Giáo án sách Lets go 1A Third Edition hay, FULL trọn bộ cả năm

Giáo án sách Lets go 1A Third Edition hay, FULL trọn bộ cả nămGiáo án sách Lets go 1A Third Edition hay, FULL trọn bộ cả nămGiáo án sách Lets go 1A Third Edition hay, FULL trọn bộ cả nămGiáo án sách Lets go 1A Third Edition hay, FULL trọn bộ cả nămGiáo án sách Lets go 1A Third Edition hay, FULL trọn bộ cả nămGiáo án sách Lets go 1A Third Edition hay, FULL trọn bộ cả năm

Trang 1

Week 1 Date of planning: 24.08.2015

Date of teaching: 25.08.2015

Period 1

INTRODUCTION

I OBJECTIVES

- By the end of the lesson, Ss will be able to have general ideals about English

II LANGUAGE FOCUS

- New grammar: Good morning Miss Ngoc Good bye, Miss Ngoc See you again

- By the end of the lesson, Ss will be able to have general ideals about English

Trang 2

- New grammar: Good morning Miss Ngoc Good bye, Miss Ngoc See you again

- Introduce the content of the lesson

+ Including: 4 units and 2 review parts

1 Unit 1: Things for school

1

Unit 1 - 2 Listen and reviewLet’s learn about numbers 0 – 20

2 Unit 2: Colors and shapes

2 Unit 3 – 4 Listen and reviewLet’s learn about parts of the body

4 Unit 4: People at home

+ Each unit has 4 main parts: let’s talk, let’s learn, let’s learn more and let’s build

UNIT 1: THINGS FOR SCHOOL

Lesson 1: Let’s start

I OBJECTIVES

- By the end of the lesson, Ss will be able to:

Trang 3

+ greet each other

+ ask each other’s names

- New grammar: Hello I’m Scott What’s your name? My name is Kate

- Call the roll

- Call out students’ name and has them raise their hands

- Have the class wave and say Hello (Hi), (Scott)

2 PRESENTATION

* Act 1: Introduce the dialogue.

- Use puppets to introduce the dialogue:

+ Puppet A: Hello I’m Scott What’s your name?

+ Puppet B: My name is Kate What’s your name?

+ Puppet C: My name is Andy.

- Ask Ss to practice saying their names with I’m and then practices with My name is.

- Divide the class into pairs

- Ask Ss to tell their names to their partners using either I’m or My name is.

- Give feedback

* Act 2: Introduce the dialogue question.

- Ask Ss say “What’s your name?” in several times.

- Divide class into 2 groups to practice the question and answer:

+ Group 1: What’s your name?

+ Group 2: My name is Kate.

- Walk around to provide help

- Comment

3 PRACTICE

* Act 1: Listen to the dialogue.

Trang 4

- Have Ss look at the scene on page 2 and review the names of the characters in the lesson.

- Play Track 02

- Ask Ss to listen to the dialogue and point to the characters or words in the speech

bubbles

- Play the dialogue again and asks Ss repeat each line after the characters

* Act 2: Practice the dialogue.

- Present the pattern and contraction on page 2

- Write the pattern on the board

- Play Track 3

- Point to the words as Ss listen to the dialogue

- Have Ss repeat after the audio

- Write the explanation of the contractions on the board

- Give some comments

4 PRODUCTION

* Act 1: Chain drill

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

- Check and give comments

5 REINFORCEMENT

- Ask Ss to repeat the content of the lesson

- Summarize the main points in the lesson

6 HOMELINK

- Ask Ss to learn by heart new grammar at home.

- Ask Ss to prepare the new lesson at home.

Trang 5

Period 4

UNIT 1: THINGS FOR SCHOOL

I OBJECTIVES

+ sing “The Hello song”

+ respond to and repeat classroom command verb phrases with Let’s.

- Grammar: Hello What’s your name? My name is Kate

- New language: stand up, sit down, make a circle, make a line, Let’s

- Have Ss listen and identify words they recognize from Let’s talk

- Introduce the song rhythmically and asks Ss to clap to keep the beat as modeling thesong line by line

- Ask Ss to repeat after the teacher

- Play the song again and encourage Ss to sing along

* Act 2: Do the song activity.

- Play the song again This time have half of the class sing one part and half sing thesecond part

- Add gestures to go with the song lyrics (point to your chest when saying characters’name; wave when saying Hello)

- Have Ss sing and respond in part Then repeat the song, using gestures

- Go to help Ss

Trang 6

- Comment.

3 PRACTICE

* Act 1: Listen and point to the verb phrases.

- Play Track 05 Have Ss listen and point to the appropriate pictures

- Play the audio again and ask Ss to listen and repeat

- Give feedbacks

* Act 2: Practice the rhythm.

- Play Track 07

- Have Ss listen to the drum rhythm sentences and point to the pictures

- Ask Ss to clap or tap to keep the rhythm as they listen and repeat the sentences

4 PRODUCTION

* Act 1: Activities: Stand up.

- Play the “Hello song” from Let’s sing When Ss hear certain words, what’s, I’m, name,

etc…, they have to stand up and then sit down quickly

- Walk around to help

5 REINFORCEMENT

6 HOMELINK

- Ask Ss to learn by heart the song and phrases at home.

Trang 7

Lesson 3: Exercise

I OBJECTIVES

- By the end of the lesson, Ss will be able to greet each other, ask each other’s name and

use classroom command verb phrases with Let’s.

- Review language: stand up, sit down, make a circle, make a line.

- Review grammar: Hello, I’m Scott What’s your name? My name is Kate.

- Stick the some pictures about Scott, Kate, Andy and Jenny on the board

- Divide the class into 4 groups

- Ask Ss to make 4 lines Have Ss run quickly to the board and slap the picture when theteacher says a random character’s name The team which has more correct pictures will winthe game

- Give correct answer

2 PRESENTATION

* Act 1: A Write.

- Ask Ss to work in pairs

- Have Ss look at to the book and answer the question who they are in dialogue

- Ask Ss to find out what they are talking about and what the missing words are

- Call on some Ss to give answer

* Expected answer: Kate, Scott.

- Check and give feedback

- Ask Ss to write down the answer into their books

3 PRACTICE

* Act 1: B Write.

- Ask Ss to work in pairs to ask and answer the question in the book

+ Student A: What’s your name?

Trang 8

+ Student B: I’m Jenny.

- Explain for Ss that I’m and My name is are interchangeable.

- Have Ss continue to work in pairs to find contraction of What is and I am.

* Expected answer: 1 What’s 2 I’m.

- Check and comment

- Have Ss write down the answers into their books

* Act 2: C Match.

- Stick teacher cards1- 4 on the board to review classroom command phrases

- Point to random picture and ask Ss to speak aloud the phrases

- Ask Ss to look at the pictures in their books and match with suitable pictures

- Call some Ss to give answers

* Expected answer: 1 Sit down 2 Stand up 3 Make a circle 4 Make a line.

4 PRODUCTION

* Act 1: D Write.

- Ask Ss to look at the model in their book

- Have Ss find out what differences of the phrases between exercise C and exercise D

- Ask some Ss to answer

* Expected answer: Let’s.

- Check and have Ss work in pairs to do other number,

- Call on some Ss to go to the board and write down their answers

* Expected answer: 1 Let’s make a line 2 Let’s stand up 3 Let’s make a circle 4 Let’s sit down.

5 REINFORCEMENT

6 HOMELINK

V ADJUSTMENT

Trang 9

- By the end of the lesson, Ss will be able to identify things they use in the classroom.

- New language: pencil, pen, bag, book, desk, chair, ruler, eraser.

- Review grammar: What’s your name? My name is Kate

* Act 1: Introduce the words.

- Use Teacher cards 5-12 to introduce the words

- Show 1 teacher card at a time and say the name of the object

- Ask Ss to repeat each word several times

Trang 10

- When introducing an eraser, compare it with the other vocabulary (a pencil, a pen, a ruler, etc) and have Ss listen for the change a/an.

* Act 2: Introduce the sentence pattern.

- Use Teacher cards 5-12 Show each card and say the sentence It’s (a pen) Have Ss

repeat sentence pattern

- Have Ss practice with It’s , substituting all the vocabulary.

- Give comments

3 PRACTICE

* Act 1: Practice the words.

- Play Track 08

- Have the Ss listen and point to the words

- Play the audio again and have Ss repeat the words

* Act 2: Practice the sentence.

- Write the pattern on the board or direct Ss attention to it in the book

- Play Track 09

- Point to the words as Ss listen to the audio

- Ask Ss to repeat after the audio

- Have Ss listen to the audio again and repeat and point to the sentences

- Feedback

4 PRODUCTION

- Play Track 10 and have Ss listen to the rhythm and intonation of the sentences

- Play the audio again

- Ask Ss to clap or tap to keep rhythm as they listen and repeat the sentences

- Give feedback

5 REINFORCEMENT

6 HOMELINK

- Ask Ss to learn by heart new language at home

Trang 11

- By the end of the lesson, Ss will be able to ask about things they use in the classroom.

- New grammar: What’s this? It’s a pencil.

- Review language: stand up, sit down, make a circle, make a line.

- Move using teacher cards 1- 4

- Divide the class into groups and say commands Have the groups say and do the

commands together with Let’s as quickly as possible.

+ Teacher: Stand up.

+ Ss: Let’s stand up.

- Show 1 group the cards to cue the command, have the other group do the action together

with Let’s.

- Reverse roles

2 PRESENTATION

* Act 1: Introduce the question form.

- Use puppets to present the question and answer

Trang 12

+ Puppet A: What’s this?

+ Puppet: It’s a pencil.

- Show teacher cards 5-13 and have Ss say the sentence It’s a/an _ Ask What’s this?

before showing each card

- Have Ss repeat the question Model the question and help Ss with pronunciation

- Divide the class into 2 groups Use teacher cards to cue the students Groups take turnsasking and answering questions

3 PRACTICE

* Act 1: Listen to the question and answer pattern.

- Have Ss look at page 5 and describe things they see

* Act 2: Practice the question and answer pattern.

- Present the pattern by writing it on the board

- Have Ss listen to the audio again and repeat the questions and answers

- Give some feedbacks

- Play Track 13

- Have Ss listen to the rhythm sentences and intonation of the pattern with the audio

- Play audio again

- Ask Ss to clap or tap to keep the rhythm as they listen and repeat the rhythm as they

Trang 13

listen and repeat the question and answer.

- Divide the class into question and answer groups and play the audio again Each grouprepeats either the question or the answer Repeat with groups switching roles

4 PRODUCTION

* Act 1: Game: Memory game.

- Use teacher card 5-12 Line the cards on the chalk rail S1 asks What’s this? as the other

Ss answer Then S1 turns the card over S1 repeats the question and turns over all the cards

as they are answer When all the cards as they are turned over, S1 ask What’s this? pointing

to each card in order The other Ss must remember what the cards were

- Make some comments

5 REINFORCEMENT

6 HOMELINK

- Review language: pencil, pen, bag, book, desk, chair, ruler, eraser

Trang 14

- Review grammar: What’s this? It’s a pencil.

- Give comments

2 PRESENTATION

* Act 1: A Write.

- Ask Ss to look at to the pictures on their books to find out what they see

- Call on some Ss to check

* Expected answer: a bag, an eraser, a desk, a chair

- Have Ss write down the words in the box with the suitable pictures

* Expected answer: 1 A bag 1 A desk 3 A chair 4 An eraser.

3 PRACTICE

* Act 1: B Write.

- Ask Ss to look at the model in number 1 to find out what differences between the firstsentence and the second sentence

* Expected answer: It is and It’s.

- Have Ss to do other numbers and answer

* Expected answer: 1 It is a pen – It’s a pen 2 It is a book – It’s a book 3 It is a pencil – It’s a pencil 4 It is a ruler – It’s a ruler.

- Check and comment

* Act 2: C Write.

Trang 15

- Have Ss identify things in the exercise

- Ask Ss to look at the model and find the question that they have to answer

- Call on Ss to answer

* Expected answer: What’s this?

- Guide Ss how to answer the question and do other sentences

* Expected answer: 1 It is a ruler 2 It is a table 3 It is an eraser 4 It is a pen.

- Check and feedback

4 PRODUCTION

* Act 1: D Write.

- Ask Ss to look at the answer in their book

- Have Ss find the suitable question for the model answer

- Ask Ss to work in pairs to write down the questions

- Call on some Ss to check

- Have Ss write down the answer

5 REINFORCEMENT

Trang 16

Lesson 7: Let’s learn more (Page 6)

I OBJECTIVES

- By the end of the lesson, Ss will be able to identify and ask about additional classroom objects

- Review grammar: What’s your name? What’s this? It’s a pencil

- New language: crayon, marker, globe, table, board, wastebasket, poster, map

- Review language: pencil, pen, bag, book, desk, chair, ruler, eraser

- Play “The hello song” and have Ss sing the song to practice asking their names.

- After sing a song with the audio, sing a song again substituting Ss’ names.

2 PRESENTATION

* Act 1: Introduce the words.

- Use Teacher cards 13-20.

- Practice the classroom objects by saying the word and having Ss repeat each word

several times before going on to the next word

- Repeat with the rest of the words.

- Conduct a quick drill of the objects after introducing each object Don’t speak as

showing the cards Have Ss identify the new objects plus all the previously learned objects:

It’s a (chair).

- Use Teacher cards 13 – 20 Show each card and say the sentence This is (a map) Have

Ss repeat sentence pattern several times before moving on to the next word

- Practice the pattern substituting all the words

- Show Teacher cards 13 – 20 in random order and have Ss make sentences.

- Give comments.

3 PRACTICE

Trang 17

- Play Track 14.

- Have the Ss listen and point to the words.

- Play the audio again and have Ss repeat the words.

- Write the pattern on the board or direct Ss attention to it in the book

- Point to the words as Ss listen to the audio.

- Ask Ss to repeat after the audio.

- Have Ss listen to the audio again and repeat and point to the sentences.

- Feedback.

4 PRODUCTION

- Play Track 16 and have Ss listen to the rhythm and intonation of the sentences.

- Play the audio again

- Ask Ss to clap or tap to keep rhythm as they listen and repeat the sentences.

- Give feedback.

5 REINFORCEMENT

- Ask Ss to repeat the content of the lesson.

- Summarize the main points in the lesson.

6 HOMELINK

- Ask Ss to learn by heart new language at home.

- Prepare new lesson.

Trang 18

Lesson 8: Let’s learn more (Page 7)

I OBJECTIVES

- By the end of the lesson, Ss will be able to identify and ask about additional classroom objects and ask Yes/No questions

- New grammar: Is this a globe? Yes, it is No, it isn’t

- Review language: crayon, marker, globe, table, board, wastebasket, poster, map

* Act 1: Introduce question form.

- Hold up Teacher card 19 and ask “Is this a poster?”.

- Model the answer for Ss to repeat Yes, it is Have Ss nod their heads for Yes Then have

them repeat it several times: Yes, it is Yes, it is Yes, it is.

- Ask the question showing the cards as the Ss answer with Yes, it is Then model the

question Is this a poster? Have Ss repeat the question several times.

- Divide the class into 2 groups Use Teacher cards to cue turns asking and answering

questions with Yes, it is.

- Have some comments.

* Act 2: Introduce No, it isn’t.

- Hold up Teacher card 15 (globe) and ask “Is this a map?”.

- Model the answer No, it isn’t for Ss Have Ss share their heads for No Then have Ss

repeat in a series of three, several times No, it isn’t No, it isn’t No, it isn’t

- Divide the class into 2 groups Use Teacher cards to cue turns asking and answering

questions with No, it isn’t.

- Give comments.

Trang 19

3 PRACTICE

* Act 1: Listen to the question and answer.

- Have Ss look at page 7 and describe things they see.

- Have Ss listen and point to the speech bubbles Continue to play the audio and have Ss

listen to the questions and answers and point to the appropriate pictures

- Play the audio again and have Ss repeat the questions and answers.

Act 2: Practice the question and answer pattern.

- Present the pattern by writing it on the board.

- Have Ss repeat the questions and answer after the audio.

- Direct Ss attention to the contraction It’s and isn’t Have Ss practice saying both No, it

isn’t It is a marker and No, it isn’t It’s a marker.

- Have Ss listen to the audio again and repeat and point to the sentences.

- Replay the audio and have Ss divide into question and answer groups Each group

repeats either the question or answer Repeat with groups switching roles

- Feedback.

4 PRODUCTION

- Play Track 19 and have Ss listen to the rhythm and intonation of the questions and

answers

- Play the audio again

- Ask Ss to clap or tap to keep rhythm as they listen and repeat the questions and answers.

- Divide the class into pairs Have Ss ask and answer each other rhythmically.

* Act 2: Ask and answer.

- Divide the class into pairs Have Ss look at the pictures, read the questions and answer

Trang 20

6 HOMELINK

- Review language: crayon, marker, globe, table, board, wastebasket, poster, map.

- Review grammar: Is this a globe? Yes, it is No, it isn’t.

- Divide the class into 2 groups.

- Give a set of teacher cards about marker, table, board, wastebasket to each group and

put them face up in a line

- Have half of the group start at one end, and the other half start at the opposite end of the

cards

- Say Go! And have one student from each team start from opposite ends and say the

cards: This is a (table)

Trang 21

- Ask Ss to point to the pictures as they speak When a member of the team reaches the

opposite end, the next team member begins The team that finishes first wins

2 PRESENTATION

* Act 1: A Write.

- Ask Ss to look at to the pictures on their books to find out what they see.

* Expected answer: a wastebasket, a marker, a table, a board

- Write down into their books

- Have Ss write down the words in the box with the suitable pictures.

* Expected answer: 1 A marker 2 A table 3 A wastebasket 4 A board.

- Check and give feedback.

3 PRACTICE

* Act 1: B Write.

- Have Ss identify things in the exercise

* Expected answer: a map, a crayon, a poster, a globe.

- Ask Ss to look at the model and find the structure that is used.

- Call on Ss to answer.

* Expected answer: This is….

- Guide Ss how to do other sentences.

* Expected answer: 1 This is a map 2 This is a crayon 3 This is a poster 4 This is a

globe.

- Check and feedback.

- Have Ss write down the answers into their books.

* Act 2: C Circle.

- Have Ss identify the kind of question and how to answer this question.

* Expected answer: Yes/No question: Is this … ? Yes, it is / No, it isn’t.

- Ask Ss to find out what they are in each number.

* Expected answer: a marker, a crayon, a table, a wastebasket.

- Call Ss to answer.

- Have Ss read carefully the question and circle the suitable answer.

- Ask 2 Ss to go to the board and write down their answers

* Expected answer: 1 Yes, it is 2 Yes, it is 3 Yes, it is 4 No, it is not.

Trang 22

- Check and give comments.

4 PRODUCTION

* Act 1: D Write.

- Ask Ss to look at the model in their book.

- Have Ss read and compare the words with pictures in each number.

- Guide Ss how to ask and answer the Yes/No question.

- Ask Ss to work in pairs to write down the questions and the answers.

* Expected answer: 1 Is this a poster? Yes, it is 2 Is this a wastebasket? No, it is not 3.

Is this a globe? No, it is not 4 Is this a board? Yes, it is.

- Call on some Ss to check.

- Walk around to help.

5 REINFORCEMENT

- By the end of the lesson, Ss will be able to learn the alphabet and clarify ownership of

objects by using my and your.

- New grammar: This is my/your pencil.

Trang 23

- Review language: classroom objects

- Put the verb phrase cards 1-4 on the table.

- Have several sets ready for a more exciting game Ask Ss to get into pairs and play

Rock, Paper, Scissors, saying Let’s, Let’s 1, 2, 3! The winner picks up what they must do(Let’s make a line)

- Have Ss play several rounds.

2 PRESENTATION

* Act 1: Introduce the alphabet.

- Write the alphabet on the board Point to each letter as modeling how to say it.

- Model the alphabet again and ask Ss to repeat.

3 PRACTICE

* Act 1: Practice the alphabet.

- Have the Ss listen and point to the letters.

- Play the audio again and have Ss listen to the pronunciation of the alphabet.

- Have Ss repeat after line.

- Ask Ss to sing the song Tell the Ss to find the letters that are in their names.

- Call some Ss to check and feedback.

* Act 2: Introduce the sentences.

- Point and say My name is (Miss Ngọc), emphasizing my.

- Point to a student and say Your name is (Nam), emphasizing your.

- Do this with several Ss.

- Pick up a book and say This is my book Pick up a student’s book and say This is your

book.

- Divide the class into pairs to practice the sentences S1 points to the pencil in his or her

Trang 24

book and says This is my pencil S2 points to the same pencil and says This is your pencil

- Ask Ss to practice with the other words.

- Feedback.

4 PRODUCTION

* Act 1: Do the alphabet activity.

- Divide the class into pairs to play “Patty Cake” Have Ss sit facing each other Each Ss

slaps his or her knees twice, claps their hands twice and then slaps his or her partner’s lefthand once as both they say A

- Ask Ss to repeat action, this time slapping their right hands, saying the whole alphabet

5 REINFORCEMENT

6 HOMELINK

- Ask SS to learn by heart the alphabet and new language at home.

- By the end of the lesson, Ss will be able to discuss classroom objects and clarify

ownership of objects by using my and your.

- New grammar: Is this my/your pencil? What is this? It’s my/your pencil.

Trang 25

- Divide the class into several groups and give each group several student cards of

vocabulary from Let’s learn and Let’s learn more Put them face down on the tables S1

points to a card and guesses Is this (a book)? S2 turns the card over and answer Yes, it is/

No, it isn’t If the answer is Yes, S1gets a point Continue with other Ss in the same way.

2 PRESENTATION

* Act 1: Review What’s this?

- Show the Ss a book but covering up part of it.

- Ask What’s this? Have Ss answer It’s your book.

- Listen and check.

3 PRACTICE

* Act 1: Listen and circle.

- Divide the class into pairs and have them look at the close-up pictures on page 9 of the

items they have learned Ss ask and answer, pointing to the items in their own book for my and their partner’s book for your.

- After practicing with the text, have Ss use things they have in their own bags Have

them show a portion of the item, i.e, a part of a ruler, ect., and have their partners identify it

- Play Track 22

- Have Ss look and point to the correct pictures on page 9 as they listen.

- Call some Ss to check and feedback.

4 PRODUCTION

* Act 1: Ask your partner.

- Have several Ss put their pencils and other items together on a desk Pick up a pencil

and ask the owner Is this your pencils? S1 answers Yes, it is Encourage the Ss to add It’s

my pencil

- Divide the class into pairs Play Track 23 Have Ss listen to the dialogue and point to the

speech bubbles

Trang 26

- Have Ss take turns asking and answering questions using the pictures in the book

5 REINFORCEMENT

6 HOMELINK

- Ask SS to learn by heart new grammar at home.

- By the end of the lesson, Ss will be able to identify the letters in the alphabet, discuss

classroom objects and clarify ownership of objects by using my and your.

- Review grammar: This is my/your pencil Is this my/your pencil? What’s this? It’s my/your pencil

- Put alphabet cards around the room Have Ss get into groups Show an alphabet card

and ask What’s this? Ss run to the cards and try to find the same letter When they do, they

Trang 27

must say the letter: It’s (M) The group that is found more letters will win.

2 PRESENTATION

* Act 1: A Connect the letters.

- Ask Ss to look at to the pictures on their books to find out what they see.

* Expected answer: a cat

- Have Ss identify the position of letter A and B Then guide them to connect 2 letters by

a line Ask Ss to do in the same way with other letters

3 PRACTICE

* Act 1: C Write.

- Have Ss identify things in the exercise

* Expected answer: a bag, a globe.

- Ask Ss to identify the question and how to answer the question in the exercise.

- Call on Ss to answer.

- Guide Ss how to fill into blanks the missing words

* Expected answer: 1 It is my globe 2 It is your bag.

4 PRODUCTION

* Act 1: D Write.

- Ask Ss to look at the model in their book.

- Have Ss read and compare the object in the question with picture in each number.

- Guide Ss how to ask and answer the Yes/No question.

- Ask Ss to work in pairs to write down the questions and the answers.

* Expected answer: 1 Is this your pencil? No, it isn’t 2 Is this your chair? Yes, it is 3 Is

this your eraser? Yes, it is 4 Is this your globe? No, it isn’t.

- Call on some Ss to check.

5 REINFORCEMENT

Trang 28

6 HOMELINK

- Ask Ss to do exercise B Draw at home

and how to clarify ownership of objects by using my and your.

- Review grammar: This is my/your pencil Is this my/your pencil? What’s this? It’s my/your pencil My name is (Scott) Your name is (Jenny).

- Put teacher cards 5-12 on the board for reference Ss walk around the room When you

say Stop! they find a partner and ask What’s this? as they point to an item to the classroom (a pencil) The partner answers It’s a pencil Continue to a time limit.

2 PRESENTATION

* Act 1: Match

Trang 29

- Stick some teacher cards about classroom objects and their names in random order on

the board

- Ask Ss to find the picture of object and its name.

- Call on some Ss come to the board and match

3 PRACTICE

* Act 1: Listen and write.

- Play “The Hello Song”

- Ask Ss to sing the song

- Show the lyric of the song with some missing words.

- Play audio again.

- Guide Ss how to fill into blanks the missing words

* Expected answer: 1 name 2 my

4 PRODUCTION

* Act 1: Let’s talk.

- Ask Ss to answer how to ask and answer the Yes/No question.

- Ask Ss to work in pairs to ask and answer some Yes/No questions about pencil, chair,

eraser and globe

* Expected answer: 1 Is this your pencil? No, it isn’t 2 Is this your chair? Yes, it is 3 Is

this your eraser? Yes, it is 4 Is this your globe? No, it isn’t.

- Call on some pairs to check.

5 REINFORCEMENT

6 HOMELINK

- Ask Ss to review vocabulary and structures in Unit 1 at home.

V ADJUSTMENT

……….………

Trang 30

Lesson 14: Midterm test

Week 9 Date of planning: 18.10.2015

Date of teaching: 20.10.2015

Period 17

UNIT 2: COLORS AND SHAPES

I OBJECTIVES

- By the end of the lesson, Ss will be able to ask each other how they are

- New grammar: Hi, (Andy) How are you? I’m fine Thank you.

- Review grammar: Hello, I am (Andy) My name is Kate What’s your name?

- Have them walk around the class and introduce themselves to each other

- Play the “Hello song” quietly in the background

2 PRESENTATION

* Act 1: Introduce the dialogue.

- Use puppets to introduce the dialogue

+ Puppets A: Hi, Andy How are you?

+ Puppets B: I’m fine How are you?

Trang 31

+ Puppets C: I’m fine Thank you.

- Have Ss indentify words they already know

* Act 2: Introduce the dialogue question.

- Have Ss repeat How are you? Several times Gradually pick up speed until they are able

to say it at natural speed

- Divide the class into 2 groups Practice the question and answer:

+ Group A: How are you?

+ Group B: I’m fine Thank you.

- Divide the class into pairs and have them practice the question with their partner’snames

+ S1: How are you?

+ S2: I’m fine Thank you.

- Give comments

3 PRACTICE

* Act 1: Listen to the dialogue.

- Have Ss look at the scene on page 10 and describe what they see

- Play Track 24

- Have Ss listen to the dialogue and point to the speech bubbles Then have them identifythe words they hear

- Play the audio again and have Ss repeat each line after the characters

- Have Ss practice the full dialogue in pairs

- Give feedback

* Act 2: Practice the dialogue.

- Present the pattern and contraction on page 10

- Play Track 25

- Have Ss repeat after the audio

- Write on the board the explanation of the contraction: I am = I’m.

- Have Ss practice saying both I am fine and I’m fine.

- Feedback

Trang 32

4 PRODUCTION

* Act 1: Chain Drill.

- Pick up a puppet and ask “How are you?”.

- Ask Ss to answer the question

- Turn to the next Ss to ask the same question

- Continue until all the Ss have had chance to ask and answer the question

- Divide class into 3 groups and have each group do a chain drill

- Go around to help Ss

- Give comments

5 REINFORCEMENT

6 HOMELINK

- Ask Ss to learn by heart new grammar at home

UNIT 2: COLORS AND SHAPES

I OBJECTIVES

+ sing the song “Hi! How are you?”

+ give polite commands

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

- New language: please, take out, put away, draw a picture, point to the poster

Trang 33

- Have Ss listen and identify words they recognize from Let’s talk.

- Introduce the song rhythmically and asks Ss to clap to keep the beat as modeling thesong line by line

- Ask Ss to repeat after the teacher

- Play the song again and encourage Ss to sing along

* Act 2: Do the song activity.

- Play the song again This time have half of the class sing one part and half sing thesecond part

- Add gestures to go with the song lyrics

- Have Ss sing and respond in parts Then repeat the song

- Go to help Ss

- Comment

* Act 3: Present the verb phrases.

- Say take out your book with action and repeat the action several times Have Ss repeat

several times with action before going on to the next phrase Repeat with the other phrases

- To check understanding, say the phrases in random order and have Ss do the appropriateaction

- Show Ss Teacher cards 24 – 27 Have them both say the phrase and do the action

- Divide the class into 2 groups Have the groups take turns saying the commands anddoing the actions

Trang 34

- Add please to each phrase and have Ss repeat the phrase and do the action.

- Listen and comment

3 PRACTICE

* Act 1: Listen and point to the verb phrases.

- Play Track 27 Have Ss listen and point to the verb phrases

- Play the audio again and ask Ss to listen and repeat

- Give feedbacks

- Play Track 29

- Have Ss listen to the drum rhythm sentences and point to the pictures

4 PRODUCTION

* Act 1: Activities: Stand up.

- Play the “Hi! How are you?” song from Let’s sing When Ss hear certain words, how, I’m, fine, etc…, they have to take out their books and put away their books quickly.

5 REINFORCEMENT

6 HOMELINK

- Ask Ss to learn by heart the song and phrases at home.

Trang 35

Lesson 17: Exercise

I OBJECTIVES

+ ask and answer each other how they are

+ be used polite commands from let’s talk (Unit 2) in contexts

- Review grammar: Hi, (Andy) How are you? I’m fine Thank you.

- Review language: please, take out, put away, draw a picture, point to the poster

- Play “Hi! How are you?” song

- Ask Ss to sing the song and clap their hands to keep rhythm

2 PRESENTATION

* Act 1: A Read and write.

- Ask Ss to work in pairs

- Have Ss ask and answer each other how they are

- Then ask Ss to find the missing words in the exercise

- Call on 2 Ss to go to the board and write down the answer

* Expected answer: I’m fine.

- Go around and give feedbacks

* Act 2: D Match.

- Show the teacher cards 24 – 27

- Ask Ss to look at the pictures and repeat commands that they have learn in the lastlesson in chorus

- Have Ss read and match with suitable pictures in their books in pairs

- Call on some Ss to give answers

Trang 36

- Give correct answers.

3 PRACTICE

* Act 1: B Write.

- Ask Ss to read 4 phrases in the box

- Stick these phrases on the board

- Divide Ss into 4 groups

- Ask Ss to work in groups and find out the answers

- Have leaders in each group go to the board and stick the phrases in correct order

* Expected answer: 1 Hi 2 great How are you? 3 I’m.

- Give feedbacks

* Act 2: E Write.

- Ask Ss to read the model sentences in the box

- Have Ss find out the differences between the first sentence and the second sentence

* Expected answer: please.

- Check and comment

- Ask Ss to make other polite commands with “please”

* Expected answer: 1 Please take out your book – Take out your book, please 2 Please draw a picture – Draw a picture, please 3 Please put away your book – Put away your book, please.

4 PRODUCTION

* Act 1: C Write.

- Ask Ss to ask and answer with their partners how they are

* Expected answer: How are you? I’m fine Thank you.

- Have Ss write down the question and answer about themselves into their books

5 REINFORCEMENT

6 HOMELINK

Trang 37

- By the end of the lesson, Ss will be able to identify colors

- New language: color, red, orange, yellow, green, blue, purple, pink, black, white, gray, brown.

- Review language: classroom objects and classroom commands with Let’s (from Unit 1).

- Review the greeting dialogue

- Divide the class into 2 parallel lines to practice the greetings

+ Group A: Hi, (Scott) How are you?

+ Group B: I’m fine How are you?

+ Group A: I’m fine Thank you.

Trang 38

- Use teacher cards 28 – 38 to introduce the words.

- Show 1 card at a time and say the color

- Have Ss repeat each word several times

- Practice the color by saying the color and having Ss point to objects and clothes aroundthe classroom that are the color Repeat all colors

- Conduct a quick drill of the colors after introducing each color Use teacher cards 28 –

38 Don’t speak as the teacher shows the cards Have Ss identify the new colors plus all thepreviously learned colors

- Show teacher card 30 (red) Say It’s red

- Have Ss repeat the sentence pattern Repeat with other color

- Comment

3 PRACTICE

- Play Track 30 Have Ss listen and point to the verb colors

- Play the audio again and ask Ss to repeat the color names

- Give feedbacks

- Play Track 31

- Point to the words as Ss listen to the audio Then have Ss repeat after the audio

- Direct Ss’ attention to the contraction It’s Have Ss practice saying both It is yellow and It’s yellow.

- Have Ss listen to the audio again and repeat and point to the sentences

- Give some feedbacks

- Play Track 32

- Have Ss listen to the rhythm sentences and intonation of the sentences

- Play audio again

Trang 39

4 PRODUCTION

* Act 1: Game: Relay race.

- Give a stack of color cards to the first student in each row

- Have Ss say It’s (blue) and then pass the card to the student behind That student says

the sentence and oases the card to the next student

- Each row continues to pass all its cards until each student in the row has practiced

- Comment

5 REINFORCEMENT

6 HOMELINK

- Ask Ss to learn by heart new language at home.

- By the end of the lesson, Ss will be able to ask about colors

- Review language: color, red, orange, yellow, green, blue, purple, pink, black, white, gray, brown.

- New grammar: What color is this? It’s (green) It’s (red) and (blue).

- Review grammar: What’s this? It’s a pencil This is a (crayon).

III RESOURCES

Trang 40

- Teacher’s book, student book/workbook, puppets, teacher cards 28 - 38, CD/ tape,cassette player

IV PROCEDURES

1 WARM-UP

- Greeting

- Use teacher cards 5 – 20 to review the vocabulary from unit 1

- Ask Ss “What’s this?” quickly flip through the teacher cards.

- Have Ss answer quickly in a complete sentence It’s a (pen).

- Divide the class into 2 groups and do a quick group review Group A asks “What’s this?” Group B answers It’s a (book) Then have Ss reverse roles.

2 PRESENTATION

* Act 1: Introduce the question form.

- Use puppets to present the question and answer

+ Puppet A: What color is this?

+ Puppet: It’s (red).

- Show teacher cards 28 – 38 and have Ss say the sentence It’s (red) Ask What color is this? Before showing each card.

- Have Ss point to a color The class asks the question and the teacher answers

- Divide the class into 2 groups Use teacher cards to cue the students Groups take turnsasking and answering questions

3 PRACTICE

* Act 1: Listen to the question and answer pattern.

- Have Ss look at page 13 and describe things they see

Định dạng
Số trang	134
Dung lượng	199,88 KB