PHAN PHOI CHUONG TRINH LG LG1B

- 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.[r]

(1)

NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN

PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN THAM KHẢO

LET’S GO 1B (Ấn lần 2) LỚP 3-4

(2)

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

WEEK LESSON SECTION LANGUAGE ITEMS PAGE FUNCTIONS

THE FIRST TERM

5 1 1 - 2 Revision and Introduction.

2 - Let’s Talk Happy birthday, (Jenny)! How old are you?

I’m (seven) years old This is for you

It’s (my) birthday today What is it?

I don’t know It’s (little)

It’s a (little) (yo-yo) Can you play with a (yo-yo)?

Yes, I can No, I can’t

38 Birthday greetings Asking and telling age Giving a gift

Guessing

Describing objects Asking about ability

3 - Let’s Sing 39

4-5 7-10 Let’s Learn 40-41

6-7 11-14 Let’s Learn Some More

42-43

8 15-16 Let’s Move 44

9 17 Let’s Listen 45

6 9-10 18-19

Let’s Talk How’s the weather?It’s (sunny). How many (clouds) are there?

There are (six) (clouds) Where’s the (kite)? It’s (in) the tree

Where are the (books)? They’re (under) the (table)

Can (he) (climb a tree)? Yes, (he) can No, (he) can’t

46 Asking about the weather

Describing the weather Counting

Describing a situation Asking about location Specifying location Asking about ability

10-11 20-21 Let’s Sing 47

11-13 22-25 Let’s Learn 48-49

13-15 26-29 Let’s Learn Some

More

50-51

15-16 30-31 Let’s Move 52

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

THE FIRST-TERM TEST

54-55

THE SECOND TERM

7 18-19 36-38

Let’s Talk I’m (hungry).I want (an apple). Here you are Thank you You’re welcome What you want? I want (cake) and (ice-cream)

Do you want (chicken)? Yes, I No, I don’t Buy (an apple) (Wash) it

56 Expressing hunger an thirst

Asking what someone wants

Expressing wants Logical sequencing

20 39-40 Let Sing 57

21-22 41-43 Let’s Learn 58-59

More

60-61

24-25 48-49 Let’s Move 62

25 50 Let’s Listen 63

8 26 51 Let’s Talk What’s your favorite

color?

(Red) What about you? I like (blue)

What you like? I like (frogs) I like (frogs), too Do you like (spiders)? Yes, I No, I don’t Can it (run)?

Yes, it can No, it can’t

64 Asking about favorites Expressing likes

Agreeing

Asking about ability

26-27 52-54 Let’s Sing 65

28-29 55-58 Let’s Learn 66-67

More

68-69

32 63-64 Let’s Move 70

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REVIEW

33 - 35 66-70

Let’s Review REVIEW THE SECOND-TERM TEST

72-73 Week – Period & 2: Revision and Introduction.

Week – Period 3

Key language Materials Key activities

UNIT 5: LET’S TALK Lesson 1

Key language focus:

Speaking Listening Vocabulary: Happy birthday, robot

Sentences: Happy birthday, (Jenny)

How old are you? I’m (seven) years old

This is for you Wow! A (robot) Thank you

Resources: SB/ p 38

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Cards in different colors

- TC (53-60-77-86-69-76)

- A box and a robot

- Posters

WARM-UP AND REVIEW: Act 1: Describe the pictures:

- Put TC (53-60) on Ss’ table and call some Ss to look at the TC and describe before the class If the sentence is true, the class repeats If it is false, the class keeps silent

T: (use TC 56) he is young Ss: he is young

PRESENTATION:

Act 1: Present the first part of the dialogue:

a. T draws a birth-cake and some gifts on the board, then says: Happy birthday!

b. T says and writes the numbers from to 10 on the board Model with Ss:

T: (point to and S1): Seven- (Mari) is seven years old. T: (point to and S2): Eight- (Ken) is eight years old.

c. Use puppets to model:

Puppet A: How old are you?  Puppet B: I’m (seven) years

old.

d. Divide the class into groups and give puppets to them to practice the dialogue several times

Act 2: Present the complete dialogue:

- Call other Ss to practice the complete dialogue

- Ask Ss to make some beautiful gifts After finishing, ask Ss to say: This is for you.

PRACTICE:

Act 1: Listen and point:

- Play the tape

- Ask Ss to look at the book and point to the characters

(5)

- Play the tape again and stop by sentence - Ask Ss to repeat

PRODUCTION: Act 1: Role play:

- Divide the class into groups

- Play the roles of Jenny and her friend Week – Period 4

UNIT 5:

LET’S TALK (cont.) Lesson 2

Speaking Listening Vocabulary: (Review)

Happy birthday, robot

Sentences: Happy birthday, (Jenny)

How old are you? I’m (seven) years old

This is for you Wow! A (robot) Thank you

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC (53-60-77-86-69-76)

- A box and a robot

- Posters

WARM-UP AND REVIEW:

Role- play: Ask some students go to the board to act out the dialogue again

PRESENTATION:

Act 1: Present the complete dialogue again:

- Use puppets to introduce the dialogue

- Ask a student to be Jenny and other Ss to be her friends

- Have Ss repeat the dialogue several times PRACTICE:

Act 1: Listen and repeat:

- Play the tape again and stop by sentence - Ask Ss to repeat

Act 2: Act out the dialogue: - Have Ss sit in groups of

- Practise the dialogue in SB/p 38

- Ask Ss to come before the class and act it out PRODUCTION:

Act 1: Pick and Speak:

- Call a student in random and ask him/ her to stand up

- Ask him/ her to bring some gifts to her/ his friends and say: “Happy birthday, (Hoa),…This is for you.”

(6)

“Thank you,…”

- Then it’s turn of the second student to say Act 2: Work book

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

A Write :

- Color the words

B Draw, trace and write:

- Color all the words in one sentence

- Ask Ss to write the word in the sentence and draw candles on the cake

Week - Period 5

UNIT 5: LET’S SING Lesson 1

Singing Listening Vocabulary: Now, today

Sentences: It’s my birthday today

It’s your birthday today

Now, I’m (seven) years old

Teaching aids:

- puppets

- color papers

- a small cake

- Some gifts

- Posters

- Cassette player

Review the song: The Family Song

Divide the class into groups of to practice the dialogue again PRESENTATION:

Act 1: Introduce the vocabulary:

- Use real objects to teach the new word: today

Act 2: Introduce the characters

- Open the book on page 39, point to Jenny and her friends in the picture

T: Jenny This is my mother  Ss: It’s nice to meet you

- Do the same with other characters

- Have Ss practice more with other characters Act 2: Introduce the song:

- Ask Ss open the book

- Ask questions about the picture in the book:

How many people are there in the picture? Who are they?

PRACTICE:

- Play the tape

(7)

Act 2: : Sing the song without music: - Sing sentence by sentence

- Ask Ss to repeat

Act 3: Listen and sing along - Play the tape again

- Ask Ss to listen and sing along

PRODUCTION:

Act 1: Sing in groups:

- Ask Ss to sing the song in big groups: G1: It’s my birthday today

G2: It’s your birthday today // Happy birthday, Jenny G3: One, two three, four, five, six, seven years old… Week – Period 6

UNIT 5:

LET’S SING (Cont.) Lesson 2

Singing Listening Reading Writing

Vocabulary: (Review) Now, today Sentences: (Review)

It’s my birthday

Resources: SB/ p 39 WB/ p 39

Let’s chant, let’s sing

Teaching aids:

- puppets

- color papers

- a small cake

- Some gifts

- Posters

- Cassette player

Re-ordering and singing: Divide the class into groups Give

each group cards Ask them to re-order the cards to make the name of the song The first to find out the answer go to the board and write the name of the song The last have to sing the song

PRESENTATION: Act 1: Re-present the song:

- Ask Ss to sit in groups and give each group sentences below

- Ask them to make a song( sentence can be used several times)

The Happy Birthday song It’s my birthday today

2 Happy birthday, Jenny One, two three, four, five,

six, seven years old

4 Now I’m seven years old

5 Now you’re

seven years old It’s your

(8)

today

It’s your birthday today

Now, I’m (seven) years old

PRACTICE:

Act 1: Listen and sing along

- Play the tape

- Ask Ss to open the books, listen and sing along

Act 2: : Sing the song with the music:

- Play the music (Let‘s chant, let’s sing) - Ask Ss to listen to the music and sing Act 3: Sing in groups with the music:

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

- Ask Ss to listen to the music and sing the song in big groups PRODUCTION:

Act 1: Perform the song:

- A volunteer group comes before the class to perform the song Act 2: Workbook:

- Ask Ss to draw the pictures of their friends, then write the names in the blanks

- Ask them to sing the song out loud Week – Period 7

UNIT 5: LET’S LEARN Lesson 1

Learning new words Listening

Speaking Vocabulary:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Act 2: Singing:

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

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

Act 1: Game:

Divide the class into some groups Hang the TC 53-59 on the wall A student calls the name of member in the family, other members will run to this picture and then describe other people in this

picture

PRESENTATION:

Act 1: Introduce the vocabulary.

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Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo Sentences:

What is this?

I don’t know It is a (doll)

- Teacher’s cards Cultural tip:

People often shake their head when saying;

I don’t know.

words several times

Act 2: Introduce the question and answer pattern. - Use the puppets to teach the sentences

- Puppet A:(point to the box ) What is this?  Puppet B: I don’t

know

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

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

PRACTICE:

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

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

Act 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue - Note: What is= What’s

It is = It’s

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: What is this? - Get the whole class to answer: It is………

UNIT 5:

LET’S LEARN (Cont.)

Let’s chant, let’s

WARM-UP AND REVIEW: Act 2: Singing:

(10)

Lesson 2

Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo Sentences:

What is this?

sing

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards Cultural tip:

People often shake their head when saying;

I don’t know.

Act 1: Game:

Divide the class into some groups Hang the TC 53-59 on the wall A student calls the name of member in the family, other members will run to this picture and then describe other people in this

picture

PRESENTATION:

Act 1: Review the vocabulary.

- Introduce new words by using TC 77-86 Ask Ss to repeat new words several times

Act 2: Review the question and answer pattern. - Use the puppets to teach the sentences

- Puppet A:(point to the box ) What is this?  Puppet B: I don’t

know

PRACTICE:

- Ask Ss to work in pairs, practice the dialogue - Note: What is= What’s

It is = It’s

PRODUCTION:

- Point to a TC on the board and ask: What is this? - Get the whole class to answer: It is………

(11)

Week - Period 9

UNIT 5:

Lesson 3

Listening Speaking Reading

Vocabulary: (Review)

Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo

Sentences: (Review) What is this?

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards

WARM-UP AND REVIEW: Act 1: Show and tell:

- Stick TC on the board

- Have Ss to ask and answer: What are they? - They’re (dolls) PRESENTATION:

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

- Use TC to introduce words: doll(s), car(s), ball(s), kite(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 is this?  Puppet B: this is a kite

PRACTICE:

Act 1: Write:

- Ask Ss look at the pictures and write the name of these things

Act 2: Match:

- Ask Ss to match each picture with its name

Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the name of the thing in the picture, then write the word in the gap below

Act 4: Write:

(12)

PRODUCTION:

Act 1: Guessing Game:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What is this?

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

Week - Period 10

UNIT 5:

Lesson 4

Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo

Sentences: (Review) What is this?

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards

- Have Ss to ask and answer: What are they? - They’re (dolls) PRESENTATION:

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

- Use TC to introduce words: doll(s), car(s), ball(s), kite(s)… - Stick TC on the board

Puppet A:(point to the card ) What is this?  Puppet B: this is a kite

PRACTICE:

Act 1: Write:

Act 2: Match:

- Ask Ss to match each picture with its name

(13)

- Ask Ss to look at the pictures and circle the name of the thing in the picture, then write the word in the gap below

Act 4: Write:

PRODUCTION:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What is this?

UNIT 5:

LET’S LEARN SOME MORE

Lesson 1

Singing Listening Speaking Vocabulary:

Big, little, long, short, round, square

Sentences: It’s (little) Is it a (yo-yo)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’ cards 77-92

- Sub-board

- Real objects

Vocabulary tip:

Act 1: Singing: The Happy Birthday Song

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

Act 2: Fine Grids:

- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture

PRESENTATION:

Act 1: Introduce the vocabulary:

- Introduce the new words by asking students to look at the pictures and TC

- Check if Ss can remember the words by asking them to repeat the meaning

Act 2: Introduce the sentence pattern:

- It is (little) - Is it a (yo-yo)?

(14)

No, it isn’t Yes, it is

It is a (little) (yo-yo)

- With objects, we use :long

- With people we use: tall

- It is a (little) (yo-yo)

- Do the same with other people in other pictures - Divide the class into some groups, in turn, repeat the

sentences

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

Act 2: Describe the things:

- Ask Ss to look at the book and describe each thing in the pictures

PRODUCTION:

Act 1: Describe other things in the class:

- Ask Ss to describe things in class and guess what it is

UNIT 5:

LET’S LEARN SOME MORE (Cont.)

Lesson 2

Singing Listening Speaking

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’

Act 1: Singing: The Happy Birthday Song

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

Act 2: Fine Grids:

- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture

PRESENTATION:

Act 1: Review the vocabulary:

(15)

Vocabulary:

Sentences: It’s (little) Is it a (yo-yo) No, it isn’t Yes, it is

cards 77-92

- Sub-board

- Real objects

Vocabulary tip:

- With objects, we use :long

- With people we use: tall

pictures and TC

- Check if Ss can remember the words by asking them to repeat the meaning

Act 2: Review the sentence pattern:

- It is (little) - Is it a (yo-yo)?

- No, it isn’t./ yes, it is - It is a (little) (yo-yo)

sentences

PRACTICE:

PRODUCTION:

Act 1: Guessing game:

- Put TCs 77- 92 in a bag

- Ask st to come before the class and choose TC, but ask him/ her not to show the picture to the class

- Have the class guess what it is Week 7- Period 13

UNIT 5:

Lesson 3

Resources: SB/ p 42-43 Let’s chant, let’s sing

WARM-UP AND REVIEW: Act 1: Unscramble words:

(16)

Singing Listening Speaking Vocabulary: (review)

Sentences: (review)

It’s (little) Is it a (yo-yo) No, it isn’t Yes, it is

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’ cards

- Classroom real objects

PRESENTATION:

- Tell the students all the words they need to these exercises

- Introduce the pictures and show students some words

Get Ss to open the book and introduce some sentence patterns: - It’s (little)

- Is it a (yo-yo) - No, it isn’t - Yes, it is

- It is a (little) (yo-yo)

PRACTICE:

Act 1: Trace and match:

- Ask students to color the words and match the words with the suitable picture

Act 2: Trace and write:

- Ask Ss to look at the pictures and read the questions, then write the word in the gap

Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the suitable word, then write it to the sentence bellow

Act 4: Trace and match:

- Ask students to match the beginning letter of the word with the thing in the pictures

- Ask students to complete the words PRODUCTION: Act 4: Describe things

- Ask students to describe things in the classroom Week 7- Period 14

(17)

UNIT 5:

Lesson 4

It’s (little) Is it a (yo-yo) No, it isn’t Yes, it is

Resources: SB/ p 42-43 Let’s chant, let’s sing

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’ cards

- Classroom real objects

WARM-UP AND REVIEW: Act 1: Describe things:

- Ask students to describe things in the classroom PRESENTATION:

- Introduce the pictures and show students some words

Get Ss to open the book and introduce some sentence patterns: - It’s (little)

- Is it a (yo-yo)? - No, it isn’t

- Yes, it is It is a (little) (yo-yo) PRACTICE:

- Ask students to color the words and match the words with the suitable picture

Act 2: Trace and write:

- Ask Ss to look at the pictures and read the questions, then write the word in the gap

- Ask Ss to look at the pictures and circle the suitable word, then write it to the sentence bellow

Act 4: Trace and match:

- Ask students to complete the words PRODUCTION: Act 1: Describe things:

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- Have Ss get ready to finish the exercises Week - Period 15

UNIT 5: LET’S MOVE Lesson 1

Listening Speaking Reading Writing

Vocabulary: (review)

Sentences: Play with a yo-yo Throw a ball Catch a ball Hit a ball Do a puzzle Jump rope

Can you (play with a yo-yo)?

Yes, I can

Teaching aids:

- Puppets

- A bell

- CD/ tape

- Cassette player

- Teacher’s Cards 61-76

- Classroom objects

WARM-UP AND REVIEW: Team game:

- Put a bell on the table Divide the class into groups and call them look at the TC and use the adjectives in TC to make sentence

PRESENTATION: Act 1: Present the commands:

- Give commands and the actions (TPR) once or twice - Give commands and ask Ss to the actions

T: play with a yo-yo  Ss (do the action): play with a yo-yo

Act 2: Present the sentence pattern: - Can you (play with a yo-yo)?

- Yes, I can / No, I can’t

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 the action:

- Divide the class into teams and give commands each time - Ask team A to the action and team B to the action2

T: Throw a ball! Catch a ballTeam A): Throw a balTeam B:

Catch a ball

PRODUCTION: Act 1: Charades:

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No, I can’t - Use TC, give each group at least TC

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

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

Act 2: Simon says:

- Give the commands and ask Ss to 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 the actions Week – Period 16

Sentences: (Review)

Play with a yo-yo Throw a ball Catch a ball

LG grammar and listening

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s Cards

- Classroom objects

WARM-UP AND REVIEW: Act 1: Review the commands: Simon says:

- Give the commands and ask Ss to 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 the actions

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

PRACTICE: Act 1: Practice the rhythm:

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

- Ask Ss to look at the book, listen and clap their hands - Play the music many times and the class as a whole clap

their hands and practice

T (play the music): Play with a yo-yo  Ss (clap hands and say):

Play with a yo-yo

(20)

Hit a ball Do a puzzle Jump rope

Can you (play with a yo-yo)?

Yes, I can No, I can’t

- 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 the actions

S1 (point to the picture): Throw a ball  Ss (say and do): Throw a

ball

Act 3: Match:

- Ask students to match the picture with suitable command Act 4: Write:

- Ask students look at the pictures and complete the sentence PRODUCTION:

Act 1: Game: Robot

- Model the game: T gives many commands Ss the actions

as robots

- Divide the class into many small groups of or students - Ss in the group take turns to play the role of the robot and the

others give commands Week 9- Period 17

UNIT 5:

LET’S LISTEN Key language focus:

Vocabulary: (Review the whole unit)

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards Sticker

WARM-UP AND REVIEW: Act 1: Let’s talk:

- Ask Ss to play the roles of Jenny and her friends Act 2: Let’s learn:

- Give S1 some pictures and ask her/ him to describe them to her/ his friend

Act 3: Let’s learn some more:

- Ask Ss to describe the things in some pictures Act 4: Let’s move:

- Make a quick drill Give commands and ask Ss to the actions

(21)

Sentences:

(Review the whole unit)

- Stick TC on the board, write letters A, B… and circle them - Ask S1 to go to the board T: He is six years old 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: How old is he? / What is it? 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

Keys: 1a, 2a, 3a, 4b, 5b, 6a, 7a, 8b PRODUCTION: Act 1: Ask and answer:

- PW: ask and answer about the pictures, and give commands with the pictures

Act 2: Pick and Speak:

- Ask him/ her to point to another student and tell the class about one of member in family

- Then it’s turn of the second student to talk

Act 3: Workbook: Have Ss get ready to finish the exercises at school or at home

Week - Period 18

UNIT 6: LET’S TALK Lesson

Speaking

Teaching aids:

- puppets

- CD/ tape

WARM-UP AND REVIEW: Act 1: Walk and talk:

- Put TC on the table around the class

- Ask Ss work in groups to walk and say the word they see in TC Act 2: Review the song: The Happy Birthday Song

(22)

Listening Vocabulary: Weather, sunny Sentences:

How is the weather? It ‘s sunny

- Cassette player

- TC (77-98)

- A ball

- Posters

PRESENTATION:

- Put a ball on the table, if it is not sunny, T draws a sun on the board

- Use puppets to model:

 Puppet A: How is the weather?  Puppet B: It is sunny.  Puppet A: Let’s play!  Puppet B: OK!

- Divide the class into groups and give puppets to them to practice the dialogue several times

- Call other Ss to practice the complete dialogue

- Ask Ss to take the ball and practice the dialogue

Act 3: Write:

- Weather, sunny

- How is the weather?  It ‘s sunny

PRACTICE:

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

- Play the tape again and stop by sentence, ask Ss to repeat PRODUCTION:

Act 1: Role play:

S1: How is the weather?  S2: It ‘s sunny.

Week 10 – Period 19

WARM-UP AND REVIEW: Act 1: Ask and answer:

- Ask Ss to word in pairs to ask and answer using TC 93-98 Act 2: Review the dialogue:

(23)

Singing Listening Vocabulary:

Rainy, windy, snowy

Sentences:

How is the weather? It’s (rainy) today

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC (93-98)

- Posters

dialogue:

S1: How is the weather?  S2: It’s sunny.

S1: Let’s play  S2: OK!

PRESENTATION: Act 1: Introduce the vocabulary:

Draw some pictures on the board to teach the new word: Rainy, windy, snowy

Act 2: Review the dialogue:

- Open the book on page 47, point to pictures on the board: T: How is the weather? Ss: It’s (sunny)

- Do the same with other characters - Have Ss practice more with other words Act 2: Introduce the song:

- Ask Ss open the book and answer the questions:

How many people are there in the picture? How is the weather?

PRACTICE:

- Play the tape

- Ask Ss to listen and point to the sun in the picture

Act 2: : Sing the song without music:

- Sing sentence by sentence - Ask Ss to repeat

PRODUCTION: Sing in groups:

- Ask Ss to sing the song in big groups to take turn singing the song

Week 10- Period 20

(24)

UNIT 6:

Rainy, windy, snowy Sentences:

(Review)

How is the weather? It’s (rainy) today

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC (93-98)

- Posters

- Let‘s chant, let’s sing

- Ask Ss to sit in groups and give each group sentences below

The family song How’s the weather?

2 It’s sunny today It’s sunny FB: 1-3-1-3-1-3-2

PRACTICE:

- Play the tape

(25)

- Ask them to look at the pictures and read the questions, then write the word in sentence

Cloud(s), flower(s), puddle(s), tree(s) Sentences:

How many (clouds) are there?

There are (six) (clouds)

Oh, no! There is one (big) (cloud)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards (99-106)

WARM-UP AND REVIEW: Act 1: Count:

- Write the number from to 10 on the board

- Ask Ss to look at the board and count from 1-10 PRESENTATION:

- Introduce new words by using TC 99, 101, 103, 105 - Ask Ss to repeat new words several times

- Draw some pictures on the board

 Puppet A:(point to the board ) How many clouds are there?  Puppet B: One, two, three There are three clouds on the

board

PRACTICE:

- Ask Ss to work in pairs, practice the dialogue Note: (Singular) Flower  (Plural) Flowers

(26)

- Point to a TC on the board and ask: How many (clouds) are there?

- Get the whole class to answer: There are (six) (clouds)

UNIT 6:

Lesson 2

Cloud(s), flower(s), puddle(s), tree(s) Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

Act 1: Conversation Lines:

- Divide the class into groups standing face to face and takes 10 rulers

- Ask Ss to practice asking and answering:

 S1: How many rulers are there?  S2: there are (two) rulers.

- Ask Ss to take turns to practice PRESENTATION: Act 1: Review the vocabulary.

- Introduce new words by using TC 99, 101, 103, 105 - Ask Ss to repeat new words several times

- Draw some pictures on the board

 Puppet A:(point to the board ) How many clouds are there?  Puppet B: One, two, three There are three clouds on the

board

(27)

PRACTICE:

- Ask Ss to work in pairs, practice the dialogue Note: (Singular) Flower  (Plural) Flowers

PRODUCTION:

- Point to a TC on the board and ask: How many (clouds) are there?

- Get the whole class to answer: There are (six) (clouds) Week 12 – Period 23

UNIT 6:

Lesson 3

Cloud(s), flower(s), puddle(s), tree(s)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Stick some pictures on the board

- Have Ss to ask and answer: How many (clouds) are there? There are (six) (clouds). - Ask Ss to continue asking and answering

PRESENTATION:

- Use TC to introduce words: cloud(s), flower(s), puddle(s), tree(s)…

- Puppet A:(point to the card ) How many (clouds) are there?

(28)

PRACTICE:

Act 1: Trace:

- Ask Ss to read and then color the words.(in singular and plural form)

- Ask Ss to look at the pictures and circle the quantity of things in the picture, then write the phrase in the gap below

PRODUCTION: Act 1: Guessing Game:

- Put pictures in a bag

Ask one student to choose one card (but not showing it to the class) and ask How many (clouds) are there?

UNIT 6:

Lesson 4

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s

- Stick some pictures on the board

- Have Ss to ask and answer: How many (clouds) are there? There are (six) (clouds). - Ask Ss to continue asking and answering

PRESENTATION:

(29)

Cloud(s), flower(s), puddle(s), tree(s) Sentences: (Review)

cards (99-106)

- Puppet A:(point to the card ) How many (clouds) are there?

Puppet B: There are (six) (clouds)

PRACTICE: Act 1: Circle:

- Ask Ss to look at the pictures and circle the right word Act 2: Count and write:

- Ask Ss look at the pictures and write the quantity of these things

PRODUCTION: Act 1: Guessing Game:

- Put pictures in a bag

Ask one student to choose one card (but not showing it to the class) and ask How many (clouds) are there?

UNIT 6:

Lesson 1

Act 1: Name the things:

- Stick TC 34-36-38-100-102-104 on the board(TC face to the board)

(30)

Singing Listening Speaking Vocabulary: In, on, under, by Sentences:

Where is the (kite)? It’s (in) the (tree) Where are the (books)?

They are (under) the (table)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

- Posters

Pronunciation tip:

In teaching

pronunciation, use the forefingers pointing to the ground when the sound is falling (answer wh-questions)

in it Others says chorally: There is one (crayon)

Act 2: Ask and answer:

- Have Ss sit in pairs, give each pair some TC, ask and answer:

S1: How many (flowers) are there? S2: There are (6 flowers)

PRESENTATION:

- Introduce the new words by a ball

- Put the ball in different positions.(on /in /under/by the table) - Check if Ss can remember the words by asking them to repeat

the meaning

- Where is the (kite)?

- It’s (in) the (tree).

- Where are the (books)?

- They are (under) the (table).

sentences

PRACTICE:

PRODUCTION:

(31)

UNIT 6:

Lesson 2

Singing Listening Speaking Vocabulary: In, on, under, by Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

- Posters

Pronunciation tip:

In teaching

pronunciation, use the forefingers pointing to the ground when the sound is falling (answer wh-questions)

Act 1: Name the things:

- Stick TC 34-36-38-100-102-104 on the board(TC face to the board)

- Ask Ss to go to the board and choose a TC to name the thing in it Others says chorally: There is one (crayon)

S1: How many (flowers) are there? S2: There are (6 flowers).

PRESENTATION:

- Introduce the new words by a ball

- Put the ball in different positions.(on /in /under/by the table) - Check if Ss can remember the words by asking them to repeat

the meaning

Where is the (kite)? It’s (in) the (tree).

Where are the (books)? They are (under) the (table).

sentences

PRACTICE:

(32)

PRODUCTION:

- Ask Ss to describe things in class and say where they are Week 14- Period 27

UNIT 6:

Lesson 3

In, on, under, by

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW: Review the Alphabet:

- Ask Ss to stand up and say all letters of the alphabet

- Put all the TC of the alphabet on the T’s table and say aloud each card, if which Ss go to the T’s table, slap on the TC and say it correctly, he/ she can take the card

PRESENTATION:

- Introduce the pictures and show students some words Act 2: Introduce the sentence pattern:

- Get Ss to open the book and introduce some sentence patterns:

 Where is the (kite)?  It’s (in) the (tree).

 Where are the (books)?  They are (under) the (table).

PRACTICE:

- Ask students to write the words and match the words with the suitable picture

(33)

write it to the sentence bellow

PRODUCTION:

Act 1: Talk about the positions of things:

- Ask students to talk about the position of the things in the classroom

UNIT 6:

Lesson 4

In, on, under, by

Where is the (kite)? It’s (in) the (tree)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

- Posters

PRESENTATION:

- Introduce the pictures and show students some words Act 2: Introduce the sentence pattern:

- Get Ss to open the book and introduce some sentence patterns:

Where is the (kite)? It’s (in) the (tree).

(34)

Where are the (books)?

PRACTICE:

- Ask students to write the words and match the words with the suitable picture

Act 2: Write:

- Ask Ss to look at the pictures and read the questions, then write the preposition in the gap

Act 3: Circle and trace:

- Ask students to complete the words PRODUCTION:

Act 1: Talk about the positions of things:

- Ask students to talk about the position of the things in the classroom

Vocabulary: Climb a tree, play

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Teacher’s Cards 55,93-98,111-116

- Classroom

WARM-UP AND REVIEW: Review:

- Using TC 93-98 to review some commands in playing games - Ask Ss: Can you…?

- Using class objects to review some prepositions PRESENTATION:

Act 1: Present the commands:

T: read a book  Ss (do the action): read a book

Act 2: Present the sentence pattern: - Can (he) (climb a tree)?

(35)

baseball, read a book, play tag, ride a bicycle, fly a kite

Sentences: Can (he) (climb a tree)?

Yes, (he) can No, (he) can’t

objects

- Play the tape

T: read a book! play baseball.Team A: read a book.Team B:

play baseball

- Have Ss sit in pairs

- Use TC, give each group at least TC

- S1 has to use the action to express, don’t use sound to help her/ his friend can say the action

Week 15 - Period 30

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Charades:

(36)

Writing

Vocabulary: Climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

Sentences: Can (he) (climb a tree)?

- Teacher’s Cards 55,93-98,111-116

- Classroom objects

Act 1: Review the commands:

T: read a book  Ss (do the action): read a book

Act 2: Review the sentence pattern: - Can (he) (climb a tree)?

- Yes, (he) can./ No, (he) can’t.

- Play the tape

T: read a book! play baseball.Team A: read a book.Team B:

play baseball

PRODUCTION: Act 1: Simon says:

- Ask 1-2 Ss to give the command and the class the actions Week 16 - Period 31

- Give the commands and ask Ss to the actions Act 2: Listen and repeat:

(37)

Climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

Can (he) (climb a tree)?

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Teacher’s Cards 55,93-98,111-116

- Classroom objects

PRESENTATION:

PRACTICE: Act 1: Trace and circle:

- Ask Ss to look at the book, color the phrase suitable with the picture

- Ask Ss to circle the correct answer Act 2: Trace and write:

- Ask students look at the pictures and complete the sentence Act 3: Give commands:

S1 (point to the picture): play baseball  Ss (say and do): play

baseball PRODUCTION: Act 1: Game: Robot

as robots

(38)

UNIT 6:

Sentences:

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards 33-44, 111-116

- Sticker

WARM-UP AND REVIEW: Act 1: Let’s talk: Dialogue Musical Chairs: Using the dialogue in the song: How’s The Weather Act 2: Let’s learn:

- Stick TC on the board - Ask Ss work in groups

- Ss have to go to the board and slap the TC, then repeat T’s saying correctly

T: There are (five crayons).

Act 3: Let’s learn some more:

- Ask Ss to describe the things in some pictures Act 4: Let’s move:

- Make a quick game Give commands and ask Ss to the action

- Ask Ss to work in big groups to play this game PRESENTATION:

Act 1: How to a listening task:

- Stick TC on the board, write letters A, B… and circle them - Ask S1 to go to the board

T: How’s the weather? It’s cloudy.S1: point to TC and circle A

or B

T: How’s the weather? Ss: (answer)

(39)

PRODUCTION: Act 1: Ask and answer:

Act 2: Work book:

LET’S REVIEW (UNIT 5,6) Lesson 1

Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards and Students’ cards 77-86, 87-92, 93-98, 99-106, 107-110, 111-116

Find your partner: give each student a card (2 Ss have the same

cards), students will walk and find their partner which has the same card

PRESENTATION:

Act 1: Review songs: “The Happy Birthday Song” and “How’s the Weather?”

- Ask Ss to open the book

- Ask Ss to listen to the tape and sing aloud Act 2: Review vocabulary:

- Let Ss to stand in a circle

- Use the T’s cards to review vocabulary

- Have Ss repeat the words several times PRACTICE:

Act 1: Play a game:

- Ask Ss to open the book and show the page 54 in front of Ss - Ask Ss to look at the book and answer T’s questions:

What is this? What color is this? Is this (a big flower)?

- The winner has to recognize all these pix, he or she will get mark with a correct picture

(40)

- Ask Ss to work in pairs to ask and answer S1: How many (cars) are there?

S2: There are (6 cars).

Act 3: Say and act:

- T reads first: How old are you? / It’s sunny - Ask Ss to guess what Lisa is going to say

PRODUCTION: Review the songs above:

- Divide the class into groups to sing these songs Week 17- Period 34

LET’S REVIEW (UNIT 5,6) Lesson 2

Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

Walk and Talk: Ss walk around the class in pairs, introducing to each other

PRESENTATION: Guessing game:

- Divide the class into small groups

- Use the Ss’ cards 77-92

- Each group will choose a card and describe its, other Ss have to guess what it is

S1: It’s (round). S2: Is it (a yo-yo)? S1: No, it isn’t. S2: Is it (a ball)? S1: Yes, it is.

PRACTICE:

Act 1: Ask your partner:

- Ask Ss to look at the book and work in pairs to practice the dialogue

S1: Can you (climb the tree)? S2: Yes, I can.

(41)

Act 2: Listen carefully:

- Have Ss look at the book and listen to the tape - Ask Ss to choose the correct answer

PRODUCTION: Pick and Speak:

- Ask him/ her to point to a card and introduce: “This is a yo-yo,…”

- Ask the whole class to speak in chorus: “This is a yo-yo,…”

- Then it’s turn of the second student to introduce another one Week 18 – Period 35- The first- term test

UNIT 7: LET’S TALK Lesson 1

Speaking Listening Vocabulary: Hungry, thirsty, apple, juice Sentences: I’m hungry

I want (an apple) I’m thirsty I want (juice)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC (61-68, 87-92,117-125, 129)

- Posters

WARM-UP AND REVIEW: Review the song: How’s The Weather?

- Ask Ss to use gestures when they are singing PRESENTATION:

Act 1: Introduce the vocabulary:

- Use the real objects to introduce new words

- Use puppets to model the sentences

- Put a bottle of water and an apple on the table Use the gesture to teach

- Use puppets to model:

 Puppet A: I’m hungry I want (an apple)  Puppet B: I’m thirsty I want (juice)

(42)

Here you are Thank you You’re welcome

- Ask Ss to take the ball and practice the dialogue PRACTICE:

- Play the tape again and stop by sentence, ask Ss to repeat PRODUCTION:

Role play:

- Divide the class into groups S1: I’m hungry I want (an apple) S2 I’m thirsty I want (juice) Week 19 – Period 37

UNIT 7:

Speaking Listening Vocabulary: (Review)

Hungry, thirsty, apple, juice

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC (61-68, 87-92,117-125, 129)

- Posters

Role- play: Ask some students go to the board to act out the dialogue again

PRESENTATION: Present the complete dialogue again:

- Ask some pairs to act out the dialogue

Act 1: Mime:

- Write some sentences on some cards and call some Ss to go to the board and use gesture to express the sentences

- Ask others Ss try to guess and say aloud these sentences Act 2: Act out the dialogue:

(43)

Sentences: (Review) I’m hungry

I want (an apple) I’m thirsty I want (juice)

Here you are Thank you You’re welcome

Act 1: Slap:

- Ask Ss to work in groups Give Ss TC and ask Ss when T say a thing, Ss have to go to the T and touch the card

- Then it’s turn of others to say

- T: I want a (pen)

- Ss: Here you are

- T: Thank you

- Ss: You’re welcome Act 2: Work book

Week 19 - Period 38

Singing Listening Vocabulary: Peaches, plums

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC, Ss’ C

- Ask Ss some simple questions: How old are you? What’s the weather today?

- Ask Ss to work in pairs using the puppets to practise the dialogue:

S1: I’m hungry I want (an apple) S2 I’m thirsty I want (juice) S1: Thank you

S2: You’re welcome

(44)

Sentences:

What you want? I want (an apple)

- Posters

- Some fruits

- Use real fruits to teach Act 2: Review the dialogue:

- Open the book on page 57, point to fruits on the table: T: I’m hungry I want (an apple)

- Do the same with other fruits

- Have Ss practice more with other words Act 2: Introduce the song:

How many people are there in the picture? What can you see in the picture?

PRACTICE:

- Play the tape

- Ask Ss to listen and point to the fruits in the picture Act 2: : Listen and sing along

- Play the tape again

UNIT 7:

Singing Listening

Teaching aids:

- puppets

- CD/ tape

- Cassette player

(45)

Reading Writing

Peaches, plums Sentences: (Review)

What you want? I want (an apple)

- TC

- Posters

- Real fruits

below

Peaches, Apples, and Plums What you want?

2 Peaches, apples and plums

3 I want an apple FB: 2-2-1-3-1-2

PRACTICE:

- Play the tape

- Ask Ss to read and write the word under the pictures

- Ask them to look at the pictures and read the questions, then write the word in sentence

WARM-UP AND REVIEW: Act 1: Sing a song:

(46)

Speaking

Vocabulary:

Bread, cake, fish, ice cream, milk, pizza, rice

Sentences:

What you want? Oh! I want (cake) and (ice cream)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards (117-124,129)

- Posters

Act 2: Scramble:

- When T says: scramble, Ss change their seats To know which Ss change the seat, T says: I want (an apple) and (a slum)

PRESENTATION:

- Introduce new words by using TC 117-124, 129 - Ask Ss to repeat new words several times

- Stick the TC on the board

 Puppet A:(point to the board ) What you want?  Puppet B: (touch the TC 123: I want a cake)

PRACTICE:

Act 2: Chain drill: S1: What you want?

S2: I want (an apple) and (a slum) What you want? S3: I want (pizza) and (a cake)……

PRODUCTION:

- Point to a TC on the board and ask: What you want? - Get the whole class to answer: I want (…)

(47)

Key language Materials Key activities UNIT 7:

Lesson 2

Speaking

Vocabulary:

Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Posters

- Ask Ss to sing in groups Review the song: Peaches, apples and plums

Act 2: Scramble:

- When T says: scramble, Ss change their seats To know which Ss change the seat, T says: I want (an apple) and (a slum)

PRESENTATION:

- Introduce new words by using TC 117-124, 129 - Ask Ss to repeat new words several times

 Puppet A:(point to the board ) What you want?  Puppet B: (touch the TC 123: I want a cake)

PRACTICE:

PRODUCTION: Act 1: Chain drill:

S1: What you want?

(48)

S3: I want (pizza) and (a cake)……

UNIT 7:

Lesson 3

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Posters

WARM-UP AND REVIEW: Act 1: Memory Chain:

- Ask Ss to work in groups which sit in a circle

 S1: I want (a chicken)

 S2: I want ( a chicken) and (rice).

 S3: I want ( a chicken) and (rice) and (cake)……

Act 2: Shopping:

- Ask Ss to imagine they are going shopping They will act out as they go to the market

PRESENTATION:

- Use TC to introduce words: bread(s), cake(s), fish, ice cream, …

- Puppet A: What you ? Puppet B: I want (pizza)

PRACTICE:

Act 1: Write:

- Ask Ss to read and then complete the Crossword puzzle

(49)

phrase in the gap below

PRODUCTION:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What you want?

UNIT 7:

Lesson 4

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Posters

- Ask Ss to work in groups which sit in a circle

- S1: I want (a chicken)

- S2: I want (a chicken) and (rice)

- S3: I want (a chicken) and (rice) and (cake)…… Act 2: Shopping:

- Ask Ss to imagine they are going shopping They will act out as they go to the market

PRESENTATION:

Act 1: Review the singular and plural forms of the words. - Use TC to introduce words: bread(s), cake(s), fish, ice cream,

…

- Puppet A: What you? Puppet B: I want (pizza)

(50)

What you want? Oh! I want (cake)

and (ice cream) Act 1: Write: PRACTICE:

- Ask Ss to read and then complete the Crossword puzzle

- Ask Ss to look draw things they like to eat, then write the phrase in the gap below

PRODUCTION:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What you want?

UNIT 7:

Lesson 1

Singing Listening Speaking Vocabulary: Review old words Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’ cards 117-124, 129

- Sub-board

WARM-UP AND REVIEW: Act 1: Slap:

- Stick TC 117-124, 129 on the board

- Ask Ss to go to the board when T reads and slap the TC

S1: What you want?

S2: I want (pizza) (show the TC or pictures)

PRESENTATION:

Act 1: Present the positive (yes) question- and- answer

pattern:

- Stick the TC 117-124, 129 on the board Use the puppets to model:

Puppet A: Do you want chicken?  Puppet B: Yes, I do.

(51)

Do you want (chicken)? Yes, I No, I don’t

- Real objects

- Posters

Act 2: Present the negative (No) question- and- answer

pattern:

Puppet A: Do you want chicken?  Puppet B: No, I don’t I want

pizza.

- Ask Ss to practice more

PRACTICE: Act 1: Chain Drill:

- Stick TC 117-124,129 on the board Ask Ss take turns to ask and answer:

S1: Do you want (fish)?

S2: Yes, I Do you want (chicken)? S3: Yes, I Do you want (pizza)? … Act 2: Chain Drill::

S1: Do you want (fish)?

S2: No, I don’t I want (chicken) Do you want (chicken)? S3: No, I don’t I want (cake) Do you want (cake)?

PRODUCTION: Act 1: Walk and Talk:

- Ask Ss to go around the class, use the TC to ask and answer Week 23- Period 45

UNIT 7:

Lesson 2

WARM-UP AND REVIEW: Act 1: Slap:

- Stick TC 117-124, 129 on the board

- Ask Ss to go to the board when T reads and slap the TC

(52)

Singing Listening Speaking Vocabulary: Review old words Sentences: Do you want (chicken)? Yes, I No, I don’t

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

- Posters

S2: I want (pizza) (show the TC or pictures)

PRESENTATION:

Act 1: Review the positive (yes) question- and- answer

pattern:

Puppet A: Do you want chicken? Puppet B: Yes, I do.

Act 2: Review the negative (No) question- and- answer

pattern:

Puppet A: Do you want chicken? Puppet B: No, I don’t I want pizza.

S1: Do you want (fish)?

S2: Yes, I Do you want (chicken)?/ No, I don’t I want a (pizza).

S3: Yes, I Do you want (pizza)? … PRODUCTION: Act 1: Walk and Talk:

- Ask Ss to go around the class, use the TC to ask and answer

(53)

UNIT 7:

(Cont.) Lesson 3

Review old words

Resources: SB/ p 60- 61 Let’s chant, let’s sing

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW: Act 1: Review the Alphabet:

PRESENTATION:

Act 1: Present the paradigm and contraction on page 60:

- Write the sentences on the board

- Do you want chicken? Yes, I do/ No, I don’t.

- Explain: do not = don’t

Act 2: Introduce the sounds: S, T, U, V.

- Write some words beginning with these sounds on the board - Ask Ss to give more words

PRACTICE:

Act 1: Check:

- Ask students to read the questions, look at the pictures and choose the best answers

Act 2: Trace:

- Ask Ss to read and write the words

Act 3: Circle and Write:

- Ask Ss to read the questions, circle the answers they choose then write the preposition in the gap

Act 4: Circle, trace and write:

- Ask students to look at the pictures, circle the beginning letter of the word

Act 1: Talk about favorite food/ things:

(54)

UNIT 7:

Review old words

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

- Posters

Act 1: Talk about favorite food/ things:

Ask students to talk about their favorite food/ things at home or in the classroom

PRESENTATION:

Act 1: Review the paradigm and contraction on page 60:

- Write the sentences on the board

- Do you want chicken? Yes, I / No, I don’t.

Act 2: Review the sounds: S, T, U, V.

PRACTICE:

Act 1: Check:

- Ask students to read the questions, look at the pictures and choose the best answers

Act 2: Trace:

- Ask Ss to read and write the words

- Ask Ss to read the questions, circle the answers they choose then write the preposition in the gap

Act 4: Circle, trace and write:

- Ask students to look at the pictures, circle the beginning letter of the word

(55)

- Ask Ss to sit in groups of four

- Each group chooses a kind of food/ thing as their name - Group starts by calling a name The group with the name

answers YES, others say NO And the group with the name continues the game

G1: Do you want some ice-cream?  G2 (Ice-cream): Yes, I 

G3…: No, I don’t.

G2: Do you want some oranges?  ….

Vocabulary: Review old words Sentences: Buy (an apple) Wash it

Cut it Open it Pour it Drink it

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Teacher’s Cards ,93-98,111-116, 117-124

- Classroom objects

WARM-UP AND REVIEW: Act 1: Charades:

- Using TC 93-98, 111-116 to play this game Act 2: Ask and answer:

- Divide the class into groups: A and B T helps Ss to ask and answer:

T: I’m hungry GA: I want an apple.

T: I’m thirsty GB: I want juice……

PRESENTATION: Act 1: Present the first set of the actions:

- Stick TC 125-128 on the board and use an apple to model: buy an apple

- Give commands and ask Ss to the actions T: wash it  Ss (do the action): wash it

Act 2: Present the second set of actions: - Stick TC 129-132 on the board

- Use real objects to teach

- Play the tape

(56)

- Divide the class into teams and give commands each time - Ask team A to the action and team B to the action2 T: wash it! Open it.Team A (do the action): wash itTeam B (do

the action): open it

Vocabulary: (Review) Old words Sentences:

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Teacher’s Cards ,93-98,111-116, 117-124

- Classroom objects

- Ask 1-2 Ss to give the command and the class the actions Give the commands and ask Ss to the actions

Act 2: Listen and repeat: - Play the tape

PRESENTATION: Present the rhythm of the commands:

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

(57)

(Review) Buy (an apple) Wash it

Cut it Open it Pour it Drink it

PRACTICE: Act 1: Trace and Number:

- Ask Ss to look at the book, write the phrase suitable with the picture

- Ask Ss to circle the correct answer Act 2: Check:

- Ask students to read the questions, look at the pictures to find out the suitable box

Act 3: Give commands:

S1 (point to the picture): buy an apple  Ss (say and do): buy

an apple PRODUCTION: Act 1: Game: Robot

as robots

others give commands Week 25 – Period 50

UNIT 7:

Listening Speaking

Teaching aids:

- CD/ tape

WARM-UP AND REVIEW: Act 1: Let’s talk: Concentration:

- Using Ss’ cards to say some sentences:

S1: I’m hungry I want rice and chicken  S2: I’m thirsty I

want milk.

Act 2: Let’s learn:

- Stick TC on the board Then ask Ss work in groups

(58)

Reading Writing

Sentences:

- Cassette player

- Teacher’s Cards and Ss’ cards 17-32, 69-76, 93-98, 117-124, 125-132, 77-86, 100-106

- Sticker

saying correctly

T: What you want? Ss: I want cake.

Act 3: Let’s learn some more: Alphabet Memory Chain: - Divide the class into groups Each Ss begins with a

sentence

T: I want an apple.- I want an apple and a book- I want an apple, a book and a cat…

Act 4: Let’s move:

- Stick TC on the board, write letters A, B… and circle them - Ask S1 to go to the board

T: What you want? I want an apple. S1: point to TC and

circle A or B

T: How’s the weather? Ss: (answer)

Keys: 1b, 2b, 3a, 4a, 5a, 6b,7a, 8a

(59)

Key language Materials Key activities UNIT 8:

LET’S TALK Lesson 1

Speaking Listening Vocabulary: Favorite, food Sentences:

What’s your favorite color?

I like (red) What about you?

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC (1-16, 33-44, 99-106, 53-59, 77-86, 117-124)

- Posters

WARM-UP AND REVIEW: Act 1:Review the names of colors:

- Ask Ss answer T’s questions:

T: What color is this?  Ss: It is green.

Act 2: Walk and talk:

- Stick the TC 1- 16, 33- 44, 53- 59, 77- 86, 99 -106,117-124 around the class

- Ask Ss to go around and name the things in TC PRESENTATION:

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

- Draw some pictures on the board Use puppets to model the sentences

Puppet A: What’s your favorite color?  Puppet B: (point to the

board) Red.

- Use drawings on the board Use puppets to model:

Puppet A: What’s your favorite color?  B: Red What about you?  A: I like blue

Act 3: Write:

- Favorite, food.

- What’s your favorite color?

- I like (red) What about you?

PRACTICE:

(60)

PRODUCTION: Role play:

S1: What’s your favorite color?  S2: I like (red) What about

you? Week 26 – Period 52

UNIT 8:

Speaking Listening Vocabulary: (Review) Favorite, food

What’s your favorite color?

I like (red) What about you?

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC (1-16, 33-44, 99-106, 53-59, 77-86, 117-124)

- Posters

WARM-UP AND REVIEW: Act 1: Slap:

- Ask a Ss to be a caller Stick some squares of different colors on the board

- Ask the whole class give the question: What’s your favorite color? The caller will name some colors Which Ss go to the board and slap the correct color will be the next caller

PRESENTATION:

Act 1: Present the complete dialogue again:

- Ask some pairs to act out the dialogue

Act 1: Beanbag Circle:

- Ask Ss to stand in a circle

- T throws a ball and which Ss catch the ball will have to answer and then throw the ball again

T: What’s your favorite color?  Ss: red/ green/…

Act 2: Act out the dialogue: - Have Ss sit in groups of

(61)

- Ask Ss to stand in lines to ask and answer

Act 2: Work book: Have Ss get ready to finish the exercises at school or at home

C Color, Trace and write :

- Ask Ss to color the pictures and write the name of colors in the sentences

D Color and write:

- Ask Ss to read the questions and color the T- shirt, write the name of this color in the sentence

Singing Listening Vocabulary:

Review old sentence Sentences:

I like (yellow) Yes, I I do, too

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC112,124, 1-16, 33-44, 77-86,

100,102,104,1 17-124, Ss’ C

- Posters

WARM-UP AND REVIEW: Act 1: Color Interview:

- Ask Ss to go around the class to ask about the color they like best

Act 2: Find your partner:

- Ask Ss to work in pairs using the TC Give each Ss a haft of a TC and ask her/ him to find out the other who has the rest of the TC

S1: I like (chicken) Do you like (chicken)?  S2: Yes, I do./ No,

I don’t

PRESENTATION: Act 1: Introduce the vocabulary:

- Use TC to teach

- Open the book on page 64, point to picture in WB: T: What is your favorite color? I like red.

- Have Ss practice more with other words Act 2: Introduce the song:

(62)

PRACTICE:

- Play the tape

- Ask Ss to listen and point to objects in the picture

Act 2: : Sing the song without music:

- Sing sentence by sentence - Ask Ss to repeat

UNIT 8:

Vocabulary: (Review) Old words Sentences: (Review)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC112,124, 1-16, 33-44, 77-86,

100,102,104,1 17-124, Ss’ C

- Ask Ss to sit in groups and give each group 10 sentences below

What you like? I like yellow, yes,

I

2 I do, too I like yellow I like yellow, too

5 I like ice cream, yes, I

6 I like ice cream, too

7 I like ice cream

8 I like baseball, yes, I

9 I like baseball, too

(63)

I like (yellow) Yes, I I do, too

- Posters

FB: 1-1-3-2-4-5-5-7-2-6-8-8-10-2-9 PRACTICE:

- Play the tape

- Ask Ss to read and write the word in the sentence Week 28 – Period 55

Speaking

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards (39-44, 100,102,104,1

- Ask Ss to sing in groups Review the song: What you like?

Act 2: Substitution Drill:

- Use the TC 39-44, 100,102,104,106

- Practice the sentence with: I like (flowers)… PRESENTATION:

- Introduce new words by using TC 133,135,137,139,141,143 Teach the words in singular and plural forms

- Ask Ss to repeat new words several times

(64)

Vocabulary: Animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s)

Sentences: Look! There’s a (dog) What you like?

I like (frogs), too

06,117-124)

- Posters

- Use the puppets to teach the sentences - Stick the TC on the board

Puppet A:(point to the board ) Look! There’s a dog What you like?

Puppet B: (touch the TC 134: I like dogs!)

PRACTICE:

Act 2: Chain drill:

S1: Look! There’s a (dog) What you like? S2: I like (dogs), too What you like?

PRODUCTION: Show and Tell:

- Point to a TC on the board and ask: What you like? - Get the whole class to answer: I like (…)

UNIT 8:

Lesson 2

Teaching aids:

- puppets

- CD/ tape

WARM-UP AND REVIEW: Act 1: Substitution Drill:

- Use the TC 39-44, 100,102,104,106

- Practice the sentence with: I like (flowers)…

PRESENTATION:

(65)

Speaking

Vocabulary: Animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s)

Sentences: Look! There’s a (dog) What you like?

I like (frogs), too

- Cassette player

- Teacher’s cards (39-44, 100,102,104,1 06,117-124)

- Posters

Teach the words in singular and plural forms - Ask Ss to repeat new words several times

Puppet A:(point to the board ) Look! There’s a dog What you like?

Puppet B: (touch the TC 134: I like dogs!)

PRACTICE:

Act 2: Chain drill:

 S1: Look! There’s a (dog) What you like?  S2: I like (dogs), too What you like?

PRODUCTION: Show and Tell:

- Point to a TC on the board and ask: What you like? - Get the whole class to answer: I like (…)

(66)

Lesson 3

Animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s)

Look! There’s a (dog) What you like?

I like (frogs), too

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards (39-44, 100,102,104,1 06,117-124)

- Posters

- T says slightly to a Ss who sit at the top of class: I like… then asks Ss to whisper to others and the final person has to go to the board and write the sentence on the board

PRESENTATION:

- Use TC to introduce words: Animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s)

Puppet A: Look! There’s a (dog) What you like? Puppet B: I like (dogs), too.

- Divide the class into groups, practise the sentences Then change the roles

PRACTICE:

Act 1: Check:

- Ask Ss to look at the pictures and choose the best answer

Act 2: Match and trace:

- Ask Ss to color the words and match them with suitable pictures

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 you like?

(67)

Week 29 – Period 58

UNIT 8:

Lesson 4

Animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s)

Look! There’s a (dog) What you like?

I like (frogs), too

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards (39-44, 100,102,104,1 06,117-124)

- Posters

- Sick TC and some posters on the wall in different corners Divide Ss into some groups

- Ask Ss to go around the class to say what they like PRESENTATION:

- Use TC to introduce words: Animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s)

Puppet A: Look! There’s a (dog) What you like? Puppet B:

I like (dogs), too

PRACTICE: Act 1: Circle, trace and write:

- Ask Ss look at the pictures, circle a word and write it in the sentence

Act 2: Draw and write:

- Ask Ss to read the questions, draw animals they like in the gap then write the names of these animals in the sentence

(68)

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask:

What you like?

UNIT 8:

Lesson 1

Do you like (rabbits)? Yes, I

No, I don’t

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’ cards 77-86, 133-144, 99-106

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW: Act 1: Chain Drill:

- Ask Ss to take turns to ask and answer:

 S1: What you like?

 S2: I like (birds) What you like?  S3: I like (dogs) What you like?

PRESENTATION:

Act 1: Present the positive (yes) question- and- answer

pattern:

- Stick the TC 100,102,134,136,138,140,142 on the board Use the puppets to model:

Puppet A: Do you like rabbits? Puppet B: Yes, I do.

- Stick TC 100,102,134,136,138,140,142 on the board Ask Ss take turns to ask and answer:

S1: Do you like rabbits?

S2: Yes, I Do you like trees?

(69)

PRODUCTION: Walk and Talk:

- Ask Ss to go around the class, use the TC to ask and answer

UNIT 8:

Lesson 2

No, I don’t

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’ cards 77-86, 133-144, 99-106

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW: Act 1:

Walk and talk:

- Stick TC around the class and Ask them to go around to ask and answer:

S1: There is a dog. S2: I like dogs.

PRESENTATION:

Act 1: Reviewthe positive (yes) question- and- answer

pattern:

- Stick the TC 100,102,134,136,138,140,142 on the board Use the puppets to model:

Puppet A: Do you like rabbits? Puppet B: Yes, I do.

Act 2: Present the negative (No) question- and- answer

pattern:

- Stick the TC 144 on the board Use the puppets to model: Puppet A: Do you like spiders?

(70)

PRACTICE: Act 1: Chain Drill:

- Stick TC 100,102,134,136,138,140,142 on the board Ask Ss take turns to ask and answer:

S1: Do you like spiders?

S2: Yes, I Do you like puddles? S1: No, I don’t …

PRODUCTION: Chain Drill:

- Ask Ss to take turns to ask and answer: S1: Do you like spiders?

S2: Yes, I Do you like puddles? S1: No, I don’t.

UNIT 7:

Review old words

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’ cards 77-86, 133-144,

99-WARM-UP AND REVIEW: Review the Alphabet:

PRESENTATION:

Act 1: Present the paradigm and contraction on page 68:

- Write the sentences on the board Do you like spiders? Yes, I do/ No, I don’t.

Act 2: Introduce the sounds: w, x, y, z.

(71)

Sentences: (review) Do you like (rabbits)? Yes, I

No, I don’t

106

- Sub-board

- Real objects

- Posters

PRACTICE: Act 1: Trace:

- Ask students to read the questions, look at the pictures and write the answers

Act 2: Match and write:

- Ask Ss to read the questions, match with the answer and complete the answer

Act 3: Trace and connect:

- Ask students to write the suitable words in the ball, match the balls with children and then complete the words

PRODUCTION:

- Ask students to say what they like and what they don’t like

UNIT 7:

Singing Listening Speaking

Teaching aids:

- puppets

- CD/ tape

- Cassette

PRESENTATION:

Act 1: Review the paradigm and contraction on page 68:

- Write the sentences on the board Do you like spiders? Yes, I do/ No, I don’t.

(72)

Vocabulary: (review)

Review old words

No, I don’t

player

- Students’ cards 77-86, 133-144, 99-106

- Sub-board

- Real objects

- Posters

Act 2: Review the sounds: w, x, y, z.

PRACTICE: Act 1: Trace:

- Ask students to read the questions, look at the pictures and write the answers

Act 2: Match and write:

- Ask Ss to read the questions, match with the answer and complete the answer

- Ask Ss to read the questions, circle the answers they choose then write the answer in the gap

PRODUCTION:

- Ask students to say what they like and what they don’t like Do you like spiders?

Yes, I do/ No, I don’t.

Listening

Teaching aids:

- Puppets

- CD/ tape

WARM-UP AND REVIEW: Act 1: Review commands

- Using Ss’ cards 69-76, 93-98, 100, 102, 104, 106, 111-116 Ask Ss to work in groups

- Give each group some cards and ask them to rearrange them in a certain order

Act 2: Ask and answer:

(73)

Speaking Reading Writing

Vocabulary:

Walk, run, swim, fly, hop, jump

Sentences: Can it (run)? Yes, I can No, it can’t

- Cassette player

- Teacher’s Cards ,133-144, 145-150, Ss’ cards 69-76, 93-98, 100, 102, 104, 106, 111-116

- Classroom objects

144

- Divide the class into groups: A and B T helps Ss to ask and answer:

GA: Do you like birds?

GB: Yes, I do./ No, I don’t Do you like spiders? GA: Yes, I do./ No, I don’t.

PRESENTATION: Act 1: Present the commands:

- Stick TC 145-150 on the board and use TPR technique to describe the word: walk

- Give commands and ask Ss to the actions T: walk  Ss (do the action): walk

- Use TC 146-150 to teach other words: run, swim, fly, hop, jump

- Play the tape

- Divide the class into teams and give commands each time - Ask team A to the action and team B to the action2 T:Walk! Run!Team A (do the action): walkTeam B (do the

action): run

PRODUCTION: Act 1: Simon says:

(74)

UNIT 7: LET’S MOVE (Cont.)

Lesson 2

Walk, run, swim, fly, hop, jump

Sentences: (Review) Can it (run)? Yes, I can No, it can’t Drink it

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Teacher’s Cards ,133-144, 145-150, Ss’ cards 69-76, 93-98, 100, 102, 104, 106, 111-116

- Classroom objects

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

Act 2: Present the paradigm and contraction on page 70: - Write the sentences on the board:

Can it run? Yes, it can / No, it can’t. Can’t = can not

- Ask Ss to practice with other words PRACTICE: Act 1: Trace and match:

- Ask Ss to look at the book, complete the words and match them with suitable picture

Act 3: Trace and write:

- Ask Ss to read the questions, write the answers under the pictures

PRODUCTION: Game: Follow the leader:

- Divide the class into many small groups of or students In each group, choose a leader

(75)

UNIT 7:

Sentences:

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards 117-124 and Ss’ cards 133-144

- Sticker

WARM-UP AND REVIEW: Act 1: Let’s talk: Dialogue Musical Chain:

- Using the song: “What you like?” Ask Ss to practise the dialogue:

S1: What’s your favorite color? S2: I like pink.

Act 2: Let’s learn:

- Stick TC on the board Ask Ss work in groups

- Ss have to go to the board and slap the TC, then repeat T’s saying correctly

S1: it’s a bird They are spiders One, I like spiders Two, I like

rabbits…

Act 3: Let’s learn some more: Tic- Tac -Toe: - Use TC 117-124, 134,136,138,140,142,144 - T model the question: Do you like rabbits?

- Ask Ss to work in groups.Which group gets more correct questions will be the winner

Act 4: Let’s move:

- Stick TC on the board, write letters A, B… and circle them T: What you like? I like dogs.S1: point to TC and circle A or

B

(76)

Act 1: Look and answer:

T: What’s your favorite color?/ What you like?/ you like spiders? Ss: (answer)

Keys: 1a, 2b, 3a, 4a, 5a, 6b,ba, 8a

- ask and answer about the pictures, and give commands with the pictures

Act 2: Work book: Have Ss get ready to finish the exercises at school or at home

LET’S REVIEW Lesson 1

Singing Writing Reading Listening Vocabulary: (Review) Sentences:

Resources: SB/ p 72,73 WB/ p.72,73 Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards and Students’ cards

133-WARM-UP AND REVIEW:

Find your partner: give each student a card (2 Ss have the same

cards), students will walk and find their partner which has the same card

PRESENTATION:

Act 1: Review songs: “Peaches, Apples and Plums” and “What Do You Like?”

- Ask Ss to open the book,listen to the tape and sing aloud Act 2: Review vocabulary:

- Let Ss to stand in a circle

- Use the T’s cards to review vocabulary

- Have Ss repeat the words several times PRACTICE:

Act 1: Play a game:

(77)

(Review) 144, 77-86, 93-98, 111-116, 117-124, 125-132

- Ask Ss to look at the book and answer T’s questions: Is this a (big dog)?/ Is this a (little spider)?

What is this?

- The winner has to recognize all these pix, he or she will get mark with a correct picture

Act 2: Answer the question:

- Ask Ss to work in pairs to ask and answer S1: Do you want….?/ What you want? S2: (Look at the pictures and say)

Act 3: Say and act:

- T reads first: Here you are!/ Red.

- Ask Ss to guess what Lisa is going to say Answers: Thank you! You’re welcome.

What’s your favorite color?

PRODUCTION: Review the songs above:

- Divide the class into groups to sing these songs Week 34- Period 67

LET’S REVIEW (Cont.)

Lesson 2

Singing Writing Reading Listening Vocabulary: (Review)

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards and

Walk and Talk: Ss walk around the class in pairs, introducing to each other

PRESENTATION: Team game:

- Divide the class into small groups

- Use the Ss’ cards 133-144

- Each group will choose a card and describe its, other Ss have to guess what it is

PRACTICE:

Act 1: Ask your partner:

(78)

Students’ cards 133-144, 77-86, 93-98, 111-116, 117-124, 125-132

dialogue

S1: Do you like (pink)? S2: Yes, I do/ No, I don’t.

- Ask Ss to circle yes/ no after listening to the question Act 2: Listen carefully:

- Have Ss look at the book and listen to the tape - Ask Ss to choose the correct answer

PRODUCTION: Pick and Speak:

- Ask him/ her to point to a card and introduce: “It is a (bird) It can (sing/ fly)….

- Ask the whole class to speak in chorus: “It is a (bird) It can (sing/ fly)….

- Then it’s turn of the second student to introduce another one

Lesson 3

Singing Writing Reading Listening

- puppets

- CD/ tape

- Cassette player

- Ask Ss to practice to ask and answer about the things they have in their school bag

S1: What you like? S2: I like (frogs).

S1: Do you like (rabbits)? S2: Yes, I do/ No, I don’t.

PRESENTATION: Act 1: Commands:

(79)

Vocabulary: (Review) Sentences: (Review

- Divide Ss into groups of

- Each group will carry out the command in their card PRACTICE:

Act 1: Write:

- Ask Ss to finish the word puzzle by using the names of things in the box

Answers:

ACROSS: dolls 10 nine marker 12 zero cassette 13 bat bird 14 desks DOWN: sneaker spider girl mother sun boy robot 11 ink

PRODUCTION: Act 1: 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……… Week 35 - Period 69

Lesson 4

- puppets

- CD/ tape

- Stick TC 33, 34, 40, 41 on the board

- Have Ss to ask and answer: What are they?- They’re (cassettes)

PRESENTATION:

(80)

Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review

- Cassette player

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

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

frogs

PRACTICE:

Act 1: Uncramble, match and write:

- Ask Ss to rearrange the words, then write down the correct words in the blankets

- Ask Ss to match the correct word with its picture Answers:

1 birds cats frogs dogs Act 2: Connect, trace and write:

- Ask Ss to color the line to find the object and write the name of this thing in suitable sentence

Answers: I want cake I want chicken I want juice I want fish

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