Giáo án First Friends 1 Unit 8

UNIT 8: MY BODY (Period 50)  LESSON 1

(CD PAGE46-47, AB PAGE 53)

Aim and objective.

– Help Ss to identify the parts of the body.

– Help Ss to recognize English sounds and spoken sounds.

– Help Ss to recognize parts of whole.

– To develop fine motor control.

Vocabulary.

– Parts of the body: arms, ears, eyes, feet, fingers

III. Materials.

– CD track 55- 56,flashcard 50-56.

Class activities.

– T-WC, group work, pair work and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

2’

I. Warm up.

– Tell Ss to look at the picture on page 46-47. Ask the following questions:

+ Who is in the picture?

+ Where are they?

+ What are they doing?

+ What is the picture?

II. New lesson.

1. Listen and say.

– Tell Ss that they are going to learn the words for some parts of the body.

– Play the CD, holding up the flashcard for each part of the body as its name is said. Pause after each word so Ss can point to the parts of the body in their books. Check Ss are pointing to the correct part of the body (on either Pat or Jig).

– Play the CD again, pausing after each word. Ss repeat the words chorally and individually.

* eyes, feet, ears, arms, fingers, legs.

– get Ss to play the game slap the board”

– guide Ss how to play the game.

2. Listen and find.

– Tell Ss that they are going to listen to the teacher read word by word, then Ss point to the correct part of the body or the flashcard in the book.

– Say the words at random.

Head, arm, fingers, legs  ,ears, eyes, feet.

– AS the teacher says the words, teacher can show the part of the body to give Ss visual support.

– Check Ss pointing to the correct thing in the book.

– Play the CD and pause after each word. Ss listen and point to the part of the body in their books.

* Play game: “ Simon say”.

– Teacher explains how to play the game to the students. “ When teacher says: Simon say touch your arm, then Ss touch their arms, if the teacher doesn’t say Simon say, Ss don’t  do the thing , if not they lose the game”.

3. Further practice: AB page 53

* Match and colour . Say.

– Tell Ss to look at page 53 of the Activity Book.

– Draw a stick figure on the board, in the space between the flashcards . the stick figure should have the all body parts shown in the picture.

– Tell Ss to look at the first picture in the left column on the board ( arms). Ask Ss where are the arms on the stick figure. Draw the line from the flashcard of the arms to the arms on the stick figure.

– Tell SS to match the part of the body in the small picture on page 53 to the boy in the centre of the page. They should say the words aloud when they match them.

– Ss completer the activity.

– Check answer by calling Ss to the board to match the parts to the whole.

– Ask Ss to colour the picture of the body. Tell them to stay inside as well as  they can.

III. Consolidation.

– Ask Ss to repeat the object of the lesson today.

V. Home link.

– Get Ss to remember at home and practice saying the words of the parts of the body.

 

– Look at the picture on page 46-47 in the book and answer the questions:

+ They are Pat and Jig.

+ They are in the kitchen.

+talking and looking at the picture.

+ a person.

 

 

– Listen to the teacher .

 

– Listen to the CD, look at the flashcards and say the part of the body.

– Listen and repeat in chorally and individually, pointing to the correct part of the body in the book.

– Some Ss go to the board and say the words again with the help of the teacher.

– Then Ss work in group to play the game “slap the board”

 

 

– Listen.

 

 

– Listen to the teacher and point to the correct part of the body in the book.

– Then listen to the teacher and show the part of the body.

 

 

 

– Listen to the CD again and point to the correct thing after they heard.

 

– Listen to the teacher says how to play the game.

– Whole the class plays the game.

 

 

 

 

 

– Open the book at page 53.

 

 

 

 

– Look at the picture in the book and listen to the teacher guide how to do the activity.

 

 

– Do the model.

 

– Practice doing the task by matching the parts of the body to the boy in the picture.

 

 

– Some of the Ss go to the board and do the same on the board.

– Finally, Ss complete the activity.

 

– Repeat the objective of the lesson today.

 

 

– Take note and remember.

 

 

UNIT 8 (CONT): MY BODY (Period 51)  LESSON 2

CB page 46-47, AB page 54

Aim and objective.

Help Ss to talk about one’s body.

– Help Ss to count 1- 10.

– To review numbers 1-10.

Vocabulary and structure.

* Vocabulary:   ears, eyes, legs, fingers, rabbit, too.

* Structure: I’ve got ………

III. Materials.

– CD track 57, flashcards 3,4, 50- 56.

Class activities.

– T- WC, group work, pair work, individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2’

 

 

1’

I. Warm up.

– Review the names of the parts of the body. Stick the flashcards on the board . Say point to the ears. Ss respond. Repeat with other words.

– Put the flashcards of Pat and Jig on the board. Teacher says: point to Pat and point to Jig. Ask Ss to respond.

– Ask Ss what animals Pat and Jig are.

– Point to Pat , say Cat, Point to Jig say Rabbit. Ask Ss to repeat chorally and individually.

II. New lesson.

1. Listen and say.

– Tell Ss to look at the picture on page 46 and 47. Ask Ss to say what they think the characters are saying about the picture.

– Play the CD once to check the answer.

– Play the CD again, pausing after each phrase. Ask Ss to repeat the words in chorally and individually.

– Ask if Ss can remember what part of the body Jig doesn’t have(fingers).

Ask if they can remember what Pat said to him about this. (of course not). Explain that this means: Don’t be silly.

* Transcript.

Jig: I’ve got ears.

Pat: I’ve got ears, too.

Jig: I’ve got eyes.

Pat: I’ve got eyes, too.

Jig: Hmm …. I’ve got four legs.

Pat: I’ve got four legs, too.

Jig: Oh, no! I’ve got no fingers.

Pat: Of course not! You’re a rabbit.

2. Say and do.

– Hold up the flashcard of eyes. Look at it and say: I’ve got eyes. As the teacher says this, point to own eyes. Encourage Ss to say: I’ve got eyes. As they point to their own eyes.

– Hold up the flashcard of ears. Say: I’ve got ears as the teacher point to their own ears. Ask Ss repeat I’ve got ears as they point to their own ears.

– Repeat with other flashcards, pointing to one’s self to emphasize the I’ve got.

3. Further practice.

* Count and write (AB page 54)

– Write the number 2, 4, 6, 8 on the board. Point to each number and have Ss say its name.

– Tell Ss to look at page 54.

– Model the activity. Ask SS to look at the first row of animals. Ask How many eyes? Ask Ss to respond Eight.

– Stick the flashcard of eye under the number eight on the board.

– Tell Ss to count the number of the body parts in each row.

– Ss complete the activity, writing the numbers on the lines after each row.

– Check answers by asking How many …..? for each part of the body.

How many ears?

How many arms?

How many feet?

– Ask Ss to come to the board and stick the flashcard for the parts of the body under the correct number.

III. Consolidation.

– Ask Ss to repeat the object the lesson today.

IV. Home link.

– Practice saying the parts of the body at home.

 

– Review the parts of the body by saying the words of the pictures on the board.

 

– Look at the picture of Pat and cat and say the names of them.

 

– Answer: Pat is cat and Jig is rabbit.

 

– Whole the class repeat the words in chorally and individually.

 

 

 

– Look at the picture on page 46 and 47 and answer the question: They are comparing the body in the picture to their own body.

– Listen to the Cd for the first time.

– Listen again. Repeat after each phrase in chorally and individually.

– Answer: Jig doesn’t have fingers.

 

– Pat say: Of course not.

– Listen to the teacher explain that mean: don’t be silly.

 

 

 

 

 

 

 

 

 

 

 

 

 

– look, listen and say.

 

I’ve got ears, too.

I’ve got eyes, too.

I’ve got arms, too.

– AS they say they should point to their parts of the body.

 

 

– Repeat with other flashcards

 

 

– Open the AB at page 54.

 

 

 

– Count the things.

 

– Look at the picture, count and answer the teacher.

 

 

 

– Count the number of the body parts and answer the teacher.

 

– Write the numbers on the lines after each row.

 

– Look, listen and say.

Six ears

Two arms

Four feet.

Ss come to the board and say.

 

 

 

– Repeat the object of the lesson today.

 

– Listen and take note.

UNIT 8 (CONT): MY BODY (Period 52) LESSON 3: LETTER FUN (CB page 48- AB page 55)

Aim and objective.

Help Ss to say, recognize and write the letter Rr.

– Help Ss to recognize and say the sound /r/.

– To develop fine motor control.

Vocabulary.

– letter Rr, rabbit, and run.

III. Materials.

– CD track 58, flashcard 98: (optional) flashcards 81, 85, 89, 95.

Class activities.

–  T- WC, group work, pair work and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

3’

 

 

2’

I. Warm up.

– Review the capital forms of letters a- q. Write the lower case letters on the board. Call Ss to the front and write the corresponding capital letter.

– Ask Ss to say the letter name and sound of each letter.

II. New lesson.

1. Learn the letter.

– Hold up the flashcard 98 of  the rabbit. Say rabbit. Ss repeatthe word chorally and individually. Stick the flashcard on the board.

– Write the letter r on the board under the rabbit. Point to it and say /r/, rabbit.

– Present the word run by running in place. Point to letter r on the board as the teacher run and say /r/, run. Ss repeat the word chorally and individually.

– Explain that although the sound of the letter is /r/, the name of the letter is r, Have Ss repeat the letter name and letter sound, along with the words, several times as the teacher point to the picture and letter on the board, and mine running (r, /r/, rabbit, r, /r/, run)

– Write the capital R on the board. Remind Ss that the letters have the same sound. Remind Ss that we use the capital for the names and lower case letters for the other words.

– Ask Ss to give some examples with the beginning of the letter Rr in English or Vietnamese .

– Tell Ss that they are going to learn how to write the letter Rr. Tell them to open the book at 48 and tell them to look at the letters with the arrow.

– Stand with the back to the class as the teacher use the fingers to write a capital R in the air. Write the letter exactly as it presented in the class Book.

– Tell Ss to copy the action of the teacher.

– Repeat with the lower letter case r.

– Tell Ss to trace over the letters in their book with their fingers.

2. Sing.

– Tell Ss that they are going to sing a song to help them to learn the letter Rr.

– Play the CD. Tell Ss to listen to the song.

– Play the CD again and pause after each line. Sing the line and tell Ss to repeat after you. Tell Ss To point to the letters and words in their books as they sing.

– Play the CD again, ask Ss to sing a song.

* Transcript.

R, r, r

/r/, /r/, /r/

/r/, rabbit,/r/, rabbit

/r/,/r/, /r/

3. Find.

– Tell Ss to find the letter R in the alphabet at the top of the page. Ask Which letter comes before r (q)

– Tell Ss to look at the main picture on the page. Ask How many rabbits? Ss respond six.

– Tell Ss to find the things begin with the sounds /æ/ (apples), /m/ (mangoes), /f/ (figs)and /d/ (dates)

4. Further practice.

– Ask Ss to open the book at page 55 ( AB)

– Guide Ss how to trace the letter r and colour the picture.

III. Consolidation.

– Ask Ss to repeat the objective of the lesson today.

IV. Home link.

– Get Ss to practice at home the letter and the words beginning with letter r.

 

– Review the capital letters a-q.

– Look at the board and go to the board and write the lower letter case to correspond.

– Then Ss say the names and the sound of the letters.

 

 

– Look at the flashcards of the teacher, listen to the teacher and repeat in choral and individually.

 

– Look and say: rabbit loudly.

 

 

 

– Look at the teacher and listen to the teacher and repeat run in choral and individually.

 

– Listen to the explain of the teacher and say the name and the sound of the words several times.

 

– Whole the class says the words by mining the actions.

 

 

– Look, listen and take notes.

 

 

 

– Ss give  Some examples.

 

 

 

 

– Open the book and listen to the teacher.

– Look at the action of the teacher and copy the action of the teacher does.

 

 

 

 

– Repeat with the letter Rr.

 

– Trace over the letter.

 

– Listen to the CD for the first time.

 

 

 

 

– Listen to the CD again and sing along the CD.

 

– Whole the class sing a song again

 

 

R, r, r,

/r/, /r/, /r/

/r/, run, /r/, run

/r/, /r/, /r/

 

– Look at the alphabet at the top of page. give the letter comes before letter r (q).

– Look at the picture and count the rabbit in the picture.

 

– Look at the picture and find the things beginning with the sound of letter a, m, f, d.

 

– Practice doing the activities in the activity book.

– Then trace and colour the picture.

– Ss repeat  the objective of the lesson today.

 

– Practice at home the letter and the words beginning with the letter r.

UNIT 8( CONT): MY BODY (Period 53)  LESSON 4 – SONG

(CB page 49, AB page 56)

Aim and objective.

– Help Ss to describe one’s body.

– Help Ss to count from 1 to 10.

– Help Ss to recognize the letter Rr.

– To develop the fine motor control.

Vocabulary.

– arm, feet, fingers, toes, nose, little

III. Materials.

– CD track 59, flashcards 52- 55, 94, 100.

Class activities.

– T- WC, group work, Pair work, and individual work.

Procedure.

Time Students’ activities Teacher’s activities
5’

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

2’

I. Warm up.

– Hold up the hand. Point to the fingers. Ask How many fingers? Ss respond five.

– Hold up both hands. Say I’ve got ten fingers. Ss repeat chorally and individually.

– Repeat with the arms, feet, and nose.

II. New lesson.

1. Count.

– Tell Ss to look at page 49 in their books.

– Ask questions about the picture in the Ss’ own language.

+ How many Ss?

+ What are they doing?

– Hold up the book. Point to the boy doing a handstand. Ask How many feet?

– Present the words toes. Put the flashcard 100 of the toes on the board. Point to it and say toes. Say point to your toes.

– Tell Ss to look at the boy again. Ask How many toes?

2. Sing.

– Tell SS that they are going to learn a song about their bodies.

– Present the word little. Draw a circle on the board. Ask What’s this?

– Draw a much little circle next to  this. Ask What’s this?

– Teacher confirms again: Yes, it’s a circle. It’s little. As the teacher says the word little, show a small amount between your thumb and index finger.

– Point to the big circle and ask : Is it little?

– Play the CD. Tell Ss to listen the song.

– Play the CD again and pause after each line. Sing the line and tell Ss to repeat after the teacher.

– Tell Ss to hold up the fingers and point to their bodies as they sing.

3. Sing and do.

– Call four Ss to go to the front. Have them stand in pairs across from each other.

– Tell them to hold up their fingers and point to their toes, feet an nose at the appropriate points in the song.

– Tell them to point to their partners’ legs, toes, arms and nose during the second verse.

– Sing the song.

– Repeat with other Ss at the front.

4. Further practice( AB page 56)

a. Draw and colour.

– Tell Ss to look at page 56.

– Explain that they are going to draw their hands.

– Model the activity. Put your hand on the board and trace round it with a pen or a chalk.

– Tell Ss to trace their hands with the rubber end of their pencils first. Then have them trace with the pencil point down.

– Tell Ss to colour their hands in their book.

b. Colour the letter R and r.

– Write the letter R, P,B, r, f, and n on the board in random order.

– Point to each letter as they say its name and sound.

– Ask Ss which two letters are the same (R and r). Circle them.

– Ask Ss to colour the letter R and r they can see

III. Consolidation.

– Repeat the objective of the lesson today.

IV. Home link.

– Practice at home.

 

 

Look at the teacher and answer: five fingers.

 

– Listen and repeat: I’ve got ten fingers.

 

– Repeat with the arms, feet, and nose.

 

 

– Look at the book at page 49.

 

 

– Look, listen and answer:

+ three

+ They are waving and [pointing to different parts of their body.

+ two feet

 

 

– Look, listen and say: toes.

Point to toes.

 

 

– Look, listen and answer: ten toes.

 

– Listen to the teacher.

 

 

– Look at the board and answer: It’s a circle.

– It’s a circle.

 

_ Listen to the teacher.

 

 

 

– Look, listen and answer: No, it isn’t.

– Listen to the CD.

 

– Listen to the CD again and sing after the teacher.

 

– Point to their bodies and sing as they sing a song.

 

 

– Four Ss go to the front and sing and do.

 

– Point to their pats of their bodies at the appropriate points in the song.

– Sing the song.

– Then some Ss go to the board and do as the same.

– Whole the class sings the song in chorus.

– Open the AB at page 56.

 

– Look, listen to the teacher do some activities.

 

– Do the activities as the teacher.

 

 

– Then Ss colour and trace the letters.

 

– Draw their hands and colour it.

 

 

 

– Look at the book at page 56 and find the path of the letter Rr from the water to the towel.

– Circle the letters same as the letter Rr.

– Colour the letters R and r.

 

 

– Repeat the objective of the lesson today.

 

– Listen and take notes.

 UNIT 8 (CONT): MY BODY (Period 54)   LETTER FUN!

CB page 50 – AB page 57

Aim and objective.

– Help Ss to say, recognize, and write the letters Ss and Tt.

– Help Ss to say and recognize the sounds /s/ and /t/.

– To develop the fine motor control.

Vocabulary.

– Seesaw, sing, Tess, toes.

III. Materials.

– CD track 60, flashcards 1-5,99, 100.

Class activities.

– T- WC, group work, pair work, and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

 

2’

I. Warm up.

– Review the capital letters for A,B, J, and P with the  flashcards of the characters.

– Hold up the flashcard for Adam. Say Adam. Ask Ss to tell the teacher the first letter’s name and sound of letter a. Repeat with the flashcards of Baz, Jig and Pat.

II. New lesson.

1. Learn the letter.

– Hold up the flashcard 99 of seesaw. Say seesaw. Ss repeat the word chorally and individually. Stick the flashcard on the board.

– Write the letters on the board under the seesaw. Point to it and say /s/, seesaw.

– Present the word sing by singing. Point to the letter s on the board as the teacher sings the word sing. Ss repeat the word in choral and individually.

– Explain the different of the name and the sound of the letter. Have Ss repeat the letter name and the letter sound, along with the words, several times as the teacher point to the picture and the letter on the board, and as the teacher sing (s, /s/, seesaw, s,/s/, sing)

– Write the capital S on the board. Remind Ss that the letters have the same sound. Remind Ss that we use capital letter for names and lower case letter for other words.

– Ask Ss to give some examples with the capital letter and the lower case letter.

– Tell SS that they are going to learn how to write the letter Ss. Tell them to open the book at page 50 and look at the letter Ss with the arrow.

– Stand with the back to the class and use the finger to write the letter S in the air. Write the letter exactly as it is presented in the book.

– Tell Ss to copy the action and write the letter S in the air.

– Repeat with the lower case s.

– Tell Ss to practice tracing over the letters in the book with their fingers.

– Repeat with the whole procedure with letter Tt. Remind Ss of toes using the flashcard of Tess to present to present the capital Tt. Have Ss to repeat the letter name, sound, and the word (t,/t/, toes, t,/t/, Tess) before moving on to looking at the letters on the board.

2. Sing.

– Tell Ss that they are going to sing a song to help them learn the letters Ss and Tt.

– Play the CD. Tell Ss to listen to the song.

– Play the CD again and pause after each line. Sing the line and tell Ss to repeat after the teacher. Tell Ss to point to the letters and words in their books as they sing them.

– Play the CD again and ask Ss to sing the song.

* Transcript : Track 60 ( page 74- Teacher book)

3. Find.

– Tell Ss to find the letter s and t in the alphabet at the top of the page. Ask Ss for the name and the sound of the letter before s (r,/r/)

– Tell Ss to look at the picture at the bottom of the page. Say point to the seesaw.

– Say point to sing. Check that Ss are pointing to Tess and Baz singing. Say point to Tess. And point to toes. Check that they are pointing to Tess and Adam’s toes.

– Tell Ss to find the things beginning with the sounds /b/ (birds), /f/ (fingers), /l/ (lemon)

4. Further practice( AB page 57)

a. Trace and write.

– Tell Ss to look at page 57.

– Model writing the letters on the board, before asking Ss to trace and write the letters in their books.

– Call Ss to the front to write the letters on the board.

b. Trace and write.

– Tell SS to look at the picture and say the words.

– Ss trace over the first letter of each word with their pencils. Check that they are forming the letter correctly.

– Tell Ss to trace the big letters in  the picture with their fingers, and then colour them. Tell Ss to colour the rest of the picture.

III. Consolidation.

– Ask Ss to repeat the objective of the lesson today.

IV. Home link.

– Remind Ss to practice at home.

 

Review the letters A, B, J and P with the flashcards of the characters.

– Look at the flashcards and say the name of the characters.

 

 

 

 

– Look at the flashcard of seesaw and listen to the teacher and repeat the words in chorally and individually.

– Look at the board and repeat after the teacher(s, /s/, seesaw)

 

 

– Look at the teacher and listen and say the word Sing.

 

 

 

– Listen to the teacher say the difference between the sound and the name of the letter s, /s/

 

 

 

 

 

– Look at the letter on the board and say the name and the sound of the letter by giving the examples.

 

 

 

 

– Look at the teacher write the letter on the board and look at the book at page 50 to find how to write the letter.

– Write the letter as the teacher write.

 

 

 

 

– Whole the class practice tracing the letter with their fingers and the by their pencils.

– Repeat the procedure as the letter Tt.

 

– Practice saying the words and write the letters.

 

 

 

 

– Listen to the teacher.

 

– Listen to the CD once.

 

– Listen to the CD again and repeat after each line after the CD.

 

 

– Listen to the CD again and sing the song again.

 

 

 

 

– Look at the book and find the letter S and t in the alphabet at the top of the alphabet.

 

– Listen and point to the seesaw.

 

 

 

– Listen and point to Tess and Adam’s toes.

 

– Find the things beginning with /b/: birds, /f/: fingers, /l/: lemon.

 

 

 

– Open the AB at page 57.

– look, listen and as the teacher say.

 

– Some Ss go to the front and write the letters on the board.

 

 

 

 

 

– Ss look at the picture and trace the letters and colour the picture.

 

 

 

 

– Some Ss repeat the objective of the lesson today.

 

– Listen and take note.

UNIT 8( CONT): MY BODY ( Period 55)    LESSON 6- STORY.

                                         CB page 50, AB page 57

Aim and objective.

Help Ss to follow the left to right sequence of English.

– Help Ss to develop listening skills in English.

– Help Ss to understand and enjoy the story.

– To revise and consolidate language introduced in the unit.

Vocabulary.

                    butterfly, dog, fingers, hands, rabbit.

III. Materials.

– CD track 61, flashcard 42, 84, 98: (optional) a torch.

Class activities.

– T- WC, group work, pair work, and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

2’

 

I. Warm up.

– Draw a vertical line on the board. Leave enough space above and below it for children to complete a stick figure using the line as the body.

– Call a child to the front . Say head. Point to the top of the line where the head should go. Help Ss draw a head.

– Call another Ss to go the front. Say arms. Point to the where the arms should be drawn. Help Ss  draw the arms.

– Repeat with other known body parts.

II. New lesson.

1. Look and say.

– Tell Ss to open their book at page 51.

– Remind Ss that the stories in English presented from left to right. Hold up the book and point at the frames in order.

– Say point to picture 1. Check that the SS are pointing to the picture with the line in the corner. Say point to picture 2. Check that the Ss are pointing to the picture with the 2 in the corner. Then repeat with the picture 3 and 4.

– Ask Ss some questions about the story in Vietnamese.

+ What are the boys doing?

+ Is it light or dark in the room.

+ What can you see in the first three pictures.

2.Listen.

– Tell Ss that they are going to listen to the story.

– Play the CD and pause between each frame. Don’t ask Ss to repeat the stage of the lesson.

– Ask Ss to tell the teacher what they understood. Play the CD again if necessary.

* Transcript.

Boy 1: You’ve got a rabbit.

Boy 1: you’ve got a dog!

Boy 1: You’ve got a butterfly!

Boy 2: Now, I’ve got two hands and ten fingers!

3.Listen and act.

– Play the CD again, pausing after each frame. SS repeat the sentences chorally and individually. SS should repeat the lines they hear, not the text under the pictures.

– Tell the class they are going to act out the story using the flashcards.

– Call four Ss to come to the front. Give three Ss the flashcards for butterfly, dog and rabbit. Tell the other Ss to point to each picture and say the line.

– Call the other Ss to go to the front to act out the story.

– Help Ss to perform by prompting the lines and telling them to repeat.

4. Further practice( AB – page 58)

* Say and match.

– Tell Ss to look at page 58.

– Ask SS to say the name of each part of the body in the first column. Ask them what they can see in the second column.

– Explain that Ss should match the pictures of the same part of the body.

-Ss complete the activity.

– Check the answers. Have Ss hold up their books.

III. Consolidation.

– Ask Ss to repeat the objective of the lesson today.

IV. Home link.

– Remind Ss to practice at home.

 

 

– Look at the board and listen to the guide of the teacher and do as the teacher says.

– each Ss go to the front and listen to the teacher and draw one part of the body.

 

 

– Work in group and which group finish first is the winner.

 

 

 

 

– Open the book at page 51.

 

 

– Listen to the order of the story.

 

– Listen to the teacher.

 

– Listen and point to the correct pictures in order of the story.

 

 

 

 

– Look at the picture again , listen to the teacher and answer the questions.

+ They are playing.

+ in the dark.

+ rabbit, dog, butterfly.

 

 

 

– Listen to the CD once.

 

 

– Some Ss give the things they can  understand.

 

 

 

 

 

 

 

 

– Listen to the CD again and repeat after each frame.

 

– repeat what they can hear not the lines in the book under the pictures.

-Look, listen to the teacher makes model.

– Four Ss go to the board and act out the story.

 

– Several groups act out the story.

 

 

– Look at the teacher, listen and repeat.

 

 

– Open the AB at page 58.

 

– Review the names of the parts of the body and say the names.

 

– Whole the class do the activity by matching the same parts of the body in the  book.

– Then hold up their books.

 

 

– Repeat the objective of the lesson today.

 

– Take note and remember.

UNIT 8( CONT): MY BODY (Period 56) REVIEW- PROGRESS CHECK

                                                      AB page 59

Aim and objective.

Help Ss to review the letters and sounds for Rr, Ss, Tt.

– Help Ss to review the numbers 1-8.

  1. Materials: Flashcard 37, 98, 100.

III. Procedure.

Warm up.

– Review the letters. Tell Ss to write the letters they hear.

– Say t, r, s, pausing between each letter.

– Write the letter r, s, t on the board. Call a Ss to circle the first lettern the teacher said (t). Repeat with two other Ss for letters r and s.

New lesson.

Say and write.

– Write the letter r, s, and t at the top of the board. Point to each letter and have Ss tell the name and the sound of the letters r and s.

– Tell Ss to look at page 59.

– Ask Ss to say the words for the pictures (rabbit, sun, sing, toes).

– Teacher model the activity. Stick the flashcard of the rabbit on the board below the letters. Ask: What’s this? Ss say: a rabbit.

– Ask Ss the letter name and the letter sound at the beginning of the rabbit.

– Ss write the first letter under each picture. Check the answers by sticking the flashcards on the board and having Ss write the letters under them. For sing, draw a simple face with music notes.

Count and circle.

– Tell Ss to look at the second activity on page 59.

– Ask SS which numbers they can see in the first row (5 and 6).

– Model the activity. Draw the hand on the board. Ask : how many fingers?

Point to each and count aloud 1, 2, 3, 4, 5, five fingers. Circle the number 5.

  • Ss complete the activity.Tell them to count each item as they work.
  • – Check by asking : How many….? For each row of item.

Progress check.

– Have Ss to have the mini- test (TB page 101)