Giáo án First Friends 1 Unit 10

UNIT 10: MY FOOD (Period 64): LESSON 1

(CB page 58- 59, AB page 67)

Aim and objective.

– Help Ss to identify food.

– To recognize English sounds and spoken words.

– Help Ss to recognize colours.

Vocabulary.

– banana, biscuit, carrot, orange, sandwich, sweet, tomato.

III. Materials.

– CD track 69- 70, flashcard 27-31, 64 -70.

Class activities.

– T-WC, group work, pair work, 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 58- 59 . Ask Ss the following questions to relate to the family.

+ who can you recognize in the picture?

+ what are they doing?

+ Do you think Mira and Tess should eat the sweets and biscuits now or finish their carrot and sandwich first?

II. New lesson.

1. Listen and say.

– Tell Ss that they are going to learn the words for the members of their family.

– Play the CD, holding up the flashcard for each food as the name is said.

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

* Transcript.

Sweet, carrot, sandwich, tomato, biscuit, orange, banana.

2. Listen and find.

– Tell Ss that the teacher is going to say a word and they should point to the person who represents that member of the family in their books.

– Say the words at random. e.g: banana, carrot, sandwich, sweet, orange, tomato, biscuit. As the teacher says the word, the teacher may hold up the flashcard to give the Ss visual support.

– Check that they are pointing to the correct person in the family.

– Play the CD again and pause after each word. Ss listen and point to the person in the book.

* Play the game: Hold up the flashcard.

– Teacher explains how to play the game: Get ten Ss go to the front and give each Ss a picture to show the food. Teacher says a word, if the student having that picture holds up the picture. If any one holds up the picture not correct, they are out of the game. The last person is the winner.

3. Further practice ( AB page 67).

* Say and match.

– Tell Ss to look at the book at page 67.

– Put the flashcards for colours on the bb. Point to the red f lashcard and ask What colour is this? Children respond red. Write red next to the colour. Repeat with the other colours.

-Ask Ss for the number red(1). Explain that they should colour red all the food with a 1 in it.

III. Consolidation.

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

IV. Home link.

– remember at home and practice at home to say the words..

 

– Open the book at page 58-59.

– Look at the picture in the book and answer the questions.

+ Baz, Tess and Mira.

 

+ Having meal.

+They should finish the main course.

 

 

– Listen to the teacher.

 

 

– Listen to the CD for the first time.

 

 

– Look, listen and repeat.

 

 

– Listen to the CD again and repeat in chorus and individually.

 

 

* Listen and find.

 

– Listen to the teacher.

 

 

– Listen and hold up the picture.

 

 

 

 

 

– Listen and point to the correct picture as the teacher says.

 

 

 

* Play the game:

 

 

– Work in group and play the game as the teacher guides.

 

 

 

 

 

 

– Open the book at page 67( AB).

 

-Look and respond.

 

 

 

 

– Complete the activity

 

 

 

– Repeat the objective of the lesson today.

 

– Take notes and remember.

UNIT 10 (CONT): MY FOOD (Period 65) LESSON 2

                             (CB page 58-59- AB page 68)

Aim and objective.

– Help Ss to express likes and dislikes.

Vocabulary and Structure.

  • Structure: I like/ I don’t like……..
  • Vocabulary: yummy.

III. Materials.

– CD track 71, flashcard 64-70.

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 names of the new food items. Stick the flashcards on the board. Say point to the tomato. Ss respond. Repeat with other words.

– Present the word yummy. Mime eating a banana. Pretend to peel the banana and eat it. Look happy and satisfied. Say yummy. My banana’s yummy.

II. New lesson.

1. Listen and say.

– Tell SS to look at the picture on page 52- 53 . Ask Ss what they think Tess is doing.

– Play the CD once to check the answer.

– Play the CD again, pausing after each phrase. Ss repeat the phrases chorally and individually.

– Ask if Ss can remember the name of Tess’s friend ( Mira). Ask If they can remember the two family member words Tess used for Adam.

*Transcript:

Tess: Hello! This is Maria.

All: Hello, Maria.

Tess: Mira, This is my family.

They are my grandpa and my grandma. This is my dad. Baz is my brother. He’s baby.

Adam: I’m not a baby.

2. Say and do.

– Point to the all the flashcards on the board in one motion. Say this is my family.

– Point to the flashcard of brother. Say this is (name). He’s my brother.

– Point to the flashcard of sister. Say this is (name). She’s my sister.

– Point to the flashcards of the grandpa and grandma. Say they are my grandpa and grandma.

– Repeat with the other flashcards, identifying the family members with He is……., She is……….., or they are…….

3. Further practice.

Activity Book ( AB page 61)

* Draw and write.

– Guide Ss how to recognize the word dad, mum. Then have them to write the words and trace them on the page.

III. Consolidation.

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

IV. Home link: Remember at home.

 

 

– Review the names of the family members.

– Look at the picture on the board and answer the teacher’s question.

– Look at the flashcards of Tess and Baz and answer the teacher’s question.

– Repeat the names of the members in the family.

 

 

 

-Look at the picture on page

 

 

– Listen to the CD once.

– Listen again and repeat after the teacher in chorally and individually.

 

– Look at the picture and answer the teacher’s questions: Mira and brother, baby.

 

 

 

 

 

 

 

 

 

 

 

– Look at the flashcards on the board and listen to the teacher.

 

– Listen to the teacher introduce

Her family.

– Remember the structures:

+ This is …….

+ He’s my …..

+ She’s ………

+ They are my …….

– Using the structures above to act the characters.

– Some Ss go to the board and practice introducing the family members.

– open the AB and do the activity in the book at page 61.

– Listen to the teacher and do.

 

 

– Repeat the object of the lesson today.

– Take note and remember.

UNIT 10 (CONT): MY FOOD (Period 66) LESSON 3: LETTER FUN ( CB Page 60-AB page 69)

Aim and objective.

Help Ss to say, recognize, and write the letters Xx.

– Help Ss to recognize and say the sounds /ks/.

– Help Ss to develop fine motor control.

Vocabulary.

– box, fox

III. Materials.

– CD track 72, flashcards 104

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 food vocabulary and known letters. Say apple. Ask Ss to tell you the first letter’s name and sound( a, /  /)

Repeat with banana, carrots, dates, egg, fig, sandwich and tomato.

II. New lesson.

1. Learn the letter.

– Hold up the flashcard 104 of the box. Say box. Ss repeat the word chorally and individually. Stick the flashcard on the board.

– Write the letter x on the board under the umbrella. Point to it and say x, /ks /, box.

– Present the word fox using the picture in the book. Point to the letter x on the bb as you point . Say/ks / fox . Ask Ss to repeat in chorally and individually.

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

– Tell Ss that they are going to learn how to write the letter Xx. Tell them look at letter Xx with the arrows on page 60.

– Stand with the back to the class as using the finger to write the letter Xx in the air. As the letter presented in the book.

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

– Repeat with the lower letter case x.

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

2. Sing.

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

– 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.

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

3. Find

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

– Tell Ss to look at the picture at the bottom of the page. Say Point to the box. Check that they are pointing to the umbrella.

– Say point to the fox. Check that they are pointing to the van.

– Tell them to find the word beginning with /f/(figs), /w/ (water).

4. Further practice.

AB PAGE 69.

– Guide Ss to trace and write the letter in their book and the board.

– Then ask Ss to colour the picture in the book.

III. Consolidation.

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

IV. Home link.

– Take note and remember the letter in the unit today.

 

– listen and say.

 

 

-repeat

-listen.

 

 

– Look at the picture and say the name of the thing in the flashcard. It’s a box.

– Look, listen and say the word in chorally and individually.

 

 

– Repeat with the flashcard of fox.

 

 

 

– Listen to the teacher say the name and the sound of the letter X.

– Practice saying the letters and the words in chorally and individually.

+ box

+ fox

 

– Look, listen to the teacher and practice writing the letters X.

 

 

 

 

 

 

 

– Listen to the teacher.

 

– Listen to the CD the song.

 

–         Listen again .

– Listen to the teacher again and repeat after the teacher.

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

 

 

 

 

– Look at the alphabet at the bottom of the page , find the name and the sound of the letter before letter x (w,/w/)

– Look, listen and point to the box.

– Find the word beginning with letter/f/(figs), /w/ (water).

 

 

 

 

 

– Open the book at page 69 and listen to the teacher and do as the teacher say. (Whole the class do the action).

 

– Repeat the objective of the lesson today.

 

– take note and remember.

UNIT 10 (CONT): MY FOOD (Period 67) LESSON 4- CRAFT.

(CB page 61 – AB page 70)

Aim and objective.

– To say the names and sounds of the letters from a-x.

– To develop the fine motor control.

Vocabulary.

III. Materials.

– CD track 73, flashcards 64-70.

Class activities.

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

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

2’

I. Warm up.

Write the letters a-x on the bb

Point to each letter as children say its name and sound.

Point each letter again. Ask chidren to give you a word beginning with that letter. For x, ask them to give a word ending in x (box, fox)

II. New lesson.

1. Make.

– Tell Ss to look at page 61 in their books.

-Show Ss your completed model. Point to the shapes and ask Ss to tell you the name and sound of the letters. Ask them to tell you name of the objects on the other side

-Divide the class into six groups.  Assign each group four letters

-Before you give Ss the materials, review the four pictures in the book, describing each step.

-Give Ss their four shapes

2. Sing.

– Tell SS that they are going to learn a song of all the alphabet letters they have learnt so far.

– 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.

3. Sing and point.

– Call a child from each of the six groups to the front. Tell Ss to stand so that the letters are in order

Ask each child to present the letters and pictures on his or her mobile. This is a, /  /. apple.. This is b, /b/, balloon, etc..

4. Further practice( AB page 70)

a. Say and write .

– Tell Ss to look at page 70.

a. Colour the right picture

III. Consolidation.

– Repeat the objective of the lesson today.

IV. Home link.

– Practice at home.

 

-Look and say

 

 

-give a word ending in x(box, fox)

 

 

 

 

-open the book, p 61

 

-Look and say

 

 

-say the name of the objects

 

-group-work

 

 

 

 

 

 

– Listen to the teacher.

 

– Listen to the CD the song.

 

– Listen again .

– Listen to the teacher again and repeat after the teacher.

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

 

 

-go to the front

 

 

– present the letters and pictures on their mobile. This is a, /  /. apple.. This is b, /b/, balloon, etc..

 

– Do the activities as the teacher.

 

 

– Repeat the objective of the lesson today.

 

– Listen and take notes.

 

UNIT 10 (CONT): MY FOOD (Period 68) LESSON 5: LETTER FUN ( CB Page 62-AB page 71)

Aim and objective.

Help Ss to say, recognize, and write the letters Yy and Zz.

– Help Ss to recognize and say the sounds / j / and / z /.

– Help Ss to develop fine motor control.

Vocabulary.

-yo-yo, yogurt, zebra, zero

III. Materials.

– CD track 74, flashcards 104-106, 24, 25

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 letter Xx with the flashcards

Hold up the flashcard for pencil box. Ask What’s this?

Call Ss to the bb to write the letter x

II. New lesson.

1. Learn the letter.

– Hold up the flashcard 105 of the yogurt. Say yogurt. Ss repeat the word chorally and individually. Stick the flashcard on the board.

– Write the letter y on the board under the umbrella. Point to it and say y, / j /, yogurt.

– Present the word yo-yo using the book. Point to the letter y on the bb as you point . Say / j / yo-yo . Ask Ss to repeat in chorally and individually.

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

– Ask Ss to suggest a few common names that begin with the sound / /, then teacher gives some English examples.

– Tell Ss that they are going to learn how to write the letter Yy. Tell them look at letter Uu with the arrows on page 62.

– Stand with the back to the class as using the finger to write the letter Yy in the air. As the letter presented in the book.

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

– Repeat with the lower letter case y.

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

– Repeat with the whole procedure with the letter Z. Present zebra with the flashcard  106, and zero by writing it on the bb the picture in the book. Have Ss repeat the letter name , sound and the word (z,/z/, zebra; z, /z/, zero) before moving on to looking at the letters in the book.

2. Sing.

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

– 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.

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

3. Find

– Tell Ss to find the letter y and z in the alphabet at the top of the page. Ask Ss for the name and the sound of the letter before letter y (x, /ks/)

– Tell Ss to look at the picture at the bottom of the page. Say Point to the umbrella. Check that they are pointing to the yogurt.

– Say point to the zebra. Check that they are pointing to the zebra.

– Tell them to find the word beginning with /l/(lion),and /t/ (table).

4. Further practice.

AB PAGE 62.

– Guide Ss to trace and write the letter in their book and the board.

– Then ask Ss to colour the picture in the book.

III. Consolidation.

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

IV. Home link.

– Take note and remember the letter in the unit today.

 

 

 

– Look and say  A pencil box

 

-go to the front and write the letter x.

 

 

 

 

 

– Look at the picture and say the name of the thing in the flashcard. It’a yogurt.

– Look, listen and say the word in chorally and individually.

– Repeat with the flashcard of yo-yo.

– Listen to the teacher say the name and the sound of the letter Y.

– Practice saying the letters and the words in chorally and individually.

+ yogurt

+ yo-yo

 

– Look, listen to the teacher and practice writing the letters Y.

 

 

 

 

 

 

 

 

 

– Repeat the whole procedure of the letter Z and practice with the words Z.

zebra and zero.

 

 

 

 

 

 

 

– Listen to the teacher.

 

– Listen to the CD the song.

 

–         Listen again .

– Listen to the teacher again and repeat after the teacher.

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

 

 

 

 

– Look at the alphabet at the bottom of the page , find the name and the sound of the letter before letter y (x,/ks/)

– Look, listen and point to the yogurt.

 

 

– Look, listen and point to the zebra.

– Find the word beginning with letter/l/(lion),and /t/ (table).

 

 

– Open the book at page 71 and listen to the teacher and do as the teacher say. (Whole the class do the action).

 

– Repeat the objective of the lesson today.

 

– take note and remember.

UNIT 10 (CONT): MY FOOD (Period 69): LESSON 6- STORY.

(CB page 63, AB page 72)

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.

– To follow a sequence

-To count from1 -10

Vocabulary.

                   all colours, orange, red, yellow.

III. Materials.

– CD track 75, flashcard 27-29, 38, 65, 67, 69, 70

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 colours with the flashcards

Hold up the flashcard for orange. Ask What colour is this?

Present the phrase all colours by holding up a variety of coloured pencils and markers. Say all colours. Call out some Ss to colours Ss know

Review flower and carrot with flashcard. Ask What’s this?

II. New lesson.

1. Look and say.

– Tell Ss to open their book at page 63.

– 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 characters?

+ What are they doing?.

+ Who did Baz paint?.

 

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.

Jig: I like carrots.

Pat: What colour are they?

Jig: Orange, of course.

Jig: I like dates.

Pat: What colour are they?

Jig: Red and yellow.

Boy 1: No, it isn’t Tess. It’s me!

Boy 2: Sorry

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 two Ss to come to the front. Give two Ss the flashcards for Jig and Pat. Tell the other Ss to point to each picture as they act.

– 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 72)

* Look, count and write.

– Tell Ss to look at page 72.

Ask Ss what they see. Ask them to name all the food items on the table

As they name each item stick its flashcard on the bb.

Ask How many carrots?

*  Write and say.

Copy the number line on the bb. Point the first number

Ask Ss to tell you what is next. Write it in the number line

III. Consolidation.

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

IV. Home link.

– Remind Ss to practice at home.

 

 

 

– Look and respond: orange

 

-look and say

 

 

-Colour

-respond  It’s a flower. It’s a carrot.

 

 

– Open the book at page 63.

 

 

– 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.

+ Jig and Pat.

+ Baz is painting and Jig is watching.

+ flowers

 

 

 

– 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.

– Two 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 72.

 

– Review the names of the food items

 

– Whole the class do the activity in the  book.

– Tell the next number and write it the number line.

 

 

 

– Repeat the objective of the lesson today.

 

– Take note and remember.

UNIT 10 (CONT): MY FOOD (Period 70): REVIEW- PROGRESS CHECK

                                                      AB page 73

Aim and objective.

Help Ss to review capital and lower letters for the alphatbet.

– Help Ss to review the letters and sounds for the alphatbet.

Materials: Flashcards.

III. Procedure.

Warm up.

– Review the entire alphatbet. Ask Ss to say all the letters in order from Aa-  Zz. Ask them to say the names and sounds of the letters.

– Write the letters on the board as Ss say them.

New lesson.

Follow the letters.

– Tell Ss to look at page 73

– Ask Ss what they can see in the picture

-Ask Ss what is on the beads of the necklace

-Tell Ss to connect the letters in order

-Ss complete the activity.

Progress check.

– Have Ss to have the mini- test (TB page 103)

Final Progress check.