CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN LET’S GO 1A GRADE 3

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 hav

NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN

PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN

LET’S GO 1A

GRADE 3

Viet Tri, August 2011

LET'S GO 1A_SUGGESTED SYLLABUS

LET'S GO 1A (4 UNITS) _ 35 WEEKS/ 70 LESONS

1 1 1 - 2 Prepare for the beginning of the academic year

Hi! My name is (Kate).

What’s your name?

9 18 Let’s Talk How are you?I’m fine Thank you.

What color is this?

REVIEW 17-18 33-35 Let’s Review REVIEW

THE FIRST-TERM TEST

36-37

Week 1 - Period 1 &2: Prepare for the beginning of the academic year (Ngày soạn 13/08/2010;Ngày dạy 16-20/08/2010)

hello, hi, I, am, is,

what, your, name, my

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  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

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  Team B (Puppet B): Hi!

My name is Kate.

PRODUCTION:

Act 1: Chain drill:

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

S1: Hi, my name is (Ken)  S2: Hello, I’m (Andy)  S3: Hi, I’m

(Kate)….

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

A Write: Look at the characters, introduce them and write

hello, hi, I, am, is,

what, your, name, my

Resources:

SB/ p 2WB/ p 2

Teaching aids:

- puppets

- CD/ tape

- Cassette player

WARM-UP AND REVIEW:

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

S1: Hi, my name is (Ken)  S2: Hello, I’m (Andy)  S3: Hi, I’m

(Kate)….

PRESENTATION:

Act 1: Ask the name:

- Use the puppets to model the second part of the dialogue

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

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

Act 1: Practice the dialogue:

- 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?  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

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

Week 3 - Period 5

The names of the

characters in the book:

Kate, Jenny, John,

Scott, Lisa, Andy

WARM-UP AND REVIEW:

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?

PRESENTATION:

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

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

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

The names of the

characters in the book:

Kate, Jenny, John,

Scott, Lisa, Andy

Sentences: (Review)

Hello/ Hi

Resources:

SB/ p 3WB/ p 3Let’s chant, let’s sing/ p 1

WARM-UP AND REVIEW:

Sing the song:

- Ask some volunteers to sing the song again

PRESENTATION:

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”

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

What’s your name?

My name is (Kate)

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!

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

WARM-UP AND REVIEW:

Act 1: Singing:

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

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

Key language focus:

Learning new words

Act 2: Review the old sentences in Unit 1.

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

PRESENTATION:

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 & 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?  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

PRACTICE:

Act 1: Listen and repeat:

- 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

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………

Key language focus:

Learning new words

Act 2: Review the old sentences in Unit 1.

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

PRESENTATION:

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.

- Use the puppets to teach the sentences

Puppet A: (point to the card) What are these?  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.

PRACTICE:

Act 1: Listen and repeat:

- 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

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………

WARM-UP AND REVIEW:

Act 1: Show and tell:

- Stick TC on the board

- Have Ss to ask and answer: What is this? - This’s (rulers)

PRESENTATION:

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)….

- Stick TC on the board

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

Act 2: Review the question and answer pattern.

- Use the puppets to teach the sentences

Puppet A: (point to the card) What’s this?  Puppet B: It’s a book Puppet A: (point to the card) What are these?  Puppet B: They’re books

- 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

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?  S2: It’s a book

S1: (point to books in the book): What are these?  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)

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

WARM-UP AND REVIEW:

Act 1: Show and tell:

- Stick TC on the board

- Have Ss to ask and answer: What is this? - This’s (rulers)

PRESENTATION:

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

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

pencil(s)….

- Stick TC on the board

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

Act 2: Review the question and answer pattern.

- Use the puppets to teach the sentences

Puppet A: (point to the card) What’s this?  Puppet B: It’s a book Puppet A: (point to the card) What are these?  Puppet B: They’re books

- 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

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?  S2: It’s a book

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

Teaching aids:

- puppets

- CD/ tape

WARM-UP AND REVIEW:

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: Review the old sentences in Unit 1.

- Have Ss sit in pairs, give each pair some SC, practice the pattern: What’s this?  It’s (a pencil) What are these?  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?  Yes, it is.

- Hold up a book and ask: Is this a ruler? 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

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

PRODUCTION:

- Play Guessing game on page 16 teacher’s book

WARM-UP AND REVIEW:

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)

PRESENTATION:

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

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

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

- Hold up a book and ask: Is this a ruler? 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

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

PRODUCTION:

Ask and answer about classroom objects

- Ask Ss to make a circle

- Take turns, ask and answer about the objects

WARM-UP AND REVIEW:

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

PRESENTATION:

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

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

- Hold up a book and ask: Is this a ruler?  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

Sentences: (review)

Is this (a book)?

Yes, it is

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?  Ss: This is a pencil

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

PRODUCTION:

Perform the song of alphabet

- Divide Ss into 4 groups

- Perform the song before the class

WARM-UP AND REVIEW:

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

PRESENTATION:

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

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

- Hold up a book and ask: Is this a ruler?  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

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

PRODUCTION:

Perform the song of alphabet

- Divide Ss into 4 groups

- Perform the song before the class

Open your book

Close your book

Point to the teacher

Touch your desk

Please be quiet

Listen carefully

Resources:

SB/ p 8Let’s chant, let’s sing

WARM-UP AND REVIEW:

Review The Hello Song:

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

- Sing the song in chorus

PRESENTATION:

Act 1: Present the commands:

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

- Give commands and ask Ss to do the actionsT: Stand up  Ss (do the action): Stand up

PRACTICE:

Act 1: Listen, point and repeat

- Play the tape

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

- 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 action2T: Stand up Sit down.Team A (do the action): Stand up

Team B (do the action): Sit down

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

LG grammar and listening/

WARM-UP AND REVIEW:

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

PRESENTATION:

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

PRACTICE:

Act 1: Practice the rhythm:

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

Sentences: (Review)

Open your book

Close your book

Point to the teacher

Touch your desk

Please be quiet

Listen carefully

objects - 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  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  Ss (say and do): Close your

book

PRODUCTION:

Act 1: Game: Robot

- Model the game: T gives many commands 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 with weak Ss)

A Connect and write:

- Have Ss connect the pictures to the commands and complete each command Then practice giving commands

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards (TC): 1-8, 17-

24,

- Magnet

- Sticker

- Red scarf or handkerchief

WARM-UP AND REVIEW:

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)  S3: Hi, my name’s (Kate) What is your

name S1: 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? S2 (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

PRESENTATION:

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) S1: point to TC and circle A or B

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

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

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

Week 9 - Period 18

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?” Answer: “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 Thank you How are you? S1: I’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?

Puppet A: I’m fine Thank you.

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

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

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?  S2: I’m fine How are you?  S1:I’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

Week 10 - Period 19

Key language Materials Key activities

The names of the

characters in the book:

Names of Ss

Sentences: (Review)

Hi How are you? I’m

fine Thank you

Resources:

SB/ p 11WB/ p 11Let’s chant, let’s sing/ p 8

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

- Use puppets to review the pattern

Puppet A: Hi How are you?  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?”

PRACTICE:

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

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

- 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 8)

- 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.)

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

Act 3: Work book:

- Have Ss get ready to finish the task at schoolWrite: Have Ss to write the missing words

- Objects: a red crayon

WARM-UP AND REVIEW:

Act 1: Sing the song:

- Ask some volunteers to sing the song again

PRESENTATION:

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?

Puppet B: It's red

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

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

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

Yellow, blue, white,

pink, gray, red, black,

Resources:

SB/ p 13WB/p.12

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Objects: color crayons

WARM-UP AND REVIEW:

Act 1: Sing the song:

- Ask some pairs reading the dialogue

PRESENTATION:

Act 1: Introduce the vocabulary.

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

- Ss listen and repeat

Act 2: Introduce the question-and- answer pattern

- Use puppets to model the dialogue

Puppet A: What color is this?

Puppet B: It's (yellow)

green, purple, orange,

PRACTICE:

Act 1: Group work:

- Divide the class into two groups

- Show the Ss the color crayons or the color realia

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

Act 2: Pair work:

- Ask Ss to work in pairs

- Feedback

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: Walk and Talk.

- Ss walk around the class

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

Teaching aids:

- puppets

- CD/ tape

WARM-UP AND REVIEW:

Act 1: Sing the song:

- Ask some pairs reading the dialogue

PRESENTATION:

Act 1: Review the vocabulary.

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

Learning new words

Writing

Vocabulary:

Yellow, blue, white,

pink, gray, red, black,

green, purple, orange,

- Objects: color crayons

- Ss listen and repeat

Act 2: Review the question-and- answer pattern

- Use puppets to model the dialogue

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

PRACTICE:

Act 1: Group work:

- Divide the class into two groups

- Show the Ss the color crayons or the color realia

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

Act 2: Pair work:

- Ask Ss to work in pairs  Feedback

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

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

A Unscramble.

- re-order the words of colors.

B Complete the words and color.

- write the missing letters and color the cans

WARM-UP AND REVIEW:

Act 1: Sing the song:

- Ask some pairs using the crayons and practise the pattern

Yellow, blue, white,

red, black, green,

grass, cat, skies, eyes,

- Cassette player

PRESENTATION:

Act 1: Introduce the vocabulary.

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

- Ss listen and repeat

Act 2: Introduce the song.

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

- Play the recording of “The Black Cat Song”

PRACTICE:

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

- Play the music (Let’s chant, let’s sing/ p 10)

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

PRODUCTION:

Act 1: Sing the song with music in groups:

- Play the music (Let’s chant, let’s sing/ p 10)

- Divide the class into 2 groups: Group 1 sings the lead; Group 2 sings the echo, play the tape 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

Yellow, blue, white,

red, black, green,

grass, cat, skies, eyes,

birds, clouds

Resources:

SB/ p 13WB/p.13

Teaching aids:

- CD/ tape

- A photo of the picture

- Cassette player

WARM-UP AND REVIEW:

Act 1: Sing the song:

- Ask some pairs using the crayons and practise the pattern

PRESENTATION:

Act 1: Review the vocabulary.

- Use the photo of the pictures on P.13 to introduce the

vocabulary: grass, cat, skies, eyes, birds, clouds.

- Ss listen and repeat

Act 2: Review the song.

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

- Play the recording of “The Black Cat Song”

PRACTICE:

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

- Play the music (Let’s chant, let’s sing/ p 10)

- 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 10)

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

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

Act 2: Work book

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

C Color and write.

- Answer the questions and color the pictures

This is a (blue) (book)

This is a (red) and

Resources:

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

WARM-UP AND REVIEW:

Act 1: Review the pattern.

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

PRESENTATION:

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

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

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

Act 2: Role play

- Divide the class into 2 groups

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

yellow book.

- Then reverse the roles

Act.3: Practice in groups

- Divide the class into 2 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

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)

Teaching aids:

WARM-UP AND REVIEW:

Act 1: Review the pattern.

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

PRESENTATION:

Act 1: Review the sentence pattern:

- This is a blue book

This is a (blue) (book)

This is a (red) and

- This is a red and yellow book

- Do the same with other things

- Divide the class into some groups, repeat the sentences

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

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

Act 2: Role play

- Divide the class into 2 groups

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

yellow book.

- Then reverse the roles

Act.3: Practice in groups

- Divide the class into 2 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

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)

Book, bag, pencil,

ruler, eraser, pen,

WARM-UP AND REVIEW:

Act 1: Review the pattern.

- Have some pairs reading the dialogue

PRESENTATION:

Act 1: Review the vocabulary:

- Use cards 1-8 or real objects to review the vocabularies

- Review the words of colors

- Have Ss listen and repeat in chorus and individually

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

- Use puppet to model the pattern

Puppet: This is a red and blue bag

PRACTICE:

Act.1: Practice in pairs

- Using pictures on page 15 to ask and answer

- T goes around the class and help Ss

S1: What’s this?

S2: It’s a (bag)

S1: What color is this?

S2: It’s (blue) and (red)

S1: This is a (red) and (blue) bag

- Then reverse the role

PRODUCTION:

Act 1: Memory Chain.

- Put some classroom objects in some bags.

- Divide the class into 4 groups and take a bag

S1: This is a (purple) (ruler)

S2: This is a (purple) (ruler), and this is a (pink) and (white) (eraser), and this is a (green) and (brown) (book)

Act 2: Work book

A Color and write.

- Have Ss look at the pictures, write the sentences then color the pictures

Book, bag, pencil,

ruler, eraser, pen,

WARM-UP AND REVIEW:

Act 1: Review the pattern.

- Have some pairs reading the dialogue

PRESENTATION:

Act 1: Review the vocabulary:

- Use cards 1-8 or real objects to review the vocabularies

- Review the words of colors

- Have Ss listen and repeat in chorus and individually

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

- Use puppet to model the pattern

Puppet: This is a red and blue bag

PRACTICE:

Act.1: Practice in pairs

- Using pictures on page 15 to ask and answer

- T goes around the class and help Ss

S1: What color is this?

S2: It’s (blue) and (red)

S1: This is a (red) and (blue) bag

- Then reverse the role

PRODUCTION:

Act 1: Memory Chain.

- Put some classroom objects in some bags

- Divide the class into 4 groups and take a bag

S1: This is a (purple) (ruler)

S2: This is a (purple) (ruler), and this is a (pink) and (white) (eraser), and this is a (green) and (brown) (book)

Act 2: Work book

B Color and write

- Have Ss look at the pictures, complete the sentences and color the pictures

Teaching aids:

- CD/ tape

- Cassette player

WARM-UP AND REVIEW:

Act 1: Review the pattern.

- Have some pairs practicing the sentences using pictures on p.15

PRESENTATION:

Act 1: Introduce the vocabulary:

- Use card and real objects to introduce the vocabularies

- Introduce letters : A/a; B/b; C/c