Giao an Tieng Anh lop 2

2: Sing the song with music in groups: Play the music Let’s chant, let’s sing/ p.. 1 - Divide the class into 3 groups, play the tape and ask them to sing the song Group 1: Hello, hello,

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Planning date: Friday, September 10th 2010

Period 1: Prepare for the beginning of the academic year

A Aims: By the end of the lesson, students will be able to know the content of the book Let’s Go 1A

B Content:

Nội dung chơng trình tiếng Anh Let’s GO 1A:

- Gồm 4 đơn vị bài học( Unit1- 4) Mỗi 1 bài học trong cuốn tiếng Anh Let’s GO 1A đợc chia thành sỏu phần mỗi phần có một tiêu đề riêng

Những phần trong sách học sinh là:

- Let’s Talk: Ngữ liệu mang tính chức năng đợc đa vào trong hội thoại có liên quan đến chủ

đề của bài học Những đoạn hội thoại ngắn này thờng dùng những từ vựng sẽ đợc lặp đi lặplại trong các phần khác của bài

- Let’s Sing: Ngôn ngữ chức năng đã giới thiệu trong phần Let’s Talk đợc sử dụng lại trong

bài hát

- Let’s Learn: Phần giới thiệu ngữ liệu mới: từ vựng và mẫu câu Mẫu câu đợc giới thiệu

qua những đoạn hội thoại ngắn, sát với thực tiển cuộc sống Những mẫu câu giới thiệu trongbài hội thoại đợc đa vào luyện qua các hoạt động theo nhóm và theo đôi

- Let’s Learn Some More: Phần này dựa trên những mẫu ngữ pháp đã giới thiệu trong phần

Let’s Learn để giới thiệu mở rộng một số điểm ngữ pháp có liên quan Một hội thoại đợc sửdụng để minh hoạ ngữ liệu, sau đó là những bài tập luyện theo nhóm và theo đôi

*Learn the Alphabet: Phần này in trong trang thứ hai của phần Let’s Learn Some More.

Toàn bộ chữ cái đợc giới thiệu trong Unit 1 thông qua bài hát ABC rất hấp dẫn

- Let’s Move: Dựa trên các kỹ thuật của James Asher trong phơng pháp Phản xạ tự nhiên,

phần này dạy tiếng Anh trong lớp học, nh mệnh lệnh, và những động từ chỉ hành động,nhằm tạo cho học sinh phản xạ giao tiếp ngữ liệu mới

- Let’s Listen: Phần này ôn lại ngữ liệu đã học trong Unit thông qua một loạt các hoạt động

nghe hiểu, và các hoạt động đối ứng

*Let’s Review: Cứ sau hai Units lại có một bài ôn tập để cũng cố số từ và mẫu câu đã học

trong các bài trớc đó Thông qua trò chơi, đóng vai giao tiếp, và phỏng vấn Học sinh sẽ dùng

đi dùng lại những ngữ liệu đã học, cũng cố thêm kiến thức nền, rồi từ đó tiến vào ngữ liệu

mới, cao hơn Cuối sách là phần tóm tắt ngữ pháp và bảng từ vựng (word list) cho cả năm

học Đi kèm cuốn sách là 1 băng ghi âm gồm tất cả các phần có trong sách do ng ời bản ngữ

đọc và hát

Planning date: Saturday, September 11th 2010

Period 2: Prepare for the beginning of the academic year

A Aims: By the end of the lesson, students will be able to know some English sentences are used in class and the methods of learning English

B Content:

1 Phơng pháp học môn tiếng Anh:

- Mục đích cuối cùng của việc học ngoại ngữ là giao tiếp Vì vậy, khi học 1 ngoại ngữ họcsinh phải hết sức coi trọng việc học từ vựng Không có từ vựng thì không có ngôn ngữ Họcsinh học thuộc lòng phần từ vựng qua mỗi bài học Từ vựng có thể đợc học qua các bài đốithoại, các bài đọc hay mẫu câu Phải luyện tập từ vựng qua nhiều hình thức Luỵên tập từ kếthợp với luyện tập các mẫu câu và các cấu trúc ở lớp phải tích cực thực hành luyện nói theocặp, theo nhóm để phát huy khả năng giao tiếp

- Tập đọc những cõu chuyện, bài bỏo ngắn bằng tiếng Anh

- Làm bài tập trong sỏch bài tập và sỏch nõng cao

- Tớch cực luyện nghe theo băng, đài và ti vi

2 Những cõu thường dựng trong lớp học:

Good morning, teacher: Chào cụ ạ

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Thi Tran Primary School

Good morning, class: Chào cả lớp

Sit down, please: Mời các em ngồi xuống

Thank you: Cảm ơn (cô)

Open your book: Hãy mở sách ra

Close your book: Hãy gấp sách lại

Look at the board: Hãy nhìn lên bảng

Goodbye, teacher: Tạm biệt cô

Goodbye, class: Tạm biệt cả lớp

Planning date: Saturday, September 18th 2010

Period 3: UNIT1 : Let’s Talk

A Aim: By the end of the lesson, students will be able to introduce their own names and

practice greeting to each other and ask and answer about their own names

B Key language:

1 Key language focus: Speaking, Listening

2 Vocabulary: Hi, hello, I, am, is, what, your, name, my

3 Sentences: - Hello, I am (Andy)

Hi! My name is (Kate) What’s your name?

C Materials:

1 Resources: SB/ p 2, WB/ p 2

2 Teaching aids: puppets, CD/ tape, Cassette player

3 Cultural tip: - Addressing a woman: Ms, Miss or Mrs.

- Make sure Ss understand that I ’ m and My name is are interchangeable.

D Key activities:

I Warm up and review:

- Greeting ss in English Call on some the roll to remember the Ss’ names

II Presentation:

Act 1: Introduce the greeting:

- Introduce himself/ herself to Ss in English

- Wave the hand or shake the hand of the puppet or of a student and say : “Hello”

- Direct the hand to the chest to tell the name: Hello, I am (Ms Loan).

- Give Ss some name tags or put them on the desk before Ss and greet some Ss

- Say “Hi” or “Hello” and confirm that two ways are changeable: Hello, (Mary).Hi, (Tom).

- Ask S1 to stand up and the class turn to him, waving hands and say Hi/ Hello, (An).

Act 2: Present the first part of the dialogue:

- Use puppets to model the dialogue Imitate different voices for the two puppets

Puppet A: Hello, I am Andy à Puppet B: Hi! My name is Kate

- Repeat the words of Puppet A and guide Ss to say the words of Puppet B and vs

III Practice:

Act 1: Listen and repeat:

- Play the tape and have Ss open the book

- Ask Ss to listen carefully and repeat the dialogue

Act 2: Practice the dialogue:

- Divide the class into two teams Team A keeps Puppet A and team B keeps Puppet B

- Two teams practice speaking and then change the role

Team A (Puppet A): Hello, I am Andy à Team B (Puppet B): Hi! My name is Kate.

IV Production:

Act 1: Chain drill:

- Have Ss greet to each other, using their real names

S1: Hi, my name is (Ken) à S2: Hello, I’m (Andy) à S3: Hi, I’m (Kate)….

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Write : Look at the characters, introduce them and write

V Consolidation:- Summarize main points and assign homework

Planning date: Sunday, September 19th 2010

Period 4: UNIT1 : Let’s Talk

A Aim: By the end of the lesson, students will be able to introduce their own names and practice greeting to each other and ask and answer about their own names

B Key language:

2 Vocabulary: Hi, hello, I, am, is, what, your, name, my

3 Sentences: - Hello, I am (Andy)

Hi! My name is (Kate) What’s your name?

C Materials:

1 Resources: SB/ p 2, WB/ p 2

2 Teaching aids: puppets, CD/ tape, Cassette player

3 Cultural tip- When introducing to each other, English people often point to the chest Boys usually use the thumps and girls use the whole hands

D Key activities:

Chain game: Have Ss greet to each other, using their real names

S1: Hi, my name is (Ken) à S2: Hello, I’m (Andy) à S3: Hi, I’m (Kate)….

Act 1: Ask the name: - Use the puppets to model the second part of the dialogue

Puppet A: What’s your name? à Puppet B: My name is (John).

- Repeat the words of Puppet A and guide Ss to say the words of P

III Practice:

- Divide the class into 2 teams, give each team a puppet and help Ss identify its speech

- Practice the dialogue, change the role

Act 2: Speak: - Have Ss sit in pairs, ask and answer the names

Kate: What’s your name? à John: My name is John.

- Ask Ss some pairs to stand up and speak

- Have Ss to practice the dialogue in pairs, using their own names.

IV Production:

Act 1: Bean bag circle: Toss a bean bag to S1, introduce yourself, and ask S1’s name S1

responds, then tosses the bag to S2, greets, introduces and asks Continue that until more Ss have had a chance to participate

T to S1: Hello I’m Ms (Huyen) What‘s your names?

S1: Hello, Ms Huyen My name is (Lan).

S1 to S2: Hello, I’m (Lan) What’s your name?

Act 2: Review the names of the characters in the lesson:

- Have Ss look at the scene, p 2 and review the names of the characters in the lesson

- Play the tape and ask Ss to listen and identify the words they hear by pointing to

speech bubbles

- Have Ss to listen again and repeat the dialogue

Act 3: Workbook: Have Ss get ready to finish the task at school

V Consolidation:- Summarize main points and assign homework Planning date: Monday, September 20th 2010

Period 5: UNIT1 : Let’s Sing

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A Aim: By the end of the lesson, students will be able to sing “The Hello Song” fluently,

and then know how to ask and answer about the name

B Key language:

2 Vocabulary: The names of the characters in the book:Kate, Jenny, John, Scott, Lisa,Andy

3 Sentences : Hello/ Hi.

What’s your name? - My name is (Kate).

C Materials:

1 Resources: SB/ p 3- Let’s chant, let’s sing/ p 1

2 Teaching aids: puppets, CD/ tape, Cassette player, name tags

D Key activities:

Bean bag circle: Toss a bean bag to S1, introduce yourself, and ask S1’s name S1 responds,

then tosses the bag to S2, greets, introduces and asks Continue that until more Ss have had a chance to participate

T to S1: Hello I’m Ms (Huyen) What‘s your names?

S1: Hello, Ms Huyen My name is (Lan).

S1 to S2: Hello, I’m (Lan) What’s your name?

Act 1: Introduce the names of the characters:

- Give each St a name tag to wear: Kate, Jenny, John, Scott, Lisa, Andy

- Have Ss repeat each name in chorus and individually

Act 2: Introduce the song: Show the page 3 to the class and introduce the song

- Play the recording of “The hello song”

- Read the words of the song, line by line without the music and have Ss repeat

III Practice:

Act 1: Listen, point and underline: Play the tape Ask Ss to listen, point & underline the

words they know from Let’s Talk

Act 2: Sing along the cassette player:

- Play the tape and ask Ss to sing along the cassette player in chorus

IV Production:

Act 1: Sing the song in 3 groups:

- Divide the class into 3 groups Play the tape and ask them to sing the song

Group 1: Hello, hello, hello What’s your name?

Group 2: My name is John My name is John.

Group 3: Hello, John! Hello, John! Hello!

Act 2: Musical game:

Ss pass 2 balls (red & blue) while the music is playing When the music stops, the St who keeps red ball will greet and ask name; the St who keeps blue ball will answer the question

Sing the song: Ask some volunteers to sing the song again.

V Consolidation:- Summarize main points and assign homework Planning date: Tuesday, September 21st 2010

Period 6: UNIT1 : Let’s Sing

A Aim: By the end of the lesson, students will be able to sing “The Hello Song” fluently,

and then know how to ask and answer about the name

B Key language:

2.Vocabulary:The names of the characters in the book: Kate, Jenny, John, Scott, Lisa, Andy

3 Sentences : Hello/ Hi.

What’s your name? - My name is (Kate).

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1 Resources: SB/ p 3- Let’s chant, let’s sing/ p 1

2 Teaching aids: puppets, CD/ tape, Cassette player, name tags

D Key activities:

Sing the song: Ask some volunteers to sing the song again

Act 1: Review the names of the characters:

- Give each St a name tag to wear: Kate, Jenny, John, Scott, Lisa, Andy

- Have Ss say each name in chorus and individually

Act 2: Introduce the song again:

- Show the page 3 to the class and introduce the song Play “The hello song”

III Practice:

Act.1: Sing the song with the music in chorus: Play the music (Let’s chant, let’s sing/ p 1)

- Ask Ss to listen and sing the song with the music in chorus

Act 2: Sing the song with music in groups: Play the music (Let’s chant, let’s sing/ p 1)

- Divide the class into 3 groups, play the tape and ask them to sing the song

Group 1: Hello, hello, hello What’s your name?

Group 2: My name is John My name is John.

Group 3: Hello, John! Hello, John! Hello!

IV Production:

Act 1: I’m a musician:

- Have Ss work in groups to create an original verse by inserting their own names

- Play the music (Let’s chant, let’s sing/ p 1)

- Have Ss sing the song again with the new names

Act 2: Musical game: Ss pass 2 balls (red ball and blue ball) while the music is playing

When the music stops, the St who keeps red ball will greet and ask name; the St who keeps blue ball will answer the question

Act 3: Work book: Have Ss get ready to finish the task at school

- Connect and write : Have Ss to write the words, connect the balls with the children

V Consolidation:- Summarize main points and assign homework Planning date: Monday, September 27th 2010 Period 7: UNIT1 : Let’s Learn

A Aim: By the end of the lesson, Ss will be able to ask and answer about objects (singular)

B Key language:

1 Key language focus: Speaking, Listening, Learning new words

2 Vocabulary: a ruler, a cat

3 Sentences: What is this? - It is a ruler./ It is a cat.

C Materials:

1 Resources: SB/ p 4, Let’s chant, let’s sing

2 Teaching aids: puppets, CD/ tape, Cassette player, Tearcher’s cards

D Key activities:

Act 1: Singing: Play the music (Let‘s chant, let’s sing)

- Ask Ss to listen to the music and sing the song

Act 2: Review the old sentences in Unit 1.

- Use TC 1-8 and say: What’s this? à Ss: It’s (a pencil)

Act 1 : Introduce the singular forms of the words.

- Introduce 2 new words, using real classroom objects:

T (hold a ruler): a ruler T (point to a picture of a cat): a cat.

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- Have Ss practice more on classroom objects

Act 2 : Introduce the plural forms of the words.

- Give out TC 34 and say: a ruler Then give out TC and say: rulers.

- Stick TC on the board Ask Ss to write the words in their notebooks & practise them

Act 3: Introduce the question and answer pattern.

- Use the puppets to teach the sentences

Puppet A: (point to the card) What are these? à Puppet B: They are rulers

- Ask a student as puppet A, T as puppet B Then change the role

- Divide the class into 2 groups, practise the sentences Then change the role

III Practice:

- Play the tape and ask Ss to look at the books, listen and point to the characters

- Play the tape again and ask Ss to listen and repeat the sentences

Act 2: Practice the dialogue: Ask Ss to work in pairs, practice the dialogue

* Note: This is = This’s

IV Production: Show and Tell: Point to a TC on the board and ask:

What’s this?/ What are these?

Get the whole class to answer: It’s……/ They’re………

V Consolidation:- Summarize main points and assign homework Planning date: Tuesday, September 28th 2010 Period 8: UNIT1 : Let’s Learn

B Key language:

1 Key language focus: Speaking, Listening, Learning new words

2 Vocabulary: a ruler, a cat

3 Sentences: What is this? - It is a ruler./ It is a cat.

C Materials:

2 Teaching aids: puppets, CD/ tape, Cassette player, Tearcher’s cards

D Key activities:

Act 1: Singing:

- Play the music (Let‘s chant, let’s sing) Ask Ss to listen to the music and sing the song

Act 2: Review the old sentences in Unit 1.

- Use TC 1-8 and say: What’s this? à Ss: It’s (a pencil)

Act 1 : Introduce the singular forms of the words.

- Introduce 2 new words, using real classroom objects:

T (hold a ruler): a ruler T (point to a picture of a cat): a cat.

- Have Ss practice more on classroom objects

Act 2: Introduce the plural forms of the words.

- Give out TC 34 and say: a ruler Then give out TC and say: rulers.

- Stick TC on the board

- Ask Ss to write the words in their notebooks and then practise speaking the words

Act 3: Introduce the question and answer pattern.

Puppet A: (point to the card) What are these? à Puppet B: They are rulers

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III Practice:

- Play the tape and ask Ss to look at the books, listen and point to the characters

- Play the tape again and ask Ss to listen and repeat the sentences

Act 2: Practice the dialogue: Ask Ss to work in pairs, practice the dialogue

- Note: This is = This’s

IV Production: Show and Tell: Point to a TC on the board and ask:

What’s this?/ What are these?

Get the whole class to answer: It’s……/ They’re………

V Consolidation: Summarize main points and assign homework

Planning date: Tuesday, October 5th 2010

Period 9: UNIT1 : Let’s Learn

B Key language:

1 Key language focus: Speaking, Listening, Reading

2 Vocabulary: a book, a desk, a chair, a pencil, a bag , a pen , an eraser

3 Sentences: (Review) What is this?- It is a book.

C Materials:

1 Resources: SB/ p 23

2 Teaching aids: puppets, CD/ tape, Cassette player, Tearcher’s cards: 1-16, 33-44

D Key activities:

Act 1: Show and tell: Stick TC on the board

- Have Ss to ask and answer: What is this? - This is ( a ruler)

Act 1: Introduce the singular and plural forms of the words.

- Use TC to introduce new words: book(s), desk(s), chair(s), pencil(s)….

- Point to the pictures and say the words Then have Ss repeat

Act 2: Review the question and answer pattern.

Puppet A: (point to the card) What’s this? à Puppet B: It’s a book

Puppet A: (point to the card) What are these? à Puppet B: They’re books.

III Practice:

Act 1: Listen, repeat and point: Play the tape and ask Ss to look at the books, listen and point to the objects Play the tape again and ask Ss to listen and repeat the words

Act 2 : Ask and answer: Ask Ss to work in pairs Then in turn, ask and answer about the

objects S1: (point to a book in the book): What’s this? à S2: It’s a book

S1: (point to books in the book): What are these? à S2: They’re books.

Act 3: Listen and repeat:Divide the class into 2 big teams Play the tape

- Ask Ss to listen and repeat the questions (Team A) and the answers (Team B)

IV Production:

Guessing Game: Put TC in a bag Ask one student to choose one card (but not showing it to

the class) and ask: What’s this? / What are these?

The student who has the correct answer will be the next to play the game

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B Key language:

1 Key language focus: Speaking, Listening, Reading

2 Vocabulary: a book, a desk, a chair, a pencil, a bag , a pen , an eraser

3 Sentences: (Review) What is this?- It is a book.

C Materials:

1 Resources: SB/ p 23

2 Teaching aids: puppets, CD/ tape, Cassette player, Tearcher’s cards: 1-16, 33-44

D Key activities:

Act 1: Show and tell: Stick TC on the board

- Have Ss to ask and answer: What is this? - This is ( a ruler)

Act 1: Introduce the singular and plural forms of the words.

- Use TC to introduce new words: book(s), desk(s), chair(s), pencil(s)….

- Point to the pictures and say the words Then have Ss repeat

Act 2: Review the question and answer pattern.

Puppet A: (point to the card) What’s this? à Puppet B: It’s a book

Puppet A: (point to the card) What are these? à Puppet B: They’re books.

III Practice:

Act 1: Listen, repeat and point: Play the tape and ask Ss to look at the books, listen and point to the objects Play the tape again and ask Ss to listen and repeat the words

Act 2 : Ask and answer: Ask Ss to work in pairs Then in turn, ask and answer about the

objects S1: (point to a book in the book): What’s this? à S2: It’s a book

S1: (point to books in the book): What are these? à S2: They’re books.

IV Production:

Guessing Game: Put TC in a bag Ask one student to choose one card (but not showing it to

the class) and ask: What’s this? / What are these?

The student who has the correct answer will be the next to play the game

Period 11: UNIT1 : Let’s Learn some more

A Aim: By the end of the lesson, Ss will be able to identify thing by using Yes/No question

and making acquainted with the Alphabet

B Key language:

1 Key language focus: Speaking, Listening, Singing

2 Vocabulary: (Review) a book, a desk, a chair, a pencil, a bag , a pen , an eraser

3 Sentences: Is this (a book)?- Yes, it is./ No, it isn’t It is (a chair).

C Materials:

2 Teaching aids: puppets, tape, Cassette player,Teacher’s cards and classroom real objects.

D Key activities:

Act 1: Singing: The Hello Song

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- Play the music (Let’s chant, let’s sing)

- Ask Ss to make 2 teams, listen to the music and sing the song

Team 1: introduce Sarah, John; Team 2: say hello

Act 2: Review the old sentences in Unit 1: Have Ss sit in pairs, give each pair some SC,

practice the pattern: What’s this? à It’s (a pencil) What are these? à They are (pencils)

Act 1: Introduce the vocabulary: Introduce the numbers 1 to 10 by writing the numbers

and the words on the board

- Point at a number and say the word T (point to number 1): one

- Have Ss practice more on the numbers with their two hands

- Check if Ss can remember the numbers by asking them to count classroom objects

Act 2: Introduce the question-and-answer pattern:

- Hold up a ruler and ask: Is this a ruler? à Yes, it is.

- Hold up a book and ask: Is this a ruler?à No, it isn’t.

- Do the same with other classroom objects, singular or plural

- Divide the class into 2 teams, in turn, repeat the question and the answer

III Practice:

Act 1: Listen and repeat the rhythm:

- Have Ss repeat the words and make the same rhythm for the other words

Act 2: Ask and answer:

- Ask Ss to open the book, ask and answer follow the pattern

Act 3: Learn the alphabet: Play the tape Ask Ss to listen to the tape and repeat.

IV Production:Play Guessing game on page 16 teacher’s book

B Key language:

C Materials:

D Key activities:

Act 1: Singing: The Hello Song

- Play the music (Let‘s chant, let’s sing)

- Ask Ss to make 2 teams, listen to the music and sing the song

Team 1: introduce Sarah, John; Team 2: say hello

Act 2: Guessing game: (Teacher’s book, p 16)

Act 1: Review the vocabulary:

- Introduce the numbers 1 to 10 by writing the numbers and the words on the board

- Point at a number and say the word T (point to number 1): one

- Have Ss practice more on the numbers with their two hands

- Check if Ss can remember the numbers by asking them to count classroom objects

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Act 2: Review the question-and-answer pattern:

- Hold up a book and ask: Is this a ruler?à No, it isn’t.

III Practice:

Act 2: Ask and answer: Ask Ss to open the book, ask and answer follow the pattern Act 3: Learn the alphabet: Play the tape Ask Ss to listen to the tape and repeat.

IV Production:

- Ask and answer about classroom objects Ask Ss to make a circle Take turns, ask and

answer about the objects

B Key language:

C Materials:

D Key activities:

Act 1: Count the objects: Show TC in random and ask: Is this a (ruler)?

- Have Ss to count and answer: Yes, it is/ No, it isn’t.

Act 2: Listen and repeat the rhythm: Have Ss repeat the Qs and answers several times.

Act 1: Introduce the question-and-answer pattern again:

- Hold up a book and ask: Is this a ruler? à No, it isn’t.

Act 2: Introduce the objects: Get Ss to open the book and have their interest in the

objects by asking questions: T: What is this? à Ss: This is a pencil.

III Practice:

Act 1: Circle and answer: Ask Ss to read the model first Ask Ss to circle the correct

answer

Act 2: Write: Ask Ss to write the correct answer under each question

Act 3: Trace Connect the letters: Ask Ss to connect the letters to review the alphabet.

IV Production:

Perform the song of alphabet: Divide Ss into 4 groups Perform the song before the class

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B Key language:

C Materials:

D Key activities:

Act 1: Count the objects: Show TC in random and ask: Is this a (ruler)?

- Have Ss to count and answer: Yes, it is/ No, it isn’t.

Act 2: Listen and repeat the rhythm: Have Ss repeat the Qs and answers several times.

Act 1: Review the question-and-answer pattern again:

- Hold up a book and ask: Is this a ruler? à No, it isn’t.

III Practice:

Act 1: Circle and answer: Ask Ss to read the model first Ask Ss to circle the correct

answer

Act 2: Write: Ask Ss to write the correct answer under each question

Act 3: Trace Connect the letters: Ask Ss to connect the letters to review the alphabet.

IV Production:

*Perform the song of alphabet: Divide Ss into 4 groups Perform the song before the class.

Planning date: Monday, November 1st 2010

Period 15: UNIT1 : Let’s move

A Aim: By the end of the lesson, Ss will be able to master some classroom commands

B Key language:

1 Key language focus: Speaking, Listening, Reading, Writing

2 Vocabulary: Stand up, Sit down

3 Sentences : Open your book, Close your book, Point to the teacher, Touch your desk,

Please be quiet, Listen carefully

C Materials:

2 Teaching aids: puppets, tape, Cassette player,Teacher’s cards and classroom objects.

D Key activities:

I Warm up and review: Review The Hello Song:

- Play the music (Let’s chant, let’s sing) Sing the song in chorus

Act 1: Present the commands:

- Give commands and do the actions (TPR) once or twice

- Give commands and ask Ss to do the actions

T: Stand up à Ss (do the action): Stand up

III Practice:

Act 1: Listen, point and repeat: Play the tape

- Ask Ss to look at the book, listen and point to the suitable pictures

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- Get Ss to listen again and repeat

Act 2: Give the commands and do the action:

- Divide the class into 2 teams and give 2 commands each time

- Ask team A to do the action 1 and team B to do the action2

T: Stand up Sit down.àTeam A (do the action): Stand up

àTeam B (do the action): Sit down

IV Production:

Act 1: Charades: Have Ss sit in groups of 4

- Use TC 45-52, give each group at least 2 TC

- The groups take turns to come before the class and do the actions

- Get other groups to observe carefully and say the correct commands

Act 2: Simon says: Give the commands and ask Ss to do the actions

- Do the wrong actions so that Ss must concentrate in the commands

Ask 1-2 Ss to give the command and the class do the actions

Planning date: Monday, November 1st 2010

Period 16: UNIT1 : Let’s move

A Aim: By the end of the lesson, Ss will be able to master some classroom commands

B Key language:

2 Vocabulary: Stand up, Sit down

3 Sentences : Open your book, Close your book, Point to the teacher, Touch your desk,

Please be quiet, Listen carefully

C Materials:

2 Teaching aids: puppets, tape, Cassette player,Teacher’s cards and classroom objects.

D Key activities:

Act 1: Review the commands: Simon says:

- Give the commands and ask Ss to do the actions

Act 2: Listen and repeat: Play the tape Ask Ss to listen and repeat.

Act 1: Present the rhythm of the commands: Play the music (Let’s chant, let’s sing)

- Ask Ss to listen, repeat and do the actions

- Get SS to give the commands, clap their hands and do the actions

III Practice:

Act 1: Practice the rhythm: Play the music (Let’s chant, let’s sing)

- Ask Ss to look at the book, listen and clap their hands

- Play the music many times and the class as a whole clap their hands and practice

T (play the music): open your book à Ss (clap hands and say): open your book.

Act 2: Give commands: Ask 2-3 Ss to come before the class, point to the pictures in SB

- Have the class give the commands (maybe use classroom objects) and do the actions

S1 (point to the picture): Close your book à Ss (say and do): Close your book

IV Production:

Act 1: Game: Robot: Model the game: T gives many commandsà Ss do the actions as robots Divide the class into many small groups of 4 or 5 students

- Ss in the group take turns to play the role of the robot and the others give commands

Act 2: Workbook: Have Ss get ready to finish the exercises at school (or at home)

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A Connect and write: Have Ss connect the pictures to the commands and complete each command Then practice giving commands

B Match: Have Ss connect the pictures to the commands Then practice giving commands

Planning date: Monday, November 8th 2010

Period 17: UNIT1 : Let’s listen

A Aim: By the end of the lesson, Ss will be able to review all the vocabularies and the patterns in the Unit 1

B Key language:

2 Vocabulary: (Review the whole unit)

3 Sentences: (Review the whole unit)

C Materials:

1 Resources: SB/ p 9, WB/p 9

2 Teaching aids: Tape, Cassette player, Teacher’s Cards (TC): 1-8, 17- 24, Magnet,

Sticker , Red scarf or handkerchief

D Key activities:

Act 1: Let s talk: Who said it?’

- Write the conversation on the board, and have S2 introduce S1 to S3

- Ask S1 to give the name of S3 If S1 can’t tell the right name, (s)he asks S3 more

S2: Hi, I am (Andy).à S3: Hi, my name s (Kate) What is your name’ àS1: Hi, my name s ’

Act 2: Let’s learn: Get Ss to make a circle, put their hands at the back, give S1 some

objects and him/her to put the objects in his/her friends’ hands, ask and answer in the circle

S1: What’s this?/ What are these? àS2 (feel the object): It’s (a ruler)/ They’re (rulers).

Act 3: Let’s learn some more:

- T points to some classroom objects and ask Ss: Is this a book?

- Ss answer: Yes, it is/ No, it isn t.’

Act 4: Let’s move: Make a quick drill Give commands and ask Ss to do the actions

Act 1: How to do a listening task:

- Stick 2 TC on the board, write letters A, B and circle them

- Ask S1 to go to the board T: This is (a pencil) àS1: point to TC and circle A or B

III Practice:

Act 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answer

T: What’s this? / What are these? / How many ? Ss: (answer)

Act 2: Listen and circle: Play the tape and ask Ss to listen and circle the letter A or B

- Play the tape again and check the answers: 1.a; 2.b; 3.a; 4.a; 5.b; 6.b; 7.a; 8.a

IV Production:

Act 1: Ask and answer:

- PW: ask and answer about the pictures 1-6, and give commands with the pictures 7-8

Act 2: Work book:

- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)

A Circle and write: Ss look at the pictures and circle the suitable word, then write this word in the blank

Write: Look at the pictures, choose the right word and fill in the blanks

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Planning date: Monday, November 8th 2010

Period 18: UNIT2 : Let’s talk

A Aim: By the end of the lesson, Ss will be able to ask and answer about the health

B Key language:

1 Key language focus: Speaking, Listening.

2 Vocabulary: How, are, fine, thank,

3 Sentences Hi, (Andy) How are you? - I m fine Thank you. ’m fine Thank you.

Act 1: Introduce the greetings: Introduce himself/ herself to Ss in English

- Wave the hand or shake the hand of the puppet or of a student and say: Hello, Huyen “

How are you?” àAnswer: I m fine Thank you.“ ’ ” (Note: I am = I’m)

- Ask S1and S2 to stand up, face to face and greet: S1: Hi, (Lan) How are you? S2: I m fine ’m fine Thank you Thank you How are you? S1: I m fine Thank you ’m fine Thank you.

Act 2: Present the dialogue: Use puppets to model the dialogue Imitate different voices

for the two puppets

Puppet A: Hi, Andy How are you? Puppet B: I m fine How are you? ’m fine Thank you.

Puppet A: I m fine Thank you ’m fine Thank you.

- Repeat the words of Puppet A and guide Ss to say the words of Puppet B and vs

III Practice:

Act 1: Listen and repeat: Play the tape and have Ss open the book

- Ask Ss to listen carefully and repeat the dialogue

- Divide the class into two teams Team A keeps Puppet A and team B keeps Puppet B

- Two teams practice speaking and then change the role

IV Production:

Act 1: Find your partner:

- Give Ss a picture that is cut off 2 pieces, Ss take a piece and find the other

S1: Hi,(Ken) How are you? à S2: I m fine How are you? ’m fine Thank you à S1:I m fine Thank you ’m fine Thank you … .

Act 2: Workbook: Have Ss get ready to finish the task at school

A Write: Look at the picture and write the answer

B Write Answer the question

Planning date: Wednesday, November 17th 2010

Period 19: UNIT2 : Let’s sing

A Aim: At the end of the lesson, Sts will be able to master the way to greet each other by singing the song “Hi, How are you?”

B Key language:

1 Key language focus: Writing, Listening, Singing.

2 Vocabulary: The names of the characters in the book: Names of Ss

3 Sentences Hi How are you? - I m fine Thank you. ’m fine Thank you.

Act 1: Review the question- and-answer pattern:

- Use puppets to review the pattern

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Puppet A: Hi How are you? à Puppet B: I’m fine.

- Have Ss greeting in chorus and individually

Act 2: Introduce the song :

- Show the page 11 to the class and introduce the song

- Play the recording of “Hi, How Are You?”

III Practice:

Act 1: Sing the song with the music in chorus:

Act 2: Sing the song with music in groups:

- Divide the class into 2 groups, play the tape and ask them to sing the song

Group 1: Hi, how are you?

Group 2: I’m fine (How are you?)

Group 1: (I’m fine I’m fine I’m fine.)

IV Production:

Act 1: Back-to-back

- Have Ss work in pairs to greet their friend by phoning

Play the music (Let’s chant, let’s sing/ p 8)

Act 2: Musical game: Ss pass 2 balls (red ball and blue ball) while the music is playing

When the music stops, the St who keeps red ball will greet; the St who keeps blue ball will answer the question

- Have Ss get ready to finish the task at school

Write: Have Ss to write the missing words

Planning date: Wednesday, November 17th 2010

A Aim: Through the lesson, Ss will be able to know the way to ask and answer about the color and distinguish colors

B Key language:

1 Key language focus: Listening, Speaking, Learning new words

2 Vocabulary: What, color, red

3 Sentences: What color is this? - It's (red)

C Materials:

1 Resources: SB/ p 12, Let's chant, let's sing/ p 8

2 Teaching aids: puppets, CD/ tape, Cassette player, Objects: a red crayon

D Key activities:

Act 1: Introduce the vocabulary.

- Use a red crayon to introduce: Red and color

- Ss listen and repeat

Act 2: Introduce the question-and answer pattern

- Use puppets to model the dialogue

Puppet A: What color is this?

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Puppet B: It's red

- Have Ss repeat the question, "What color is this?" then the answer “It’s red”

III Practice:

Act 1: Group work: Divide the class into two groups

- Show the Ss the red crayon or the red others

Group A: ask – Group B: answer

- Reverse roles – ask and answer

Act 2: Pair work: Ask Ss to work in pairs

- Feedback

IV Production:

Act 1: Find: Stick some red pieces in the classroom around the room.

- Divide the class into 6 groups

- Have group to group look around and find the red things, point and say: It’s red

B Key language:

1 Key language focus: Listening, Speaking, Learning new words, Writing

2 Vocabulary: Yellow, blue, white, pink, gray, red, black, green, purple, orange, brown.

C Materials:

1 Resources: SB/ p 13, WB/p.12

D Key activities:

- Use crayons to introduce: yellow, blue, white, pink, gray, red, black, green, purple, orange and brown

Act 2: Introduce the question-and- answer pattern

Puppet A: What color is this?

Puppet B: It's (yellow).

- Have Ss repeat the question, "What color is this?" then the answer “It’s yellow”

Then practise with: blue, white, pink, gray, red, black, green, purple, orange and brown

III Practice:

- Show the Ss the color crayons or the color realia

- Have Group A ask and Group B answer Then exchange the roles

- Feedback

IV Production:

Act 1: Color Race: Write the colors on the board.

- Divide the class into 2 teams, stand in 2 lines

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- T reads out the word –Ss run and Slap that word.

Act 2: Walk and Talk: Ss walk around the class.

T says “Stop”, Ss ask and answer: S1: What color is this? à S2: It’s green

B Key language:

1 Key language focus: Listening, Speaking, Learning new words, Writing

2 Vocabulary: Yellow, blue, white, pink, gray, red, black, green, purple, orange, brown.

C Materials:

D Key activities:

Act 1: Review the vocabulary.

- Use crayons to introduce: yellow, blue, white, pink, gray, red, black, green, purple, orange and brown

Act 2: Review the question-and- answer pattern

Puppet A: What color is this? àPuppet B: It's (yellow).

III Practice:

- Show the Ss the color crayons or the color realia

- Have Group A ask and Group B answer Then exchange the roles

- Feedback

IV Production:

Act 1: Color Race: Write the colors on the board.

- Divide the class into 2 teams, stand in 2 lines

- T reads out the word –Ss run and Slap that word

Act 2: Work book

A Unscramble.

- re-order the words of colors.

B Complete the words and color.

- write the missing letters and color the cans

Planning date: Wednesday, December 1st 2010

B Key language:

1 Key language focus: Listening, Writing, Learning new words

2 Vocabulary: Yellow, blue, white, red, black, green, grass, cat, skies, eyes, birds, clouds

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C Materials:

2 Teaching aids: CD/ tape,A photo of the picture, Cassette player

D Key activities:

- Use the photo of the pictures on P.13 to introduce the vocabulary: grass, cat, skies, eyes, birds, clouds

Act 2: Introduce the song.

- Show the page 13 to the class and introduce the song

- Play the recording of “The Black Cat Song”

III Practice:

Act 1: Sing the song with the music in chorus.

IV Production:

- Divide the class into 2 groups: Group 1 sings the lead; Group 2 sings the echo, play thetape and ask them to sing the song

Group 1: Green grass Group 2: blue skies Group 1: Black cat Chorus: yellow eyes Group 1: Red birds Group 2: blue skies Group 1: Black cat Chorus: yellow eyes.Group 1: White cloud Group 2: blue skies Group 1: Black cat Chorus: yellow eyes.Group 1: Black cat Group 2: blue skies Chorus: yellow, yellow eyes

Planning date: Wednesday, December 1st 2010

B Key language:

1 Key language focus: Listening, Writing, Learning new words

2 Vocabulary: Yellow, blue, white, red, black, green, grass, cat, skies, eyes, birds, clouds

C Materials:

2 Teaching aids: CD/ tape,A photo of the picture, Cassette player

D Key activities:

Act 1: Review the vocabulary.

- Use the photo of the pictures on P.13 to introduce the vocabulary: grass, cat, skies,

eyes, birds, clouds.

Act 2: Review the song: Show the page 13 to the class and introduce the song.

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- Play the recording of “The Black Cat Song”.

III Practice:

Act 1: Sing the song with the music in chorus.

- Divide the class into 2 groups: Group 1 sings the lead; Group 2 sings the echo, play thetape and ask them to sing the song

IV Production:

Act 1: Color the picture

- Stick the picture on p.13 on the board Sing the song (replace the color)

- Have Ss listen and color the picture

D Color: Color the picture.

Planning date: Wednesday, December 8th 2010

A Aim: Through the lesson, Ss will be able to describe objects and making acquainted with the Alphabet

B Key language:

1 Key language focus: Listening, Speaking, Singing

2 Vocabulary: Review words of classroom (a pen, a pencil, a ruler, an eraser.)

3 Sentences: What color is this? It s ’m fine Thank you blue.

This is a blue book.

This is a blue book and yellow book.

C Materials:

1 Resources: SB/ p 14, Let’s Chant, Let’s Sing P.11, 12

2 Teaching aids: CD/ tape, puppets, cassette player and real objects

D Key activities:

- Have some pairs ask-and-answer: “What color is this?”; “It’s (white)”

Act 1: Introduce the sentence pattern:

- This is a blue book

- This is a red and yellow book

- Do the same with other things

- Divide the class into some groups, repeat the sentences

III Practice:

Act 2: Role play

- A (as Ms): This is a blue book B(as Kate): This is a red and yellow book.

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- Then reverse the roles

Act.3: Practice in groups

- Have a volunteer taking a thing ex: a black pen, a white ruler

Group A: What’s this?

Group B: It’s a (pen)

Group A: What color is this?

Group B: It’s (black)

Group A: (Yes) This is a (black) (pen)

- Then reverse the role

IV Production:

Act 1: Show and tell.

- Put some classroom objects in 4 bags ex: pen, eraser, ruler, pencil…

- Divide the class into 4 groups and take a bag

S1: This is a (ruler)

Group 1: What color is this?

S1: It’s (purple) This is a (purple) (ruler).

Planning date: Wednesday, December 8th 2010

A Aim: Through the lesson, Ss will be able to describe objects and making acquainted with the Alphabet

B Key language:

1 Key language focus: Listening, Speaking, Singing

2 Vocabulary: Book

3 Sentences: What color is this?- It s (blue). ’m fine Thank you.

This is a (blue) (book) This is a (red) and (yellow) (book).

C Materials:

1 Resources: SB/ p 14, Let’s Chant, Let’s Sing P.11, 12

2 Teaching aids: CD/ tape, puppets, cassette player and real objects

D Key activities:

Act 1: Review the pattern.

- Have some pairs ask-and-answer: “What color is this?”; “It’s (white)”

Act 1: Introduce the sentence pattern:

- This is a blue book

- This is a red and yellow book

- Do the same with other things

- Divide the class into some groups, repeat the sentences

III Practice:

Act 2: Role play

- A (as Ms): This is a blue book B(as Kate): This is a red and yellow book.

- Then reverse the roles

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