BỘ GIÁO DỤC VÀ ĐÀO TẠO HOÀNG VĂN VÂN (Tổng Chủ biên) - PHAN HÀ (Chủ biên) ĐỖ THỊ NGỌC HIỀN - NGUYỄN SONG HÙNG - ĐÀO NGỌC LỘC TRƯƠNG THỊ NGỌC MINH - NGUYỄN QUỐC TUẤN Với cộng tác COL GILLESPIE CARMEL HERON (T¸i b¶n lÇn thø nhÊt) NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM Sách được Hội đồng Anh hỗ trợ chuyên môn, chuyên gia tư vấn Jaynee Moon góp ý, thẩm định độc lập Nhà xuất Macmillan Australia Macmillan New Zealand phối hợp biên soạn, biên tập thiết kế CONTENTS Introduction Book Map 14 Unit Hello 18 Unit My Name Is 25 Unit How Are You? 32 Unit What’s Your Name? 39 Unit Our Friends 46 Review 53 Unit My School 57 Unit Places in My School 64 Unit School Things 72 Unit In My Classroom 79 Unit 10 Our Break Time 85 Review 92 Unit 11 My Family 96 Unit 12 How Old Are you? 103 Unit 13 My House 111 Unit 14 Our Room 118 Unit 15 At Home 126 Review 135 Unit 16 The Weather 138 Unit 17 Outdoor Activities 146 Unit 18 Colours 154 Unit 19 Our Pets 162 Unit 20 Our Toys 169 Review 177 INTRODUCTION Tieng Anh is the first of the three-level English coursebooks for Vietnamese primary school pupils learning English as a foreign language (EFL) The book follows a systematic, cyclical and theme-based syllabus, approved by the Ministry of Education and Training in August, 2010, which takes a thorough development of skills, but gives particular emphasis to listening and speaking at the early stage The whole coursebook reflects the carefully sequenced pedagogy of warm-up, presentation, practice, application and assessment to develop language and developmental skills through four macro themes - Me and My Friends, Me and My School, Me and My Family, and Me and the World Around Twenty richly illustrated, cross-curricular and theme-based units focus on offering pupils motivation, memorable lessons and a joyful learning experience of English Clear lessons follow a logical progression and include a wide range of learning styles with activities that help pupils develop coordination, critical thinking, pre-language skills as they learn to speak and understand English Singing activities, total physical response (TPR) chants, and exciting games reinforce previously learnt vocabulary, motivate pupils and help them build confidence in communicating in English UNIT COMPONENTS Tieng Anh - Student Book includes twenty units, four reviews and an interwoven sample assessment in the Teacher Book Each unit offers pupils a sense of security through predictable activities which are systematically sequenced from listening to speaking, reading and writing Each unit is organized around a familiar topic and consists of three lessons Each lesson provides materials for two periods (or eighty minutes) of class contact After the warm-up step with a song or a game, conducted by the teacher, the presentation part of the unit begins with Look, listen and repeat This part is colourfully illustrated to set up the situation in which English is used The input language is mostly presented in speech bubbles to make the scene like comic script that motivates and engages pupils’ interest in their learning of English Pupils look at the pictures to study the text, listen to the teacher’s explanations and repeat the language for the first time This part provides the vocabulary for pupils to speak English using sentence patterns Specially chosen words are linked up with their meanings through a variety of appealing illustrations.This is an interractive activity that is conducted in pairs or groups Finally, the pair or group demonstration in front of the class offers pupils the feelings of security, achievement and confidence in using the new language This part provides pupils with an opportunity to speak English freely, using the recently practised language in different contexts It also helps to reinforce pupils’ understanding and memory This part is designed especially to give extra language for pupils to practise listening, speaking, and performing actions (TPR) Pupils learn the rhythm of English by clapping hands as they chant It is also a good way to develop pupils’ pronunciation ability The easyto-understand language of the chant provides motivation for enjoyable and age-appropriate practice activities Chants play a special role in introducing new language or consolidating, recycling and extending the contexts in which structures and vocabulary already learnt are used This part gradually introduces pupils to the sounds of English through a phonics chant that presents two sound features at a time Phonics provides a useful tool for pupils to rely on when they come across new vocabulary in listening, speaking, reading and spelling Troublesome sounds to Vietnamese pupils are carefully selected from the material in each unit to be focused on, and presented in a chant for pupils to practise speaking in a natural and motivating fun way This part provides the development of listening skills The activity is designed to provide a reason and purpose for listening It is also a flexible means of checking pupils’ comprehension The activity requires pupils to put a tick in the chosen box as they listen After that, they trade their performance in pairs or groups for correction Finally, a few individuals are selected to report their work at the front of the class The activity can be reinforced by choral repetition This part aims to develop reading abilities The reading text is often based on the vocabulary and structures that pupils have previously acquired to make the activity achievable Reading comprehension at this level is often checked by matching pictures to texts and vice versa or completing the missing words in a sentence At this level, pupils are often required to read aloud at the after-reading stage to reinforce their pronunciation ability This part is specially developed to provide additional material to keep pupils motivated and inspired after the reading activities Like chants, songs are natural, spontaneous, and enjoyable ways to learn English Pupils like music and learning popular rhymes can help them to develop their awareness of English stress, rhythm and intonation This activity also enables an interaction and cooperation among individual pupils in the same class This part provides additional language input for listening and speaking activities New vocabulary, e g plural form of nouns, pronouns, or verbs, is presented in already learnt sentence patterns Pupils look at the pictures to study the contextualized input language, listen to the teacher’s explanations and then to the recording for the first time After that, they listen again and repeat the texts in the speech bubbles or each line of the dialogue This part provides the practice of additional language input Pupils practise speaking, using the new material to recall and memorise vocabulary and structures in an expanding network of meanings As structured, this is an interractive activity in pairs or groups It is followed by a pair or group report to the class that promotes the pupils’ feelings of security, achievement and confidence in using English The writing part follows the listening and speaking activities in the previous sections to reinforce the lear nt material Writing activity at this level of English learning is aimed to support and consolidate oral and aural activities That is a reinforcement of the understanding and spelling of familiar vocabulary and sentence patterns Pupils are required to write the missing words in structures that are previously lear nt or to write simple answers with “yes”, “no” or a single word, e.g a noun, a preposition, and a verb This part is specially developed to provide additional material to keep pupils motivated and activated after the writing activities Games are enjoyable and useful tools to encourage pupils to participate in the use of English for entertainment They also help to develop pupils’ social skills such as taking turns, cooperating, listening to others, and observing the rules of the game Many games can help to develop the memory and concentration skills as well SKILLS AND LANGUAGE TEACHING in Tieng Anh I Teaching Listening In Tieng Anh 3, listening is one of the two communicative skills to receive more emphasis Through listening, pupils become familiar with the sounds, rhythms and intonation of English When listening to English, children are actively engaged in constructing meaning and making sense of what they hear, using their knowledge and the clues provided by the context So it is very important to teach pupils to be aware of  the reason and purpose for which they are listening,  the content of the listening text,  the speaker’s voice There is a three-staged plan in teaching listening: before, while, and after listening •B  efore listening aims  to motivate and engage pupils in the listening activity;  to establish a reason for listening;  to encourage pupils to predict the listening content, using a poster or situational illustrations in the coursebook such as puppets, realia and flashcards; and  to introduce new language or vocabulary which occurs in the listening text •While listening aims to help pupils  say the words and or the sentences correctly;  understand spoken English; and  develop a sub-listening skills such as listening for gist or listening for details •After listening aims  to help pupils show their listening comprehension at the front of the class; and  to provide a follow-up spoken / written activity such as speaking, or writing down what pupils have listened II Teaching Speaking Speaking in Tieng Anh is of two forms: spoken interaction and spoken production The first refers to the ability to ask and answer questions and handle exchanges with others The second refers to pupils’ ability to produce language appropriately and correctly Speaking in Tieng Anh includes: •P  ronunciation, which is learnt through dialogues, games, rhymes and songs Through these forms pupils get familiar with the stress, rhythm and intonation patterns of English in a natural way It is crucial to provide pupils with lots of models and to build up their confident acceptance of approximate pronunciation Insistence on correct pronunciation with young English learners is likely to bring about a counter-effect •R  epetition helps pupils memorise vocabulary and 'chunks' of language Repetition and classroom routines build up an expanding repertoire of English that helps pupils understand and respond to a situation as a part of communicative interaction in class The best strategy is to provide lots of opportunities for pupils to practise with a secure feeling through choral repetition of action rhymes and games It is also important to establish some classroom routines such as greetings and saying goodbyes at the beginning and the end of the lessons, asking for permissions, saying common classroom expressions such as I don’t understand; Could you say it again, please? ; May I ask you a question? or in answering a question, I don’t know; I think/guess ; and Perhaps •S peaking activities are designed to foster active listening Pupils learn to take turns and respect others’ opinions when practising in pairs and or groups It is advisable to remember the following sequences when conducting a speaking activity  Make clear the purpose of a speaking activity Elicit pupils to talk about the context of the speaking activity, using a poster or pictures from the coursebook, realia, etc  Model the focused language in the speech bubbles several times, using a demonstration pair and the vocabulary sets provided in the coursebook  Have pupils repeat in chorus before pairwork and groupwork and focus on stress, rhythm and intonation Offer help, when necessary, to make pupils feel secure and promote their confidence in speaking •A  fter speaking includes some remedial work as well as follow-up activities in the form of a writing or a reading task or an integrated activity III Teaching Reading •In developing reading skills in English, pupils are taught to read aloud, following the pictures and the texts in the stories and coursebooks This provides an implicit opportunity for pupils to get familiar with conventions of print and text •T he reading text is based on familiar texts which have been orally/aurally practised, and the use of a whole-word sign recognition as well as phonics The use of phonics is usually most effective when embedded in a context such as a rhyme or a chant  •E xplanations should be given to pupils when they not understand the meaning of a word Some reading strategies such as focusing on familiar words, guessing unfamiliar words in a logical context, and looking at cued pictures for meaning should be taught to pupils •T he reading activities in Tieng Anh aim to help pupils to develop sub-skills such as skimming for gist and scanning for detail Teaching reading, like teaching other skills, can be staged into before, while and after reading •B  efore reading prepares a motivating and interesting atmosphere Elicit from pupils before they are going to read a text, using a poster, puppets, the pictures from the coursebook, realia, etc Encourage pupils to guess what the text is about before reading it •A  sk pupils a few questions to check their comprehension •H  ave the whole class repeat each line in the dialogue to reinforce their pronunciation Look and say •H  ave pupils turn their books to Page 66 Have them identify the characters and the toys in Pictures a, b, c and d Tell pupils they are going to practise talking about the number of toys that the characters have got Recall the vocabulary and structures that pupils have learnt in Section Use the flashcards to teach the vocabulary ball and ship Draw pupils’ attention on the ending sounds of the plural nouns /z/ balls, dolls; /s/ robots, ships •M  odel Ask pupils to talk about Picture a, using Who’s that? − It’s Nam; What are these? − They’re balls; Count the balls − There are five balls; Good Nam has got five balls He’s got five balls Now repeat after me He’s got five balls Repeat the step Have pupils repeat the statement in focus a few times so that they can remember its structure •P  airwork Pupils work in pairs, taking turns to talk about the quantity of toys in the pictures •C  all on a few pupils to perform the task The rest of the class observe and give comments •A  sk pupils a few questions to check their comprehension Then have the whole class repeat all the sentences which have been practised in this section to reinforce their pronunciation Anticipated sound problems: have, has, dolls, ships Talk •B  ooks open Turn to Page 67 Tell pupils that they are going to practise talking more about the number of toys in the top picture Recall the vocabulary and structures learnt in the previous sections Ask pupils to talk about the characters and the quantity of their toy(s) •P  oint to the boy with two cars and elicit a conversation from the class: You: What’s the boy doing? Class: He’s playing You: What’s he playing with? Class: He’s playing with cars You: How many cars? Class: Two You: Yes He‘s got two cars Now repeat He ‘s got two cars •R  epeat the step with Pictures b, c, d and e in turn Have the class repeat these sentences a few times before letting them practise talking freely •P  airwork Pupils take turns to say, point to the children and toys in the picture or use flashcards or real objects •S elect one or two pairs to perform the task at the front of the class Monitor the activity, check pupils’ pronunciation and offer help when necessary •A  sk pupils a few questions to check their comprehension And then have the whole class repeat all the sentences practised to reinforce their pronunciation 170 Let's sing •Whole class Books open Turn to Page 67 Tell pupils they are going to sing the rhyme Linda’s Got a Little Doll Place the large piece of paper with the rhyme Linda’s Got a Little Doll written on it on the board Teach the unfamiliar vocabulary dress, snow, white, and everywhere Play the recording all the way through for pupils to listen and mime the rhyme Lyric: Linda’s Got a Little Doll Linda ‘s got a little doll Little doll, little doll Linda‘s got a little doll Its dress is as white as snow Everywhere that Linda goes Linda goes, Linda goes Everywhere that Linda goes The doll is sure to go! •P  lay the recording a second time for pupils to sing each line, as they point to the appropriate line in their books Repeat the step a few times so that pupils can remember the lyric •G  roupwork Pupils practise singing and miming the rhyme in groups Monitor the activity, check pupils’ pronunciation and offer help when necessary •C  all on a group of pupils to sing and mime the rhyme at the front of the class The rest of the class clap at the rhythms •A  sk pupils a few questions to check their comprehension •H  ave the whole class sing the rhyme in chorus to reinforce their pronunciation Follow-up •H  ave pupils copy the lyric of the rhyme into their notebooks Summary •In this lesson, pupils have learnt how to talk about the quantities of toys, using the structures with have got and to sing the rhyme Linda’s Got a Little Doll Homelink •P  upils draw a doll and colour it at home 171 LESSON Duration: periods Aim: Pupils will be able to talk about quantities of toys Warm-up: Have pupils sing Linda’s Got a Little Doll, Lesson 1, Page 67 Listen and repeat •W  hole class Have pupils turn their books to Page 68 Ask them to look at the words four and five Focus their attention on the letters that are coloured differently in these words Explain that they are going to learn to produce the sound of the letter f in the word four, and that of the letters ve in five Model these sounds and ask pupils what they think about when they hear these sounds Place the large piece of paper with the chant written on it on the board Play the recording all the way through for pupils to listen and mime the chant Chant four five You’ve got two dolls I‘ve got three dolls We’ve got five dolls He’s got four balls She’s got five balls They’ve got nine balls •R  eplay the recording for pupils to repeat each line, as they point to the appropriate line in their books Repeat the step a few times for pupils to memorise the text •C  all on a group of six to the front of the class Have three of them repeat each line and the other three mime the appropriate line Repeat the step but this time have the pupils swap their parts •G  roupwork Pupils practise saying and miming the chant Monitor the activity, check pupils’ pronunciation, and offer help when necessary •C  all on some groups to recite and mime the chant at the front of the class The rest of the class clap at words in focus •A  sk pupils a few questions to check their comprehension •H  ave the whole class recite in chorus the whole chant to reinforce their pronunciation Listen and tick •W  hole class Books open Turn to Page 68 Elicit pupils to talk about the toys and the characters in the grid Tell them that they are going to hear some children talk about the toys they have Pupils should get the information in order to match each toy to the correct owner and tick the correct frame •P  lay the recording all the way through for pupils to listen as they look at the grid •R  eplay the recording for pupils to the task •R  eplay the recording for pupil to check their answers •H  ave pupils trade their answers in pairs or in groups for correction 172 •Ask pupils a few questions to check their comprehension •S elect two pupils to report the answers The rest of the class observe and give comments Transcript A: Have you got any toys, Peter? B: Yes I’ve got a robot A: What colour is your robot? B: It’s red A: Have you got any toys, Linda? B: Yes I’ve got two dolls A: What colour are your dolls? B: They are blue A: Have you got any toys, Tom? B: Yes I’ve got three balls A: What colour are your balls? B: They’re purple A: Have you got any toys, Mary? B: Yes I’ve got one doll A: What colour is your doll? B: It’s orange Answers: Peter: a red robot; Linda: two blue dolls; Tom: three purple balls; Mary: an orange doll Read and tick •H  ave pupils turn their books to Page 69 Ask them to identify the toys in the top pictures Draw their attention to the number and colour of the toys Tell them they are going to read the text in the top frame, match the information to the appropriate picture and tick the box in the correct picture Give the meaning of some •P  upils read the text individually Monitor the activity and offer help when necessary •P  airwork or groupwork Pupils trade their answers in pairs or in groups for correction • Call on some pupils to report their answers • Ask pupils a few questions to check their comprehension Then have pupils read the text in chorus to reinforce their pronunciation Answer: Picture a Let's play Kim’s Game •T ell pupils that they are going to play Kim’s Game Ask pupils to identify the toys in the pictures and their quantities •B  ooks open Have pupils in groups look closely at the lower picture on Page 69 •B  ooks closed The pupils in each group take turns to say built-up sentences with Nam or Mai as the subject 173 Examples: Nam’s got one ship He’s got one ship and three robots He’s got one ship, three robots, and five cars He’s got one ship, three robots, five cars, and two balls Mai’s got one yo-yo She’s got one yo-yo and five dolls She’s got one yo-yo, five dolls, and four robots She’s got one yo-yo, five dolls, four robots, and three teddy bears •C  hoose two groups to perform the game at the front of the class Other groups observe and give their comments The group who gains the most points is the winner •A  sk pupils a few questions to check their comprehension •H  ave the class repeat all the sentences to reinforce their pronunciation Note : Kim’s Game is a game that develops pupils’ capacity to observe and remember details The name is derived from Rudyard Kipling’s 1901 novel Kim, in which the hero, Kim, plays the game during his training as a spy The traditional “Kim’s Game” uses a tray full of objects to stretch the memory and vocabulary of the players How to Play Show a large number of objects Allow players to view the objects once They are not allowed to take notes The objects are put away Pupils, individually or in groups, form a list or make an oral report of as many of the objects as can be remembered Check off the things on the list Score one point for each correct item but minus one for any item on the list that is not in the scene Follow-up •R  eplay Kim’s Game with real objects in the classroom •A  sk pupils to make a list of sentences they have used when they replay Kim’s Game Summary • In this lesson, pupils have learnt how to describe toys, using the adjectives they have learnt; to pronounce correctly the sound of the letter f in four and that of the letters ve in five; and to play Kim’s Game Homelink •E ach pupil writes one or two sentences describing their favourite toys 174 LESSON Duration: periods Aim: Pupils will be able to specify the location of toys Warm-up: Pupils play Kim’s Game with real objects in their classroom Listen and repeat •W  hole class Have pupils turn their books to Page 70 Ask them to talk about the characters and where the toys are Tell them that they are going to hear Quan and Nam talk about where Nam’s toys are Give the meaning of here, there, and great •U  se a poster and two puppets to set up the situation Play the recording all the way through for pupils to listen •R  eplay the recording for pupils to repeat each line of the dialogue, as they point to the appropriate line in the dialogue •D  ivide the class into two groups Have one group repeat Quan’s part, the other repeat Nam’s Repeat the step but this time have the groups swap their parts •A  sk pupils a few questions to check their comprehension •H  ave the whole class repeat the dialogue all the way through to reinforce their pronunciation Look and say •B  ooks open Turn to Page 70 Ask pupils to identify the toys and their location in the picture of this section Tell pupils they are going to practise talking about the location of these toys Recall the vocabulary related to toys that pupils have learnt in the previous sections •M  odel Point to the doll in the picture, and ask What’s this? Have a pupil answer It’s my doll Ask Where is your doll? Have another pupil repeat the answer It’s on the bed Then have the whole class repeat the question and the answer Repeat the step but point to the two robots and ask What are these? Have one pupil repeat the answer They’re my robots Ask Where are your robots? Have pupils repeat the answer They’re on the chair Then have the class repeat the question and the answer •P  airwork Pupils practise asking and answering in pairs Monitor the activity, check pupils’ pronunciation and offer help when necessary •C  all on a pair to perform the task The rest of the class observe and give comments •H  ave the whole class repeat all the questions and answers practised in the section to reinforce their pronunciation Write •R  ecall the prepositions in, on, and under Have pupils turn their books to Page 71 Ask them to talk about the things in the pictures Tell them they are going to specify the location of the things in these pictures and complete Sentences 1, 2, and •C  onduct oral work before having pupils the writing task •P  upils the writing task individually Monitor the activity and offer help when necessary •P  airwork or groupwork Have pupils trade their work in pairs or groups for correction 175 •A  sk pupils a few questions to check their comprehension •H  ave the whole class repeat all the complete sentences to reinforce their pronunciation Answers: there under on in Let's chant •T ell pupils that they are going to chant Put the large piece of paper with the chant from Page 71 written on it on the board Recall the words floor, ships, bed and numbers 1−10 Chant One, two, three, four I‘ve got four Dolls and hats On the floor Five, six, seven, eight You‘ve got eight Balls and ships Under the bed •P  lay the recording all the way through for pupils to listen and mime the chant •P  lay the recording a second time for pupils to repeat each line, as they point to the appropriate line in their books Repeat the step a few times so that pupils can remember the text •C  all a group of six to the front of the class Have three of them repeat each line of the chant and the other three mime the line Repeat the step but this time have the pupils swap their parts •G  roupwork Pupils practise saying and miming the chant in groups Monitor the activity, check pupils’ pronunciation and offer help when necessary •C  all on one group to the front of the class to recite and mime the chant The rest of the class clap at rhythms •A  sk pupils a few questions to check their comprehension Then have the class recite the chant in chorus to reinforce their pronunciation Follow-up •A  sk pupils to copy the chant into their notebooks •H  ave pupils describe the location of toys or other items in the classroom Summary •In this lesson pupils have learnt how to specify the location of toys in the pictures, using the prepositions on, under, in and to recite the chant on Page 71 Homelink •P  upils recite and mime the chant on Page 71 at home 176 REVIEW Aim: Pupils will be able to perform their abilities on listening, speaking, reading and writing related to the topics they have learnt from Units 16 - 20, using the phonics, vocabulary and sentence patterns Duration: periods Period 1: Summary Period 2: Review (Student Book, Pages 72 - 77) Resources - Three sheets of white paper, with the phonics, vocabulary and sentence patterns written on them - Audio and visual aids: audio cassette player & cassettes and flashcards A SUMMARY Aims: To review the phonics and vocabulary, and the sentence patterns from Units 16 – 20 Duration: period Me and the World Around Unit 16 The Weather Competences – Identifying the weather – Describing the weather – Asking and answering about the weather Sentence Patterns • What’s the weather like? – It’s sunny • What’s the weather like in Ha Noi today? – It’s rainy Vocabulary weather, today, sunny, windy, rainy, cloudy, hot, cold, fine Phonics weather hot Sentence Patterns • What are they doing? – They’re playing with paper boats • What are they playing? – They’re playing football Vocabulary fly, kite, play football, badminton, cycle, boy, girl Phonics boat door Vocabulary colour, flower, rose, sky, sea, red, orange, yellow, green, blue, pink, brown, violet, like Phonics like blue Unit 17 Outdoor Activities Competences – Identifying outdoor activities – Asking and answering about outdoor activities – Describing on-going activities Unit 18 Colours Competences – Identifying colours – Expressing likes – Asking and answering about colours Sentence Patterns • What colour is it? – It’s red • I like red • What colour are they? – They’re blue 177 Unit 19 Our Pets Competences – Expressing possession – Asking and answering about pets – Asking and answering about quantities of pets Sentence Patterns • I’ve got a cat • I haven’t got a dog • Where’s your cat? He’s chasing a rat • How many tortoises have you got? – I’ve got three tortoises Vocabulary pet, cat, dog, bird, tortoise, parrot, rabbit, goldfish, fish, have got, how many Phonics cat dog Vocabulary doll, robot, ball, ship, car, yo-yo new Phonics four five Unit 20 Our Toys Competences – Describing toys – Talking about quantities of toys – Specifying location of toys Sentence Patterns • He’s/She’s got a new doll • You’ve got two dolls • Where are your robots? – They’re over there, on the chair Review Aim: To review the phonics and vocabulary, and the sentence patterns learnt in Units 16 - 20 I Phonics •Whole class Put the phonics sheet of paper on the board and play the recording Pupils follow the recording by reading aloud Draw pupils’ attention to the sounds that are difficult to pronounce such as weather, blue, five … •Pairwork Pupils practise saying words in focus in pairs Monitor the activity Correct their pronunciation as necessary • Call on some pairs to demonstrate at the front of the class Have the rest of the class observe and give comments II Vocabulary • Whole class Put the vocabulary sheet of paper on the board Pupils read the words aloud Have them identify their meanings (in Vietnamese) • Pairwork/Groupwork Pupils compose sentences with the words they have learnt III Sentence patterns • Whole class Put the sentence-pattern sheet of paper on the board Pupils review the sentence patterns by reading them aloud Ask pupils to identify the functions of the sentence patterns (in Vietnamese) • Pairwork/Groupwork Pupils role play short dialogues with the sentence patterns they have learnt Have some pairs demonstrate at the front of the class 178 B REVIEW Aims: Pupils will Review in class Duration: period Procedure: (Parts I – V) • Have pupils turn to Page 72 and Review • Pupils work individually to complete Parts I – V •Have pupils work in pairs Have them correct each other’s work on Parts I – V • Call on volunteers to read their answers Elicit comments from the rest of the class • Correct pupils’ work on Parts I – V as necessary I Complete each word Say it aloud Key weather hat clean four hot five II Write the missing letters Key sunny kite III Listen and match Key b c colours yellow red robot a d cat 10 yo-yo under Transcript: Example: A: How many balls have you got, Quan? B: I’ve got three balls A: How many balls? B: Three balls A: How many robots have you got, Nam? B: I’ve got one robot A: How many robots? B: One robot A: How many dolls have you got, Nga? B: I’ve got two dolls A: How many dolls? B: Two dolls A: How many dogs have you got, Hoa? B: I’ve got one dog A: How many dogs? B: One dog A: How many parrots have you got, Phong? B: I’ve got one parrot A: How many parrots? B: One parrot IV Read and match Key c d a b V Look, read and complete Key football a book a kite a cat VI Look and talk (NOTES: Part VI Look and talk should be done separately if there is enough time or it could be done during the process of teaching each unit.) Procedure - Ask pupils to look at the pictures For each picture, have them speak as required - Have pupils work in pairs or in groups Remind pupils to use the sentence patterns provided in Units 16-20 - Call on volunteers to speak aloud Invite comments from the rest of the class - Correct pupils’ answers as necessary 179 Suggested answers a) It is sunny The girls are skipping The boy is playing football b) The roses are red Mai’ s got a dog and two cats The dolls are in the bed SAMPLE WRITTEN TEST (Duration: 40 minutes) Aim: Pupils will complete the test in class to assess their understanding of Units 11-15 Duration: period Procedure - Ask pupils to complete the test below, or design your own test based on this one - Have pupils complete the test within period - Mark pupils’ tests and correct them Name: ……………………………… Class: …………………………… … I LISTENING (15 POINTS) Listen and tick (5 points) a) b) a) b) a) b) 180 a) b) a) b) Listen and match (5 points) a) b) c) d) e) 181 Listen and number (5 points) a) b) c) d) e) II READING AND WRITING (20 POINTS) Look, read and complete (10 points) I’m n _ _ _ years old The f _ _ _ _ _ is reading There are two b in the room This is a k Read and match (5 points) How old are you? a) It’s my brother What’s your mother doing? b) I’m ten Where’s the book? c) I’m reading a book Who’s that? d) She’s reading What are you reading? e) It’s under the bed Write (5 points) running mother skipping This is my family We are in the (1) _ now My father is (2) My (3) _ is reading My brother is (4) _ I am (5) _ We are a happy family 182 garden They are j _ _ _ _ _ _ skating I LISTENING (15 POINTS) Listen and tick (5 points) Transcript This is my friend He’s eight years old – Who’s that? It’s my father There are four chairs in the room - Where’s the picture? It’s on the table That’s my bedroom It’s tidy Answers: b; 2.a; 3.b; 4.a; 5.b Listen and match (5 points) Transcript This is Mr Green He’s reading in the living room now – Who’s that? – It’s my sister Linda – Where’s she now? – She’s in the bedroom Mrs Green is cooking in the kitchen – Where are you, Nam? – I’m here, Mummy, in the bathroom That’s my friend Her name’s Mai She’s in the garden now Answers: 1.b; 2.c; 3.a ; 4.e; 5.d Listen and number (5 points) Transcript This is my sister She’s cooking That’s my friend He’s skating – What’s he doing? – He’s reading Look He’s running in the garden – What’s she doing? – She’s skipping Answers: 1.c ; 2.a; 3.b; 4.d; 5.e II READING AND WRITING (20 POINTS) Look, read and complete (10 points) Answers: nine father jumping beds kitchen Read and match (5 points) Answers: b; d; e; a; c Write (5 points) Answers: garden running mother skating skipping Marking Scheme The total points are 50 in which listening accounts for 15 points, speaking for 15 points, and reading and writing for 20 points Note: The points for the speaking section can be gathered from the teacher’s observation of pupils’ interaction activities during the lessons from Units 11 – 15 183 Chịu trách nhiệm xuất bản: Chủ tịch Hội đồng thành viên kiêm Tổng Giám đốc NGÔ TRẦN ÁI Tổng biên tập kiêm Phó Tổng Giám đốc NGUYỄN QUÝ THAO Biên tập lần đầu: LÊ THỊ HUỆ - TRẦN THU HÀ ADRIAN BELL - SELLY GREEN Biên tập tái bản: LÊ THỊ HUỆ Thiết kế sách: NGUYỄN THỊ KIM DUNG - NGUYỄN THỊ HỒNG VI ANDREW AGUITAR Trình bày bìa: NGUYỄN BÍCH LA Chế bản: CTCP Mĩ thuật & Truyền thông Sửa in: LÊ THỊ HUỆ Sách biên soạn, biên tập, thiết kế, minh hoạ với cộng tác NXB Macmillan Australia Macmillan New Zealand Bản quyền thuộc Nhà xuất Giáo dục Việt Nam Bộ Giáo dục Đào tạo TIẾNG ANH - Sách giáo viên Mã số : 1G310T2 Số đăng ký KHXB : 01-2012/CXB/104-1095/GD In bản, khổ 20.5 x 29 cm Tại Số in In xong nộp lưu chiểu tháng năm 2012 184