a/ Teacher: Cassette, disc let’s go 1A’ book,chalk, cards, realia b/ Students: notebook, pens, books, classroom objects.. III.[r]
(1)Prepare for the beginning of the academic year.
Period: 1& 2. I Aims
- Introduce to the students about the subject, book and workbook that are used in the English class
- Guide the students the way to use books and workbooks - Tell the students about the regulations of the English class
- Students know something about the subject (English) and have a good prepration for the English class
II Visual aids
a/ Teacher: book, workbook, chalk b/ Students: pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Introduction
- Teacher introduces : My name’s Thoa - Ask the monitor’s name
- Introduce to the students about the subject, the book, the workbook that are used in the English class
+ Subject: English
+ Book: Let’s go 1A (Student’s book, workbook)
- Guide the students the way to use the book and the workbook
- Ask students to prepare things that are needed for the English class
+ Let’s go 1A: student’s book + Let’s go 1A: workbook
+ Classroom objects: notebook, pen, pencil, rulers, crayons …
- Call the student’s name in the roll
- Tell the students about the regulations of the English class
- Listen - Answer - Listen
- Listen
- Listen and copy down
(2)II Presentation
- Teach students conversations + When teacher enters the class Monitor: Stand up
Teacher: Good afternoon, students Students: Good afternoon, teacher Teacher: How are you?
Students: We are fine, thank you And you?
Teacher: Fine, thanks Sit down, please + When the English class finishes
Monitor: Stand up
Teacher: Goodbye, students Students: Goodbye, teacher
- Have students read conversations above in the chorus
- Have students practice conversations above
- Teach students the song: Goodbye
III Homework.
- Have students prepare enough things for the next periods
(3)Unit 1: Let’s talk.
Period: 3. I Aims
- Teacher, students strctures: Hello, I am … / Hi, My name is … - Skills: Speaking, Writing, Listening
- Students can introduce their names
II Visual aids
a/ Teacher: casette, puppets, cards, books, chalk b/ Students: books, pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Warm-up
- Greeting - Call the roll
II Presentation
1 Introduce the greeting.
- Teacher introduces: + Hi, I am Thoa
+ Hello, my name is Thoa
- T calls some names of the studens and says: + Hi, Thu
+ Hello, Chau + Hello, Nguyen …
- T calls a student to stand up and asks the class to greet him
+ Khoa
2.Vocabulary. + name
+ Andy: Proper name (Male) + Kate: Proper name (Female) - Have students repeat in chorus
-Have students copy down the vocabulary
- Greeting
- Listen and answer -Listen
- Listen
- Khoa stands up and the class greet him
+ Hi, Khoa or Hello Khoa
(4)words
3 Present the first part of the dialogue
- Use the puppets to modal the dialogue A: Hello, I am Andy
B: Hi, My name is Kate
- Have students repeat the dialogue in chorus
III Practice
- Divides class into groups and asks them to introduce themselves one by one
- Turns on the tape, asks students to listen to the tape and repeat
IV Homework
- Learn the dialogue by heart
- Copy vocabulary: rows for one word - Do exercise A on the page
(5)Unit 1: Let’s talk (cont.).
Period: 4 I
Aims
- Remine the students the structures: Hello, I am … / Hi, my name is…… - Teach students the structure to ask : What is your name?
- Skills: speaking, listening, writing
- By the end of the lesson, students can introduce themselves and ask another students with the structure: What is your name?
II Visual aids
a/ Teacher: tape, puppets, cards, books, chalk, pictures b/ Students: books, pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Warm-up
- Greeting
- Play the game: Slap the board
II Presentation
Present the second part of the dialogue
- Use the puppets
A: What is your name? B: My name is John
- Divide class into teams and asks them to repeat in teams, one team asks and one team answers, then take turns
III Practice
- Divide class into teams, asks one students from team A asks and one student from team B answers
- Greeting - Play the game
- Listen
Team A: What is your name? Team B: My name is John Team B: What’s your name? Team A: My name’s John Team A: asks
Team B: answers
My Hello
is I
name am
(6)- Do in open pairs and then closed pairs Pairwork.
IV Open your books 1 Use the piture and says
- Look at the piture: + This is Andy + This is Kate + This is John
2 Instruct students to open their books
- Write number on the board - Now open your book to page
3 Listen
Andy: Hello, I am …… Kate: Hi! My name is …… What is your …….? John: My name is ……
4 Present the paradigm contraction
- Write the model on the board
- Explain: What is = What’s I am = I’m
5 More pratice
- Call students to role play
- Have students work in groups of
V Homework
- Have students exercise B on the page2
Look and repeat the names
Open their books Listen and fill in + Andy
+ Kate + name + John - Copy down
- Take note A: John B: Kate C: Andy What’s your name ?
(7)Unit 1: Let’s sing.
Period: 5. I Aims
- Teach students sentence patterns: Hello/Hi What’s your name? My name is (John) Hello John
- Vocabulary: Names of the Let’s go character (John, Scott, Andy, Lisa,Kate, Jenny)
- Skills: speaking, listening
- Students can use the sentence patterns to sing the song, greeting, ask and answer
II Visual aids
a/ Teacher: puppets, tape, book, chalk b/ Students: books, pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Review
- Have students walk around the classroom and greet each other in English
II Presentation
1 Review the question and answer
What’s your name? My name is John
Ask students to repeat in times
2 Practice
- Have students practice the question and answer pattern
3 Combine the greeting and the question
- Use puppets to model the dialogue A: Hello, my name is John
What is your name ? B: My name is Kate
- Have students practice in groups, in pairs
4 Introduce the charaters’ names
- Have students open the books to page and look at the charaters
S1: Hello, I am……… S2: Hi, My name is……… - Listen
- Repeat in chorus S1: What’s your name? S2: My name is …… - Listen
(8)- Call students to go to the board and point to the right charaters
- Explain:
+ Names is used for male : John, Scott, Andy + Names is used for female: Kate, Lisa, Jenny
5 Substitution drill
- T : Hello My name is Kate What’s your name? (point to John)
+ Point to Jenny
III Listen
-Turn on the tape and have students listen to the song and point to the charaters when they hear the names (3 times)
- Have students sing the song
IV Homework
- Sing the song at home - Copy one name in rows
- Go to the board & point - Copy down
S1: Hello My name is John
S2: Hi My name is Jenny - Listen & point
(9)Unit 1: Let’s sing (cont.).
Period: 6. I Aims
- Teach the students the way to sing the song “Hello” - Skills: Listening, singing
- Students can sing the song “Hello” well
II Visual aids
a/ Teacher: Tape, book, chalk b/ Student: books, pens
III Stages
Time Teacher’s activities Students’activities I Warm- up and review
- Give crossing game J
s S t y n y K
- Have students fill in the blanks - Have students read the names aloud
II.Open your books
- Have students open their books to page - Point to the charaters & name them, have student repeat the names
- Turn on the tape and have students listen to the song and point to the charaters when they hear the names
III.Practice
- Sing the song in groups + Group A: Hello, hello, hello What’s your name?
Hello, hello, hello
+ Group B: My name is John My name is
- John - Lisa - Scott - Andy - Jenny - Kate
- Read aloud
- Open the books to page - Look, listen, repeat - Listen and point
(10)John
All: Hello John! Hello John! Hello
- Ask students to reverse the roles & sing the song again
- Divide the class into groups to sing the song Each group will be one of the charaters on the page
IV. Workbook
- Have students open their workbooks and exercise: Connect and trace
V Homework
- Sing the song at home - Do exercise in the workbook
- Reverse the roles and sing again
- Sing the song in groups
- Open the workbooks & exercise
(11)Unit 1: Let’s learn.
Period: 7. I Aims
- Teach students sentence patterns: What’s this? It’s a (ruler) - Vocabulary: a ruler, a chair, a book, a desk
- Skills: Speaking, listening
- Students can ask and answer about something in English
II Visual aids
a/ Teacher: Teacher Cards 1-4, classroom objects b/ Students: books, pens, classromm objects, textbook
III Stages
Time Teacher’s activities Students’activities I.Review
- Conversation Lines
II.Presentation
1.Introduce the vocabulary
- Use teacher cards, or realia to introduce the new vocabulary words one at a time
+ a book + a desk + a chair + a ruler
- Have students repeat the name of the objects when the teacher hangs it up
- Have students copy down
2.Introduce the question and answer pattern
- Hang a realia and model It’s a (ruler)
- Have students repeat in chorus times - Continue for all the new vocabulary words - T hangs a ruler and asks: What’s this? - Have students ask, the teacher answers
III.Practice
S1: What’s your name? S2: My name is (Nga) - Observe
- Repeat - Copy down - Obsever
(12)- Divide class into groups to practice Group A asks, group B answers, then take turns (using realia things)
- Ask students to practice in pairs
IV Extension.
- Give the game: Matching
- Hang the teacher cards: – 4, have students match the cards with the provided words
IV Homework
- Ask students to learn by heart the new vocabulary words
- Copy one word in rows
- Group work - Pairwork - Play the game
(13)Unit 1: Let’s learn (cont.).
Period: 8. I Aims
- Teach students the ways to ask about objects (singular) - Vocabulary: a pencil, a bag, a pen, an eraser, a cat - Skills: Listening, speaking
- Students can ask and answer about objects (singular)
II Visual aids
a/ Teacher: Teacher cards, chalk, book
b/ Students: classroom objects, notebook, pen
III Stages
Time Teacher’s activities Students’activities I Warm up
- Play the game “Slap the board” - Divide class into teams to play
II.Presentation
1.Introduce the vocabulary
- Use teacher cards, or realia to introduce the new vocabulary words one at a time
+ a pencil + a bag + a pen + an eraser + a cat
- Have students repeat the name of the objects when the teacher hangs it up
2 Presentetion the paradigm
- Use teacher cards to ask students: What is this? (1- 8)
- Have students answer the question in individuals, then in the whole class
Play the game
- Observe & take note & repeat
+ a pencil + a bag + a pen + an eraser + a cat - Repeat
- Answer the question 1, It is a book
(14)III Practice
- Divide class into groups to practice Group A asks, group B answer and then take turns, using:
Group A : What is this ? Group B : It is a (n) - Have students work in pairs + Open pairs
+ Closed pairs
IV Homework
- Have students learn by heart the vocabulary words
- Have students exereises A, B in the workbook on the page
7, It is a pen 8, It is an eraser
- Work in groups & then take turns
(15)Unit 1: Let’s learn (cont.).
Period: 9. I Aims
- Teach students the way to ask and answer about objects in singular form - Skills : Speaking, listening
- Students can ask and answer about objects in singular form
II Visual aids
a/ Teacher: Teacher cards (1-8), cassette, book, chalks, realia b/ Students: realia, notebook, pen, book
III Stages
Time Teacher’s activities Students’activities I Warm – up
- Divide class into teams to play the game “Nought & Cross”
II.Open your books
- Have students open their books to page - Play the cassette, have students listen and point to the dialogue
Jenny: What’s this? Scott : It’s a ruler
John : What’s this? It’s a cat
- Play the cassette and ask students to listen and to repeat times in chorus
Present the paradigm & the contractions.
- Write the paradigm on the board :
- Point to the paradigm & read aloud
- Write the explaination of the contractions on the board
What is = What’s It is = It’s
- Have students read aloud the dialogue again
- Play the game
Open the books to page - Listen and point
- Listen and repeat in chorus
- Copy down
- Repeat in chorus - Copy down
- Read & then role play What is this ?
(16)& then role play
III Practice
- Have students practice in pairs by using their realia classroom objects
- Have students practice both: What is this ?
It is a cat What’s this? It’s a cat
IV Homework
- Have student learnt by heart the dialogue - Do the exercise C on the page
- Work in pairs - Practice
(17)Unit 1: Let’s learn (cont.).
Period: 10. I Aims
- Remine the students the way to ask and answer about the objects by using sentence patterns: What’s this? It’s a book
- Skills: Speaking, listening
- Students can ask and answer about objects in singular form fluently
II Visual aids
a/ Teacher: Cassette, disc let’s go 1A’ book,chalk, cards, realia b/ Students: notebook, pens, books, classroom objects
III Stages
Time Teacher’s activities Students’activities I Warm – up and Review
- Give the game: “ Bingo”
- Hang the T cards – on the board, have students read aloud one by one
II Practice
- Have students open their book to the page - Divide class into groups : one asks and one answer then take turns
- Play the cassette and have students listen to the tape & point
- Play the cassette again, have students repeat in chorus
III Extesion
- Put one of the vocabulary items from the lesson into a bag One student holds the bag up to the class and pulls out the object and asks S : What’s this?
All: It’s a (pencil)
- Continue with all the vocabulary words
IV Workbook
- Have students open their workbook and the exercise D on the page
- Play the game - Read aloud
-Open the books to page Group A: What’s this? Group B: It’s a book Then take turns - Listen and point - Listen and repeat
(18)- Correct the exercises in the workbook
A Connect
a pencil a ruler a pen a book B Write
a bag a chair a desk an eraser C Write.
(19)Unit 1: Let’s learn some more
Period: 11. I Aims
- Teach students sentence patterns: Is this (an eraser)? Yes, it is - Review of classroom objects
- Skills : speaking
- Students remember the classroom objects and can use the sentence patterns to ask & answer
II Visual aids
a/ Teacher : teacher cards – 8, classroom objects, chalk b/Students : pens, notebooks, classroom objects
III Stages
Time Teacher’s activities Students’activities I.Review
- Use realia or teacher card – to ask : What is this ?
- Then let students practising the question & answer patterns in pairs using classroom objects
II Presentation
1.Present the new pattern.
- Point to a book + What is this? + It is a book - Point to the book + Is this a book? + Yes, it is
- Have students repeat in chorus times
2.Practice the new question and answer pattern using classroom objects or teacher cards – 8
+ Is this a book ? + Is this a ruler ? + Is this a pen ? + Is this a desk ?
It’s (a ruler) - Work in pairs
Listen & observe
Repeat in chorus times
(20)+ Is this a pencil ? + Is this a chair ? + Is this an eraser ? + Is this a bag ?
- Have students practice in groups , one asks and one answer, then take turns
- Have students practice in pairs
III Extension
- Put one of the classroom objects into a bag One student holds out the bag up to the class & pull out the object
S1 : Is this (a pen)? All : Yes, it is
Yes, it is Yes, it is Yes, it is Yes, it is - Work in groups - Pairwork
(21)Unit 1: Let’s learn some more.(Cont.)
Period: 12. I Aims
- Teach students the Yes/No question : Is this (a pen)? Yes, it is./No, it is not - Skills : speaking, listening
- Students can use the Yes/No question easily
II Visual aids
a/ Teacher: cards, pictures, realia, cassette, chalks b/ Students: books, notebooks, pen, realia
III Stages
Time Teacher’s activities Students’activities I Review
- Use realia things or teacher cards (1-8) to ask students with the question
Is this (a book) ?
- Have students work in pairs
II Presentation
1.Present the question and negative answer pattern
+ Point to a ruler and ask: Is this a pen?
No, it isn’t It’s a ruler
- Have students repeat times in chorus
2 Practice
- Have students practice the question &
negative pattern by using the classroom objects - Hang teacher cards – on the board and ask the whole class
Is this a pen ? Is this a chair? Is this a ruler ? Is this a pencil ? Is this a pen ? Is this a book ? Is this a desk ? Is this a bag ?
- Answer the question Yes, it is
- Work is pairs
- Listen and observe - Repeat in chorus - Practice
- Answer
(22)- Have students practice in groups, one asks and one answer, then take turns, using
classroom objects
- Have students works in pairs
III Open yours books
- Have students open their books to the page - Point to the picture and say:
Look at the pictures This is a classroom This is the teacher These are the students
- Play the cassette, have students listen & point - Play the cassette again, have students listen and repeat
IV Extension
- Role play
- Have one student play the role of the teacher, the others are students
S1 (Teacher): Is this a desk ? (point to the chair)
Is this a book ? (Hang a book)
- Work in pairs - Work in pairs
- Open the books tothe page
- Look at the picture and listen to the teacher’s explaination
- Listen and point - Listen and repeat - Role play
(23)Unit 1: Let’s learn some more.(Cont.)
Period: 13. I Aims
- Review students the sentence patters: Is this (a pen)? Yes, it is No, it isn’t - Skills: speaking, listening
- By the end of the lesson, students can master the Yes/No question
II Visual aids
a/ Teacher: teacher cards (1-8), realia, cassette, disc 1A, book, chalks b/ Students: books, pens, realia, notebooks
III Stages
Time Teacher’s activities Students’activities I Warm up and review
- Use classroom, objects to ask students + Hang a book Is this a book?
+ Hang a ruler Is this a pen
Continue with pen, pencil, eraser, bag, chair, desk
II Open your books
- Have students open their books to the page & recognize the character in the pictures Is this a book ?
Is this a chair ?
- Present the paradigm and contraction on the page
is not= isn’t
- Have students copy down
- Have students repeat the paradigm
III Practice
- Present cats: Sam & Ginger - Turn on the tape as model + Sam : Is this a pen ?
- Answer + Yes, it is
+ No, it isn’t It’s a ruler
- Open the books to the page
- Yes, it is
- No, it isn’t It’s a desk
- Copy down - Repeat
- Listen & observe - Listen
(24)+ Ginger : No, it isn’t It’s a pencil - Turn on the tape from 1- 8, have students listen, point & repeat
- Divide class into groups: A & B Group A plays the role of Sam Group B plays the role of Ginger then take turns
- Have students work in pairs
- Call pairs to stand up to play the roles of Sam & Ginger
IV Homework
- Have students the exercises A, B, C on the page in the workbook
- Listen, point, repeat A: Sam & B : Ginger Sam: Is this a pencil? Ginger: No, it isn’t It’s a bag
(25)Unit 1: Let’s learn some more.(Cont.)
Period: 14. I Aims
- Teach students the song “ The Alphabet Song ” - Skill: Listening, speaking
- Students can sing the song well
II Visual aids
a/ Teacher: Book, cassette, disc 1A, chalk b/ Students: books, pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Warm up and review
- Give the game “Slap the board”
- Divide class in groups Teacher raed the words in English
II Learn the alphabet song
- Introduce the alphabet + A B C D E F G + H I J K L M N + O P Q R S T U + V W X Y Z
- Read aloud the alphabet letter by letter, have students repeat
- Play the song “The alphabet Song” on the cassette, have students listen & point
- Play the song again, have students sing along
- Play the game
- Listen & repeat - Listen & point - Sing & point Cặp
Bàn Thước
cục tẩy quyển sách
(26)and point in times
- Have students sing the song without the cassette
- Divide class into groups to sing the song - Call students to sing the song again
III Extension
- Have students introduce themselves & to spell their names
- Teacher models:
- Hi, I’m Thoa (T_H_O_A)
- Sing
(27)Unit 1: Let’s move.
Period: 15. I Aims
- Teach students the classroom commands: stand up Sit down Open your book Close your book
- Skills: speaking, listening
- Students can master the classroom commands They can act out & say the commands
II Visual aids
a/ Teacher: teacher cards 17-24, realia, books, chalks b/ Students: books, pens, notebooks, realia
III Stages
Time Teacher’s activities Students’activities I Review
- Give the game: Bingo II Presentation
1 Present the commands
- Use total physical response (TPR) + Stand up (mine)
+ Sit down (mine) - Say the commands
- Repeat the commands & have students repeat & the commands
- Continue with the commands: + Open your book
+ Close your book
2 Practice
- Divides class into groups, have students practice in groups
- Divides class into groups of four One group choses a person to give commands, the
members in group the commands
- Write the commands & hang teacher cards 17-20 on the boards, have students match the cards with the commands
- Play the game - Obsever
- Listen & the commands
- Listen, repeat & the commands
- Listen, & repeat the commands
-Work in groups
(28)- Point to the cards & have students say the commands
III Extension
- Give the game simon says
- Tell to the students the rules of the game - Simon says: “Stand up”
- Sit down
IV Homework
- Have students learn by heart the commands at home
- Look & say the commands - Play the game - Listen
(29)Unit 1: Let’s move.(Cont.)
Period: 16. I Aims
- Review the learned classroom commands & teach students the classroom commands: Point to the teacher Touch your desk Please be quiet Listen carefully
- Skills: listening, speaking
- Students can say and the commands correctly
II Visual aids
a/ Teacher: Teacher cards 17-24, cassette, disc Let’s go 1A, books, chalks b/ Students: books, pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Warm up and review
- Give the game “Slap the board”
II Presentation
1 Present the commands
- Use Teacher cards or total physical response (TPR):
+ Point to the teacher.(Teacher card 21) +Touch your desk
- Say the commands
- Repeat the commands & have students repeat & the commands
- Continue with the commands: + Please be quiet
+ Listen carefully
2 Practice
- Divides class into groups, have students practice in groups
- Divides class into groups of four One group choses a person to give commands, the
members in group the commands
- Write the commands & hang teacher cards 21-24 on the boards, have students match the cards with the commands
- Play the game - Obsever
- Listen & the commands
- Listen, repeat & the commands
-Work in groups
(30)- Point to the cards & have students say the commands
III Open your book
- Have students open the books to the page - Play the cassette and have students listen & point to the pictures
- Play the cassette again, have students listen, point and repeat
- Say the commands in random order, have students point to the correct picture and repeat the commands
- Call students one by one to stand up to give the commands, the class the action and repeat the commands
S1: Stand up
- Call the others & have them the rest of the commands
+ Sit down
+ Open your book + Close your book + Point to the teacher + Touch your desk + Please be quiet + Listen carefully
IV Workbook
- Have students the exercises A, B on the page
Key A Open Close Stand Sit
- Look & say the commands
- Open the books to the page
- Listen & point
- Listen, point & repeat - Point to the correct picture and repeat the commands - One student gives
command, the others the action & repeat the
command
- All the studends stand up & repeat the commands
(31)Unit 1: Let’s listen.
Period: 17. I Aims
- Review the learned lessons in Unit 1, students can circle the right answers when listening
- Skills : speaking, listening
- Students can achieve the way to greet, to introduce themselves, to ask the name, to ask and to identify the objects in singular form, and to give and to carry out the classroom commands
II Visual aids
a/ Teacher : Teacher cards (1 – 8, 17 – 24), realia, cassette, disc 1A b/ Students : books, pens, realia
III Stages
Time Teacher’s activities Students’activities I Revision
- T Introduces : Hello, I’m Thoa What’s your name? Call some students to answer
- Have students self – introduce in groups of
Kim’s game
- Prepare nine things (pictures or realia) : a chair, a desk, a bag, a book, an eraser, a ruler, a pen, a pencil, a cat
- Have students look at them in 20 seconds & then go to the board to write down the words in English about the things that they
remember
- Hang a pen & ask : What’s this? Continue with the other things
Simon says game
- T reads and students the commands if there is a phrase “Simon says” in the sentence
II Open your book
- Have students open their book to the page
- Answer
- Introduce themselves in groups of
- Go to the boards & write down
- Answer : It’s (a pen) - play the game
(32)- Explain to the student the way to the test - Have students recognize the pictures and guess the answers
- Turn on the cassette and have students listen and the exercise
- Play the cassette again and have students check their answers
- Play the cassette again and have students repeat
Answer key: 1a 2b 3a 4a 5b 6b 7a 8a
III Workbook
- Have students exercises A, B on the page
- Correct the mistake if necessary
page - Listen
- Recognize and guess the answers
- Listen & the exercise - Check
- Repeat
(33)Unit 2: Let’s talk.
Period: 18. I Aims
- Teach the students structures: Hi, how are you? I’m fine Thank you - Skills: Speaking, Listening
- Students can greeting
II Visual aids
a/ Teacher: casette, puppets, books, chalk b/ Students: books, pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Warm-up.
- Give the game “Please”, using the commands in Unit
II Presentation.
- Use the puppets to model the basic greeting Puppet A: Hi, How are you?
Puppet B: I’m fine Thank you
- Have students repeat in chorus - Have students practice in groups
Present the complete dialogue
Puppet A: Hi, How are you? Puppet B: I’m fine How are you? Puppet A: I’m fine Thank you
- Have students repeat in chorus
III Practice.
- Have students practice in groups - Have students practice in pairs
- Give the game Step away lines. IV Open your books.
- Have students open their books to the page 10 & recognize the characters in the pictures - Turns on the tape, have students listen to the
- Play the game -Listen
- Repeat in chorus - Groupwork
- Repeat in chorus - Groupwork - Pairwork - Play the game
- Open the books to the page 10 & recognize the
(34)tape and repeat
Present the paradigm & the explaination of the contraction:
- The explaination of the contraction: I am = I’m
Thank you = Thanks.
- Read aloud word by word and have students repeat in chorus
- Have students copy down
- Have students play the roles in the conversation
IV Homework
- Learn by heart the dialogue - Do exercises A, B on the page 10
- Repeat in chorus - Copy down - Role play - Take note How are you?
(35)Unit 2: Let’s sing.
Period: 19. I Aims
- Teach the students the song “Hi, How are you?” - Skills: speaking, listening
- Students can sing the song well
II Visual aids
a/ Teacher: puppets, tape, book, chalk b/ Students: books, pens, notebooks
III Stages
Time Teacher’s activities Students’activities I Review
- Have students practice the dialogue (in the lesson Let’s talk of Unit 2) in pairs
II Presentation
- Call some students to stand up and ask: Hi, (Lan) How are you?
III Open your book
- Have students open the books to the page 11 and recognize the charaters
- Play the cassette and have students listen to the song and point
- Play the cassette again and have students sing along
- Have students sing the song in groups
IV Workbook
- Have students the exercises A, B on the page 11
- Correct the mistakes if necessary
S1: Hi, How are you? S2: I’m fine How are you? S1: I’m fine Thank you - Answer the question (Lan): I’m fine Thank you
- Open the books to the page 11 and recognize the charaters
- Listen & point - Sing the song
- GroupA: Hi, How are you?
(36)V Homework
- Sing the song at home
- Prepare the colored papers or colored pen for the next period
(37)Unit 2: Let’s learn.
Period: 20. I Aims
- Teach students the colors
- Vocabulary: yellow, blue, white, pink, gray, red - Skills: Speaking, listening
- Students can recognize the colors
II Visual aids
a/ Teacher: Teacher Cards 1- 8, cards, realia b/ Students: pens, notebooks
III Stages
Time Teacher’s activities Students’activities I.Warm-up and Review
- Hang teacher cards – 8, one at a time, have students work in groups
- Have students work in pairs, using their classroom objects
II.Presentation
1.Introduce the vocabulary
- Use realia to introduce the new vocabulary words one at a time
- Hang a yellow paper, a yellow hat, a yellow ruler and say: It’s yellow
- Write the word yellow on the board
- Read aloud, have students repeat in chorus, individual
- Ask students the meaning of the word yellow - Continue with the other words
+ yellow + blue + white + pink + gray + red
- Have students repeat the colors when the
+ Group A: What’s this? + Group B: It’s (a pen) + S1: What’s this? + S2: It’s (a pen) - Observe
- Repeat
(38)teacher hangs it up
- Have students copy down
2.Introduce the question and answer pattern
- Hang a red pen and model It’s red
- Have students repeat in chorus times - Continue for all the new vocabulary words - T hangs a blue book and asks: What color is this?
- Have students ask, the teacher answers
III.Practice
- Divide class into groups to practice Group A asks, group B answers, then take turns (using realia things)
- Have students practice in pairs
IV Extension.
- Give the game: Matching.
- Hang the colored cards, have students match the cards with the provided words
IV Homework
- Ask students to learn by heart the new vocabulary words
- Copy one word in rows
- Copy down - Obsever
- Reapeat in chorus - It is blue
- What color is this? - Group work
- Pairwork - Play the game
(39)Unit 2: Let’s learn (cont.).
Period: 21. I Aims
- Review students the colors: yellow, blue, white, pink, gray, red - Teach students the colors
- Vocabulary: black, green, purple, orange, brown - Skills: Listening, speaking
- Students can master the colors
II Visual aids
a/ Teacher: cards, chalk, realia
b/ Students: classroom objects, notebooks, pens
III Stages
Time Teacher’s activities Students’activities I Warm up
- Play the game: “Slap the board” II.Presentation
Introduce the vocabulary
- Use realia to introduce the new vocabulary words one at a time
+ black + green + purple + orange + brown
- Have students repeat the colors when the teacher hangs it up
- Have students copy down
- Have students repeat the vocabulary words
III Practice
- Divide class into groups to practice Group A asks, group B answer and then take turns, using:
Group A : What color is this ? Group B : It is (red)
- Have students work in pairs
Play the game - Observe
- Repeat - Take note - Repeat
- Work in groups & then take turns
(40)+ Open pairs + Closed pairs
IV Extension
- Give the game: Nought & Cross
- Hang the picture
Xanh da trời Màu đỏ Màu vàng Màu tím Màu đen Xanh
Màu đà Màu cam Màu hồng
V Homework
- Have students learn by heart the vocabulary words
- Copy one word in two rows
A: What colors is this? B: It’s (red)
- Play the game
(41)Unit 2: Let’s learn (cont.).
Period: 22. I Aims
- Teach students the way to ask and answer about objects in singular form - Skills : Speaking, listening
- Students can ask and answer about objects in singular form
II Visual aids
a/ Teacher: colored cards, cassette, disc 1A, book, chalks, realia b/ Students: realia, notebooks, pens, books
III Stages
Time Teacher’s activities Students’activities I Warm – up
- Divide class into teams to play the game Kim’s game
- Prepare the colored cards (11 colors)
- Have students look at them in 20 seconds & then go to the board to write down the words in English about the colors that they remember
II.Open your books
- Have students open their books to page 12 & identify the characters in the pictures
- Play the cassette, have students listen and point to the color
- Play the cassette again and have students listen and repeat in chorus
Present the paradigm & the explaination of the contraction.
- Point to the paradigm & read aloud
- Write the explaination of the contractions on the board
- Play the game
- Open the books to page 12 & identify the
characters in the pictures - Listen and point
- Listen and repeat in chorus
- Repeat in chorus - Copy down What color is this ?
(42)It is = It’s
- Have students read aloud the dialogue again & then role play
III Practice
- Have students practice in groups, in pairs by using the picture cues on the page 13
What color is this ? It is black
IV Homework
- Have student learnt by heart the dialogue - Do the exercises A, B on the page 12
- Read & then role play - Groupwork
- Pairwork