure with the ball, the bike and the book. Give further support to those pupils who find it difficult to do the task. Step 5: Play the recording again and have them listen, point to the letter B/b and the ball, bike and book and repeat until they feel confident. Correct pronunciation, if necessary. Step 6: Play the recording again and call some pupils to say the letter B/b and the words Bill, ball, bike and book in front of the class (saying Well done! when they performed well). Outcome: Pupils can pronounce the sound of the letter B/b in isolation and in the words Bill, ball, bike and book correctly. 2. Point and say. Goal: Pupils will be able to point to the letter B/b, the boy and the things and say the sound of the letter B/b and the words Bill, ball, bike and book. Input: The same picture as mentioned in Activity 1. Procedure: Step 1: Have pupils look at the picture again, saying Look at the picture on Page 6, please! Ask them to describe the picture again. Draw their attention to the letter B/b, Bill and the things, if necessary. Step 2: Get them to point to the letter B/b and say it, saying Point to the letter B/b and say, please! Step 3: Let them point to Bill and say his name, saying Point to Bill and say, please! Give further support to those pupils who find it difficult to do the task. 8 Step 4: Follow the same procedure with other things. Give further support to those pupils who find it difficult to do the task. Step 5: Ask pupils to work in pairs or in groups to point to the picture and say the sound of the letter B/b and the words. Go around and offer help or correct pronunciation, if necessary. Step 6: Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Well done! or Very good! Outcome: Pupils can point to the letter B/b, the boy and the things and say the sound of the letter B/b and the words Bill, ball, bike and book correctly. Fun corner If time allows, let pupils play the game Slap the board. Slap the board Goal: Pupils will be able to play the game Slap the board. Input: Four flashcards (Bill, a ball, a bike and a book) or four words (Bill, ball, bike and book). Procedure: Step 1: Write four words Bill, ball, bike and book or stick the flashcards with these words on the board. Tell pupils to look at the board, saying Look at the board, please! Can you see the words Bill, ball, bike, book? OK, now let’s play the game. Step 2: Tell pupils how the game is played, saying This game is played in a group of four people. When I say, for example, Bill, you will run as quickly as possible to the board and touch/slap your hand on the word. The one who is the quickest to touch/slap the correct word gets one point. Step 3: Ask pupils to listen to four words and touch/slap the flashcards/ words as correctly and quickly as possible, saying Are you ready? Now listen to me and let’s play the game. You may start saying from any of the four words on the board and note the score. Repeat the procedure if there is time. The pupil who gets the highest score will be the winner. Outcome: The pupil who is the quickest to touch/slap the correct words/flashcards will win. LESSON 2 (Period 2) Warm-up - Greet the class and introduce yourself, saying Hi, I’m_____. 9 - Ask pupils to look at the picture in Lesson 1 and say the sound of the letter B/b and four words Bill, ball, bike and book, saying Point and say, please! - Have them play Slap the board again, saying Let’s play Slap the board, please! Draw pupils’ attention to the target vocabulary they have learnt in Lesson 1. - Get pupils to open their books and look at Lesson 2, saying Open the books, please! and then Look at Lesson 2, please! 3. Listen and chant. Goal: Pupils will be able to say the sound of the letter B/b and the words ball, bike and book in a chant. Input: There are three verses in the chant. The letter B/b, the words ball, book, bike are introduced in the first three lines of the verse. The phrases a ball, a book, a bike are in the second three lines and the letter B/b with the phrases a ball, a book, a bike are in the last three lines. The letter B/b is in red. Procedure: Step 1: Have pupils look at the chant. Say Look at the chant, please! Draw pupils’ attention to the first line and explain its meaning (as mentioned in Input). Ask them to pay attention to the letter B/b and the word ball. Check comprehension. Step 2: Play the recording of the first line for pupils to listen and to get familiarized with the tune, saying Listen to the first line, please! Step 3: Play the recording again, ask pupils to listen and repeat the first line, saying Listen again and repeat, please! Then play the recording for them to listen and repeat until they feel confident, saying Now listen and repeat, please! Step 4: Follow the same procedure with the other lines. Show pupils how to chant and clap their hands. Correct pronunciation, if necessary. Step 5: Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen and chant, please! Give further support to those pupils who find it difficult to do the task. Step 6: Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. If they sang the chant well, praise them, saying Well done! or Very good! Outcome: Pupils can sing the chant with correct pronunciation, natural stress and rhythm. 4. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. 10 Input: There are two questions (1 and 2) in this activity. Question 1 includes the pictures: a. a ball, b. a bike, with a tick in (b) as an example. Question 2 includes the pictures: a. a ball and b. a book. Audio script: 1. A bike 2. A book Procedure: Step 1: Have pupils look at the first two pictures (saying Look at the pictures, please!) and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Encourage some pupils to point to the pictures and say the words in front of the class (saying Point to the pictures and say, please!). E.g. 1a: a ball, 1b: a bike. Step 3: Play the recording of the first sentence for pupils to listen. Before playing the recording, say Now look at the pictures in Question 1. What can you see? Can you see a ball and a bike? Yes, a ball and a bike. Now listen to the recording, please! Play the recording of the first sentence for pupils to hear. Say What did you hear? Did you hear “a ball” or “a bike”? Yes, it said “a bike”. You heard “a bike”. Point to the tick √ and ask pupils, saying What do you see? You see a tick? Yes, it’s a tick, a tick here to show that the recording said “a bike”. After you hear the recording, say “a bike” and you tick the box b, you give the right answer. So b is the correct answer. Step 4: Ask pupils to look at the last two pictures and listen. Say Now look at the pictures in Question 2. Listen and tick the correct box. Before playing the recording, say Are you ready? OK, now listen, please! Play the recording (several times, if necessary) for pupils to listen and tick the box. Step 5: Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “a ball” or “a book”? If some pupils say “a ball”, let them listen to the recording again, saying Now listen again, please! and play the recording. Ask What did you hear? Did you hear “a ball” or “a book”? then say Yes, “a book”. So tick the box b. Outcome: They can listen, recognize the words and tick the correct box: 2. b 5. Look and trace. Goal: Pupils will be able to trace the letter B/b (upper case and lower case). Input: The letter B/b (upper case and lower case). Procedure: Step 1: Have pupils look at the letter B (upper case) and b (lower case). Write the upper case B and the lower case b on the board, saying Look at the board. What can you see? Point to the upper case B and say This is the upper case of the letter B. Then point to the lower case b and say and this is the lower case of the letter b. Ask pupils to make sure if they recognize the two forms of the letter. 11 Step 2: Write the upper case B and the lower case b in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case B and the lower case b. Check to make sure pupils understand the letters written in solid lines and those in broken lines. Step 3: Tell pupils to trace the letter B/b, saying Now use your pencil to trace the letter B/b. You can demonstrate by air tracing or tracing the broken lines of the letter B/b on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 4: Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer. Give pupils time to work. Go around and offer help, if necessary. Step 5: Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or You’ve done a good job! Step 6: If there is enough time, write the letter B/b in broken lines on the board and invite some pupils to trace them. Outcome: Pupils can trace the letter B/b correctly and neatly. LESSON 3 (Period 3) Warm-up - Greet the class. - Remind pupils what they have learnt in Lesson 2, saying Well, in Lesson 2, you have learnt to chant with the sound /b/ in the words ball, book and bike; you have listened to tick the correct word you heard. - Ask the class to sing the chant or to play the game Slap the board, saying Now let us sing the chant/play the game Slap the board in Lesson 2. - Tell pupils to open their books and look at Lesson 3. Introduce Lesson 3, saying Now open your books on Page 8. In this lesson, you will learn Listen and repeat, Let’s talk, and Let’s sing. Let us start with Listen and repeat. 6. Listen and repeat. Goal: Pupils will be able to listen and repeat the sentences “Hi, I’m Bill.” and “Bye, Bill.” Input: - “Hi, I’m Bill.” is used (by Bill) to greet someone and introduce his name. “Bye, Bill.” is used (by someone) to say goodbye to Bill. - A picture of Bill greeting and introducing his name. - A picture of Ba saying goodbye to Bill. 12 Procedure: Step 1: Have pupils look at the first picture, saying Look at the first picture, please! What is Bill doing? Yes, he’s greeting and introducing his name. He says “Hi, I’m Bill”. Play the recording for pupils to listen and repeat, saying Now listen and repeat, please! Step 2: Have pupils look at the sentence “Hi, I’m Bill.”, saying Look at the sentence “Hi, I’m Bill.”, please! Explain the meaning of the sentence and how it is used. Check comprehension. Step 3: Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Give more support to those pupils who find it difficult to do the task. Step 4: Invite a few pupils to listen and repeat the sentence “Hi, I’m Bill.” in front of the class. Correct pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Well done! Step 5: Have pupils look at the second picture, saying Look at the second picture, please! What is the boy doing? Yes, he’s saying goodbye to Bill. He says “Bye, Bill.” Play the recording for pupils to listen and repeat. Step 6: Have pupils look at the sentence “Bye, Bill.” Point to the sentence and say Look at the sentence “Bye, Bill.”, please! Explain the meaning of the sentence and how it is used. Check comprehension. Step 7: Play the recording again and let pupils listen and repeat the sentence “Bye, Bill.”, saying Now listen and repeat the sentence “Bye, Bill.” Encourage some pupils to repeat the sentence in front of the class. Go around and praise them if they performed well, saying Well done! Correct pronunciation to make sure pupils can repeat correctly the sentence. Outcome: Pupils can listen and repeat the sentences “Hi, I’m Bill.” and “Bye, Bill.” correctly. 7. Let’s talk. Goal: Pupils will be able to greet and introduce their names, using “Hi, I’m _____.” and to say goodbye to each other, using “Bye, _____.” Input: The activity consists of two parts. Part 1 includes the bubble with the structure “Hi, I’m _____.” Under the bubble is the picture of Bill and his friend (Ba). They are greeting each other and introducing themselves. Part 2 consists of the bubble with “Bye, _____.” and the picture in which Bill and Ba say goodbye to each other. Procedure: Step 1: Have pupils look at the first picture. Say Look at Picture 1, please! Point to the boy on the left and ask them Who is this? Tell them that he is Bill, saying He is Bill. Then point to the boy on the right and ask them Who is this? Tell them that he is Ba, saying He is Ba. 13 Step 2: Ask pupils to work in pairs or in groups to practise greeting each other in the name of Bill and Ba, saying Now help Bill and Ba greet each other. “Hi, I’m _____.”; “Hi, I’m _____.” Offer help, if necessary. Step 3: Have pupils look at the second picture. Say Look at Picture 2, please! Point to the boy on the left of the picture and ask pupils to identify who he is, saying Who is this boy? Then tell them that he is Ba, saying He is Ba. Then point to the boy on the right and ask them And who is this? Tell them that he is Bill, saying He is Bill. Then select two pupils to act out in front of the class. Ask pupils to work in pairs or in groups to practise saying goodbye to each other in the name of Bill and Ba, saying Now practise saying goodbye to each other, please! “Bye, _____.” Step 4: Ask a few pairs of pupils to introduce themselves, saying Now introduce yourself to your friends. E.g. Hi, I’m _____ (Lan/Nam, …). Offer help, if necessary. Step 5: Ask a few pairs of pupils to say goodbye to each other, saying Now the pairs practise saying goodbye to each other. E.g. Bye, _____ (Lan/ Nam, …). Offer help, if necessary. Step 6: Encourage some pairs of pupils to practise introducing themselves and saying goodbye to each other in front of the class. Praise them, saying Excellent! if they performed well. Outcome: Pupils can greet each other and introduce themselves with “Hi, I’m _____.” and say goodbye to each other with “Bye, _____.” correctly. 8. Let’s sing! Goal: Pupils will be able to sing a song with the structures “Hi, I’m _____ .” and “Hi, _____. I’m _____.” Input: There are two verses in the song. The first verse includes two sentences in which Ba and Bill greet and introduce themselves. In the second verse, Ba and Bill greet and introduce each other. Procedure: Step 1: Have pupils read the lyrics to familiarize themselves with the first verse of the song. Say Now look at the first verse, please! Check comprehension. Step 2: Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly. Say Now listen and repeat, please! Step 3: Have pupils read the lyrics to familiarize themselves with the second verse of the song. Say Now look at the second verse, listen and repeat, please! Play the recording several times for pupils to repeat to make sure that they can sing the verse correctly. Check comprehension. 14 Step 4: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song. Step 5: Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. If there is time, let them sing the song several times or ask some pupils to sing the song individually. Praise them when they perform well, saying Excellent! Outcome: Pupils can sing the song with correct pronunciation, natural tune/ rhythm and sweet melody. 15 Unit 2 In the dining room Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter C/c in isolation and in the words cake, car, cat and cup correctly. - say the sound of the letter C/c and the words cake, car, cat, cup in a chant. - recognize the words in different situations when listening. - use “I have a _____.” to talk about possession. - trace the letter C/c. - sing a song with the structure “I have a _____.” LESSON 1 (Period 1) Warm-up - Ask pupils to greet and introduce themselves, e.g. Hi, I’m Minh. - Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 1, Lesson 3 and clap their hands. - If there is enough time, let pupils play the game Slap the board, using the words they have learnt in Unit 1 (saying Let’s play Slap the board, please!) - Have pupils open their books (saying Open the books, please!) and look at Unit 2, Lesson 1 (saying Look at Unit 2, Lesson 1, please!) 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter C/c in isolation and in the words cake, car, cat and cup correctly. Input: The picture is about a family having breakfast in the dining room. The mother is eating a cake. The father is holding and drinking a cup of tea and the son is playing with a car. The cat is lying on the chair. 16 The word cake is next to the piece of cake, the word car is next to the toy car, the word cup is next to the cup, and the word cat is next to the cat. The letter c in the words cake, car, cat, cup is in red. The sound of the letter C/c is the focus of Unit 2. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! Describe the picture. Draw pupils’ attention to the letter C/c, the words next to the things, the pet and the colour of the letter C/c (as mentioned in Input). Check comprehension. Step 2: Get pupils to point to the letter C/c, saying Look at the letter C/c, please! Then have them listen to the recording and repeat the sound of the letter C/c, saying Listen and repeat, please! Step 3: Have pupils point to the cat and/or the word cat, listen to the recording and repeat the word cat, saying Listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeat well, praise them, saying Well done! Step 4: Follow the same procedure with the cake, car, cup. Correct pronunciation, if necessary. Step 5: Get pupils to listen to the recording again, pointing to the letter C/c, the words and the things/pet and repeating until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary. Step 6: Invite a few pupils to pronounce the sound of the letter C/c and say the words cake, car, cup, cat in front of the class. If they performed well, praise them, saying Well done! Outcome: Pupils can listen and pronounce the sound of the letter C/c in isolation and in the words cake, car, cat, cup correctly. 2. Point and say. Goal: Pupils will be able to point to the letter C/c, the pet (cat) and things (cake, car, cup) in the picture and say the sound of the letter C/c, the words cake, car, cat and cup. Input: The same picture in Activity 1. Procedure: Step 1: Ask pupils to look at the picture again, saying Look at the picture, please! Ask them to describe the picture. Draw their attention to the letter C/c and the words they have learnt in Activity 1. Step 2: Get pupils to point to the letter C/c and say it, saying Look at the letter C/c and say, please! If they pronounced correctly, praise them, saying Well done! or Excellent! 17 Step 3: Ask pupils to point to the cake on the table and say the word cake as a model (saying Point and say, please!). Remind them of the sound of the letter c in the word cake. Then ask one pupil to point to the cake and to say the word cake in front of the class. Check comprehension. Step 4: Follow the same procedure with other things and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Step 5: Get pupils to work in pairs or in groups to point to the things in the picture and say the sound of the letter C/c and the words. Say Point and say, please! Go around to offer help or correct pronunciation, if necessary. Step 6: Select some pupils to point to the picture and to say the words in front of the class (saying Well done! to praise their performance). Outcome: Pupils can point to the letter C/c, the things/pet and say the sound of the letter C/c and the words cake, car, cat, cup correctly. Fun corner If time allows, let pupils play the game Pelmanism. Pelmanism Goal: Pupils will be able to play the game Pelmanism. Input: There are two sets of cards. One set has four cards with the words they have learnt (cake, car, cat, cup) on one side. Each card of the other set (an equal number) has a picture representing one of the words. Procedure: Step 1: Tell pupils about two sets of cards as mentioned in Input. Check comprehension. Step 2: Tell pupils that they are going to match the words with the suitable pictures. Give an example to show how the game is played. Check comprehension. Step 3: Put pupils into groups of four and give each group a set of cards Have the groups shuffle the cards and distribute them face down on the table. Step 4: Ask each player in turn to select two cards and turn them face up. Say Are you ready? Now let us play the game. If the word matches the picture, the player wins and continues to turn over another pair. If the cards do not match, they are turned face down again and the next player has to go. Step 5: The game ends when all the cards are gone. Outcome: The pupil who gets the most cards at the end of the game is the winner. 18 LESSON 2 (Period 2) Warm-up - Ask pupils to look at the picture in Lesson 1, point to and say the sound of the letter C/c and the words cake, car, cat, cup. (You may say Look at the picture, please!, Point to the letter c and say, please! or Point to the words and say, please!) - Have them play Pelmanism again. Draw pupils’ attention to the words they have learnt in Lesson 1, saying Let’s play Pelmanism, please! - Get pupils to open their books and look at Lesson 2, saying Open the books and look at Lesson 2, please! 3. Listen and chant. Goal: Pupils will be able to say the sound of the letter C/c and the words cake, cat, car, cup in a chant. Input: There are two verses in the chant. The letter C/c, the words a cup, a cake and a cat, a car are introduced in the first two lines of both verses. The phrases a cup and a cake, a cat and a car are mentioned in the last lines of both verses. The letter C/c is in red. Procedure: Step 1: Have pupils look at the chant, saying Look at the chant, please! Explain the meaning of each line (as mentioned in Input). Draw their attention to the letter C/c in the words cake, cat, car, cup. Check comprehension. Step 2: Let them look at the first line of the chant. Play the recording, ask pupils to listen and repeat the sound of the letter c and the word a cup, saying Look at letter C/c, listen and repeat, please! Then have them listen again and repeat the sound of the letter c and the word a cup individually and in chorus. Say Listen and repeat, please! If they chanted well, praise them, saying Well done! Follow the same procedure with other lines. Correct pronunciation, if necessary. Show them how to chant and clap their hands. Step 3: Play the recording all the way through again (more than once, if necessary) for pupils to do choral and individual repetition. Step 4: Put the class into two groups to practise chanting and clapping. Each group should sing one verse of the chant, saying Chant in groups, please! Step 5: If there is enough time, encourage a few groups to the front of the class to chant and clap their hands. The rest of the class may clap along to the rhythm. If they performed well, praise them, saying Very good! Outcome: Pupils can listen and sing the chant with correct pronunciation, natural stress and rhythm. 19 4. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. Input: The activity consists of two questions. Question 1 includes the pictures: a. a cat, b. a car. Question 2 consists of the pictures: a. a cup, b. a cake. Audio script: 1. A cat 2. A cake Procedure: Step 1: Have pupils look at the pictures (saying Look at the pictures, please!) and say what they can see. You may say Now look at the pictures in Question 1. What can you see? Can you see a cat? Yes, a cat. Can you see a car? Yes, a car. Draw pupils’ attention to the boxes next to the letters a and b, saying What do you see? You see a box? Yes, it’s a box. Now listen to the recording and tick the correct box. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! E.g: 1a: a cat, 1b: a car and/or 2a: a cup, 2b: a cake. Step 3: Play the recording of the first phrase for pupils to listen, saying Now listen, please! Play the recording of the first phrase for pupils to hear. Say What did you hear? Did you hear “a cat” or “a car”? Yes, it said “a cat”. You tick the box near the cat. Step 4: Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “a cat “ or “a car”? If some pupils say “a car”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “a cat” or “a car”? Yes, “a cat”. Tick the box a. So a is the correct answer. Step 5: Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording (several times if needed). Step 6: Call a few pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. a cat, 2. a cake. If they said correct words, praise them, saying Well done! or Very good! Outcome: They can listen, recognize the words and tick the correct boxes: 1. a 2. b. 5. Look and trace. Goal: Pupils will be able to trace the letter C/c (upper case and lower case). Input: The upper case and lower case of the letter c. Procedure: Step 1: Have pupils look at the letter C (upper case) and c (lower case), saying What can you see? Yes, you can see the C (upper case) and the c (lower case). Point to the upper case C and say This is the letter C (upper case). Then point to the lower case c and say and this is the letter c (lower case). Check comprehension. 20 Step 2: Write the letter C (upper case) and the c (lower case) in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the letter C (upper case) and the c (lower case). Check to make sure pupils understand the letters written in solid lines and those in broken lines. Step 3: Tell pupils to trace the letter C/c, saying Now trace the letter C/c with your pencil. You can demonstrate by air tracing or tracing the broken lines of the letter C/c. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 4: Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer. Give pupils time to work. Go around and offer help, if necessary. Step 5: Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or Good job! Step 6: If there is enough time, write the letter C/c in broken lines on the board and invite some pupils to trace them. Outcome: Pupils can trace the letter C/c correctly and neatly. LESSON 3 (Period 3) Warm-up - Greet the class. - Remind pupils of what they have learnt in Lesson 2, saying Well, in Lesson 2, you have learnt to say the sound /c/ in the words cat, cake, car, cup in the chant; you have listened to tick the correct pictures. - Ask the class to sing the chant or to play the game Pelmanism, saying Now let us sing the chant/play the game Pelmanism in Lesson 2. - Tell pupils to open their books and look at Lesson 3. Introduce Lesson 3, saying Now open your books on Page 11. In this lesson, you will learn Listen and repeat, Let’s talk, and Let’s sing. Let us start with Listen and repeat. 6. Listen and repeat. Goal: Pupils will be able to listen and repeat the sentence “I have a car.” Input: - “I have a car.” is used to express possession. - A picture of a boy holding a car in his hand. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! What’s in his hand? Yes, it’s a car. He has a car. He says “I have a car.” Now listen and repeat, please! Play the recording for pupils to listen. Explain the meaning of the sentence and how it is used. Check comprehension. 21 Step 2: Play the recording several times again for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Give support to those pupils who find it difficult to do the task. Step 3: Invite a few pupils to listen and repeat the sentence “I have a car.” in front of the class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very well! Outcome: Pupils can listen and repeat the sentence “I have a car.” correctly. 7. Let’s talk. Goal: Pupils will be able to express their possession, using “I have a _____.” Input: There are two parts in the activity. In part 1, there is a bubble which contains the structure “I have a _____.” In part 2, there are four pictures: a. a car, b. a cake, c. a cup, d. a cat. Procedure: Step 1: Have pupils look at the bubble to understand how the language is used (I have a _____). Explain the meaning of the sentence, if necessary. Step 2: Have pupils look at the first picture. Say Look at Picture a, please! Point to the car and ask them, saying What is this? Tell them that It’s a car. Then point to the bubble and the car and say I have a car. Step 3: Ask pupils to say the sentence “I have a car.” in chorus and individually (Now, point to Picture a and say “I have a car”). If they said the sentence correctly, praise them Well done! Correct pronunciation, if necessary. Step 4: Follow the same procedure with Pictures b, c, d. Give further support to those pupils who find it difficult to do the task, if necessary. Step 5: Ask a few pupils to point to the pictures and say “I have a _____.”, saying Now practise saying what you have. Offer help, if necessary. Step 6: Invite some pairs of pupils to practise pointing to the pictures or flashcards and say what they have in front of the class. Praise them, saying Excellent! if they performed well. Outcome: Pupils can express possession correctly and confidently. 8. Let’s sing! Goal: Pupils will be able to sing a song with the structure “I have a _____.” Input: There are two verses in the song. The first verse includes the sentences “I have a cup./I have a car.” and “I have a cup and I have a car.” In the second verse, the sentences “I have a cake./I have a cat.” and “I have a cake and I have a cat.” are introduced. 22 Procedure: Step 1: Have pupils look at the first line of the lyrics. Explain the meaning of the structure “I have a _____.” Then ask them to read the sentence aloud, saying Read aloud, please! Check comprehension, if necessary. Step 2: Play the recording of the first line several times for pupils to listen and repeat, saying Now listen and repeat, please! Step 3: Follow the same procedure with other lines. Correct pronunciation and the tune, the rhythm and the melody of the first verse of the song, if necessary. Step 4: Play the recording all the way through for pupils to listen, to sing and clap their hands. Offer help, if necessary. If they sang well, praise them Excellent! Step 5: Invite some pupils to sing the song in front of the class. The rest of the class sings along and claps their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. Outcome: Pupils can sing the song with correct pronunciation, natural tune/ rhythm and sweet melody. 23 Fun time 1 General description This section aims to provide pupils with some fun time after Unit 1 and Unit 2. It also serves as a chance for them to revise what they have learnt in these units via different fun activities and games. Each Fun time is taught in two lessons. - In Lesson 1, Activity 1 and Activity 2 are carried out. Activity 1 aims at revising some words learnt in the units. Activity 2 in the form of a popular game helps pupils remember the upper case B and C, lower case b and c. - In Lesson 2, Activity 3 and Activity 4 are covered. Activity 3 once again creates an opportunity for pupils to identify and read some words. In Activity 4, pupils play another game to help them use the structures learnt in the two units. Objectives By the end of Fun time 1, pupils will be able to: - identify some learnt words and say them with correct pronunciation. - imitate the upper case and lower case B/b and C/c, using body positions. - read the learnt words (book, cup, ball, cat). - make a short exchange, using the structures “Hi, I’m _____.” and “I have a _____.” LESSON 1 (Period 1) Warm-up - Greet the class and introduce yourself, e.g., Hi, I’m Hoa. - Ask pupils to work in pairs to say the words they have learnt in Unit 1 and Unit 2, saying Say the words you have learnt, please! - Have pupils open their books and look at Fun time 1, saying Open the books on Page 12 and look at Fun time 1, please! 24 1. Find and circle. Then say. Goal: Pupils will revise the words bike, cup, book, cat, car, ball. Input: A word search with six pictures around. Under each picture is a word indicating the thing/pet in the picture. Procedure: Step 1: Have pupils look at the pictures and say the words, saying Look and say, please! Step 2: Ask pupils to look at the word search, find and circle the words in it individually. Then say the words. Explain how to do the task, saying Find and circle the words in the word search. Then say the words. The words can go across or down. Model with the first word if necessary. Give further support to those pupils who find it difficult to do the task. Step 3: Have pupils exchange their answers in pairs or groups. Ask them to point to the words and say them until they feel confident. Go around and give further support to those pupils who find it difficult to do the task. Step 4: Call some pupils to show the circled words and say them in front of the class. Extended activity: After the pupils find the words and pronounce them, organize a short game. Divide the class into two teams. Call one pupil from each team to go to the board. Call out a word and the two pupils have to write them on the board. Give a point to each correct word. Pupils from the team take turns to write the words. Outcome: Pupils can find, circle and say the six words in the word search correctly. 2. Let’s play. Simon says Goal: Pupils will revise the upper case and lower case B/b and C/c through the game Simon says, using their body positions. 25 Input: - Four boys showing different body positions. These positions show the upper case and lower case B/b and C/c. - Four commands can be used in the game: Simon says show me a big B. Simon says show me a little b. Simon says show me a big C. Simon says show me a little c. Procedure: Step 1: Have pupils look at the pictures. Explain how the game is played: Teacher gives a command which begins with Simon says... and pupils have to use their body positions to show the letters. The pupils who make the wrong position will be out of the game. Check pupils’ understanding of the instruction by getting one pupil to repeat what they have to do. Step 2: Model the position of the first letter. Instruct pupils to imitate each position. Help them practise this position until they can remember. Follow the same procedure with the other letters. Give further support to those pupils who find it difficult to do the task. Step 3: Have the whole class play the game. Call one or two pupils to be the observer of the game. Give out the commands and monitor pupils to play the game. The pupils who cannot show the right position will be out and become the observers. Step 4: Divide the class into two teams. Each team plays the game. Give stars/points to the winner. With a better class, after the pupils become experts at the game, you can increase the difficulty. A command starting with Simon says means the pupils must obey that command. A command without the beginning Simon says means do not do this action. Anyone who breaks one of these two rules is eliminated from the game. Pupils can also give the commands for other pupils to play. Outcome: Pupils can play the game successfully by showing the correct body position for each letter. LESSON 2 (Period 2) Warm-up - Greet the class by saying Hi! - Have pupils play the game Simon says instructed in the previous lesson, saying Let’s play Simon says, please! - Ask them to open their books on Page 13,saying Open the books on Page 13, please! 26 3. Read and tick. Then colour and say. Goal: Pupils will be able to identify the words they have learnt and read them aloud. Input: The activity consists of four questions. Each question includes a phrase and two pictures a and b. Procedure: Step 1: Have pupils read the words in the first question saying Read the words, please! Have them look at the pictures and ask them What can you see in the pictures? Have them point to each picture and say the words (e.g. a. a book, b. a car). Ask them to tick the correct picture, saying Tick the correct picture, please! Step 2: Have them colour the correct picture, e.g. a book, saying Colour the book, please! Then have them say the words a book. Step 3: Follow the same procedure with Questions 2, 3 and 4. Give further support to those pupils who find it difficult to do the task. Step 4: Get pupils to check their answers in pairs. Then ask some pairs to give their answers. Give comments and confirm the correct answers. Step 5: Call on some pupils to read the words in front of the class. With a better class, ask pupils to work in pairs and practise writing the words in two minutes. Then show picture cards and ask some pupils to go to the board and write the words. Outcome: Pupils can identify the words, colour the appropriate pictures and say the words correctly: 1. a 2. b 3. a 4. b. 4. Let’s play. A happy circle Goal: Pupils will revise the structures “Hi, I’m _____.” and “I have a _____.” Input: Flashcards of the words they have learnt (book, bike, ball, cat, cake, car, cup). Structures “Hi, I’m _____.” and “I have a _____.” Procedure: Step 1: Have pupils look at the picture and read the sentences, saying Look at the picture and read the sentences, please! Step 2: Explain the rule of the game: A group of pupils make a circle. The teacher gives each pupil a card with a picture. Two pupils will play first. Pupil A greets, introduces his/her name and says what he/she has in the card by saying Hi, I’m ____. I have a ____. Pupil B does the same as Pupil A. After that, pupil B points to any pupil in the circle and he/she does the same. The last pupil in the circle shouts out “Happy” when he/she finishes his/her turn. 27 Step 3: Model the game with one pupil. Step 4: Have pupils play the game in groups of five or six. Support and give them help, when necessary. Step 5: Ask the whole class to play the game if the time allows. This time pupils can point to any pupil they like in class. If there is some time left, help pupils to create a chant with the sentences. Then the class will sing the chant and clap their hands. For example: Hi, I’m Ba. I have a car. Hi, I’m Bill. I have a cat. Outcome: Pupils can play the game successfully. They can say the sentences correctly. 28 Unit 3 At the street market Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter A/a in isolation and in the words apple, bag, can, hat correctly. - say the sound of the letter A/a and the words apple, bag, hat, cat in a chant. - recognize the words in different situations when listening. - use “This is my _____.” to introduce things. - trace the letter A/a. - sing a song with the structures “Hi, I’m _____. This is my _____.” LESSON 1 (Period 1) Warm-up - Greet the class, saying Hi, I’m _____. Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 2, Lesson 3, Activity 8 and clap their hands. - If time allows, let pupils play the game Pelmanism, saying Let’s play Pelmanism, please! - Have pupils open their books and look at Unit 3, Lesson 1, saying Open the books and look at Unit 3, Lesson 1, please! 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter A/a in isolation and in the words apple, bag, can, hat correctly. Input: The picture is about the market on the street. A girl (Ann) and her mother are standing next to the fruit stall. There are some kinds of fruit on the stall including the red apples. Ann is wearing a bag and holding a can. Her mother is holding an apple. The seller is wearing a hat. 29 The word apple is next to the apple, the word bag is next to the bag, the word can is next to the can. The word hat is next to the hat. The letter a in the words apple, bag, can and hat is in red. The sound of the letter A/a is the focus of Unit 3. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! and answer some questions such as Who are they? Where are they? and What are they doing? Draw pupils’ attention to the words next to the things and the colour of the letter A/a (as mentioned in Input). Check comprehension. Step 2: Ask pupils to point to the letter A/a. Have them listen and repeat the sound of the letter A/a, saying Listen and repeat, please! more than once, if necessary. Step 3: Tell pupils to point to the hat and the word hat, saying Point to the hat and the word “hat”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for pupils to do choral and individual repetition. Correct pronunciation, if necessary. Step 4: Repeat the same procedure with the words apple, bag and can. Correct pronunciation, if necessary. Step 5: Play the recording again and have them listen, point to the letter A/a and the words apple, bag, can, hat and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task. Step 6: Call a few pupils to pronounce the sound of the letter A/a and say the words apple, bag, can, hat in front of the class (you may say Great! when they perform well). Outcome: Pupils can listen and pronounce the sound of the letter A/a in isolation and in the words apple, bag, can, hat correctly. 2. Point and say. Goal: Pupils will be able to point to the letter A/a, the things (apple, bag, can, hat) in the picture and say the sound of the letter A/a and the words apple, bag, can, hat. Input: The same picture as mentioned in Activity 1. Procedure: Step 1: Have pupils look at the picture again, saying Look at the picture on Page 14, please! Ask them to describe the picture. Draw their attention to the letter A/a and the things, if necessary. Step 2: Get them to point to the letter A/a and say it, saying Point to the letter A/a and say, please! 30 Step 3: Ask pupils to point to the apple and say the word apple as a model, saying Point and say, please! Remind them of the sound of the letter a in the word apple. Then ask one pupil to point to the apple and to say the word apple in front of the class. Correct pronunciation, if necessary. Step 4: Follow the same procedure with other things. Go around and correct pronunciation, if necessary. Step 5: Ask pupils to work in pairs or in groups to look at the picture, point to the letter A/a, the things and say the sound of the letter A/a and the words. Go around, offer help and correct pronunciation, if necessary. Step 6: Invite a few pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Well done! or Very good! Outcome: Pupils can point to the letter A/a, the things and say the sound of the letter A/a and the words apple, bag, can, hat correctly. Fun corner If time allows, let pupils play the game Hot seat. Hot seat Goal: Pupils will revise the words they have learnt through the game Hot seat. Input: The words in the previous units and the words learnt in Unit 3 (apple, can, bag, hat). Procedure: Step 1: Tell pupils that they are going to play the game Hot seat. Explain how the game is played (as mentioned in the steps below). Check comprehension. Step 2: Divide the class into teams of four pupils. Call one pupil from each team to sit on the “hot seat”, facing the classroom with the board behind. Step 3: Write a word on the board, e.g. bag. Ask one of the team members to describe it to help the pupil in the “hot seat” guess the word. Step 4: Continue until each team member has described a word to the pupil in the “hot seat”. Give one star for each right word. The team gets more stars will win. Outcome: Pupils can play the game and revise the words in the previous units and those in Unit 3. LESSON 2 (Period 2) Warm-up - Greet the class and introduce yourself, saying Hi, I’m _____. - Ask pupils to look at the picture in Lesson 1 and say the sound of the letter A/a and the words apple, bag, can, hat. (You may say Look at the picture and say, please! or Point to the words and say, please!) 31 - If time allows, have pupils play the game Hot seat again. Draw their attention to the words they have learnt in Lesson 1. - Get pupils to open their books and look at Lesson 2, saying Open the books and look at Lesson 2, please! 3. Listen and chant. Goal: Pupils will be able to say the sound of the letter A/a and the words apple, bag, cat, hat in a chant. Input: There are two verses in the chant. The letter A/a, the words apple and bag and the structure “There’s a _____.” are introduced in the first verse. The letter A/a, the words cat and hat are in the second one. The letter A/a is in red. Procedure: Step 1: Have pupils look at the chant. Say Look at the chant, please! Draw pupils’ attention to the first line and explain its meaning. Ask them to pay attention to the letter A/a and the word apple. Check comprehension. Step 2: Let them look at the first line of the chant. Play the recording for pupils to listen and to get familiarized with the tune, saying Listen to the first line, please! Step 3: Play the recording again, ask pupils to listen and repeat the first line, saying Listen again and repeat, please! Then play the recording for them to listen and repeat until they feel confident, saying Now listen and repeat, please! Give further support to those pupils who find it difficult to do the task. Step 4: Follow the same procedure with the other lines. Show pupils how to chant and clap their hands. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Step 5: Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen and chant, please! Step 6: Put the class into two groups to practise chanting and clapping. Each of the groups should sing one verse of the chant. If there is enough time, invite some groups to the front of the class to chant and clap their hands. The rest of the class may clap their hands along to the rhythm (You may say Excellent! when they perform well). Outcome: Pupils can sing the chant with correct pronunciation, natural stress and rhythm. 32 4. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. Input: There are two questions. Question 1 includes the pictures: a. a can, b. an apple. Question 2 consists of two pictures: a. a bag, b. a hat. Audio script: 1. A can 2. A hat Procedure: Step 1: Have pupils point to the pictures of Question 1 and say what they can see. Then ask them to point to the pictures and say the words, saying Point and say, please! Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! E.g. 1a: a can, 1b: an apple. Step 3: Play the recording of the first phrase for pupils to listen. Before playing the recording, say Now look at the pictures in Question 1. What can you see? Can you see a can and an apple? Yes, a can and an apple. Now listen, please! Play the recording of the first phrase for pupils to hear. Step 4: Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “a can” or “an apple”? Yes, it said “a can”. So tick the box a. Step 5: Follow the same procedure with Question 2. Give further support to those pupils who find it difficult to do the task. Step 6: Call a few pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. a can, 2. a hat. Outcome: Pupils can listen, recognize the words and tick the correct boxes: 1. a 2. b. 5. Look and trace. Goal: Pupils will be able to trace the letter A/a (upper case and lower case). Input: The upper case and lower case of the letter A/a. Procedure: Step 1: Have pupils look at the letter A (upper case) and the letter a (lower case). Write the upper case A and the lower case a on the board, saying Look at the board. What can you see? Yes, you can see the upper case A and the lower case a. Point to the upper case A and say This is the upper case A. Then point to the lower case a and say and this is the lower case a. Ask some pupils to make sure if they recognize the two forms of the letter. Step 2: Write the upper case A and the lower case a in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case A and the lower case a. Check to make sure pupils understand the letters written in solid lines and those in broken lines. 33 Step 3: Ask pupils to trace the letter A/a, saying Now use your pencil to trace the letter A/a. You can demonstrate by air tracing or tracing the broken lines of the letter A/a on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 4: Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer. Give pupils time to work. Go around and offer help, if necessary. Step 5: Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or Good job! Step 6: If there is enough time, write the letter A/a in broken lines on the board and invite some pupils to trace them. Outcome: Pupils can trace the letter A/a correctly and neatly. LESSON 3 (Period 3) Warm-up - Spend a few minutes revising the previous lesson by asking the class to sing the chant in Lesson 2 and clap their hands, saying Sing the chant, please! - If there is enough time, let them play the game Hot seat, using the words apple, bag, can and hat. - Have pupils open their books and look at Lesson 3, saying Open the books and look at Lesson 3, please! 6. Listen and repeat. Goal: Pupils will be able to listen and repeat the sentence “This is my bag.” Input: - “This is my bag.” is used to introduce a thing. - A picture of a girl pointing to her bag. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! Point to the girl, saying Who is this? It’s a girl. Point to the bag, saying What is this? It’s a bag. Point to the sentence, saying This is my bag. Play the recording for pupils to listen. Step 2: Play the recording several times again for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Step 3: Ask pupils to point to the sentence and say it, saying Point and say, please! Give further support to those pupils who find it difficult to do the task. Step 4: Invite a few pupils to listen and repeat the sentence “This is my bag.” in front of the class. Correct pronunciation, if necessary or praise them if they said the sentence correctly, saying Well done! Outcome: Pupils listen and repeat the sentence “This is my bag.” correctly. 34 7. Let’s talk. Goal: Pupils will be able to introduce the things they have, using “This is my ____. “ Input: There are two parts in the activity. In part 1, there is a bubble which contains the structure “This is my ____. “ In part 2, there are four pictures: a. a bag, b. a hat, c. an apple, d. a can. Procedure: Step 1: Show a real bag (or a flashcard of a bag) and ask pupils to look at it, saying Look at the bag, please! and say This is my bag. Let them listen and repeat the sentence twice, saying Listen and repeat, please! Step 2: Have pupils look at the bubble (This is my ____.) to understand how the language is used. Explain the meaning of the sentence, if necessary. Step 3: Ask them to look at the pictures to identify the things they may possess. Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. Step 4: Point to Picture a and model the task, using the expression in the bubble and the word in the picture. E.g. This is my bag. Step 5: Ask pupils to say the sentence This is my bag in chorus and individually. Correct pronunciation, if necessary. Step 6: Follow the same procedure with Pictures b, c, d by getting pupils to point to the pictures and say what they have. Give further support to those pupils who find it difficult to do the task. Step 7: If time allows, invite some pupils to point to the pictures and say the sentences in front of the class (saying Well done! if they performed the task well). Outcome: Pupils can introduce the things they possess, using “This is my ____.” correctly. 8. Let’s sing! Goal: Pupils will be able to sing a song with the structures “Hi, I’m ____.” and “This is my ____.” Input: There are two verses in the song. The first one includes three lines with the structure “Hi, I’m ____.” In the second verse, the structure “This is my ____.” is used with the words apple, hat, bag and can. 35 Procedure: Step 1: Have pupils read the lyrics to familiarize themselves with the first verse of the song, saying Now look at the first verse, please! Check comprehension. Step 2: Play the recording several times for pupils to repeat the verse, line after line, to make sure that they can sing the verse correctly. Step 3: Follow the same procedure with the second verse of the lyrics. Step 4: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song, saying Now listen to the whole song. Step 5: Let pupils practise singing the song. Help them to sing the song line by line first. Then help them to sing the whole song. If there is enough time, let them sing the song several times or ask some pupils to sing the song individually. Praise them when they perform well. Step 6: Have class sing the whole song and clap their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. Outcome: Pupils can sing the song with correct pronunciation, natural tune/ rhythm and sweet melody. 36 Unit 4 In the bedroom Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter D/d in isolation and in the words desk, dog, door, duck correctly. - say the sound of the letter D/d and the words desk, dog, door, duck in a chant. - recognize the words in different situations when listening. - use “This is a _____.” to introduce something. - trace the letter D/d. - sing a song with the structures “This is a _____. It’s on/near the _____.” LESSON 1 (Period 1) Warm-up - Greet the class, saying Hi, class. Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 3, Lesson 3, Activity 8 and clap their hands, saying Let’s sing the song, please! - If there is enough time, let them play the game Pelmanism, using the words they have learnt in Unit 3, saying Let’s play Pelmanism, please! - Have pupils open their books and look at Unit 4, Lesson 1, saying Open the books and look at Unit 4, Lesson 1, please! 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter D/d in isolation and in the words desk, dog, door, duck correctly. 37 Input: The picture is about the bedroom of Dan. Dan is learning at the desk. There is a duck on the bed. The bedroom door is open and in the doorway, there is a dog. The word desk is next to the desk, the word dog is next to the dog, the word door is next to the door and the word duck is next to the duck. The letter d in the words desk, dog, door and duck is in red. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! and describe the picture. Draw pupils’ attention to the letter D/d, the words next to the things/pet and the colour of the letter D/d (as mentioned in Input). Check comprehension. Step 2: Ask pupils to point to the letter D/d, saying Look at letter D/d. Have them listen and repeat the sound of the letter D/d (saying Listen and repeat, please!) more than once, if necessary. Step 3: Tell pupils to point to the door and the word door, saying Point to the door/the word “door”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for pupils to do choral and individual repetition. Correct pronunciation, if necessary. Step 4: Repeat the same procedure with the words desk, dog and duck. Correct pronunciation, if necessary. Step 5: Play the recording again and have them listen, point to the letter D/d and the words desk, dog, door, duck and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task. Step 6: Play the recording again and call a few pupils to say the sound of the letter D/d and the words desk, dog, door, duck in front of the class, saying Well done! when they perform well. Outcome: Pupils can pronounce the sound of the letter D/d in isolation and in the words desk, dog, door, duck correctly. 2. Point and say. Goal: Pupils will be able to point to the letter D/d, the things/pet (desk, dog, door, duck) in the picture and say the sound of the letter D/d and the words desk, dog, door, duck. Input: The same picture as mentioned in Activity 1. 38 Procedure: Step 1: Have pupils look at the picture again, saying Look at the picture on Page 17, please! Ask them to describe the picture. Draw their attention to the letter D/d and the things/pet, if necessary. Step 2: Get them to point to the letter D/d and say it, saying Point to the letter D/d and say, please! Step 3: Ask them to point to the door and say the word door, saying Point to the door and say “door”, please! Give further support to those pupils who find it difficult to do the task. Step 4: Follow the same procedure with other things. Go around and correct pronunciation, if necessary. Step 5: Ask pupils to work in pairs or in groups to look at the picture, point to the letter D/d, the things/pet and say the sound of the letter D/d and the words. Go around, offer help and correct pronunciation, if necessary. Step 6: Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Well done! or Very good! Outcome: Pupils can point to the letter D/d, the things/pet and say the sound of the letter D/d, the words desk, dog, door, duck correctly. Fun corner If time allows, let pupils play the game Red words, green words. Red words, green words Goal: Pupils will be able to say the words learnt. Input: A large pack of vocabulary cards (using the words in the previous units). Write most of the words in green and the words desk, dog, door, duck in red. Procedure: Step 1: Place all of the vocabulary cards face down in two lines between the two teams. Each team has three representatives. Step 2: Tell pupils how the game is played: Divide the class into two teams. Each team has three pupils. There are two rows of word cards in green and red. The words in Unit 4 are red and the words in the previous units are green. Pupils take turn to take cards and read the words. They only win when pronouncing the words correctly and keep the cards. The team with the most cards is the winner. Check comprehension. Say Can you see the cards? OK, now let’s play the game. 39 Step 3: The first player picks a card from the top of the line. If the card is green and the player can read the word, he/she holds the card and picks another card. If the player can’t read the green word, you may offer help. The player repeats the word and places the card on the bottom of the line. Then, it’s the next player’s turn. Step 4: Players continue picking the cards and reading the words until a red card is turned up. If the player can read the word in the red card, he/she keeps all of the cards that are read. If the word in the red card can’t be read correctly, all of the cards that the player has read on that turn are placed to the bottom of the line. Step 5: Invite another group of three pupils to play the game. The game ends when there are no more cards to read. The team that holds most of the cards will be the winner. Outcome: Pupils can say all the learnt words correctly. LESSON 2 (Period 2) Warm-up - Ask pupils to look at the picture in Lesson 1 and say the sound of the letter D/d and the words desk, dog, door, duck. (You may say Look at the picture, please! Point to the letter D/d and say, please! and Point to the words and say, please!) - Have them play the game Red words, green words again. Draw pupils’ attention to the words they have learnt in Lesson 1, saying Let’s play the game Red words, green words, please! - Get pupils to open the book and look at Lesson 2, saying Open the books and look at Lesson 2, please! 3. Listen and chant. Goal: Pupils will be able to say the sound of the letter D/d and the words desk, dog, door, duck in a chant. Input: There are two verses in the chant. The letter D/d and the phrases a duck, a dog are introduced in the first verse. The letter D/d and the phrases a door, a desk are in the second verse. The letter D/d is in red. Procedure: Step 1: Have pupils look at the chant. Say Look at the chant, please! Draw pupils’ attention to the first line and explain its meaning. Ask them to pay attention to the letter D/d and the word duck. Check comprehension. Step 2: Play the recording of the first line for pupils to listen and to get familiarized with the tune, saying Listen to the first line, please! 40 Step 3: Play the recording again, ask pupils to listen and repeat the first line, saying Listen again and repeat, please! Then play the recording for them to listen and repeat until they feel confident, saying Now listen and repeat, please! Step 4: Follow the same procedure with the other lines. Show pupils how to chant and clap their hands. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Step 5: Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen to the recording and chant, please! Go around and offer help, if necessary. Step 6: Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. If they sang the chant well, praise them, saying Well done! or Very good! Extra activity: If there is enough time, ask pupils to look at the picture in Activity 3 and find the items that are in the chant. Outcome: Pupils can sing the chant with correct pronunciation, natural stress and rhythm. 4. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. Input: There are two questions in this activity. Question 1 includes the pictures: a. a dog, b. a duck. Question 2 includes the pictures: a. a door, b. a desk. Audio script: 1. This is a dog. 2. This is a desk. Procedure: Step 1: Have pupils look at the pictures of Question 1, saying Look at the pictures, please! and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! E.g. 1a: a dog, 1b: a duck. Step 3: Play the recording of the first sentence for pupils to listen. Before playing the recording, saying Now look at the pictures in Question 1. What can you see? Can you see a dog and a duck? Yes, a dog and a duck. Now listen to the recording, please! Play the recording of the first sentence several times, if necessary, for pupils to hear. 41 Step 4: Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “This is a dog” or “This is a duck”? If some pupils say “This is a duck”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “This is a dog” or “This is a duck”? Yes, “This is a dog”. So tick the box a. Step 5: Follow the same procedure with question 2. Give further support to those pupils who find it difficult to do the task. Step 6: Call a few pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. This is a dog, 2. This is a desk. Outcome: Pupils can listen, recognize the words and tick the correct boxes: 1. a 2. b. 5. Look and trace. Goal: Pupils will be able to trace the letter D/d (upper case and lower case). Input: The letter D/d (upper case and lower case). Procedure: Step 1: Have pupils look at the letter D (upper case) and the letter d (lower case). Write the upper case D and the lower case d on the board, saying Look at the board. What can you see? Yes, you can see the upper case D and the lower case d. Point to the upper case D and say This is the upper case of the letter D. Then point to the lower case d and say and this is the lower case of the letter d. Ask some pupils to make sure if they recognize the two forms of the letter. Step 2: Write the upper case D and the lower case d in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case D and the lower case d, but they are written in broken lines. Check to make sure pupils understand the letters written in solid lines and those in broken lines. Step 3: Tell pupils to trace the letter D/d, saying Now use your pencil to trace the letter D/d. You can demonstrate by air tracing or tracing the broken lines of the letter D/d. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 4: Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer. Give pupils time to work. Go around and offer help, if necessary. Step 5: Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or You’ve done a good job! Step 6: If there is enough time, write the letter D/d in broken lines on the board and invite some pupils to trace them. Outcome: Pupils can trace the letter D/d correctly and neatly. 42 LESSON 3 (Period 3) Warm-up - Remind pupils of what they have learnt in Lesson 2, saying You have learnt to chant with the sound /d/ in the words desk, dog, door and duck; you have listened to tick the correct word you heard. - Ask the class to sing the chant or to play the game Red words, green words, saying Now let’s play the game Red words, green words in Lesson 2. - Tell pupils to open their books and look at Lesson 3, saying Now open your books on Page 19, please! 6. Listen and repeat. Goal: Pupils will be able to listen and repeat the sentence “This is a dog.” Input: - The sentence “This is a dog.” is used to introduce something. - A picture of a boy pointing to a dog. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! Point to the dog, saying This is a dog. And then have pupils look at the sentence “This is a dog.”, saying Look at the sentence “This is a dog.”, please! Explain the meaning of the sentence and how it is used. Check comprehension. You may show a flashcard of a dog and ask pupils to look at it, saying Look at the picture/the flashcard, please! and say “This is a dog”. Step 2: Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Step 3: Ask pupils to point to the sentence and say it, saying Point and say, please! Give further support to those pupils who find it difficult to do the task. Step 4: Invite a few pupils to listen and repeat the sentence “This is a dog.” in front of the class. (You may elicit the pupils to say the sentence “This is a ____.” with the other things they have learnt, e.g. a bag, a hat, a book, ...). Correct pronunciation, if necessary or praise them if they said the sentence correctly, saying Well done! Outcome: Pupils can listen and repeat the sentence “This is a dog.” correctly. 7. Let’s talk. Goal: Pupils will be able to introduce something, using “This is a _____.” 43 Input: There are two parts in the activity. In part 1, there is a bubble which contains the structure “This is a ____.” In part 2, there are four pictures: a. a dog, b. a duck, c. a door, d. a desk. Procedure: Step 1: Have pupils look at the first picture. Say Look at Picture a, please! Point to the dog and ask them What is this? The pupils may answer “a dog”. Tell them to introduce a dog in English, saying “This is a dog”. Step 2: Point to Picture a and model, using the expression in the bubble and the word in the picture. E.g. “This is a dog.” Step 3: Ask pupils to point to Picture a and say the sentence This is a dog in chorus, saying Let’s point to Picture a and say “This is a dog”, please! Correct pronunciation, if necessary. Step 4: Ask them to look at the pictures to identify the other things, saying Look at Pictures b, c, d, please! Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. Step 5: Ask pupils to work in pairs or in groups to practise introducing things to each other, saying “This is a ____.” Give further support to those pupils who find it difficult to do the task. Step 6: Select some pairs of pupils to practise introducing things to each other in front of the class. Praise them, saying Excellent! if they performed well. Outcome: Pupils can use the structure “This is a ____.” to introduce something correctly. 8. Let’s sing! Goal: Pupils will be able to sing a song with the structures “This is a ____.” and “It’s on/near the ____.” Input: There are three verses in the song. The first one includes two sentences about a duck on the desk. The second verse consists of two sentences about a dog near the door. In the third one, the two sentences are about a desk near the window. Procedure: Step 1: Have pupils read the lyrics to get familiarized with the first verse of the song, saying Now look at the first verse, please! Check comprehension. Step 2: Have pupils look at the lines of the first verse. Explain the meaning of the structures “This is a ____. It’s on the ____.” Then ask them to read the sentences aloud. 44 Step 3: Play the recording several times for pupils to repeat the verse, line after line, to make sure that they can sing the verse correctly. Step 4: Follow the same procedure with the second and the third verse of the lyrics. Step 5: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song, saying Now listen to the whole song. Step 6: Let pupils practise singing the song. Help them to sing the song line by line first. Then help them to sing the whole song. If there is enough time, let them sing the song several times or ask some pupils to sing the song individually. Praise them when they perform well. Extra activity: If there is enough time, ask pupils to look at the picture in Activity 8 and find the items that are in the song. Outcome: Pupils can sing the song with correct pronunciation, natural tune/ rhythm and sweet melody. 45 Review 1 Objectives By the end of Review 1, pupils will revise: Phonics: the sound of the letters b, c, a, d Vocabulary: ball, bike, Bill, book cake, car, cat, cup apple, bag, can, hat desk, dog, door, duck Structures: Hi, I’m _____. (greeting and introducing someone’s name) Bye, _____. (saying goodbye) I have a _____. (talking about possession) This is my _____. (introducing someone’s thing) This is a _____. (introducing something) Phil and Sue Warm-up - Remind pupils of the names of the topics they have learnt from Unit 1 to Unit 4. - If time allows, have them play a game (e.g. Slap the board, Pelmanism or Hot seat) with the words they have learnt in the previous units. - Have them open the books and look at the story Phil and Sue, saying Open your books and look at the strong Phil and Sue, please! 1. Listen and repeat. Goal: Pupils will be able to listen and repeat the story. Input: The picture of Phil and Sue greeting and introducing themselves. The four pictures of the story: Picture 1. Phil and Sue are greeting each other and introducing themselves. Picture 2. Phil and Sue are introducing their pets. Picture 3. Phil and Sue are talking about their things. Picture 4. While Phil and Sue are talking about their things, Phil’s dog catches Sue’s cake and runs away. 46 Procedure: Step 1: Have pupils look at the picture of the boy, the girl and the speech bubbles. Introduce the two new characters Phil and Sue and help pupils identify them (their names, genders, clothes,...) by asking them some questions such as Who’s the boy? Who’s the girl? What are they doing? Check comprehension. Step 2: Have pupils look at Picture 1 (saying Look at Picture 1, please!) and describe the picture. Draw pupils’ attention to the boy (Phil), the girl (Sue) and the bubbles (as mentioned in Input). Step 3: Play the recording several times for pupils to listen and repeat the bubbles, saying Now listen, point to the sentences and repeat, please! Check comprehension. Step 4: Repeat the same procedure with Pictures 2, 3 and 4. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Step 5: Play the recording of the whole story several times and have pupils listen, point to the speech bubbles and repeat until they feel confident. Go around and offer help, if necessary. Step 6: Play the recording again and invite some pairs of pupils to listen to the recording and repeat the story in front of the class, saying Well done! when they perform well. Encourage them to use gestures, face expressions,... when they repeat the story. Outcome: Pupils can listen and repeat the story with correct pronunciation, stress and intonation. 2. Look and circle. Goal: Pupils will be able to identify the words for the pictures by circling them. Input: Pictures of a dog, a book, a cat and a duck. A chain of the eight words pupils have learnt from Unit 1 to Unit 4: dog, cake, cat, duck, book, can, car, ball. Procedure: Step 1: Explain how to do the task, saying Look at the pictures, find and circle the words, please! Step 2: Ask them to identify the thing/animals, saying What can you see in the pictures? Can you see the dog? Yes, it is the dog. Say the word, please! Ask pupils to repeat the words several times, saying Repeat, please! Use the picture of a dog and the word dog circled as the example. Step 3: Ask pupils to look at the pictures and circle the words in the chain, saying Now use your pencil to circle the words. Give pupils time to work. Give further support to those pupils who find it difficult to do the task. 47 Step 4: Ask pupils to work in pairs and swap their work, saying Now work in pairs and check each other’s answers. Go around and offer help, if necessary. Step 5: Invite some pupils to show what they have done. Praise them if they have done well, saying You did very well! or Great job! Outcome: Pupils can identify and circle the words correctly: dog, cat, duck, book. Self-check Warm-up - Have pupils look at the story Phil and Sue, listen and repeat the sentences in the bubbles. - If there is enough time, ask some pairs to read the exchanges in the story. - Ask them to open their books and look at Self-check, saying Open your books and look at Self-check, please! 1. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. Input: There are two questions (1 and 2) in this activity. Question 1 includes the pictures: a. a ball, b. a car. Question 2 includes the pictures: a. a cat, b. a dog. Audio script: 1. ball 2. dog Procedure: Step 1: Have pupils look at the pictures of Question 1, saying e.g. Look at Picture 1, please! What can you see? Can you see a ball and a car? and say what they can see, e.g. a ball, a car. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the words in front of the class (saying Point to the pictures and say, please!). E.g. 1a: a ball, 1b: a car. Step 3: Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording twice or more if needed. Ask pupils to listen and tick the correct box. Give further support to those pupils who find it difficult to do the task. Step 4: Follow the same procedure with the pictures of Question 2. Go around and offer help, if necessary. Step 5: Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary. Step 6: Invite some pupils to the front of the class to point to the pictures and say what they have heard. Outcome: Pupils can listen, recognize the words and tick the correct boxes: 1. a 2. b. 48 2. Listen and circle. Goal: Pupils will be able to listen and identify the sounds by circling the letters. Input: There are four pairs of letters: 1. b d 2. a c 3. b c 4. c d Audio script: 1. b 2. a 3. c 4. d Procedure: Step 1: Have pupils look at the pairs of letters. Explain the task, saying Listen to the sound and circle the letter. Check comprehension. Step 2: Ask pupils to work in pairs to point to the letters in each pair and say the sounds, saying Point to the letters and say, please! Step 3: Play the recording, ask pupils to listen and circle the letters of the sounds. Step 4: Ask pupils to swap and check the answers. Play the recording again for them to check, if necessary. Give the correct answers. Step 5: Invite some pupils to say the sounds they have listened. Outcome: Pupils can listen, identify the sounds and circle the correct letters: 1. b 2. a 3. c 4. d. 3. Listen and tick or cross. Goal: Pupils will be able to listen, recognize the words and put a tick or a cross in the box under each picture. Input: The activity consists of four pictures: 1. a book, 2. a bag, 3. a desk, 4. a door. There is a box under each picture. Audio script: 1. This is my ball. 2. This is my bag. 3. This is my desk. 4. This is my car. Procedure: Step 1: Have pupils look at Picture 1 (saying Look at Picture 1, please!) and say what they can see, (saying What can you see? Can you see a book? Yes, a book). Follow the same procedure with the other three pictures. Invite some pupils to point to the pictures and say the words in front of the class (saying Point to the pictures and say, please!). E.g. 1. a book, 2. a bag. Step 2: Draw pupils’ attention to the box under Picture 1. Before playing the recording, say Are you ready? Play the first sentence and have pupils do the task, saying OK, now listen and tick or cross, please! Step 3: Follow the same procedure with the other three pictures. Play the recording twice or more if needed, ask pupils to listen and put a tick or a cross. Give further support to those pupils who find it difficult to do the task. 49 Step 4: Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary. Step 5: Invite some pupils to the front of the class to point to the pictures and say what they have heard. Outcome: Pupils can listen, recognize the words and put a tick or a cross in the boxes correctly: 1. x 2. √ 3. √ 4. x. 4. Read and tick. Goal: Pupils will be able to read and tick the correct boxes. Input: There are four questions in the activity. Each question consists of one phrase and two pictures a and b for pupils to identify and put a tick in the box. Procedure: Step 1: Have pupils look at the pictures (saying Look at the pictures, please!) and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Ask pupils to look at the phrase in each question. Check their comprehension. Step 3: Get pupils to read the phrases and tick the correct boxes, saying Now read and tick the correct pictures, please! Give further support to those pupils who find it difficult to do the task. Step 4: Ask pupils to work in pairs and swap their work, saying Now work in pairs and check each other’s answers. Give pupils time to work. Go around and offer help, if necessary. Step 5: Invite some pupils to show what they have done. Praise them if they have done well, saying You did very well! Outcome: Pupils can read and tick the correct boxes: 1. a 2. a 3. b 4. b. 5. Colour the apple, the ball, the cat and the dog. Then point and say. Goal: Pupils will be able to colour the things/pets, point to them and say the sentences. Input: There are four pictures (an apple, a ball, a cat, a dog) for pupils to colour and the incomplete sentences under the pictures for them to use as cues and say. Procedure: Step 1: Have pupils look at the pictures, incomplete sentences and help them identify the task, saying Colour the things and pets, point to them and say the full sentences, please! Step 2: Have pupils look at the first picture. Ask them to point to the thing and say the word, saying Point to the apple and say “apple”, please! Follow the same procedure with other things/pets. 50 Step 3: Ask pupils to identify what information is missing in the sentences, saying Look at the incomplete sentences and say what information is missing here. That’s right, you should say your name in the first sentence and the word for the thing you have in the second one. Use the first picture (an apple) as the example, point to it and say Hi, I’m ____. (e.g. Hi, I’m Hoa.) This is my apple. Check pupils’ comprehension. Step 4: Have pupils work individually to colour the pictures. Step 5: Get pupils to work in pairs to point to the pictures, look at the sentences and say them (in the first sentence: greeting and saying names, in the second sentence: introducing one’s things/pets). Go around and offer help, if necessary. Step 6: Invite some pupils to point to the pictures and say the sentences in front of the class. Praise them if they have done well, saying Very well! Outcome: Pupils can colour the things/pets, point to the pictures and introduce their names and things/pets correctly. 51 Unit 5 At the fish and chip shop Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter I/i in isolation and in the words chicken, chips, fish and milk correctly. - say the sound of the letter I/i and the words chicken, chips, fish and milk in a chant. - recognize the words in different situations when listening. - use “I like _____.” to talk about someone’s favourite food/drinks. - trace the letter I/i. - sing a song with the structure “I like _____.” LESSON 1 (Period 1) Warm-up - Ask pupils to greet and introduce themselves, e.g. Hi, I’m Minh. - Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 4, Lesson 3 and clap their hands. - Ask pupils some questions about their favourite food and drinks, saying What food do you like? What drinks do you like? Do you like fish? Do you like milk? - Have pupils open their books (saying Open the books, please!) and look at Unit 5, Lesson 1, saying Look at Unit 5, Lesson 1, please! 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter I/i in isolation and in the words chicken, chips, fish and milk correctly. 52 Input: The picture is about an English boy and his sister standing at a fish and chip shop. The boy is holding a tray of chips and fish. His sister is standing behind him. The word chicken is next to the piece of chicken, the word milk is next to the carton of milk, the word fish is next to the dish of fried fish, and the word chips is next to the package of fried chips. The letter i in the words chicken, chips, fish and milk is in red. The sound of the letter I/i is the focus of Unit 5. Cultural note: Fish & chips (fish and chips) pronounced as /fi∫ ǝn t∫ip/ has been a favourite food in Great Britain for hundreds of years and has become part of British food culture. Fish & chips is a hot dish consisting of fried fish in batter served with chips. A fish & chip shop is a form of a fast food restaurant that specialises in selling fried fish & chips. Usually, fish & chip shops provide takeaway service, although some have seating facilities. Fish & chip shops may also sell other foods, such as burgers, chicken, salad, ... Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! Describe the picture. Draw pupils’ attention to the letter I/i, the words next to the things in the pictures and the colour of the letter I/i (as mentioned in Input). Check comprehension. Step 2: Ask pupils to point to the letter I/i. Have them listen and repeat the sound of the letter I/i (saying Listen and repeat, please!) more than once, if necessary. Step 3: Tell pupils to point to the chicken and the word chicken, saying Point to the chicken and the word “chicken”, please! Ask them to listen and repeat the word, saying Listen and repeat, please! Step 4: Follow the same procedure with the chips, the fish and the milk. Correct pronunciation, if necessary. Step 5: Play the recording again and have them listen, point to the letter I/i, the words chicken, chips, fish, milk and repeat until they feel confident. Step 6: Play the recording again and call a few pupils to say the letter I/i, and the words chicken, chips, fish and milk in front of the class (saying Good job! when they perform well). Outcome: Pupils can listen and pronounce the sound of the letter I/i in isolation and in the words chicken, chips, fish and milk correctly. 53 2. Point and say. Goal: Pupils will be able to point to the letter I/i and food/drinks (chicken, chips, fish and milk) in the picture and say the sound of the letter I/i , the words chicken, chips, fish, milk. Input: The same picture in Activity 1. Procedure: Step 1: Have pupils look at the picture again, saying Look at the picture on Page 23, please! Ask them to describe the picture. Draw their attention to the letter I/i and the food/drinks in the picture. Step 2: Get them to point to the letter I/i and say it, saying Point to the letter I/i and say, please! Step 3: Let them point to the chicken and say the word chicken, saying Point to the chicken and say the word, please! Give further support to those pupils who find it difficult to do the task. Step 4: Follow the same procedure with other things. Go around and correct pronunciation, if necessary. Step 5: Ask pupils to work in pairs or in groups to point to the picture and say the sound of the letter I/i and the words, saying Point to the picture and say, please! Go around and correct pronunciation, if necessary. Step 6: Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Very good! Outcome: Pupils can point to the letter I/i, the food/drinks, say the sound of the letter and the words chicken, chips, fish, milk correctly. Fun corner If time allows, let pupils play a Matching game. Matching game Goal: Pupils will revise the words chicken, chips, fish and milk through the game Matching game. Input: Flashcards with the letters from the words chicken (C- H- I- C- K- E- N), chips (C- H- I-P- S), fish (F-I-S-H) and milk (M-I- L-K). Procedure: Step 1: Explain how to play the game, saying Listen to the teacher and make a word from the flashcards, please! Step 2: Divide the class into four groups and give each group a set of flashcards to make one word. 54 Step 3: Ask pupils in each group to hold the flashcards (each pupil holds one card), the other pupils in the group observe and help them, if necessary. Step 4: Set the time and say one word, e.g. FISH. The group that has F, I, S, H should go to the front of the class, show the cards in the correct order to make the word. Follow the same procedure with other words. Step 5: Have the class look at the words and announce the winner. Outcome: The group that makes the word the quickest will win. LESSON 2 (Period 2) Warm-up - Ask pupils to look at the picture in Lesson 1, point to and say the sound of the letter I/i and the words chicken, chips, fish, milk. You may say Look at the picture, please!, Point to the letter I/i and say, please! or Point to the words and say, please! - If time allows, have them play a matching game again, saying Let’s play a matching game, please! Draw pupils’ attention to the words they have learnt in Lesson 1. - Get pupils to open their books and look at Lesson 2,saying Open the books and look at Lesson 2, please! 3. Listen and chant. Goal: Pupils will be able to say the sound of the letter I/i and the words chicken, chips, fish and milk in a chant correctly. Input: There are two verses in the chant. The letter I/i and the words fish, chips are introduced in the first verse. The letter I/i and the words milk, chicken are introduced in the second one. The letter I/i is in red. Procedure: Step 1: Have pupils look at the chant, saying Look at the chant, please! Draw pupils’ attention to the first line and explain its meaning (as mentioned in Input). Ask them to pay attention to the letter I/i and the word fish. Check comprehension. Step 2: Play the recording of the first line for pupils to listen and to get familiarized with the rhythm, saying Listen to the first line, please! Play the recording again, ask pupils to listen and repeat the first line. Say Listen again to the first line and repeat, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen to the recording and repeat, please! Step 3: Follow the same procedure with the other lines in the chant. Show pupils how to chant and clap their hands along. Correct pronunciation, if necessary. 55 Step 4: Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen to the recording, chant and clap your hands, please! Give further support to those pupils who find it difficult to do the task. Step 5: Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant and clap their hands along. If they sang the chant well, praise them, saying Excellent! or Perfect! Outcome: Pupils can listen and sing the chant with correct pronunciation, natural stress and rhythm. 4. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. Input: The activity consists of two questions (1 and 2). Question 1 includes two pictures: a. chips, b. fried fish. Question 2 includes two pictures: a. chicken, b. milk. Audio script: 1. This is fish. 2. This is chicken. Procedure: Step 1: Have pupils look at the pictures of Question 1 and say what they can see, saying Look at the pictures in Question1, please! What can you see? Can you see chips and fish? Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! E.g. 1a: chips, 1b: fish. Step 3: Before playing the recording, say Are you ready? OK, now listen to the sentence, please! Play the recording twice or more if needed, ask pupils to listen and tick the correct boxes. Step 4: Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary. Step 5: Follow the same procedure with the pictures in Question 2. Step 6: Call a few pupils to the front of the class to point to the pictures and say what they have heard. Outcome: Pupils can listen, recognize the words and tick the correct boxes: 1. b 2. a. 5. Look and trace. Goal: Pupils will be able to trace the letter I/i (upper case and lower case). Input: The letter I/i (upper case and lower case). 56 Procedure: Step 1: Have pupils look at the letter I (upper case) and i (lower case). Write the letter upper case I and the lower case i on the board, saying Look at the board. What can you see? Yes, you can see the I upper case and the i lower case. Point to the upper case I and say This is the upper case of the letter I. Then point to the lower case i and say And this is the lower case of the letter i. Make sure pupils recognize the two forms of the letter. Step 2: Write the letter upper case I and the lower case i in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case I and the lower case i. Check to make sure pupils understand the letters written in solid lines and those in broken lines. Step 3: Tell pupils to use their pencils to trace the letter I/i. You can demonstrate by air tracing or tracing the broken lines of the letter I/i on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 4: Ask pupils to work in pairs and to swap their tracing. Give pupils time to work. Go around and offer help, if necessary. Step 5: Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good job! Outcome: Pupils can trace the letter I/i correctly and neatly. LESSON 3 (Period 3) Warm-up - Greet the class. - Remind pupils of what they have learnt in Lesson 2, saying Well, in Lesson 2, you have learnt to chant with the sound /i/ in the words chicken, chips, fish and milk. And you have listened to tick the correct pictures. - If time allows, ask the class to sing the chant again, saying Now let us sing the chant. Pay pupils’ attention to the pronunciation, stress and rhythm. - Tell pupils to open their books and look at Lesson 3, saying Now open your book on Page 25. 6. Listen and repeat. Goal: Pupils will be able to listen and repeat the sentence “I like milk.” Input: - The sentence “I like milk.” is used to talk about someone’s favourite drinks. - A picture of a boy holding a carton of milk. 57 Procedure: Step 1: Have pupils look at the picture of a boy holding a carton of milk. Explain the meaning of the sentence “I like milk.” in the bubble and how it is used. Check comprehension. Step 2: Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Step 3: Invite a few pupils to listen and repeat the sentence “I like milk”. in front of the class. Correct their pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying Great job! Step 4: Ask pupils to work in pairs, point to and repeat the sentence “I like milk”. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. Outcome: Pupils can listen and repeat the sentence “I like milk.” correctly. 7. Let’s talk. Goal: Pupils will be able to talk about their favourite food/drinks, using “I like _____.” Input: The activity consists of two parts. Part 1 includes the bubble with the structure “I like _____.” Part 2 includes four pictures: a. a carton of milk, b. a package of chips, c. a dish of fried fish and d. a dish of chicken. Procedure: Step 1: Have pupils look at the first picture. Point to the carton of milk and ask them, saying What’s this? Tell them that it is milk, saying It’s milk. Follow the same procedure with other pictures in the activity. Step 2: Ask pupils to use the structure in the bubble “I like _____.” and Picture 1 (milk) to talk about their favourite drink, e.g. I like milk. Get them to repeat the sentence several times individually and in chorus. Check comprehension. Step 3: Follow the same procedure with the other pictures in this activity. Make sure pupils understand the structure “I like ____.” and say it with the right pronunciation and intonation. Step 4: Ask pupils to work in pairs or in groups to practise talking about favourite food/drinks, saying Now practise talking about your favourite food/drinks, please! Go around and offer help or correct pronunciation if necessary. Step 5: Select some pairs of pupils to practise talking about favourite food/drinks in front of the class. Praise them, saying That’s right! or Superb!, if they performed well. Outcome: Pupils can talk about favourite food/drinks with “I like _____.” correctly. 58 8. Let’s sing! Goal: Pupils will be able to sing a song, using the structure “I like ________.” Input: There are two verses in the song. The first verse is about favourite food (fish and chips) of the boy with dark curly hair. The second one is about favourite food and drink (milk and chicken) of the boy with blond hair. Procedure: Step 1: Have pupils look at the lyrics to get familiarized with the first verse of the song. Say Now look at the lyrics of the first verse, please! Play the recording several times for pupils to repeat line after line to make sure that they can pronounce the verse correctly. Check comprehension. Step 2: Have pupils look at the lyrics to get familiarized themselves with the second verse of the song. Play the recording several times for pupils to repeat to make sure that they can pronounce the verse correctly. Check comprehension. Step 3: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song, please! Step 4: Let pupils practise singing the song. Help them sing the song line by line first. Then help them sing the whole song. If there is time, let them sing the song several times until they feel confident. Step 5: Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they perform well, saying Fantastic! or Superb! Outcome: Pupils can sing the song with correct pronunciation, natural tune/ rhythm and sweet melody. 59 Unit 6 In the classroom Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter E/e in isolation and in the words bell, pen, pencil, red. - say the sound of the letter E/e and the words pen, pencil, red in a chant. - recognize the words in different situations when listening. - use “It’s a red _____.” to introduce things. - trace the letter E/e. - sing a song focussing on the structures “I have _____.”, “He has _____.” and “It’s a red _____.” LESSON 1 (Period 1) Warm-up - Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 5, Lesson 3, Activity 8 and clap their hands, saying Let’s sing the song, please! - If there is enough time, let them play the game Matching game, saying Let’s play Matching game, please! - Have pupils open their books and look at Unit 6, Lesson 1, saying Open the books and look at Unit 6, Lesson 1, please! 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter E/e in isolation and in the words bell, pen, pencil, red. Input: The picture is about the classroom. Ann and Ben (two English pupils) are sitting at the desk. Ben is holding a red pencil. A red pen is on the desk. 60 The bell is on the desk too. On the board, there is a red stick note. The word red is next to the stick note. The pencil is next to the red pencil, the word pen is next to the red pen, the word bell is next to the bell. The letter e in the words bell, pen, pencil, red is in red. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! and describe the picture. Draw pupils’ attention to the words next to the things and the colour of the letter E/e (as mentioned in Input). Check comprehension. Step 2: Ask pupils to point to the letter E/e, saying Point to the letter E/e, please!. Have them listen and repeat the sound of the letter E/e, saying Listen and repeat, please! more than once, if necessary. Step 3: Tell pupils to point to the pencil in the picture and the word pencil, saying Point to the pencil and the word “pencil”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for pupils to do choral and individual repetition. Correct pronunciation, if necessary. Step 4: Follow the same procedure with the words bell, pen and red. Give further support to those pupils who find it difficult to do the task. Step 5: Play the recording again and have them listen, point to the letter E/e and the words bell, pen, pencil, red until they feel confident. Correct pronunciation, if necessary. Step 6: Play the recording again and call a few pupils to say the sound of the letter E/e and the words bell, pen, pencil, red in front of the class. Say Good job! when they perform well. Outcome: Pupils can pronounce the sound of the letter E/e in isolation and in the words bell, pen, pencil, red correctly. 2. Point and say. Goal: Pupils will be able to point to the letter E/e, the things and the colour (pencil, pen, bell, red) in the picture and say the sound of the letter E/e and the words bell, pen, pencil, red. Input: The same picture as mentioned in Activity 1. Procedure: Step 1: Have pupils look at the picture again, saying Look at the picture on Page 26, please!. Ask them to describe the picture. Draw their attention to the letter E/e, the things and the colour red, if necessary. Step 2: Ask them to point to the letter E/e and say it, saying Point to the letter E/e and say, please! 61 Step 3: Ask them to point to the pencil and say the word pencil as a model, saying Point and say, please! Remind them of the sound of the letter e in the word pencil. Then ask one pupil to point to the pencil and to say the word pencil in front of the class. Correct pronunciation, if necessary. Step 4: Follow the same procedure with the other words. Go around and correct pronunciation, if necessary. Step 5: Ask pupils to work in pairs or in groups to look at the picture, point to the letter E/e, the things/colour and say the sound of the letter E/e and the words. Go around, offer help and correct pronunciation, if necessary. Step 6: Invite a few pupils to point to the picture and say the sound of the letter E/e and the words (bell, pen, pencil, red) in front of the class. If they performed well, praise them, saying Good job! or Great! Outcome: Pupils can point to the letter E/e, the things, the colour and say the sound of the letter E/e and the words bell, pen, pencil, red correctly. Fun corner If time allows, let pupils play the game Pass the ball. Pass the ball Goal: Pupils will revise the words (bell, pen, pencil, red) through the game Pass the ball. Input: A ball, the words (bell, pen, pencil, red) and a piece of music. Procedure: Step 1: Tell pupils that they are going to play the game Pass the ball. Explain how to play the game (as mentioned in the steps below). Check comprehension. Step 2: Play the music. Give a ball to one pupil and ask her/him to pass it to the second one. The second pupil passes the ball to the third one, and so on. Step 3: Stop the music. Ask the pupil who is holding the ball to say one of the words, e.g. pencil. Step 4: Continue to play the game until all the words are said. Outcome: Pupils can say the words they have learnt (bell, pen, pencil, red) correctly and as quickly as possible. LESSON 2 (Period 2) Warm-up - Ask pupils to look at the picture in Lesson 1 and say the sound of the letter E/e and the words bell, pen, pencil, red. Say Look at the picture, please! Point to the letter E/e and say, please! or Point to the words and say, please! 62 - Have them play the game Pass the ball again if time allows. Draw pupils’ attention to the words they have learnt in Lesson 1. - Get pupils to open their books and look at Lesson 2, saying Open the books and look at Lesson 2, please! 3. Listen and chant. Goal: Pupils will be able to say the sound of the letter E/e and the words pen, pencil, red in a chant. Input: There are two verses in the chant. The letter E/e, the words red, pen and the phrase a red pen are introduced in the first verse. In the second one, the letter E/e, the words red, pencil and the phrase a red pencil are mentioned. The letter E/e is in red. Procedure: Step 1: Have pupils look at the chant, saying Look at the chant, please! Draw pupils’ attention to the first line and explain its meaning. Ask them to pay attention to the letter E/e and the word red. Check comprehension. Step 2: Play the recording of the first line for pupils to listen and to get familiarized with the tune, saying Listen to the first line, please! Step 3: Play the recording again, ask pupils to listen and repeat the first line, saying Listen again and repeat, please! Then play the recording for them to listen and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task. Step 4: Follow the same procedure with the other lines. Show pupils how to chant and clap their hands. Correct pronunciation, stress and rhythm, if necessary. Step 5: Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen and chant, please! Go around and offer help, if necessary. Step 6: Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. If they sang the chant well, praise them, saying Well done! or Very good! Outcome: Pupils can sing the chant with correct pronunciation, natural stress and rhythm. 4. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. Input: There are two questions. Question 1 includes two pictures: a. a bell, b. a pen. Question 2 consists of two pictures: a. a pen, b. a pencil. Audio script: 1. I have a red bell. 2. I have a red pencil. 63 Procedure: Step 1: Have pupils look at the pictures of Question 1, saying Look at the pictures, please! What can you see? Can you see a red bell and a red pen? and say what they can see, saying A red bell and a red pen. Draw pupils’ attention to the colour of the things and the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! E.g. 1a: a bell, 1b: a pen or 1a: a red bell, 1b: a red pen. Step 3: Play the recording of the first sentence for pupils to listen. Before playing the recording, saying Are you ready? Now listen to the recording, please! Play the recording of the first sentence several times, if necessary, for pupils to hear. Step 4: Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “I have a red bell” or “I have a red pen”? If pupils say “I have a red bell”, let them tick the box a. If pupils give wrong answers, let them listen again. Step 5: Follow the same procedure with Question 2. Give further support to those pupils who find it difficult to do the task. Step 6: Call some pupils to point to the pictures and say what they have heard. E.g. I have a red pen. Outcome: Pupils can listen, recognize the words and tick the correct boxes: 1. a 2. b. 5. Look and trace. Goal: Pupils will be able to trace the letter E/e (upper case and lower case). Input: The letter E/e (upper case and lower case). Procedure: Step 1: Have pupils look at the letter E (upper case) and e (lower case). Write the upper case E and the lower case e on the board, saying Look at the board. What can you see? Yes, you can see the upper case E and the lower case e. Point to the upper case E and say This is the upper case of the letter E. Then point to the lower case e and say and this is the lower case of the letter e. Ask some pupils to make sure if they recognize the two forms of the letter. Step 2: Write the upper case E and the lower case e in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case E and the lower case e. Check to make sure pupils understand the letters written in broken lines. 64 Step 3: Ask pupils to trace the letter E/e, saying Now use your pencil to trace the letter E/e. You can demonstrate by air tracing or tracing the broken lines of the letter E/e on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 4: Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer. Check the results of pupils’ tracing and give feedback. Go around and offer help, if necessary. Step 5: Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or You’ve done a good job! Step 6: If there is enough time, write the letter E/e in broken lines on the board and invite some pupils to trace them. Outcome: Pupils can trace the letter E/e correctly and neatly. LESSON 3 (Period 3) Warm-up - Spend a few minutes revising the previous lesson by asking the class to sing the chant in Lesson 2 and clap their hands, saying Sing the chant and clap your hands, please! - If time allows, invite some pupils to go to the board and play the game Pass the ball, saying Let’s play the game Pass the ball, please! - Have pupils open their books and look at Lesson 3, saying Open the books and look at Lesson 3, please! 6. Listen and repeat. Goal: Pupils will be able to listen and repeat the sentence It’s a red pen. Input: - “It’s a red pen.” is used to introduce a thing. - A picture of a boy pointing to a red pen. Procedure: Step 1: Have pupils look at the picture, saying Look the picture, please! Point to the pen, saying What is it? It’s a pen. Yes, it’s a red pen. Step 2: Point to the sentence “It’s a red pen.”, saying Look at the sentence “It’s a red pen.”, please! Explain the meaning of the sentence and how it is used. Check comprehension. Step 3: Get pupils to look at the sentence It’s a red pen. Play the recording several times for them to listen and repeat, saying Now listen and repeat, please! Correct pronunciation, if necessary. Step 4: Show a real red pen (or a flashcard of a red pen) and ask pupils to look at it, saying Look at the pen, please! It’s red. Now say “It’s a red pen.” Let them listen and repeat the sentence twice, saying Listen and repeat, please! 65 Step 5: Ask pupils to point to the sentence and say it, saying Point and say, please! Give further support to those pupils who find it difficult to do the task. Step 6: Invite a few pupils to listen and repeat the sentence “It’s a red pen.” in front of the class. Correct pronunciation, if necessary or praise them if they said the sentence correctly, saying Well done! Outcome: Pupils listen and repeat the sentence “It’s a red pen.” correctly. 7. Let’s talk. Goal: Pupils will be able to introduce the things, using “It’s a red _____. “ Input: There are two parts in the activity. In part 1, there is a bubble which contains the structure “It’s a red _____.” In part 2, there are four pictures: a. a red pencil, b. a red pen, c. a red desk, d. a red bell. Procedure: Step 1: Have pupils look at the bubble to understand how the language is used (It’s a red _____.) Explain the meaning of the sentence, if necessary. Step 2: Ask them to look at the pictures to identify the things. Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. Step 3: Point to Picture a and model the task, using the expression in the bubble and the word in the picture. E.g. It’s a red pencil. Then ask pupils to say the sentence “It’s a red pencil.” in chorus and individually. Correct pronunciation, if necessary. Step 4: Follow the same procedure with Pictures b, c, d by getting pupils to point to the pictures and introduce the things. Give further support to those pupils who find it difficult to do the task. Step 5: If time allows, invite some pupils to point to the pictures and say the sentences in front of the class, saying Well done! if they performed well. Outcome: Pupils can use “It’s a red _____.” to introduce things correctly and confidently. 8. Let’s sing! Goal: Pupils will be able to sing a song focusing on the main structures “I have _____. “, “He has _____. “ and “It’s a red _____.” Input: There are two verses in the song. The first one includes two lines with the structures “Hello, I’m _____. I have a _____. It’s a red _____.” and the words red, pen. In the second verse, the structures “This is _____ . He has a _____. It’s a red _____.” and the words red, pencil are used. 66 Procedure: Step 1: Have pupils look at the lines of the first verse. Explain the meaning of the structures “Hello, I’m _____. I have a _____. It’s a red _____.” Step 2: Ask them to listen to the recording to get familiarized with the tune and the melody of the verse, saying Now listen to the first verse, please! Step 3: Play the recording several times for pupils to repeat the verse, line after line, to make sure that they can sing the verse correctly, saying Listen and repeat, please! Step 4: Follow the same procedure with the second verse of the lyrics. Step 5: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song and sing, please! Have class sing the whole song and clap their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. Outcome: Pupils can sing the song with correct pronunciation, natural tune/ rhythm and sweet melody. 67 Fun time 2 General description Like Fun time 1, this Fun time serves as a chance for pupils to revise what they have learnt in Unit 5 and Unit 6 via different fun activities and games. - In Activity 1, pupils have an opportunity to revise some vocabulary items by matching the hidden words and the pictures. - Activity 2, in the form of a game helps pupils remember different letters learnt in the units. - In Activity 3, pupils solve a crossword, which is a chance for them to write the learnt letters and complete the words they have learnt. - In Activity 4, pupils play another popular game to help them revise the words learnt in the units. Objectives By the end of Fun time 2, pupils will be able to: - identify some learnt words bell, pen, pencil, red, chips and fish. - say the words bell, pen, pencil, red, chips and fish correctly. - identify the letters they have learnt (I/i, E/e). - read the learnt words (chips, pen, pencil, milk). LESSON 1 (Period 1) Warm-up - Greet the class and introduce yourself. - Ask pupils to read the chant in Unit 6. Divide the class into two teams (A and B), and each reads the chant aloud. Teacher can also ask team A reads a line, then team B reads the following line. - Have pupils open their books and look at Fun time 2, saying Open your books and look at Fun time 2, please! 68 1. Circle and match. Then say. Goal: Pupils revise the words pen, pencil, red, chips and fish. Input: Letters arranged in a random order and five pictures. Procedure: Step 1: Ask pupils to look at the picture and the line of letters. Find and circle the words. Explain how to do the task, saying Look at the pictures and the line of letters. Circle the words in the line, then match them with the correct pictures. If necessary, ask one or two pupils to repeat what they have to do. Step 2: Encourage pupils to speak out the words illustrated by the pictures. Step 3: Model one word with the class. Ask pupils to circle the words in the line individually and match the words with the pictures. Give further support to those pupils who find it difficult to do the task. Step 4: Have pupils exchange their answers in pairs. Then call some pupils to show their work. Give comments, saying Well done! Step 5: Get pupils to work in pairs or groups, point to the words and say the words until they feel confident. Correct pronunciation, if necessary. Step 6: Call a few pupils to say the words in front of the class. With a better class, you can extend the activity. After the pupils find the words, match them with the pictures and say them, organise a short game. Divide the class into two teams. Write some learnt words on the board in two vertical lines. Call one pupil from each team to go to the board. Have them draw simple pictures to match the words. Pupils from each team take turns to draw. Give a point to each picture. Outcome: Pupils can find the five words in the line, match them with the pictures and say them correctly: a. pen, b. chips, c. pencil, d. red, e. fish. 2. Let’s play. Goal: Pupils will revise the upper case letters (I, E) that they have learnt. Input: The name of the game and a picture showing pupils how to play the game. Procedure: Step 1: Have pupils work in two big groups (A and B). Have them look at the picture. Tell them that you will draw one letter in the air with your finger. The first pupil of each team that correctly identifies what you have drawn, if he/she identifies correctly, the team scores a point. Step 2: Model the first time with the pupils so that they can understand how to play. Step 3: Have the whole class play the game several times before they compete. 69 Step 4: Divide the class into two teams. Call one or two pupils to be the observers of the game. Use all the letters pupils have learnt (I and E), both upper and lower case. Rememer to give points to the winner of each round. Step 5: Calculate the points and praise the winner. With a better class, after the pupils become experts at the game, you can increase the difficulty. Call representatives from each team to replace the teacher. These pupils air-draw the letters themselves for other team members to guess. Ask pupils to air-draw other letters from Units 1, 2, 3 and 4 as well. Outcome: Pupils can play the game successfully by guessing the correct letters. LESSON 2 (Period 2) Warm-up - Greet the class. - Have pupils play the game Air drawing again. - Ask them to open their books and look at Lesson 2, Activity 3 saying Open the books on Page 30, please! 3. Write and say. Goal: Pupils will be able write the correct letters, revise some learnt words (chips, pencil, pen, milk). Input: A puzzle with four pictures indicating four things around. Procedure: Step 1: Have pupils look at the pictures around the puzzle. Ask them to identify the missing letters. Step 2: Explain how to do the activity. Pupils fill in each space in the puzzle with a letter to make a complete word. Say Look at the puzzle and pictures around. Fill a letter to complete each word, please!. Check pupils’ understanding of the instructions. Step 3: Have pupils do the activity individually. Go around to offer help if needed. Give further support to those pupils who find it difficult to do the task. Step 4: Get pupils to check their answers in pairs. Then ask some pairs to give their answers. Point at each blank and pupils read aloud the letter needed. Give comments and confirm the correct answers. 70 Step 5: Call on some pupils to say the words in front of the class. With a better class, after pupils finish the activity, divide the class into two teams. Raise a word card for pupils in each team to make a sentence. The quicker team has the chance to read out the sentence and gets one point if the sentence is correct. Outcome: Pupils can write the letters to complete the words. They can say the words with correct pronunciation. 1. chips 2. pencil 3. pen 4. milk 4. Let’s play. Slap the board Goal: Pupils will revise the words they have learnt in Units 5 and 6. Input: A postcard showing some pictures of the words pupils have learnt. Procedure: Step 1: Ask pupils how to play this game. If they do not know, explain the rules again. Step 2: Stick the pictures of the words from Unit 5 and Unit 6 on the board. Step 3: Have pupils stand in two lines in front of the board. Read out the words in English one by one. Step 4: Let pupils take turns to slap on the right picture. The group which can slap more words is the winner. Step 5: Elicit all the words used in this game from pupils. Have them practise saying the words. There is another version of this activity. Write the words in English on the board. Read out each word in Vietnamese and pupils have to slap on the correct English word. If there is time, have pupils play the two versions of the game. Outcome: Pupils can play the game successfully and say the words correctly. 71 Unit 7 In the garden Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter G/g in isolation and in the words garden, girl, goat and gate correctly. - say the sound of the letter G/g and the words garden, girl, goat and gate in a chant. - recognize the words in different situations when listening. - use “There’s a _____.” to introduce something. - trace the letter G/g. - sing a song with the structure “There’s a _____ in the garden.” LESSON 1 (Period 1) Warm-up - Ask pupils to greet and introduce themselves. - Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 6, Lesson 3 and clap their hands, saying Let’s sing a song, please! - If there is enough time, let pupils play the game Hot seat, using the words they have learnt in Unit 6, saying Let’s play Hot seat, please! - Have pupils open their books, saying Open the books, please! and look at Unit 7, Lesson 1, saying Look at Unit 7, Lesson 1, please! 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter G/g in isolation and in the words garden, gate, girl and goat correctly. 72 Input: The picture is about the garden with a white fence and a small gate. A girl is feeding a goat. The word girl is next to the girl, the word goat is next to the goat, the word gate is next to the gate, and the word garden is in the garden. The letter g (on the top right-hand side corner of the picture) in the words garden, gate, girl, goat is in red. Procedure: Step 1: Have pupils look at the picture, saying Look at the picture, please! and describe the picture. Draw pupils’ attention to the letter G/g, the words next to the girl/things/animal and the colour of the letter G/g (as mentioned in Input). Check comprehension. Step 2: Ask pupils to point to the letter G/g, saying Look at the letter G/g, please! Have them listen and repeat the sound of the letter G/g, saying Listen and repeat, please! more than once, if necessary. Step 3: Have pupils point to the garden and the word garden, saying Point to the garden and the word “garden”, please! Ask them to listen to the recording and repeat the word garden, saying Listen and repeat, please! Play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! Step 4: Follow the same procedure with the gate, the girl and the goat. Correct pronunciation, if necessary. Step 5: Get pupils to listen to the recording again, point to the letter G/g, the words garden, girl, goat and gate and the girl/things/animal and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary. Step 6: Invite a few pupils to pronounce the sound of the letter G/g and the words garden, gate, girl and goat in front of the class, saying Well done! when they perform well. Outcome: Pupils can listen and pronounce the sound of the letter G/g in isolation and in the words garden, gate, girl and goat correctly. 2. Point and say. Goal: Pupils will be able to point to the letter G/g and the girl/things/animal (garden, gate, girl, goat) in the picture and say the sound of the letter G/g and the words garden, gate, girl and goat. Input: The same picture in Activity 1. Procedure: Step 1: Have pupils look at the picture again, saying Look at the picture, please!. Ask them to describe the picture. Draw their attention to the letter G/g, and the girl/things/animal, if necessary. 73 Step 2: Get them to point to the letter G/g and say it, saying Point to the letter G/g and say, please! If they pronounced correctly, praise them, saying Well done! or Excellent! Step 3: Ask pupils to point to the garden and say the word garden as a model, saying Point and say, please! Then ask one pupil to point to the garden and say the word garden in front of the class. Check comprehension. Step 4: Follow the same procedure with the girl/animal/thing. Go around and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Step 5: Ask pupils to work in pairs or in groups to point to the girl/things/ animal in the picture and say the sound of the letter G/g and the words (garden, gate, girl, goat), saying Point and say, please! Go around to offer help and correct pronunciation, if necessary. Step 6: Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Well done! or Very good! Outcome: Pupils can point to the letter G/g, the girl/things/animal and say the sound of the letter G/g and the words garden, gate, girl and goat correctly. Fun corner If time allows, let pupils play the game Bang! BANG! Goal: Pupils will be able to practise pronunciation skill. Input: Some small pieces of paper and a box. Write the words the pupils have learnt on the pieces of paper and fold them in half. Also, add a few cards that say Bang! And a few ones say Give a half! Procedure: Step 1: Tell pupils how the game is played, saying This game is played with two or four groups. Have pupils take turns picking the cards and if they read the word correctly they can keep the word card. If they have a “Bang card”, they have to yell “Bang!” and then return all their cards (except the Bang card) to the box. If they have “Give a half card”, they will give back a half of the cards they got. The team has the most cards will be the winner. Check comprehension. Step 2: Divide pupils into two or four groups. Step 3: The first player of each group picks a card from the box and read the word. He/She can keep the word card when he/she pronounces the word correctly. If the player cannot read the word, you may offer help. Then, it’s the next player’s turn. Step 4: The players continue picking cards and reading words until there are not any cards in the box. 74 Step 5: Have pupils play the game until the time ends. The group holding most of the cards will be the winner. Outcome: Pupils can say all the words they have learnt correctly. LESSON 2 (Period 2) Warm-up - Ask pupils to look at the picture in Lesson 1, point and say the sound of the letter G/g and the words garden, gate, girl, goat. Say Look at the picture, please! Point to the letter G/g and say, please! and Point to the words and say aloud, please!). - If time allows, have them play the game Bang again. Draw pupils’ attention to the words they have learnt in Lesson 1, saying Let’s play the game Bang, please!. - Get pupils to open the book and look at Lesson 2 saying Open the book and look at Lesson 2, please!. 3. Listen and chant. Goal: Pupils will be able to say the sound of the letter G/g and the words garden, gate, girl, and goat in a chant. Input: There are two verses in the chant. The letter G/g and the words goat, gate and the phrase a goat and a gate are introduced in the first verse. The letter G/g and the words girl, garden and the phrase a goat and a garden are introduced in the second verse. The letter G/g is in red. Procedure: Step 1: Have pupils look at the chant. Say Look at the chant, please! Draw pupils’ attention to the first line and explain its meaning (as mentioned in Input). Ask them to pay attention to the letter G/g and the word goat. Check comprehension. Step 2: Play the recording of the first line for pupils to listen and to get familiarized with the tune, saying Listen to the first line, please! Then have them listen again and repeat the sound of the letter g and the word goat individually and in chorus, saying Listen and repeat, please! If they chanted well, praise them, saying Well done! Follow the same procedure with other lines. Correct pronunciation, if necessary. Show them how to chant and clap hands. Step 3: Play the recording all the way through again for pupils to listen and do choral and individual repetition, saying Listen and repeat, please! Then play the recording for them to listen and repeat until they feel confident, saying Now listen to the recording and repeat, please! 75 Step 4: Put the class into two groups to practise chanting and clapping. Each group should sing one verse of the chant, saying Chant in groups, please! Step 5: Encourage some pupils to go to the front of the class to chant and clap their hands. The rest of the class may clap along to the rhythm. If they chanted well, praise them, saying Well done! or Very good! If there is enough time, ask pupils to look at the picture in Activity 3 and find the words (garden, gate, girl, goat) that are in the chant. Outcome: Pupils can listen and sing the chant with correct pronunciation, natural stress and rhythm. 4. Listen and tick. Goal: Pupils will be able to listen, recognize the words and tick the correct boxes. Input: There are two questions in this activity. Question 1 includes the pictures: a. a garden and b. a gate. Question 2 includes the pictures: a. a girl and b. a goat. Audio script: 1. There’s a gate. 2. There’s a girl. Procedure: Step 1: Have pupils look at the pictures of Question 1, saying Look at the pictures in Question 1, please! What can you see? Can you see a garden and a gate? and say what they can see, saying A garden and a gate. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! Eg: 1a: a garden, 1b: a gate. Step 3: Play the recording of the first sentence for pupils to listen. Say Now listen to the recording, please! Play the recording of the first sentence several times, if necessary, for pupils to tick, saying Listen and tick, please! Step 4: Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “There’s a garden” or “There’s a gate”? If it says “There’s a gate.”, tick the box b. So b is the correct answer. Step 5: Follow the same procedure with Question 2. Give further support to those pupils who find it difficult to do the task. Step 6: Call some pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. There’s a gate. 2. There’s a girl. If they said correct words, praise them, saying Well done! or Very good! Outcome: Pupils can listen, recognize the words and tick the correct boxes: 1. b 2. a. 76 5. Look and trace. Goal: Pupils will be able to trace the letter G/g (upper case and lower case). Input: The letter G/g (upper case and lower case). Procedure: Step 1: Have pupils look at the letter G (upper case) and g (lower case). Write the upper case G and the lower case g on the board, saying Look at the board. What can you see? Yes, you can see the upper case G and the lower case g. Point to the upper case G and say This is the upper case of the letter G. Then point to the lower case g and saying And this is the lower case of the letter g. Ask pupils to make sure if they recognize the two forms of the letter. Step 2: Write the upper case G and the lower case g in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case G and the lower case g. Check to make sure if pupils understand the letters written in solid lines and those in broken lines. Step 3: Tell pupils to trace the letter G/g, saying Now use your pencil to trace the letter G/g. You can demonstrate by air tracing or tracing the broken lines of the letter G/g on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 4: Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer. Give pupils time to work. Go around and offer help, if necessary. Step 5: Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or You’ve done a good job! Step 6: If there is enough time, write the letter G/g in broken lines on the board and invite some pupils to trace them. Outcome: Pupils can trace the letter G/g correctly and neatly. LESSON 3 (Period 3) Warm-up - Ask pupils to greet each other. - If time allows, ask the class to sing the chant or to play the game Bang!, saying Now let us sing the chant/play the game Bang, please! - Tell pupils to open their books and look at Lesson 3. Introduce Lesson 3, saying Now open your book on Page 33, please! 6. Listen and repeat. Goal: Pupils will be able to listen and repeat the sentence “There is a garden.” 77 Input: - The sentence “There is a garden.” is used to introduce a garden. - A picture of a garden. - The flashcard of a garden. Procedure: Step 1: Have pupils look at the picture of a garden and say What is it? It’s a garden. Point to the picture and say There is a garden. Play the recording for pupils to listen. Explain the meaning of the sentence and how it is used. Check comprehension. Step 2: Play the recording several times again for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Step 3: Invite a few pupils to repeat the sentence “There is a garden.” in front of the class. Go around and praise them, if they performed well, saying Well done! Outcome: Pupils can listen and repeat the sentence “There is a garden.” correctly. 7. Let’s talk. Goal: Pupils will be able to introduce something, using “There is a _______.” Input: The activity includes the bubble with the structure “There is a _______.” Under the bubble are four pictures: a. a garden, b. a gate, c. a girl and d. a goat. Procedure: Step 1: Have pupils look at the first picture. Say Look at Picture a, please!. Point to the garden and ask them What is this? The pupils may answer. Tell them to introduce a garden, saying “There is a garden”. Step 2: Ask pupils to point to Picture a and say “There is a garden” in chorus, saying Let’s point to Picture a and say, please! Correct pronunciation, if necessary. Step 3: Ask them to look at the pictures to identify the other things, saying Look at Pictures b, c, d, please!. Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. Step 4: Ask pupils to work in pairs or in groups to point to the pictures and say, e.g. There’s a gate. Give further support to those pupils who find it difficult to do the task. Step 5: Select some pairs of pupils to practise introducing animal/things to each other in front of the class. Praise them, saying Excellent! if they performed well. Outcome: Pupils can say the structure “There is a _______.” to introduce something correctly and confidently. 78 8. Let’s sing! Goal: Pupils will be able to sing a song with the structure “There is a _______ in the garden.” Input: There are two verses in the song. The first one introduces the girl in the garden. The second verse introduces a goat in the garden. Procedure: Step 1: Have pupils read the first verse to get familiarized themselves with the lyrics. Say Now read the first verse, please! Check comprehension. Step 2: Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly. Step 3: Follow the same procedure with the second verse. Correct pronunciation and the tune, the rhythm and the melody of the song, if necessary. Step 4: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song, please! Step 5: Let pupils practise singing the whole song. Say Now let’s sing, please! Praise them when they perform well, saying Excellent!. Step 6: Invite some pupils to sing the song in front of the class. The rest of the class sings along and claps their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. Outcome: Pupils can sing the song with correct pronunciation, natural tune/rhythm and sweet melody. 79 Unit 8 In the park Objectives By the end of the unit, pupils will be able to: - pronounce the sound of the letter H/h in isolation and in the words hair, hand, head and horse correctly. - say the sound of the letter H/h and the words hair, hands, head and hat in a chant. - recognize the words in different situations when listening. - use “Touch your _______.” to express a command. - trace the letter H/h. - sing a song with the structure “Touch your_______.” LESSON 1 (Period 1) Warm-up - Ask pupils to greet and introduce themselves, e.g. Hi, I’m Minh. - Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 7, Lesson 3 and clap their hands. - If there is enough time, let pupils play Bang game, using the words they have learnt in Unit 7, saying Let’s play Bang game, please! - Have pupils open their books (saying Open the books, please!) and look at Unit 8, Lesson 1, saying Look at Unit 8, Lesson 1, please! 1. Listen and repeat. Goal: Pupils will be able to pronounce the sound of the letter H/h in isolation and in the words hair, hand, head and horse correctly. 80