WEEK: …. Date of preparing: ….
/ … / ……
PERIOD: …. Date of teaching: …./ … / …….
BREAKING THE ICE
Introduction
OBJECTIVES
Cognition: By the end of this lesson, pupils will be able to understand and say some
classroom commands.
Skill: Speaking: Ask and answer the names of others.
Listening: Listen to identify about friends’ names.
Competences:
Self-control and independent learning: Perform speaking and listening tasks.
Communication and collaboration: Work in pairs or groups to introduce the names
Problem solving & creativity: Add more names in English.
Attributes
Kindness: help partners to complete learning tasks.
Diligence: complete learning tasks.
Honesty: play fair.
Accountability: appreciate kindness, diligence and honesty.
LANGUAGE FOCUS
Grammar: Simple present tense.
Sentence pattern: My name’s Hoa. And you? /What’s your name?
I’m fine. How are you?
I’m thirty five. How old are you?
What’s her name? Her name’s/ She’s ….
What’s his name? His name’s/ He’s ….
INSTRUCTIONAL RESOURCES: flashcards, projector, PowerPoint slides.
LEARNING EXPERIENCES
Teacher’s activities Students’ activities
Warm up (4 minutes)
Aim: help students to generate pupils’ interests and lead in the new content.
Greeting to the students Greeting to the teacher and the others
- Ask children wave, smile and say “Hello” to - Say “Hello” to all.
their teacher and friends
- Encourage all the children to say Hello to you - Say “Hello” to the teacher.
again.
- Let students to watch, sing along and dance the - Watch, sing along and dance the ABC song
ABC song
- Remark on students’ pronunciation - Give their remarks to others.
Presentation: Vocabulary understanding. (8 minutes)
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Aim: help students to recall structures.
Ask and answer Ask and answer
- Ask students to work in pairs to ask and answer - Listen to the teacher.
about their names, ages, health and other friends - Work in pairs to ask and answer about their
around class. names, ages, health and other friends around
- Observe students’ communication and help if class.
necessary. Then, correct mistakes. Hello, I’m (A).
- Ask students to give their feedback on their My name’s A. And you? /What’s your name?
friends’ presentation, then make the conclusion Hello, I’m (B).
of the task. My name’s B. And you? /What’s your name?
I’m fine. How are you?
I’m nine. How old are you?
What’s her name? Her name’s/ She’s ….
What’s his name? His name’s/ He’s ….
- Correct mistakes.
- Give remarks to the classmates’ presentation.
Expected outcomes and assessment
- Task completed with excellence: students can
identify and read out loud the answers and
questions about personal information correctly
and they can repeat the new structure correctly.
- Task completed: students can identify and read
out loud the answers and questions personal
information and they can repeat the new
structure.
- Task uncompleted: students fail to identify or
read out loud the answers and questions personal
information , or they fail to repeat the new
structures.
Practice (12 minutes)
Aim: give students chances to practice.
Make an interview: Introduce about yourself Make an interview: Introduce about yourself
- Explain how to start - Listen to teacher’s explainations.
- Have the students work in pairs. - One pair models the task.
- Walk around the class providing any necessary - Listen to the model.
help. - Look at the pair modeling the task.
- Ask some pairs to demonstrate in front of the - Work in pairs.
class. - Ask for help if necessary.
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- Correct the students’ pronunciation and - Demonstrate in front of the class.
intonation if necessary.
Expected outcomes and assessment
- Task completed with excellence: students can
say the names, age and their health correctly and
fluently, then they can listen and respond the
questions correctly and quickly.
- Task completed: students can say the names,
age and their health correctly, then they can
listen and respond the questions correctly.
- Task uncompleted: students fail to say the
names, age and their health, or they fail to listen
or respond the questions.
Production (8 minutes)
Aim: help students practicing structures in part 2 to improve their speaking skill,
Play a game: Oral Storytelling Play a game: Oral Storytelling
- Explain the game - Listen to the teacher’s explanation.
- Sit in a circle. Begin telling a story by speaking
one sentence aloud.
- The student on your left should add to the story
by speaking a second sentence aloud.
- The student to his or her left should speak the
next sentence aloud, and so on.
- Keep the story going around the circle one
sentence at a time until it comes to a logical
conclusion.
- Correct mistakes.
- Invite a student to come to the front of the - Give remarks to their friends performance
class.
- Observe and correct students’ mistakes.
- Pick some volunteers to come to the front to
introduce.
- Give comments and praise.
Consolidation (3 minutes)
Aim: help students review the materials studied
Let’s Practice!
- Have children look around the classroom and - Look and say
call out the English name they can see.
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- Observe and give remarks - Listen and correct mistakes as necessary
- Ask some students introduce about their - Introduce about their friends’ names
friends’ names - Give comments to others.
- Listen and comment on their task
Expected outcomes and assessment
- Task completed with excellence: students can
recognize the ways to introduce about
themselves or how to start a conversation
correctly and fluently.
- Task completed: students can know how to
introduce their names and say them correctly.
Task uncompleted: students fail to start a
conversation.
- Tell students how they work today
- Ask students practice the sentences structures
- Then say “Goodbye” to the pupils or sing the “Goodbye song” together.
Notes:
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