PHAN PHOI CT LG 2A

Suggested Lesson Plan – LET’S GO 2A- Second Edition NHÀ XUẤT BẢN ĐẠI HỌC OXFORD CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN THAM KHẢO LET’S GO 2A (Ấn bản lần 2) LỚP 4-5 TP. Hồ Chí Minh, tháng 04 năm 2009 1 Suggested Lesson Plan – LET’S GO 2A- Second Edition LET'S GO 2A_SUGGESTED SYLLABUS LET'S GO 2A (4 UNITS) _ 35 WEEKS/ 70 LESONS UNIT WEEK LESSON SECTION LANGUAGE ITEMS PAGE FUNCTIONS 1 1 1 - 2 Prepare for the beginning of the academic year 2 3 Let’s Talk Hi, (Scott). How are you? Fine, thank you. Good-bye, (Scott). See you later. What’s this/that? It’s (a pencil case). Is this/that (a ruler)? Yes, It is. No, It isn’t. What are these/those? They’re (yo-yos). Are these/those (cats)? Yes, they are. No, they aren’t. 2 Greetings Farewells Asking about objects (singular and plural) Identifying objects (singular and plural) 2-3 4-5 Let’s Sing 3 3-5 6-10 Let’s Learn 4-5 6-7 11-14 Let’s Learn Some More 6-7 8 15-16 Let’s Read 8 9 17 Let’s Listen 9 2 9 18 Let’s Talk What’s the matter? I’m (sick). That’s too bad. Who’s (she)? (She’s) (Miss Wilson). (She’s) (a shopkeeper). Is (she) (a teacher)? Yes, (she) is. No, (she) isn’t. Who are they? They’re (Mr. and Mrs. Long). They’re (teachers). Are they (cooks)? Yes, they are. No, they aren’t 10 Asking about someone’s health Expressing physical states Expressing someone else’s name Asking about professions Describing professions 10 19-20 Let’s Sing 11 11-13 21-25 Let’s Learn 12-13 13-15 26-29 Let’s Learn Some More 14-15 15-16 30-31 Let’s Read 16 16 32 Let’s Listen 17 2 Suggested Lesson Plan – LET’S GO 2A- Second Edition REVIEW 17-18 33-35 Let’s Review REVIEW THE FIRST-TERM TEST 18-19 3 18-19 36-37 Let’s Talk Where do you live? I live in (Hillsdale). What’s your address? It’s (16 North Street). What’s (your) telephone number? It’s (789-2043). This is the (bedroom). Is the (desk) in the (bedroom)? Yes, it is. No, it isn’t. There is ./There are . Is there .?/Are there .? Yes, there is. No, there isn’t. Yes, there are. No, there aren’t 20 Asking where someone lives Expressing whre one lives Asking someone’s address/ telephone number Expressing one’s address/telephone number Idenfifying rooms in a house Asking about the location of household objects Describing the location of household objects 19-20 38-39 Let Sing 21 20-22 40-43 Let’s Learn 22-23 22-24 44-47 Let’s Learn Some More 24-25 24-25 48-49 Let’s Read 26 25 50 Let’s Listen 27 4 26 51-52 Let’s Talk What’s wrong? I can’t (find my book). Look at (me). (I) can (sing a song). What can (he) do? (He) can (ride a bicycle). (He) can (swim). (he) can’t (fly a kite). Can (he) swim? Yes, (he) can. No, (he) can’t. 28 Asking about a problem Expressing ability/inability Describing ability/inability in others 27 53-54 Let’s Sing 29 28-29 55-58 Let’s Learn 30-31 30-31 59-62 Let’s Learn Some More 32-33 32 63-64 Let’s Read 34 33 65 Let’s Listen 35 REVIEW 33 - 35 66-70 Let’s Review REVIEW THE SECOND-TERM TEST 36-37 3 Suggested Lesson Plan – LET’S GO 2A- Second Edition Week 2 - Period 3 Key language Materials Key activities UNIT 1: LET'S TALK Lesson 1 Key language focus: Speaking Listening Vocabulary: Hi, (name) Sentences: Hi, (Scott). How are you? Fine, thank you. Good-bye. See you later Resources: SB/ p. 2 WB/ p. 2 Teaching aids: - puppets - CD/ tape - Cassette player - Cards of English names Cultural tip: - When meeting a person, we often greet each other and ask about health. - People wave their hands when saying hello/ goodbye. WARM-UP AND REVIEW: - Greet Ss in English and introduce teacher's name: Hi,/ Hello, I'm (Ms…). - Give each student a card of an English name. Then call the names in turn. - Have Ss stand up & say "Hi/ Hello" when hearing their names. PRESENTATION: Act. 1: Review the first part of the dialogue: - Model the dialogue with 2 puppets. Hi, (Ken). How are you? Hello, (Mari). I'm fine, thank you. - Call some pairs to practice the dialogue Act. 2: Present the second part of the dialogue: - Use puppets to introduce the dialogue - Ask a student to be Scott. And have Ss repeat the dialogue several times PRACTICE: Act. 1: Listen and repeat: - Play the tape and stop by sentence - Ask Ss to point to the characters and repeat Act. 2: Role play: - Divide the class into 2 groups. Practice the dialogue in SB/p.2. Act. 3: Step Away Lines: - Ss stand in 2 opposite lines. Practice the dialogue in pairs. PRODUCTION: Act. 1: Pick and Speak: - Call a student in random and ask him/ her to stand up - Ask the whole class to speak in chorus: "Hello,… How are you? Bye,… - Ask him/ her to answer: "Fine, thank you" "See you later." - Then it's turn of the second student. 4 Suggested Lesson Plan – LET’S GO 2A- Second Edition Week 2 - Period 4 Key language Materials Key activities UNIT 1: LET'S SING Lesson 1 Key language focus: Singing Listening Vocabulary: (Review) Sentences: (Review) Hi, (name). How are you? I'm fine, thank you. Resources: SB/ p. 3 Teaching aids: - CD/ tape - Cassette player WARM-UP AND REVIEW: Chain drill: Ss show their English names - Hi. How are you?  Fine, thank you. - Hi, (Kate), how are you?  Fine, thank you. PRESENTATION: Act. 1: Introduce the characters. - Open the book to page 3, play the recording of "The Hi Song" - Have Ss listen and point to the characters as they hear the names. Act. 2: Introduce the song: - Read the song line by line without music. Have Ss repeat. - Use gesture to emphasize the meaning of each phrase - Play the recording again and have Ss sing along. PRACTICE: Act. 1: Call and response singing: - Divide the class into 2 groups - Have Ss sing the song in two groups: Group A: Hi, (Scott). How are you? Group B: I'm fine. Thank you - Ask Ss to repeat PRODUCTION: Act. 1: Sing in groups: - Divide class into 4 groups - Have each group represent one of the characters in the song and sing 4 groups: Hi, Scott. How are you? Group 1 (Scott): I'm fine. Thank you. 4 groups: Hi, Jenny. How are you? Group 2 (Jenny): I'm fine. Thank you. 4 groups: Hi, John. How are you? Group 3 (John): I'm fine. Thank you. 4 groups: Hi, Lisa. How are you? Group 4 (Lisa): I'm fine. - Reverse roles and sing again 5 Suggested Lesson Plan – LET’S GO 2A- Second Edition Week 3 - Period 5 Key language Materials Key activities UNIT 1: LET'S SING (cont) Lesson 2 Key language focus: Singing Listening Vocabulary: (Review) alligator Sentences: (Review) Good-bye. See you later, alligator. Resources: SB/ p. 3 Teaching aids: - puppets / picture - CD/ tape - Cassette player Teaching tip: - "See you later, alligator." is a children's rhyming expression used in fun when saying good- bye to friends. In natural conversation, however, it is seldom used. - "See you later." is always an appropriate choice. WARM-UP AND REVIEW: - Have Ss stand in groups of four. - Each group sings "The Hi Song" using students' own names. PRESENTATION: Act. 1: Introduce the new vocabulary: - Show a picture of an alligator or the alligator puppet in Kate's hand (p.3) - T says "alligator". Ss repeat several times Act. 2: Introduce the new expression:. - Use puppets to model a new expression. Puppet A: Good-bye. Puppet B: See you later, alligator. - Have Ss repeat several times until they can say the phrase fluently Act. 3: Introduce the song: - Ss open the book to p.3, play the recording of "The Good-bye Song" - Read the song line by line without music. Have Ss repeat. - Use gestures to emphasize the meaning of each phrase PRACTICE: Act. 1: Call and response singing: - Divide class into 3 groups - Have each group represent one of the characters in the song and sing - Reverse roles and sing again PRODUCTION: Act. 1: Sing in groups: - Have Ss stand in groups of three. - Each group sings "The Good-bye Song" using students' own names. Act. 2: Workbook - Have Ss get ready to finish the exercises at school Trace and write: Read and complete the bubbles. 6 Suggested Lesson Plan – LET’S GO 2A- Second Edition Week 3 - Period 6 Key language Materials Key activities UNIT 1: LET'S LEARN Lesson 1 Key language focus: Listening Speaking Vocabulary: (review) a book a bag a desk a pencil case a table a chair Sentences: (review) What's this? It's a (bag). Resources: SB/ p. 4 Let's chant, let's sing/ p.1+2 Teaching aids: - puppets - CD/ tape - Cassette player - Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects) - Classroom objects/ realia WARM-UP AND REVIEW: Act. 1: Perform the song: - Play the music (Let's chant, let's sing/ p. 1+2) again - A volunteer group comes in front of the class to perform the song PRESENTATION: Act. 1: Review the classroom objects in Unit 1. - Use TC 1-8 and 33-38 (Book 1) - Ss listen and repeat Act. 2: Review the question-and answer pattern with this. - Show the Ss one classroom object or a TC each time. T: What's this?  Ss (answer in chorus): It's (a book). - Have Ss repeat the question, "What's this?" PRACTICE: Act. 1: Group work: - Divide the class into two groups - Show Ss a classroom object or a TC each time. Have them ask & answer - Reverse roles – ask and answer with other classroom objects. Act. 2: Pair work: - Ask Ss to work in pairs - Have Ss use their own classroom objects to ask and answer - Feedback PRODUCTION: Act. 1: Walk and talk: - Place different (non-identical) pairs of Ss and Teacher Cards around the room. - Have Ss walk around the class in pairs. - At the signal Stop!, partners must use the cards to exchange questions and answers. 7 Suggested Lesson Plan – LET’S GO 2A- Second Edition Week 4 - Period 7 Key language Materials Key activities UNIT 1: LET'S LEARN (Cont.) Lesson 2 Key language focus: Learning new words Listening Speaking Reading Writing Vocabulary: a door a window Sentences: (Review) What's this? It's a (bag). What's that? It's a pencil case Resources: SB/ p. 4 WB/p.4 Teaching aids: - puppets - CD/ tape - Cassette player - Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects) - Classroom objects/ realia Grammar tip: - this and that are used to distinguish between individual objects or people that are close to or far from the speaker. - Emphasize this in class by holding up or touching individual objects near you (this) and pointing to individual objects far from you (that) WARM-UP AND REVIEW: Act. 1: Show and tell: - Stick TC 33-38 on the board. Have Ss ask and answer: What's this?- It's… PRESENTATION: Act. 1: Introduce the new vocabulary - Use realia: point or touch the window in the classroom and say "a window" - Have Ss listen and repeat. Continue with "a door" Act. 2: Introduce the new question-and-answer pattern with "that". - Use the puppets to introduce the pattern. Have Ss repeat Puppet A: (point to the window) What's that?  Puppet B: It's a door. PRACTICE: Act. 1: Group work: - Divide the class into 2 groups. - Point to other objects or TC from a distance. Ask Ss to ask & answer - Reverse roles – ask and answer with other classroom objects. Act. 2: Ask and answer in pairs: (open the book to page 4) - Play the recording of "Let's Learn" – Ss listen, point to the pictures and repeat. - Ask Ss to work in pairs. Then, ask and answer about the objects in their books. S1:(point to a pencil case in the book): What's this?  S2: It's a pencil case. S2:(point to a door in the book): What's that?  S1: It's a door. Act. 3: Listen and repeat: - Divide the class into 2 big teams - Play the tape. Ask Ss to listen and repeat Q (Team A) and A (Team B) PRODUCTION: Act. 1: Chain Drill: T: what's this/ that? S1: It's a pencil case Act.2: Workbook - Have Ss get ready to finish the exercises 8 Suggested Lesson Plan – LET’S GO 2A- Second Edition Week 4 - Period 8 Key language Materials Key activities UNIT 1: LET'S LEARN (Cont.) Lesson 3 Key language focus: Listening Speaking Reading Writing Vocabulary: (Review) Sentences: (Review) Is this a ruler? Yes, it is. No, it isn't. Resources: SB/ p. 5 Let's chant, let's sing/ p.3 Teaching aids: - CD/ tape - Cassette player - Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects) - A small bag WARM-UP AND REVIEW: Act. 1: Chants: - Play the tape, "Let's chant, Let's sing" book page 3 - Play the tape, Ss listen and repeat twice PRESENTATION: Act. 1: Review the Yes/No question-and-answer pattern with this. - Ask questions about nearby classroom objects or TC - Have Ss answer in chorus, shaking their heads to indicate disagreement and nodding to show agreement. T: Is this a notebook? Ss (shaking their heads): No, it isn't. T: Is this a book? Ss (nodding their heads): Yes, it is. Act. 2: Present the rhythm: - Clap the hands to make the question and answer in rhythm - Ask Ss to listen and repeat the question and answer in rhythm. PRACTICE: Act. 1: Practice the rhythm in groups: - Divide the class into 2 groups. Have them ask and answer about the objects - Clap their hands to make the rhythm Act. 2: Practice the rhythm in pairs: - Clap their hands to make the rhythm. In turn, ask and answer about the objects PRODUCTION: Act. 1: Ask and answer - Divide class into two teams and put small classroom objects in a bag. - Have S1 from team A reach in the bag & hold an object in his/her hand. S1 keeps his/ her hand in the bag & asks. Then have S1 reveal the object to S2 from team B. S1: Is this (a marker)? S2 responds: Yes, it is./No, it isn't. - Continue until all students have had a chance to ask and answer 9 Suggested Lesson Plan – LET’S GO 2A- Second Edition Week 5- Period 9 Key language Materials Key activities UNIT 1: LET'S LEARN (Cont.) Lesson 4 Key language focus: Listening Speaking Reading Writing Vocabulary: (Review) Sentences: Is that a ruler? Yes, it is. No, it isn't. Resources: SB/ p. 5 WB/p. 5 Teaching aids: - CD/ tape - Cassette player - Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects) WARM-UP AND REVIEW: Act. 1: Make the rhythm: - Ask 1- 2 Ss to come before the class, make the rhythm & the others clap hands What's this/ that?  It's a crayon. Is this an eraser?  Yes, it is. / No, it isn't. PRESENTATION: Act. 1: Introduce the Yes/No question-and-answer pattern with "that". - Point to the window from a distance and model the pattern: T: Is that a door? Ss: No, it isn't. T: Is that a window? Ss: Yes, it is. - Ask questions about other classroom objects or TC that are far from the teacher - Have Ss answer in chorus (using appropriate gestures) Act. 2 : Ask and answer in groups - Divide the class into two groups. - Point to different classroom objects or TC at a time and have the groups practice the Yes/ No question-and-answer pattern with that. - Reverse roles after several exchanges. PRACTICE: Act. 1: Practice in pairs: - Open the book to page 5 - Have Ss practice the patterns in pairs, using the pictures on page 5 as prompts. - Ask 2 Ss to come before the class, ask and answer - Continue with other pairs Act. 2: Listen and repeat: - Play the tape. Have Ss point to the pictures, listen and repeat. PRODUCTION: Act. 1: Workbook: Have Ss get ready to finish the exercises 10 [...]... yo-yos) What are these?  Puppet B: They're yo-yos PRACTICE: Act 1: Practice in groups: Divide the class into 2 groups, distribute the toy objects/ pictures to Ss in group A Have Ss in group A ask the questions, using these and Ss in group B answer Then reverse the roles PRODUCTION: Act 1: Toy Shop: Have Ss draw pictures of pairs of toys and classroom objects they've learned Place the drawings at the front... Magnet PRACTICE: Sticker Act 1: Say and act Classroom Have Ss look at the 2 conversations with the blanks objects Ss fill the blanks Ss work in pairs to practice the 2 conversation Call some pair to act out Act 2: How to do a listening task: Draw 2 pictures of a desk and a chair on the board, write letters A, B and circle them Ask S1 to go to the board.T: This is (a desk) S1: point to picture and... several times or external injuries Call some pairs to practice the dialogue Act 3: Write: What's the matter? I'm sick That's too bad Get better soon! Thanks PRACTICE: Act 1: Listen and point: Play the tape Ask Ss to look at the book and point to the characters Act 2: Listen and repeat: Play the tape again and stop by sentence Ask Ss to repeat PRODUCTION: Act 1: Role play: Ask the Ss to work in pairs S1: What's... Ask Ss to listen and practice precedes a man's surname Act 2: Practice without tape: and is also non-specific of Ask Ss to practice without tape the new plurals of jobs marital status PRODUCTION: Act 1: Charades Call a student to come to the board and look at the TC 53- 60 and 156-159 Divide Ss into 4 groups and each group has 1 representative ask him/ her to act out the picture by using gestures Ask... exaggerated Listen and practice /r/ sound, and point your lips Act 2: Practice the sentences: slightly forward Have the Play the cassette "Let's Read, can you read?" Listen and practice students practice / r/ by roaring like lions PRODUCTION: Act 1: Making more sentences ask Ss to work in group of 5 Ask each group think out more meaningful sentences using the 9 words above Act 2: Workbook: Have Ss get... there? 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: 1B, 2A, 3A, 4A, 5A, 6A, 7A, 8A PRODUCTION: Act 1: Ask and answer: PW: ask and answer about the pictures 1- 8 Act 2: Work book: Have Ss get ready to finish the exercises A Circle: Ss look at the pictures and circle the suitable word B Check: Ss tick the correct answer... (Book 1) The class must guess the object, using the questions For example, S1 picks up a A bag imaginary crayon and begins drawing Ss: Is that (a crayon)? … PRESENTATION: Act 1: Open the book to page 9 Have Ss open their books to page 9 and look at the pictures Have Ss identify all the objects in the pictures PRACTICE: Act 1: Look and answer: Ask Ss to look at the pictures in the book, listen to the teacher... the new words several times Teacher cards Act 2: Review the dialogue (TC): (151-155) Use puppets to introduce the dialogue Have Ss repeat the dialogue several times Call some pairs to practice the dialogue Act 3: Write: What's the matter? Are you OK? I am sick today sad / hot / tired / cold / today PRACTICE: Act 1: Act out the dialogue: Have Ss work in pairs Practice the dialogue by replacing the new... to practice the dialogue Who's (she)? Act 3: Write: (She's) (Miss Wilson) Who's (she)? (She's) a (shopkeeper) She's Miss Wilson She's a shopkeeper Is (she) a (shopkeeper)? PRACTICE: Yes, (she) is Act 1: Listen and repeat: No, (she) isn't 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... some pair to practice PRODUCTION: Act 1: Practice the rhythm: Divide the photocopies of Let's Chant, Let's sing, p11, Is he a teacher? Listen and clap their hands to make the rhythm Act 2: The best musician: Ask 1-2 Ss to come before the class, clap their hands to make the rhythm Act 2: Workbook: Ss get ready to finish the exercises at school or at home 26 Suggested Lesson Plan – LET’S GO 2A- Second Edition . groups. Practice the dialogue in SB/p.2. Act. 3: Step Away Lines: - Ss stand in 2 opposite lines. Practice the dialogue in pairs. PRODUCTION: Act. 1: Pick. classroom objects. Act. 2: Pair work: - Ask Ss to work in pairs - Have Ss use their own classroom objects to ask and answer - Feedback PRODUCTION: Act. 1: Walk