PHAN PHOI CT LG 2A

Divide the class into small groups and give each group a set of teacher-made word cards for the sentences in Unit 3 (Can you read?). Have Ss to put them into the correct order[r]

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NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN THAM KHẢO

LET’S GO 2A (Ấn lần 2)

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LET'S GO 2A_SUGGESTED SYLLABUS LET'S GO 2A (4 UNITS) _ 35 WEEKS/ 70 LESONS UNI

T WEEK LESSON SECTION LANGUAGE ITEMS PAGE FUNCTIONS

1 1 - Prepare for the beginning of the academic year

2 Let’s Talk Hi, (Scott) How are you? Fine, thank you

Good-bye, (Scott) See you later What’s this/that? It’s (a pencil case) Is this/that (a ruler)? Yes, It is No, It isn’t What are these/those? They’re (yo-yos)

Are these/those (cats)? Yes, they are No, they aren’t

2 Greetings Farewells

Asking about objects (singular and plural)

Identifying objects (singular and plural)

2-3 4-5 Let’s Sing

3-5 6-10 Let’s Learn 4-5

6-7 11-14 Let’s Learn Some More

6-7

8 15-16 Let’s Read

9 17 Let’s Listen

2

9 18 Let’s Talk What’s the matter?I’m (sick). That’s too bad Who’s (she)?

(She’s) (Miss Wilson) (She’s) (a shopkeeper) Is (she) (a teacher)? Yes, (she) is No, (she) isn’t

Who are they?

They’re (Mr and Mrs Long)

10 Asking about someone’s health Expressing physical states

Expressing someone else’s name Asking about professions

Describing professions

10 19-20 Let’s Sing 11

11-13

21-25 Let’s Learn 12-13

13-15

26-29 Let’s Learn Some More

14-15

(3)

16

16 32 Let’s Listen 17

REVIE

W 17-18 33-35 Let’s Review REVIEW THE FIRST-TERM TEST

18-19

3

18-19

36-37 Let’s Talk Where you live?I live in (Hillsdale). What’s your address? It’s (16 North Street) What’s (your) telephone number?

It’s (789-2043)

This is the (bedroom) Is the (desk) in the (bedroom)?

Yes, it is No, it isn’t There is /There are Is there ?/Are there ? Yes, there is No, there isn’t

Yes, there are No, there aren’t

20 Asking where someone lives Expressing whre one lives Asking someone’s address/ telephone number

Expressing one’s

address/telephone number Idenfifying rooms in a house Asking about the location of household objects

Describing the location of household objects

19-20

38-39 Let Sing 21

20-22

40-43 Let’s Learn 22-23

22-24

44-47 Let’s Learn Some More

24-25

48-49 Let’s Read 26

4 26 51-52 Let’s Talk What’s wrong?

I can’t (find my book) Look at (me)

(I) can (sing a song) What can (he) do?

(He) can (ride a bicycle)

28 Asking about a problem Expressing ability/inability Describing ability/inability in others

27 53-54 Let’s Sing 29

28-29 55-58 Let’s Learn

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30-31 59-62 Let’s Learn Some More

32-33

32 63-64 Let’s Read 34

REVIE

W 33

-35 66-70 Let’s Review REVIEW THE SECOND-TERM TEST

36-37

Week - Period

Key language Materials Key activities

UNIT 1: LET'S TALK Lesson 1

Key language focus:

Speaking Listening Vocabulary: Hi, (name) Sentences: Hi, (Scott) How are you? Fine, thank you Good-bye

See you later

Resources: SB/ p WB/ p

Teaching aids: - puppets - CD/ tape - Cassette player

- Cards of English names Cultural tip:

- When meeting a person, we often greet each other and ask about health - People wave their hands when saying hello/ goodbye

WARM-UP AND REVIEW:

- Greet Ss in English and introduce teacher's name: Hi,/ Hello, I'm (Ms…).

- Give each student a card of an English name Then call the names in turn

- Have Ss stand up & say "Hi/ Hello" when hearing their names

PRESENTATION:

Act 1: Review the first part of the dialogue: - Model the dialogue with puppets

Hi, (Ken) How are you?

Hello, (Mari) I'm fine, thank you.

- Call some pairs to practice the dialogue Act 2: Present the second part of the dialogue:

- Use puppets to introduce the dialogue

- Ask a student to be Scott And have Ss repeat the dialogue several times

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Act 1: Listen and repeat:

- Play the tape and stop by sentence

- Ask Ss to point to the characters and repeat Act 2: Role play:

- Divide the class into groups Practice the dialogue in SB/p.2

Act 3: Step Away Lines:

- Ss stand in opposite lines Practice the dialogue in pairs

PRODUCTION: Act 1: Pick and Speak:

- Call a student in random and ask him/ her to stand up - Ask the whole class to speak in chorus: "Hello,… How are you? Bye,…

- Ask him/ her to answer: "Fine, thank you" "See you later." - Then it's turn of the second student

Week - Period

UNIT 1: LET'S SING Lesson 1

Singing Listening Vocabulary: (Review)

Resources: SB/ p

Teaching aids: - CD/ tape - Cassette player

WARM-UP AND REVIEW: Chain drill: Ss show their English names

- Hi How are you?  Fine, thank you

- Hi, (Kate), how are you?  Fine, thank you

PRESENTATION: Act 1: Introduce the characters

- Open the book to page 3, play the recording of "The Hi Song"

- Have Ss listen and point to the characters as they hear the names

(6)

Sentences: (Review) Hi, (name) How are you?

I'm fine, thank you

- Read the song line by line without music Have Ss repeat - Use gesture to emphasize the meaning of each phrase - Play the recording again and have Ss sing along

PRACTICE: Act 1: Call and response singing:

- Divide the class into groups

- Have Ss sing the song in two groups:

Group A: Hi, (Scott) How are you? Group B: I'm fine Thank you - Ask Ss to repeat

PRODUCTION: Act 1: Sing in groups:

- Divide class into groups

- Have each group represent one of the characters in the song and sing

4 groups: Hi, Scott How are you? Group (Scott): I'm fine Thank you

4 groups: Hi, Jenny How are you? Group (Jenny): I'm fine Thank you

4 groups: Hi, John How are you? Group (John): I'm fine Thank you

4 groups: Hi, Lisa How are you? Group (Lisa): I'm fine - Reverse roles and sing again

Week - Period

UNIT 1:

LET'S SING (cont) Lesson 2

WARM-UP AND REVIEW: - Have Ss stand in groups of four

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Singing Listening Vocabulary: (Review) alligator Sentences: (Review) Good-bye See you later, alligator

Teaching aids:

- puppets / picture

- CD/ tape - Cassette player

Teaching tip: - "See you later, alligator." is a children's rhyming expression used in fun when saying good-bye to friends In natural

conversation,

however, it is seldom used

- "See you later." is always an appropriate choice

PRESENTATION: Act 1: Introduce the new vocabulary:

- Show a picture of an alligator or the alligator puppet in Kate's hand (p.3)

- T says "alligator" Ss repeat several times Act 2: Introduce the new expression:

- Use puppets to model a new expression

Puppet A: Good-bye Puppet B: See you later, alligator

- Have Ss repeat several times until they can say the phrase fluently

Act 3: Introduce the song:

- Ss open the book to p.3, play the recording of "The Good-bye Song"

- Read the song line by line without music Have Ss repeat - Use gestures to emphasize the meaning of each phrase

PRACTICE: Act 1: Call and response singing:

- Divide class into groups

- Have each group represent one of the characters in the song and sing

- Reverse roles and sing again PRODUCTION: Act 1: Sing in groups:

- Have Ss stand in groups of three

- Each group sings "The Good-bye Song" using students' own names

Act 2: Workbook

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Week - Period

UNIT 1: LET'S LEARN Lesson 1

Listening Speaking Vocabulary: (review) a book a bag a desk

a pencil case a table

a chair

Sentences: (review) What's this? It's a (bag)

Let's chant, let's sing/ p.1+2

- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)

- Classroom objects/ realia

WARM-UP AND REVIEW: Act 1: Perform the song:

- Play the music (Let's chant, let's sing/ p 1+2) again - A volunteer group comes in front of the class to perform the song

PRESENTATION:

Act 1: Review the classroom objects in Unit 1 - Use TC 1-8 and 33-38 (Book 1)

- Ss listen and repeat

Act 2: Review the question-and answer pattern with this. - Show the Ss one classroom object or a TC each time T: What's this?  Ss (answer in chorus): It's (a book)

- Have Ss repeat the question, "What's this?" PRACTICE:

Act 1: Group work:

- Divide the class into two groups

- Show Ss a classroom object or a TC each time Have them ask & answer

- Reverse roles – ask and answer with other classroom objects

Act 2: Pair work:

- Ask Ss to work in pairs

- Have Ss use their own classroom objects to ask and answer

- Feedback

PRODUCTION: Act 1: Walk and talk:

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- Have Ss walk around the class in pairs

- At the signal Stop!, partners must use the cards to exchange questions and answers

Week - Period

UNIT 1:

LET'S LEARN (Cont.)

Lesson 2

Learning new words Listening

Speaking Reading Writing

Vocabulary: a door

a window Sentences: (Review) What's this? It's a (bag) What's that?

It's a pencil case

Resources: SB/ p WB/p.4

- Classroom objects/ realia Grammar tip: - this and that are used to distinguish between individual objects or people that are close to or far from the speaker - Emphasize this in class by holding up or

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

- Stick TC 33-38 on the board Have Ss ask and answer: What's this?- It's…

PRESENTATION: Act 1: Introduce the new vocabulary

- Use realia: point or touch the window in the classroom and say "a window"

- Have Ss listen and repeat Continue with "a door"

Act 2: Introduce the new question-and-answer pattern with "that".

- Use the puppets to introduce the pattern Have Ss repeat Puppet A: (point to the window) What's that?  Puppet B: It's

a door

PRACTICE: Act 1: Group work:

- Divide the class into groups

- Point to other objects or TC from a distance Ask Ss to ask & answer

- Reverse roles – ask and answer with other classroom objects

Act 2: Ask and answer in pairs: (open the book to page 4)

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touching individual objects near you (this) and pointing to individual objects far from you (that)

- Ask Ss to work in pairs Then, ask and answer about the objects in their books

S1:(point to a pencil case in the book): What's this?  S2: It's

a pencil case

S2:(point to a door in the book): What's that?  S1: It's a

door

- Divide the class into big teams

- Play the tape Ask Ss to listen and repeat Q (Team A) and A (Team B)

PRODUCTION:

Act 1: Chain Drill: T: what's this/ that? S1: It's a pencil case

Act.2: Workbook

- Have Ss get ready to finish the exercises

Week - Period

UNIT 1:

Lesson 3

Listening Speaking Reading Writing

Let's chant, let's sing/ p.3

- Teacher's cards (TC): 1-8 and 33-38 (Book

WARM-UP AND REVIEW: Act 1: Chants:

- Play the tape, "Let's chant, Let's sing" book page - Play the tape, Ss listen and repeat twice

PRESENTATION:

Act 1: Review the Yes/No question-and-answer pattern with

this.

- Ask questions about nearby classroom objects or TC

- Have Ss answer in chorus, shaking their heads to indicate disagreement and nodding to show agreement

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Vocabulary: (Review) Sentences: (Review) Is this a ruler? Yes, it is No, it isn't

1, classroom objects)

- A small bag

T: Is this a book? Ss (nodding their heads): Yes, it is

Act 2: Present the rhythm:

- Clap the hands to make the question and answer in rhythm

- Ask Ss to listen and repeat the question and answer in rhythm

PRACTICE: Act 1: Practice the rhythm in groups:

- Divide the class into groups Have them ask and answer about the objects

- Clap their hands to make the rhythm Act 2: Practice the rhythm in pairs:

- Clap their hands to make the rhythm In turn, ask and answer about the objects

PRODUCTION: Act 1: Ask and answer

- Divide class into two teams and put small classroom objects in a bag

- Have S1 from team A reach in the bag & hold an object in his/her hand S1 keeps his/ her hand in the bag & asks Then have S1 reveal the object to S2 from team B

S1: Is this (a marker)? S2 responds: Yes, it is./No, it isn't

- Continue until all students have had a chance to ask and answer

Week 5- Period

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Lesson 4

Vocabulary: (Review) Sentences: Is that a ruler? Yes, it is No, it isn't

SB/ p WB/p

- Ask 1- Ss to come before the class, make the rhythm & the others clap hands

What's this/ that?  It's a crayon

Is this an eraser?  Yes, it is / No, it isn't

PRESENTATION:

Act 1: Introduce the Yes/No question-and-answer pattern with "that".

- Point to the window from a distance and model the pattern:

T: Is that a door? Ss: No, it isn't T: Is that a window? Ss: Yes, it is

- Ask questions about other classroom objects or TC that are far from the teacher

- Have Ss answer in chorus (using appropriate gestures) Act : Ask and answer in groups

- Point to different classroom objects or TC at a time and have the groups practice the Yes/ No question-and-answer pattern with that

- Reverse roles after several exchanges PRACTICE:

Act 1: Practice in pairs:

- Open the book to page

- Have Ss practice the patterns in pairs, using the pictures on page as prompts

- Ask Ss to come before the class, ask and answer - Continue with other pairs

Act 2: Listen and repeat:

- Play the tape Have Ss point to the pictures, listen and repeat

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Act 1: Workbook: Have Ss get ready to finish the exercises

Week - Period 10

UNIT 1:

LET'S LEARN (cont)

Lesson 5

Speaking Listening Reading Writing

Vocabulary: (review) Sentences: (review) What's this? It's a (bag) What's that?

It's (a pencil case) Is this a ruler?

Yes, it is / No, it isn't

Is that a ruler? Yes, it is / No, it isn't

Resources: SB/ p -

WARM-UP AND REVIEW: Act 1: Relay Race

- Divide the class into four teams, each team standing in a line

- Assign a sentence to the first student in each line, who then repeats the sentence to the next student in the line

- Continue until the information reaches the last student in the line Then the last student races to the board and write it The first team to finish is the winner

PRESENTATION: Act 1: Present the rhythm:

- Clap the hands to make the question-and-answer patterns in rhythm

- Play "Look at that! What's that?", "Let's chant, Let's sing", p

- Have Ss clap their hands and repeat PRACTICE:

Act 1: Question circles:

- Divide the class into groups, and have each group sit in a circle

- Half of the Ss in each group hold one of the student cards

- A student holding a card shows it to the group and asks,

Is this (a pencil case)?. The group answers, Yes, it is. or No, it isn't.

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- Place different pairs of TC and classroom objects around the room

- Have Ss walk around the class in pairs, exchange

questions and answers (What's this? and What's that?, Is this a crayon? and Is that an eraser?)

PRODUCTION: Act 1: Guessing game

- Ask one st to choose one classroom object (but not showing it to the class)

- Other students ask four Yes/ No questions to identify the object

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

UNIT 1:

LET'S LEARN SOME MORE

Lesson 1

Listening Speaking Vocabulary: (review) ball(s) yo-yo(s)

- Teacher's cards (TC): 77– 86, 39–44(Book 1) - Toy objects or pictures of toys

WARM-UP AND REVIEW: Act 1: Pairs race

- Arrange the Ss in two lines and stick TC 77 – 86 on the board

- Say one of the words and have the first students in the lines race to the board to touch the correct picture card The student who touches the card first and names it correctly gets a point for his or her team

Act 2: Review the toy vocabulary and question-and-answer pattern with this:

- Show TC 77- 86 in random Have Ss ask & answer:

What's this? It's a yo-yo.

PRESENTATION:

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jump rope(s) puzzle(s) car(s) bicycle(s) bat(s) kite(s)

Sentences: (review)

What are these? They're yo-yos

in plural - Use sets of toys or teacher-made pictures of toys in plural to introduce new words: ball(s), yo-yo(s), car(s), puzzle(s)

- 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 Then ask Ss to play the roles

Puppet A: (point to the card 77) What's this? Puppet B:  It's a yo-yo

Puppet A: (point to two yo-yos) What are these? Puppet B: 

They're yo-yos

PRACTICE: Act 1: Practice in groups:

- Divide the class into groups, distribute the toy objects/ pictures to Ss in group A Have Ss in group A ask the questions, using these and Ss in group B answer

- Then reverse the roles

PRODUCTION: Act 1: Toy Shop:

- Have Ss draw pictures of pairs of toys and classroom objects they've learned

- Place the drawings at the front of the class and have Ss ask & answer

S1: What are these?  S2: They're puzzles.

UNIT 1:

LET'S LEARN SOME Resources:SB/ p

WARM-UP AND REVIEW: Act 1: Game: Tic-Tac-Toe:

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MORE Lesson 2

Vocabulary: (review) ball(s) yo-yo(s) jump rope(s) puzzle(s) car(s) bicycle(s) bat(s) kite(s)

Sentences: (Review)

What are these? They're yo-yos What are those? They're jump ropes

WB/ pp

- Teacher's cards (TC): 77– 86, 39–44(Book 1) - Toy objects or pictures of toys in plural

Grammar tip:

- these and those are used to distinguish between objects or people that are close to or far from the speaker

- Emphasize this in class by holding up or touching individual objects near you (these) and pointing to objects far from you (those)

the board Each square should be numbered

- Show a picture of toy in plural or singular, ask a student from group A a question If the student answers correctly, the group can play an "X" or an "O" on the grid in the location of their choice by stating the number

- Alternate asking questions to both teams The first team to earn three "X" or "O" in a row on the grid wins

PRESENTATION:

Act 1: Introduce the question-and-answer pattern with those: - Place the toys or pictures of toys randomly around the classroom

- Hold up two yo-yos and ask: What are these? They're yo-

yos

- Point to the toy cars from a distance and model the pattern:

T: What are those? They're cars

- Point to other toys and ask: What are those?

- Have Ss answer in chorus They're (balls) & repeat the question

PRACTICE:

Act 1: Listen and point: (open the book page 6) - Play the tape

- Have Ss listen to the tape, point to the pictures and repeat

Act 2: Ask and answer:

- Have Ss to work in pairs, point to the pictures Then ask and answer:

S1: What are these? S2: They're yo-yos S2: What are those? S1: They're kites

PRODUCTION: Act 1: Chain drill

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from the teacher

- Have Ss continue the chain by answering and asking the next friend a question

Act 2: Workbook: Have Ss get ready to finish the exercises

UNIT 1:

Lesson 3

Vocabulary: cats

dogs rabbits frogs birds spiders tress flowers

Sentences: Are these cats? Yes, they are No, they aren't

- Teacher's cards (TC): 133– 144(Book 1)

Act 1: Pairs race (review the vocabulary of animals in singular and plural forms)

- Arrange the Ss in two lines and stick TC 133 – 144 on the board

- Say one of the words and have the first students in the lines race to the board to touch the correct picture card The student who touches the card first and names it correctly gets a point for his or her team

- Then have Ss repeat the vocabulary of animals once PRESENTATION:

Act 1: Review the Yes/ No question-and-answer pattern with

these:

- Hold up the card 136 and ask: T: Are these cats? Ss: No, they aren't

T: Are these dogs? Ss: Yes, they are

- Use other cards or classroom objects to ask questions Have Ss answer

PRACTICE: Act : Ask and answer in groups

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- Reverse roles after several exchanges Act 2: Pair works:

- Have Ss practice the patterns in pairs, using the SC or objects as prompts

- Ask Ss to come before the class, ask and answer Continue with other pairs

PRODUCTION: Act 1: Lucky number:

- There are 10 numbers including lucky numbers groups take turn to choose a number If they choose a lucky number, they'll get points without asking or answering If they choose a normal number, they have to practice the Yes/ No question with this or these, using TC 133 - 144 as prompts Ss it correctly gets a point for his or her team The team having more points is the winner

UNIT 1:

Lesson 4

Vocabulary:

Resources: SB/ p WB/p.7

- Teacher's cards (TC): 133– 144(Book 1)

- Toy objects

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

- Ask Ss to walk around the classroom in pairs

- When T says "Stop", Ss stop and in turn ask and answer about the objects that are close to or far from them (What are these/ those? They're (jump ropes)

PRESENTATION:

Act 1: Present the Yes/ No question-and-answer pattern with

those:

- Place a handful of crayons on the table

- Use puppets to model the Yes/ No question-and-answer pattern with those:

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cats dogs rabbits frogs birds spiders tress flowers

Sentences: Are these cats? Yes, they are No, they aren't Are those cats? Yes, they are No, they aren't

or pictures of toys

in plural Puppet B: No, they aren’t Puppet A: Are those crayons? Puppet B: Yes, they are - Use TC or classroom objects to ask questions

- Have Ss answer in chorus (using appropriate gestures) Act : Ask and answer in groups

- Point to different classroom objects or TC (134, 136, 138, 140, 142, 144) from a distance at a time and have the groups practice the Yes/ No question-and-answer pattern with those Reverse roles after several exchanges

PRACTICE:

Act 1: Listen and repeat (open the book to page 7)

- Ss work in pairs, look at their books and practice the patterns

- Ask Ss to stand up, ask and answer Continue with other pairs

- Play the tape and have Ss listen and repeat

Act 2: Place a few set of toys or TC (134, 136, 138, 140, 142, 144) around the classroom

- Have Ss come to the board in turn and alternate asking

these and those questions by touching or pointing objects or TC from a distance

S1: Are these/ those (puzzles)? S2: Yes, they are / No, they aren't.

PRODUCTION:

Act 1: Workbook: Have Ss get ready to finish the exercises at school or at home

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LET'S READ Lesson 1

Vocabulary: fat

hat can fan van cap lap map

Sentences:

SB/ p Teaching aids:

- Objects / pictures: hat, can, fan, van, cap, map Tip:

- Have the Ss follow your directions for writing f, h, t, and p - Draw parallel

horizontal lines on the board Write the letters that go above the top line: f, h, t.

- Write the letter that goes below the

bottom line: p

- Write assorted capital and small letters on the board - Divide the class into teams

- Call out a letter and have the first student from each team run to the board, find the letter and cross it out Play until everyone has had a chance to go to the board

PRESENTATION: Act 1: Introduce the new words:

- Use classroom objects and pictures to introduce the new words:

fat, hat, can, fan, van, cap, lap, map

- Have Ss repeat the new words several times Act 2: Write:

- -at: cat, fat, hat - -an: can, fan, van - -ap: cap, lap, map

PRACTICE: Act 1: Listen, point and repeat

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

- Let Ss to listen again and repeat

Act 2: Give the commands and the action:

- Divide the class into teams and give each team a column of "Word Families"

- Let each team listen to the cassette and repeat - Change their column and practice

PRODUCTION: Act 1: Simon says:

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- The group has the least bad mark is the winner

UNIT 1:

LET'S READ (cont.) Lesson 2

Vocabulary: (review) fat

hat can fan van cap lap map

Sentences:

The fat cat is in the hat

The can and the fan are on the van

The cap and the map are on my lap

Resources: SB/ p WB/ p.8 Teaching aids:

- Objects / pictures: hat, can, fan, van, cap, map

WARM-UP AND REVIEW: Act 1: Bingo:

- Ask Ss to write down the words in Let's Read into random squares

- Call out each word Give mark to first Ss who cover squares across / down

PRESENTATION: Act 1: Review the old words

- Using the pictures/ classroom objects: cat, fat, hat, can, fan, van, cap, lap, map

- Have Ss repeat the words several times Act 2: Present the new sentences:

- Use picture to introduce the sentences:

The fat cat is in the hat.

The can and the fan are on the van. The cap and the map are on my lap.

- Have Ss repeat the words several times PRACTICE:

Act 1: Practice the words:

- Ask Ss to look at the book Play the cassette "Let's Read, Word Families?"

- Listen and practice

Act 2: Practice the sentences in rhythm:

- Play the cassette "Let's Read, can you read?" Ask Ss to listen and practice

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- Ask Ss to work in group of

- Ask each group to memorize and practice the sentences in rhythm

- Call each group perform the sentences Give them good marks if they well

Act 2: Workbook:

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

A Write: Have Ss write the words to the correct blanks

B Circle and write: Circle the right words and write the words in the blanks

UNIT 1: LET'S LISTEN Key language focus:

Vocabulary: (Review the whole unit)

Sentences:

(Review the whole unit)

Resources: SB/ p WB/ p

- Teacher's Cards (TC): 1-8, 33- 38, 133-144 (Book 1)

- A bag

WARM-UP AND REVIEW: Act 1: Let's talk: Silent role plays

- Ask a pair of Ss to silently act out the greeting/ the parting in front of the class

- Have the class guess which is being portrayed and supply the language

- Allow several pairs to this Act 2: Let's Sing: Perform the songs

- Play the music (Let's chant, let's sing/ p 1+2) again - A volunteer group comes in front of the class to perform the song

Act 3: Let's learn + Let's learn some more: Charades

- Place TC in a bag Have one student select a card and demonstrate the animal or the use of the object

- The class must guess the object, using the questions For example, S1 picks up a imaginary crayon and begins drawing Ss: Is that (a crayon)? …

PRESENTATION: Act 1: Open the book to page 9

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pictures

- Have Ss identify all the objects in the pictures PRACTICE:

Act 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answer

T: What's this? / What are these? / What are those? 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: 1A, 2B, 3A, 4B, 5B, 6A, 7A, 8B

PRODUCTION:

Act 1: Ask and answer: Have Ss work impairs to ask and answer about the pictures

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

A Circle: Ss look at the pictures and circle the correct word B Write: Look at the pictures and write the sentences

Speaking Listening

Resources: SB/ p 10

- Name

Dialogue Musical Cards: arrange desks together to make a rectangle, give each student a name card, students will put their name cards on the rectangle desks, they walk around the desks and sing the song "The Hi song" When the teacher says "stop", every student will pick up name card and greet their opposite partner by their name on the card and exchanging: "How are you, _? – Fine, thanks." Continue singing and stop several times

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Vocabulary: Sick

Sentences:

What's the matter? I'm (sick)

That's too bad Get better soon!

Cards Usage tip:

- The term sick is used for illnesses or ailments (colds, stomachaches,

headaches, etc ), but not for broken bones or external injuries

Act 1: Present the first part of the dialogue: - Use puppets to introduce the dialogue:

Hi, John! What's the matter?  I'm sick

- Have Ss repeat the dialogue several times Act 2: Present the complete dialogue:

- Use puppets to introduce the dialogue - Have Ss repeat the dialogue several times - Call some pairs to practice the dialogue Act 3: Write:

- What's the matter? - I'm sick

- That's too bad Get better soon! - Thanks

PRACTICE: Act 1: Listen and point:

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

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

PRODUCTION: Act 1: Role play:

- Ask the Ss to work in pairs

S1: What's the matter? S2: I'm sick S1: That's too bad Get better   soon! S2: Thanks

Week 10 - Period 19

Resources: SB/ p 11 WB/ p 11

WARM-UP AND REVIEW: Act.1: Walk and Talk:

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Speaking Listening Vocabulary: sad

tired hot cold today

Sentences: Are you OK? I am sick today

- Teacher cards (TC): (151-155)

PRESENTATION: Act 1: Introducing the new words

- Introduce the new words by body language: Sick (review), sad, hot, tired, cold, today

- Have Ss repeat the new words several times Act 2: Review the dialogue

- Use puppets to introduce the dialogue - Have Ss repeat the dialogue several times - Call some pairs to practice the dialogue Act 3: Write:

What's the matter? Are you OK? I am sick today

- sad / hot / tired / cold / today PRACTICE: Act 1: Act out the dialogue:

- Have Ss work in pairs

- Practice the dialogue by replacing the new words in SB/p 11

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

Act 1: Charades:

- Let Ss work in groups

- Call a student in each group to come to the board and look at the TC in random and ask him/ her to act out the word by using gestures

- Ask another student in his/her group to answer the word and give mark

- Then it's turn of the second group to fourth group

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UNIT 2:

LET'S SING (CONT.) Lesson 2

Sad, tired, hot, cold Sentences:

(Review) Are you OK?

I am very sick today

- Teacher card (TC): 151-155

WARM-UP AND REVIEW: Charades:

- Let Ss work in groups

- Call a student in each group to come to the board and look at the TC in random and ask him/ her to act out the word by using gestures

- Ask another student in his/her group to answer the word and give mark

- Then it's turn of the second group to fourth group PRESENTATION:

Act 1: Review the dialogue:

- Introduce the characters

- Open the book on page 11, point to characters in the picture

T: What's the matter? Ss: What's the matter?

T: Are you OK? Ss: Are you OK?

T: I'm sick today Ss: I'm sick today.

- Have Ss practice more with other feelings (sad, hot, tired, cold)

Act 2: Introduce the song: - Ask Ss open the book

- Ask Qs about the picture in the book: Who are they? How may people are there?

- Play the tape Ask Ss to listen and point to the characters Act 2: Sing the song without music:

- Sing sentence by sentence Ask Ss to repeat Act 3: Listen and sing along

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Act 1: Sing in groups:

- Ask Ss to sing the song in groups of 5: Lisa, John, Jenny, Scott, Andy

- Call some groups to sing aloud

UNIT 2:

LET'S LEARN Lesson 1

Speaking Vocabulary:

Miss, shopkeeper, a cook, a taxi driver, a nurse, a farmer, a police officer, a student, a teacher Sentences:

Who's (she)?

(She's) (Miss Wilson) (She's) a

(shopkeeper) Is (she) a (shopkeeper)? Yes, (she) is No, (she) isn't

- Teacher cards (TC): 53 -60 (Book 1, Family

members, friend)

- Teacher cards (TC): 156 -163

Re-ordering and singing: Divide the class into groups Give each group cards Ask them to re-order the cards to make the lyric of the song The first to find out the answer go to the board and sing the song and win

PRESENTATION: Act 1: Introduce the nouns of jobs.

- Use the TC 53- 54 to remind Ss by using the old pattern: Who's (he)? – (He's) my father

- Introduce new words, using TC 156 - 159: a cook, a taxi driver, a nurse, a farmer

- Have Ss practice more the new words Act 2: Introduce the new pattern.

- Use TC 53-54 to teach the sentences

T: (point to father): He's a father / T: (point to mother): She's a mother

T: (point to the TC): (He's) a (cook)

- Ask a student to practice the sentences Act 3: Write:

He's a cook She's a nurse

PRACTICE: Act 1: Listen and repeat the words:

- Play the tape and ask Ss to look at the books, listen & point to the right picture

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words

Act 2: Listen and repeat the sentences

- Play the tape and ask Ss to look at the books, listen & point to the right picture

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

- Note: He is = He's / She is = She's

PRODUCTION: Act 1: Show and Tell:

- Point to a TC on the board and ask: Who's he?/ Who's she?

- Get the whole class to answer: He's……/ She's………

UNIT 2:

LET'S LEARN (cont.)

Lesson 2

Speaking Vocabulary: (Review)

Miss, shopkeeper, a cook, a taxi driver, a nurse, a farmer, a police officer, a

members, friend)

- Teacher

Charades: Call a student to come to the board and look at the TC 53- 60 and 156-159 and ask him/ her to act out the picture by using gestures Ask another student in the class to answer the word and give mark

PRESENTATION: Act 1: Introduce the nouns of jobs.

- Use the TC 156-159 to remind Ss by using the old pattern:

Who's (he)? – (He's) my father.

- Introduce new words, using TC 160-163: A shopkeeper, a student, a teacher, a police officer.

- Have Ss practice more the new words Act 2: Introduce the new pattern.

- Use puppets and reality to teach the dialogue

T: (point to S1): Who's (he)? / (He's) (Minh)./ Who's (Minh)? / (He's) a student

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student, a teacher Sentences:

(Review) Who's (she)?

cards (TC): 156

-163 Wilson.) and say: Who's she?/ She's Miss Wilson She's a shopkeeper

- Have Ss repeat the dialogue several times Call some pairs to practice the dialogue

Act 3: Write: Who's (she)?

She's Miss Wilson She's a shopkeeper 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 - Call some pairs to practice the dialogue

PRODUCTION:

Act 1: Show and Tell: Teacher write the name to the TC on the board.

- Point to a TC on the board and ask: Who's (he)? - Get the whole class to answer: (He's) a … …

UNIT 2:

Lesson 3

Let's chant, let's sing/ p 10, Who's she? Teaching aids:

- puppets - CD/ tape

WARM-UP AND REVIEW: Act 1: Writing game

Ask Ss in turn of to come before the class, show the picture and ask: Who's (he)? The Ss must write down the right word Who writes true and faster is the winner He/She will be the caller for the next turn

PRESENTATION:

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- Cassette player

members, friend)

- Let's Chant, Let's sing, p10 (photocopies)

Puppet A:(point to the card 156) Who's (he)? Puppet B: 

(He's) a cook

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

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

Act 2: Present the rhythm:

- Clap the hands to make the question and answer a rhythm

- Play the rhythm (Let's chant, let's sing/ p 10, Who's she?)

- Ask Ss to listen and repeat the question and answer PRACTICE:

Act 1: Practice the rhythm in groups:

- Clap their hands to make the rhythm

- Ask and answer about people in the TC 156-163 Act 2: Practice the rhythm in pairs:

- Divide the photocopies of Let's chant Let's sing, p.10 - Clap their hands to make the rhythm

- In turn, ask and answer about the people in the TC 156-163

PRODUCTION: Act 1: The best musician:

- Ask or volunteers to come before the class - Make the rhythm and the class follow him/ her Act 2: Workbook:

A Write: Look at the pictures and circle the right words

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UNIT 2:

Lesson 4

members, friend)

WARM-UP AND REVIEW: Act 1: Make the rhythm:

- Ask or volunteers to come before the class, make the rhythm: Who's she?

- The class clap their hands and follow him/ her PRESENTATION:

Act 1: Review the question and answer pattern. - Use the puppets to teach the sentences

Puppet A:(point to the card 156) Who's (he)? Puppet B: (He's)  a cook

Act 2: Introduce the question-and-answer pattern: - Use puppets to introduce the new pattern:

Puppet A (point to the picture 156): Is he a cook? – Puppet B: Yes, he is

Puppet A (point to the picture 157): Is he a cook? – Puppet B: No, he isn't

- Have Ss repeat the pattern several times - Call some pairs to practice the pattern

PRACTICE: Act 1: Listen, repeat the pattern:

- Play the tape and ask Ss to listen

- Ask Ss to work in pairs Then in turn, ask and answer about the TC 156-163

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Act 1: Guessing Game:

- Put TC 156-163 in a bag Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who's (he)?

- The student must guess the picture by asking: Is (he) a (Teacher)?

- The 1st student will answer yes or no to the class and the

student has the correct answer will be the next to play the game

UNIT 2:

Lesson 5

(Review)

Let's Chant, Let's sing, p11, Is he a teacher?

(photocopies) Teaching aids:

- puppets - CD/ tape - Cassette player

members, friend)

- Teacher

WARM-UP AND REVIEW: Act 1: Clap the board:

Stick TC 53-60 and 156-163 on the board Call Ss to come to the board Call out picture and the Ss must clap on the right picture Who is right and faster wins and gets a mark

PRESENTATION: Act 1: Review the pattern:

- Use the puppets and TC 156-163 to review the pattern

Puppet A (point to the picture 156): Is he a cook? – Puppet B: Yes, he is

Puppet A (point to the picture 157): Is he a cook? – Puppet B: No, he isn't

- Have Ss ask and answer

Act 2: Present "No, (he) isn't (He's) a (taxi diver)." (Opened part It's optional.)

- Use the puppets and TC 156-163 to review the pattern Puppet A (point to the pic157): Is he a cook? – Puppet B: No, he isn't He's a taxi driver

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Who's (she)?

cards (TC): 156 -163

- Let's chant let's sing, p11, Is he a teacher? (photocopies)

PRACTICE: Act 1: Listen and answer:

- Let Ss listen to the tape "yes or No" Ask them to write down the answer

- Listen again and practice the sentences Act 1: Ask and answer the questions:

- Have Ss work in pair to ask and answer the right jobs of each "NO"- answer in part "Yes or No?" using the answer: No, (he) isn't (He's) a (cook)

- Call some pair to practice PRODUCTION: Act 1: Practice the rhythm:

- Divide the photocopies of Let's Chant, Let's sing, p11, Is he a teacher?

- Listen and clap their hands to make the rhythm Act 2: The best musician:

- Ask 1-2 Ss to come before the class, clap their hands to make the rhythm

Act 2: Workbook: Ss get ready to finish the exercises at school or at home

UNIT 3:

Lesson 1

Learning new word in terms of plural

Teaching aids: - puppets - CD/ tape - Cassette

Act 1: Rhythm: Play the music (Let's chant, let's sing, p.11) Ask Ss to listen to the music and repeat the chant

Act 2: Review the old sentences in Unit 1: (TC 156-163) Who's (he)? Ss: (He's) (a cook).

PRESENTATION:

Act 1: Introduce the plural forms of the words.

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nouns Listening Speaking Vocabulary:

Teachers, students, shopkeepers, nurses, cooks

Sentences: Who are they?

They're Mr and Mrs (Long)

They're teachers Are they (teachers) ? Yes, they are

No, they aren't

player

- Teacher cards (TC): 156-171

Cultural tip:

In general, the words

Mr., Mrs., Miss., and

Ms., precede family names, not given names: Mrs Long, but

Mari Mrs indicates a married woman, and

Miss indicates a single woman Ms Precedes a woman's surname without specifying her marital status, but is used less frequently

Mr precedes a man's surname and is also non-specific of marital status

- Do the same with shopkeeper(s), using TC 156, 164 - Stick TC 156, 162 and 164, 170 on the board

- Ask Ss to write the words in their notebooks and practice speaking the words

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

Puppet A: (point to Ss) Who are they?Puppet B: They're

Ba&An They're students

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

Act 3: Write:

Who are they? – They are Mr and Mrs Long They're teachers. Shopkeeper(s), nurse(s), student(s), teacher(s).

PRACTICE: Act 1: Listen and repeat.

- Play the tape and ask Ss to look at the books, listen and repeat the words

- 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: They are = They're

- Point to a TC on the board and ask: Who's (he)? Who are they?

Get the whole class to answer: (He's)……/ They're………

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UNIT 2:

(cont.) Lesson 2

nouns Listening Speaking Vocabulary: (review)

Sentences: (review) Who are they?

No, they aren't

Cultural tip:

WARM-UP AND REVIEW: Review the numbers from 1- 10.

Find your partner: give each student a card (2 Ss have the cards related to each other), students will walk and find their partner which has the same card E.g.: cook and cooks

PRESENTATION: Act 1: Review the pattern:

- Use the puppets and TC 156-163 to review the pattern Puppet A (point to the picture 156): who's (he)? – Puppet B: (He's) a shopkeeper

Puppet A (point to the picture 164): Who are they? – Puppet B: They're shopkeepers

- Do the same with other pictures, singular or plural

- Divide the class into teams, in turn, repeat the question and the answer

Act 2: Introduce the new words :

- Use the puppets and TC 156-163 to review the pattern Puppet A (point to the picture 157): who's (he)? – Puppet B: (He's) a taxi driver

Puppet A (point to the picture 165): Who are they? – Puppet B: They're taxi drivers

- Do the same with other pictures, singular or plural Practice in team

Act 3: Write:

Who are they ? – They taxi drivers/ taxi driver(s), farmer(s), cook(s), police officer(s)

PRACTICE: Act 1: Practice the pattern:

- Play the tape and Ask Ss to listen and practice Act 2: Practice without tape:

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PRODUCTION: Act 1: Charades

- Call a student to come to the board and look at the TC 53- 60 and 156-159

- Divide Ss into groups and each group has representative

- ask him/ her to act out the picture by using gestures - Ask another student in the class to answer the word and give mark

UNIT 2:

nouns Listening Speaking Vocabulary: (review)

Sentences:

Act 1: Clap the board: Stick TC 56-171 on the board Call Ss to come to the board Call out picture and the Ss must clap on the right picture Who is right and faster is the winner

PRESENTATION:

Puppet A: (point to the card 156) Who's (he)? Puppet B: (He's) a

shopkeeper

Puppet A: (point to the card 164) Who are they? Puppet B: 

They're shopkeepers

Act 2: Introduce the question-and-answer pattern: - Use puppets to introduce the new pattern:

Puppet A (point to the picture 168): Are they cooks? – Puppet B: Yes, they are

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(review) Who are they?

No, they aren't

- Have Ss repeat the pattern several times Call some pairs to practice it

Act 3: Write: Are they cooks? – Puppet B: Yes, they are / No, they aren't

- Note: are not = aren't.

PRACTICE: Act 1: Listen, repeat the pattern:

- Play the tape and ask Ss to listen Then repeat the words Act 2: Ask and answer:

- Ask Ss to work in pairs Then in turn, ask and answer about the TC 164-171

S1: Are they teachers? S2: Yes, they are Or – No, No, they 

aren't

PRODUCTION: Act 1: Guessing Game:

Put TC 164-171 in a bag Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who are they? The other students must guess the picture by asking: Are they (Teachers)? The 1st student will answer yes or no to the class and the

student has the correct answer will be the next to play the game

UNIT 2:

Teaching aids: - puppets - CD/ tape

Act 1: Bingo: Choose and stick TC 156-171 on the board Ask Ss to write down the words Call out in term each picture Give mark to first Students who are bingo

PRESENTATION: Act 1: Review the pattern:

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nouns Listening Speaking Vocabulary: (review) teachers students shopkeepers nurses

cooks

Sentences: (review) Who are they?

No, they aren't

- Cassette player

- Teacher cards (TC) : 156-171 Cultural tip:

Puppet A (point to the picture 168): Are they cooks? – Puppet B: Yes, they are

Puppet A (point to the picture 169): Are they cooks? – Puppet B: No, they aren't.

Act 2: Present "No, they aren't They're (taxi divers)." (Opened part It's optional.)

- Use the puppets and TC 164-171 to introduce the pattern

A (point to the picture 171): Are they cooks? B: No, they

aren't They're teachers

- Have Ss repeat the pattern many times Call some pairs to practice the pattern

PRACTICE: Act 1: Listen and answer:

- Let's Ss listen to the tape "yes or No" Ask them to write down the answer

- Listen again and practice the sentences Act 1: Ask and answer the questions:

- Have Ss work in pair to ask and answer the right jobs of each "NO"- answer in part "Yes or No?" using the answer: No, they aren't They're (cooks)

- Call some pair to practice PRODUCTION: Act 1: Asking personal information

- Ask Ss to work in pairs to exchange the family's information about the jobs

- Call some pairs to speak out

Act 2: Workbook: Ss get ready to finish the exercises at school ( or at home with weak Ss)

A: Write: write down the right words

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the right pictures using the colorful crayons Then write the right sentences

UNIT 2: LET'S READ Lesson 1

Vocabulary: bed, Ted, red, hen, pen, ten, net, pet, wet

Sentences:

Ted is in the red bed The ten pens are by the hen

The wet pet is in the net

- Classroom objects

- Pictures : hen, net, pet, bed, Ted

Pronunciation tip: The English /r/ sound is difficult Ask the students to watch your lips as you pronounce / r/ Show them how to move their lips forward as if to kiss, and to open their mouths slightly to make an / r/ sound Tell the students that

/r/ is the sound of a lion roaring Make an

WARM-UP AND REVIEW: Writing game

Ask Ss in turn of to come before the class, show the picture and ask: Who's (he)? The Ss must write down the right word Who writes true and faster is the winner He/She will be the caller for the next turn

PRESENTATION: Act 1: Introduce the new words:

- Use classroom objects and pictures to introduce the new words:

Bed, red, Ted, hen, pen, ten, net, pet, wet

- Have Ss repeat the new words several times Act 2: Write:

Bed, red, Ted, hen, pen, ten, net, pet, wet PRACTICE: Act 1: Listen, point and repeat

- Play the tape

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

- Let Ss to listen again and repeat

Act 2: Give the commands and the action:

- Let each team listen to the cassette & repeat Change their column & practice

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exaggerated /r/

sound, and point your lips slightly forward Have the students practice / r/ by roaring like lions

Act 1: Clap the board:

Write the words in random on the board Call Ss to come to the board Call out picture and the Ss must clap on the right picture Who is right and faster is winner and gets a mark

Act 2: Simon says:

- Call out a word and ask Ss in the group which have that word to stand up Then sit down

- Which group has the least bad mark is the winner

UNIT 2:

LET'S READ (cont.) Lesson 2

Vocabulary: (review)

Bed, Ted, red, hen, pen, ten, net, pet, wet

Sentences: (review)

Ted is in the red bed

- Classroom objects

- Pictures : hen, net, pet, bed, Ted

Pronunciation tip: The English /r/ sound is difficult Ask the students to watch your lips as you pronounce / r/ Show them how to move

WARM-UP AND REVIEW: Bingo:

Ask Ss to write down the words in Let's Read into random cells Call out in term each word Give mark to first Students who are bingo

PRESENTATION: Act 1: review the old words

- Using the pictures/classroom objects: bed, red, Ted, hen, pen, ten, net, pet, wet

- Have Ss repeat the words several times Act 2: Present the new sentences:

- Use picture to introduce the sentences:

The Ted is in the red bed / The ten pens are by the hen / The wet pet is in the net

- Have Ss repeat the words several times Act : Write:

The Ted is in the red bed The ten pens are by the hen

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The ten pens are by the hen

The wet pet is in the net

their lips forward as if to kiss, and to open their mouths slightly to make an / r/ sound Tell the students that

/r/ is the sound of a lion roaring Make an exaggerated /r/

sound, and point your lips slightly forward Have the students practice / r/ by roaring like lions

PRACTICE: Act 1: practice the words:

- Ask Ss to look at the book Play the cassette "Let's Read, Word Families?"

- Listen and practice Act 2: Practice the sentences:

- Play the cassette "Let's Read, can you read?" Listen and practice

PRODUCTION: Act 1: Making more sentences

- ask Ss to work in group of

- Ask each group think out more meaningful sentences using the words above

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

A Connect: Have Ss connect the pictures to right letters

B: Circle and write: Circle the right words and Write the words in the blank

Vocabulary:

Teaching aids: - CD/ tape

- Cassette player - Teacher's Cards

(TC): 151-171 - Magnet

Act 1: Let's talk and Let's Sing: Interesting speaking!

- Divide the cards to the Ss in random Play the music and ask Ss to pass the card to their right next friend Then stop the music The st who has the cards to speak

- Then continue the music and then stop and practice

C1:What's the matter? C2:Are you OK? C3: I'm (sick) today C4:That's too bad C5:Get better soon!

Act 2: Let's learn and Let's Learn Some More: Writing race! - Divide Class into to groups Ask Student in each group to

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Sentences:

- Sticker

- Word cards (C) S1: Who's (he)?/ Who are they? jobs that their partner said S2: (He's) (a cook)/ They're

(cooks).

Act 3: Let's Read: Make a quick drill Give words and ask Ss to say the right sentence

PRESENTATION: Act 1: How to a listening task:

- Stick TC 156 and 157 on the board, write letters A, B and circle them

- Ask S1 to go to the board and the same PRACTICE:

Act 1: Look and answer:

T: Who's (he))? Who are they? How many cooks are there?

Act 2: Listen and circle:

- Play the tape again and check the answers: 1B, 2A, 3A, 4A, 5A, 6A, 7A, 8A

PRODUCTION:

Act 1: Ask and answer: PW: ask and answer about the pictures 1-

Act 2: Work book: Have Ss get ready to finish the exercises A Circle: Ss look at the pictures and circle the suitable word B Check: Ss tick the correct answer

C Check and write: Look at the pictures, check the right word and fill in the blanks

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UNIT - 2: LET'S REVIEW Lesson 1

Vocabulary:

(Review the whole units)

Sentences:

Resources: SB/ p 18-19 WB/ p 18-19 Teaching aids:

- Teacher's Cards (TC): 151- 171 - Magnet

- Sticker - Classroom objects

Act 1: Songs: Divide the class into groups Each group sings song Change the song

The Hi song / The Goodbye song / What' the matter?

Act 2: Vocabulary: Clap the board:

Choose some words to write on the board Call Ss, and call out the word Ss must go and clap the word Who is faster and clap true will be the next term of calling word

Act 3: Structures:

Make word cards of all vocabulary and put them in a box Ask Ss to pick up cards and make or conversations which is/ are suitable with the words in the cards

Act 4: Reading:

Divide the class into groups of Give each group an envelop with the word cards for one of the sentences from and 2, Let's Read Have the Ss arrange the words in the correct order to form sentences

PRACTICE: Act 1: play a game:

- Have the class review the vocabulary by pointing to the picture cues and identifying them

- Ask Ss work in groups of -5 Have the players use individual markers (coin, rings,…) to move on the board Give each pair a die

- Let them play in minutes He who comes to the end or goes near the end wins the game

Act 2: Answer the question:

- Read question numbers Have the class point to the words as they listen Read the questions below the pictures Have Ss look at the pictures and answer the question by checking the answers

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Act 1: Ask and answer: PW: ask and answer about the pictures 1-10 in "play a game",

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

A, Write Ss look at the pictures and write the suitable word in the crosswords

UNIT 1- 2: LET'S REVIEW (cont.)

Lesson 2

Vocabulary:

Sentences:

Resources: SB/ p 18-19 WB/ p 18-19 Teaching aids:

- Teacher's Cards (TC): 151-171

- Magnet - Sticker -

Classroom objects

WARM-UP AND REVIEW: Act 1: Songs:

Divide the class into groups Let each group sing songs: The Hi song / The Goodbye song / the What' the matter? Song Change the song by the group

Act 2: Vocabulary: writing :

Give or ask Ss to take out a piece of paper Teacher reads 10-15 words The Ss must write down the right words When finishing, T collects the pieces of paper and gives marks

Act 3: Structures:

Make word cards of sentences of all dialogues and put them in a box Ask Ss to pick up cards and rearrange the sentences to makes conversations

PRACTICE: Act 1: Say and act.

- Have Ss look at the conversations with the blanks - Ss fill the blanks

- Ss work in pairs to practice the conversation - Call some pair to act out

Act 2: How to a listening task:

- Draw pictures of a desk and a chair on the board, write letters A, B and circle them

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Act.3: Listen carefully:

- Listen again to check the answer: 1A, A Act 4: Listen and read, Circle the words:

- Play the tape and ask Ss to listen and circle the words - Play the tape again and check the answers: This, It, 3Those, They

PRODUCTION:

Act 1: Work book: Have Ss get ready to finish the exercises at school (or at home)

C: Write: Ss look at the pictures and write the sentences D: Write: Look at the pictures, fill in the blanks

Week 18- Period 35

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Speaking Listening Vocabulary: address , street Sentences: Where you live?

I live in (Hillsdale)

player - A library

card - Index

cards - sub-

boards

Have students (Ss) stand up and count off, sitting down after they have said their number Have them stand again and count off backward starting with the highest number they counted to

PRESENTATION: Act 1: Introduce the new vocabulary.

- Use sub-board 1( Draw a simple house and street )

- Draw an exaggerated street sign on the street that says North, and an exaggerated number 16 on the front door of the house

- Point to the number and then to the street name and say address.

Have the class repeat Act 2: Present the dialogue :

- Use sub-board2 (Draw several more houses, above the drawing write Hillsdale) Then point to the board and say, Hillsdale

- Use puppets to model the first part of the dialogue

Puppet A : Where you live?  Puppet B : I live in Hillsdale.

(47)

What's your address?

It's (16 North street)

Puppet A : What's your address?  Puppet B : It's 16 North street.

Act 3: Write:

- address, street

- Where you live? I live in Hillsdale - What's your address? It's 16 North street

- Play the tape

- Ask Ss to look at the book and point to the characters Act 2: Listen and repeat:

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

Role play (pair work) : applying for a blank library card (using the first and the second of the dialogue)

- S1: Librarian  S2: Student

UNIT 3:

LET'S TALK (cont.) Lesson 2

Speaking Listening Vocabulary: (Review)

address , street

- Toy (or picture of ) telephone - Form for

Back-to-Back Numbers: (pair work) review the numbers 1-10 through pair dictation

PRESENTATION: Act 1: Present the rest of the dialogue:

- Use puppets to model the third part of the dialogue

Puppet A : What's your telephone number?  Puppet B :

It's 798-2043.

- Use puppets to model the last part of the dialogue Puppet A : Here you are.  Puppet B : Thank you.

(48)

- Where you live? I live in (Hillsdale) - What's your

address?

Vocabulary: telephone Sentences: What's your

telephone number? It's ( 798-2043) Here your card

class directory or telephone tree

- A real library card

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

- Practice the dialogue in SB/p 20

Act 1: Role play ( pair work ) : applying for a blank library card (The completed dialogue)

- S1 : Librarian - S2 : Student Act 2: Work book Write

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

- Have Ss read the library cards of Kate and Andy

- Have them complete the sentences using the information on Kate's and Andy's library cards

Singing Listening

Role play: Ask Ss to come before the class and act out the dialogue on the page 20

PRESENTATION: Act 1: Introduce the vocabulary

(49)

Vocabulary: (Review)

address , street , telephone

Vocabulary: his , her Sentences: (Review)

- Where you live? I live in (Hillsdale) - What's your

address?

- What's your telephone number? It's ( 798-2043) Here your card Sentences: That's (my)

telephone number

player book

( point to girl's book and then to girl ) : That's her book ( point to boy's book and then to boy ) : That's his book Act 2: Present the new pattern

- Draw a telephone Below the phone, write 123-4456 - Use puppets to introduce the pattern

Puppet A : What's your telephone number? Puppet A :  It's 123-4456

T: ( point to yourself) That's my telephone number.

Act 2: Introduce the song: - Ask Ss open the book

- Ask questions about the picture in the book PRACTICE:

Act 1: Listen and read: - Play the tape

- Ask Ss to listen and read 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:

Sing in groups:

Ask Ss to sing the song in big groups:

G1: What's your telephone number? G2: It's 123-4456. That's my telephone number.

UNIT 3:

LET'S SING (Cont.) Lesson 2

(50)

Singing Listening Reading Writing

telephone number, my, his, her

Sentences: (Review) - What's your telephone number? 798-2043

That's my

telephone number Sentences:

- What's his / her telephone number? (798-2043.)

That's his / her telephone number

Let's chant, let's sing/ p 12

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

The Telephone Number Song 123-4456

2 What's your telephone number?

3 That's my telephone number

4 That's her telephone number

5 242-4668

6 What's his telephone number?

7 655-4321

8 What's her telephone number?

9 That's his telephone number

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

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/ p 12) - 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/ p 12) again - Ask Ss to listen to the music and sing the song in big groups

PRODUCTION: Act 1: Perform the song:

- Play the music (Let's chant, let's sing/ p 12) again

(51)

song

UNIT 3: LET'S LEARN Lesson 1

Speaking Vocabulary: house, bedroom, kitchen, dining room, living room,

bathroom Sentences: This is my house This is the

(bedroom)

- Teacher and Student Cards (TC&SC) : 172-176 ( room) - Student Cards 53-59 ( Book1, family member)

Cultural tip

In a two-story house, the dining room and living room are

usually on the first or main floor, near the kitchen The

bedroom(s) and the bathroom(s) are

WARM-UP AND REVIEW: Act 1: Singing:

- Play the music (Let's chant, let's sing/ p 12) - Ask Ss to listen to the music and sing the song Act 2: Review the old sentences in Unit 1 each S

- Distribute multiple sets of SC 53-59 so that each S has one card Each S introduces the family member to his or her partners

S1 : This is my ( mother )  S2 : Nice to meet you  S3 : Nice to

meet you, too.

PRESENTATION: Act 1: Introduce the new vocabulary.

- Use TC 172-176 to introduce the names of rooms Act 2: Introduce the structure.

- Place TC 175 ( bedroom) on marker rail and model the structure

T : This is the bedroom.

- Have Ss repeat several times in chorus

- Repeat this procedure for the remaining rooms PRACTICE:

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

- Play the tape again and ask Ss to listen and repeat the new vocabulary

Act 2: Practice the structure:

(52)

usually upstairs - Ss work in pair, point to the picture and introduce the house

- Point to a TC on the board and say: This is my house This is the …

Act 2: Drawing:

- Ask Ss draw their dream house and Ss will introduce it to their friends

This is my house This is the …

UNIT 3:

Lesson 2

Listening Speaking Reading

house, bedroom, kitchen, dining room, living room,

bathroom Vocabulary:

- Teacher and Student Cards (TC&SC) : 172-176 ( room) - Teacher and Student Cards (TC&SC) : 177-186 ( household objects )

Act 1: Show and tell: Stick TC 172-176 on the board Have Ss to introduce the pictures

PRESENTATION: Act 1: Introduce the new vocabulary.

- Use TC 177-186 to introduce household objects Then stick them on the board

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

Act 2: Introduce the structure

- Stick TC 172-176 on the board And place TC 177-186 on the board in the appropriate "rooms"

- Use the puppets to model the Wh-question-and-answer

pattern

Puppet A: Where's the bed?  Puppet B: It's in the

bedroom.

(53)

bed, bathtub, sofa, stove, lamp, sink, toilet, TV,

refrigerator, telephone Sentences: (Review)

This is my house This is the

(bedroom) Sentences:

Where's the (bed)? It's in the (bedroom)

Then change the role

PRACTICE: Act 1: Listen, repeat and point:

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

- Ask Ss to work in pairs Then in turn, ask and answer about the objects

S1:(point to a bathtub in the book): Where's the bathtub?  S2: It's in the bathroom

- Divide the class into big teams - Play the tape

- Ask Ss to listen and repeat the questions (Team A) and the answers (Team B)

PRODUCTION:

The Topsy-Turvy House: Keep TC 177-186 in the house drawing on the board

- Ask Ss to move the SC so that they are in the wrong "rooms": the bathtub in the bathroom, the stove in the bathroom, etc

- Conduct a quick Chain Drill: S1: Where's the (bed)?S2:

It's in the (bedroom).

UNIT 3:

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

- Use TC 177-186

(54)

Lesson 3

- house, bedroom, kitchen, dining room, living room,

bathroom

- bed, bathtub, sofa, stove, lamp, sink, toilet, TV,

refrigerator, telephone Sentences: (Review)

- This is my house This is the

(bedroom)

- Where's the (bed)? It's in the

(bedroom) Sentences:

Is the (lamp) in the (bedroom)?

Yes, it is

ask: Where's the lamp?

- The whole class answers

PRESENTATION:

Puppet A:(point to the card 177) Where's the bed?  Puppet

B: It's in the bedroom.

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

Act 2: Present the Yes/No question-and-answer pattern. - Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others not

- Use the puppets to model the pattern

Puppet A: Is the bathtub in the bathroom?  Puppet B :

No, it isn't.

Puppet A: Is the bathtub in the bedroom?  Puppet B :

Yes, it is.

PRACTICE: Act 1: Listen, repeat and point:

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

- Ask Ss to work in pairs Then in turn, ask and answer about the objects

S1 :(point to a bathtub in the book): Is the bathtub in the bedroom?

S2 : No, it isn't.

(55)

No, it isn't Act 1: The best musician:

- Ask or Ss to come before the class Make the rhythm & the class follows

Work in team.( Where's the bed? / Let's chant, Let's sing/ p.13 )

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

UNIT 3:

Lesson 4

- house, bedroom, kitchen, dining room, living room,

bathroom

- bed, bathtub, sofa, stove, lamp, sink, toilet, TV,

refrigerator, telephone

Resources: SB/ p 23 WB/p 23

WARM-UP AND REVIEW: Act 1: Make the rhythm:

- Ask or volunteers to come before the class, make the rhythm:

Where's the bed?  It's in the bedroom

Is this a bedroom?  Yes, it is.

- The class clap their hands and follow him/ her PRESENTATION:

Act 1: Review the sentences:

- Use the puppets to review the sentences

Puppet A:(point to the card 177) Where's the bed? Puppet

B: It's in the bedroom.

Act 2: Review the Yes/No question-and-answer pattern. - Use the puppets to review the pattern

Puppet A: Is the bathtub in the bathroom?  Puppet B :

No, it isn't.

Puppet A: Is the bathtub in the bedroom?  Puppet B :

Yes, it is.

PRACTICE: Act 1: Say these:

(56)

- This is my house This is the

(bedroom)

- Where's the (bed)? It's in the

(bedroom)

- Is the (lamp) in the (bedroom)?

Yes, it is No, it isn't

the objects & say Act 2: Ask and answer:

- Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others not

- Ss work in pair and the task S1 : Ask  S2 :

Answer

PRODUCTION: Act 1: Draw and Tell: (pair work)

- Tell each student to draw a simple plan of the Topsy-Turvy House

- The partner describe his/ her house to the other partner, who then draws that house plan on a blank piece of paper as he/ she listens

- They check the drawing together and then change roles Act 2: Workbook: Have Ss get ready to finish the exercises at school or at home

UNIT 3:

Lesson 1

Singing Listening Speaking Vocabulary:

- Teacher and Student Cards (TC&SC) :

WARM-UP AND REVIEW: Act 1: Walk and Talk: (PW)

- Have Ss place TC 172-186 in various location around the room

- Ss walk around the room and ask each other :

What's this? / What's that?

S1: What's this?  S2: It's a sink

S1: Where's the sink?  S2: It's in the kitchen What's that?

S1: It's a toilet , etc.

Act 2: Review the prepositions in, on, under and by - Point to the objects as you review the prepositions - Have the class repeat

(57)

next to, in front of, behind

Sentences:

There is a (lamp next to the sofa)

172-189 ( room, household objects ) -

Classroom real objects

PRESENTATION: Act 1: Introduce the prepositions:

- Use a bag and a book to introduce next to.

- Point to the two objects to show the spatial relationship as you make the statement emphasizing the preposition

T: The book is next to the bag.

- Place the objects in the appropriate positions to introduce

in front of and behind

- Have the class repeat several times PRACTICE:

- Have Ss repeat the words

- Ask Ss to open the book, look at the pictures and describe

Act 2: Substitution Drill:

- Arrange other classroom objects to cue Ss PRODUCTION:

Act 1: Walk and Talk: Have Ss go around the classroom and describe the objects

UNIT 3:

LET'S LEARN SOME MORE (Cont.)

Lesson 2

Key language

WARM-UP AND REVIEW: Act 1: Look and Describe

- Show TC 172-189 Have Ss describe the objects in the pictures

(58)

focus: Singing Listening Speaking Vocabulary: (Review)

Sentences:

- Teacher and Student Cards (TC&SC) : 172-189 ( room, household objects ) -

- Point to the bag and the book as you model the singular structure

T: There's a book next to the bag.

- Have Ss repeat several times in chorus

- Leave the bag on the table Place a notebook in front of the bag

T: There's a notebook in front of the book.

- Call on individual Ss to repeat the sentence

PRACTICE: Act 1: Write:

- Write the paradigm on the board

- Write the explanation of the contraction on the board:

There is = There's

- Play the tape and ask Ss to look at the books, listen - Read aloud several times and have Ss repeat

- Play the tape again and have Ss point to the pictures on page 24 as they listen

PRODUCTION: Act 1: The best musician:

- Ask or volunteers to make the rhythm and the class follow him/ her

- Work in team.( Where's the bed? / Let's chant, Let's sing/ p.14 )

Act 2: Substitution Drill:

- Give each student volunteer a marker and one other object

- Have the volunteers arrange their markers and objects on the table to illustrate either next to, in front of, or behind.

- Then point to each set of objects and have the class make the statements

(59)

front of the ( cassette ).

UNIT 3:

Lesson 3

Sentences: There are (lamps behind the sofa)

WB/ pp 24- 25

player

- Classroom real objects

- Teacher and Student Cards (TC&SC) : 172-189 ( room, household objects )

WARM-UP AND REVIEW: Act 1: Game: The best band:

- Divide Ss into groups (bands) and each group has solo singers

- Play the music (Let's chant, let's sing/ p 14) and have Ss perform the song

PRESENTATION:

Act 1: Review the sentences: There is a (lamp next to the sofa ).

- Use the puppets to review the sentences

Puppet A: There's a sink next to the stove Puppet B: There's a

chair behind the table.

- Have Ss repeat

Act 1: Introduce the sentence: There are (lamps behind the sofa).

- Keep the bag on the table and place two books next to it - Model the plural structure Have the class repeat

Act 2: Practice both structures: ( GW )

- Have Ss take out of their book bags and place them on the table

S1 : There's an eraser on the desk.

(60)

S2 : There are two pencils next to the eraser.

- Encourage Ss to also use in, on, under, and by in their sentences

PRODUCTION: Act 1: Walk and talk:

- Ask Ss to cover their eyes Change the location of various objects

- Have Ss walk around in pairs They must describe the new location of object to each other

S1: There's a lamp by the window S2: There are two chairs behind the desks.

UNIT 3:

Lesson 4

Sentences:

-

- Teacher and Student Cards (TC&SC) : 172-189 ( room, household objects )

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

There is a (lamp next to the sofa ). There are (lamps behind the sofa).

- Use pictures to ask Ss to the task PRESENTATION:

Act 1: Present the singular Yes/ No question-and-answer pattern.

- Put one book and one bag on the table

- Model the singular Yes/No question-and-answer pattern T : Is there a ruler next to the bag?  Ss : No, there

isn't.

T : Is there a book next to the bag?  Ss : Yes, there

is.

- Have Ss repeat

- Continue with question about other classroom objects T : Is there a chair in front of the table?  Ss : Yes,

(61)

(Review)

- There is a (lamp next to the sofa) - There are (lamps behind the sofa) Sentences:

Is there a lamp on the table?

Yes, there is No, there isn't Are there any cats next to the chair? Yes, there are No, there aren't

Act 2: Present the plural Yes/ No question-and-answer pattern.

- Use two books and one bag to model the plural question-and-answer pattern

T : Are there any rulers next to the bag?  Ss : No,

there aren't.

T : Are there any books next to the bag? Ss : Yes,

there are.

- Have Ss repeat

Act 2: Ask and Answer

- Have Ss take turn asking questions about the location of objects on the desk

PRODUCTION: Guessing Game: ( PW)

- S1: Draw a picture (e.g a cat) in one of the rooms Don't show a picture

Ask S2 : Where is the cat?

- S2: Guess by asking e.g Is it in the bedroom?

- When S2 guesses correctly, turn S1's paper around the class

UNIT 3: LET'S READ Lesson 1

Resources: SB/ p 26 WB/ pp 26

- Write a sentence from page 16 of the SB on the board, but leave one word out of the sentence Ask Ss to insert the word E.g Ted is in the red bed

(62)

Vocabulary:

fin, pin, thin, hit, sit, big, fig, twig

Sentences: Unit Review

Teaching aids: - CD/ tape - cassette player

- classroom objects - realia - magazine pictures

- teacher-made word cards

Pronunciation tip : For the /th/ sound, point to your tongue between your teeth Pronounce thin, this, these, three. Have the Ss slightly bite their tongues when they repeat these words

PRESENTATION: Act 1: Introduce the new vocabulary.

- Use realia, magazine pictures to introduce the new vocabulary

- Hold up objects or pictures, say the word twice, and have Ss repeat

Act 2: Introduce the –in word family. - Write in on the board

- Read the _in combination aloud as you draw your finger under both letters

- Write f next to the _in combination (fin)

- Beneath fin on the board, again write _ in Write p next to the _in combination (pin) Do the same with thin

Act 2: Introduce the –it and – ig word families.

- Follow the procedures in Act to introduce the –it and – ig word families

PRACTICE: Act 1: Listen and repeat

- Play the tape Ask Ss to look at the book, listen & point to the suitable pictures

- Get Ss to listen again and repeat Act 2: Listen and point

- Have Ss work in pairs S1 says the words in random order, S2 listens &points

- Reserve roles Act 3: Repetition Drill:

- Erase the board and ask Ss to close their book

- Use teacher-made word cards, drill all the words with –in, -ig, -it & their families

PRODUCTION: Word Families Race: (GW)

- Use a set of alphabet cards and several word family cards from Unit1-3

(63)

end of three minutes each team reads aloud the words they mad The team with the most correct words wins

UNIT 3:

LET'S READ (Cont.) Lesson 2

fin, pin, thin, hit, sit, big, fig, twig

Sentences: Unit Review

Resources: SB/ p 26 WB/ p 26 Teaching aids:

- puppets - CD/ tape

- cassette player - classroom

objects - realia - magazine

pictures

- teacher-made word cards

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

- Use the pictures or magazine pictures to review learned words

PRESENTATION: Act 1: Can you read?

- Ask questions about the pictures at the bottom of the page 26

- Use learned language and elicit the vocabulary as answer

T: What's this? Ss : It's a pin.

T: Where is the pin?  Ss : The pin is in the thin

pin.

- Use similar questions for the remaining pictures PRACTICE:

Act 1: Listen and Read:

- Play the tape Ask Ss to listen and read along - Have Ss practice reading the sentences in pairs Act 2: Say and Point:

- Ask Ss to remember all the sentences

- Have Ss point to the right picture when Ss say PRODUCTION:

Act 1: Original Sentences:

- Divide the class into small groups

- Each group uses a full set of word cards from Unit1-3 to create original sentences

(64)

A Write : Have Ss write the words of the same word family B Circle and write :

- Have Ss look at the picture and read sentence

- Have Ss circle the correct word above the sentence and write the word in the blank to complete the sentence

Sentences:

- Teacher Cards (TC): 172-189

- Magnet

WARM-UP AND REVIEW: Act 1: Let's talk: Dialogue Musical Chairs

- Play this game with "The Telephone Number Song" Act 2: Let's learn:

- Have Ss write Yes on one side of a piece of paper and No

on the other

- Display TC 172-176 on the rail

- Ask Yes/No questions about location of furnishings in the room

In the bathroom, is the sink next to the bathtub?

- The Ss must display their Yes/No answers in response to each question

Act 3: Let's learn some more: Follow Directions

- Have the Ss place a pencil, pencil case, eraser, book, & crayons on their desk

- T also has the same objects on T's desk

- Instruct the Ss how to place the objects in relation to each other

T: Put the pencil in front… Put the pencil case behind it, etc…

(65)

Act 1: Look and Say:

- Ask Ss to look at the pictures in the book

- Have Ss identify all the rooms and objects in the pictures Act 2: Listen and circle:

- Play the tape again and check the answers: 1A, 2A, 3A, 4B, 5A, 6B, 7A, 8B

PRODUCTION: Act 1: Ask and answer:

- Have Ss listen and write the numbers they hear in the story Read the following:

T: This is Ted He is ten years old He lives in Hillsdale He lives at 17 North Street

He is a student His telephone number is 644-3351.

- Read it & pause between the sentences so the Ss can write down the numbers

- After reading the story twice, allow the Ss to compare their answers in pairs

- Read the story once more Tell the Ss to recheck their answers

UNIT 4: LET’S TALK Lesson 1

Speaking Listening

player/CD

Act Review Wh-question from Let’s Talk Unit 3:

- What’s your telephone number? - What’s your address? -

Where you live?

- Have Ss work in pairs to ask and answer their partners these questions

Act 2: Review prepositions : under, in, on, behind, next to, in front of

(66)

Vocabulary: find

Sentences: What’s wrong?

I can’t find my book

Is it in your bed room?

I don’t know.

Oh, here it is It’s under my bed.

- Classroom objects

PRESENTATION:

Act 1: Present the first part of the dialogue: - Model the dialogue with students

What’s wrong? I can’t find my book

- Have Ss to repeat the first part several times - Call some pairs to practise the dialogue

Act 2: Present the complete dialogue:

- Use puppets to introduce the complete dialogue - Have Ss repeat the dialogue several times

- Have Ss work in pairs and call some pairs to act out the dialogue

- Have Ss write down on their notebooks. *Note :cannot =can’t

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

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

Act 1: Role play the complete dialogue: - Divide the class into groups

G1: What’s wrong?  G2: I can’t find my book.

G1: Is it in your bedroom  G2: I don’t know Oh, here it is It’s

under my bed Thanks Mom!

UNIT 4:

LET’S TALK (cont.) Lesson 2

(67)

Speaking Listening Vocabulary: (Review) find

Sentences: (Review) What’s wrong?

I can’t find my book

Is it in your bed room?

I don’t know.

Oh, here it is It’s under my bed

player

- Teacher and Student Cards (SC):1-

- Teacher Cards (TC):172,175,1 77 and 181

Act 1: Present the complete dialogue again:

- Use puppets to introduce the dialogue Have Ss repeat the dialogue several times

- Play the tape again and stop by sentence Ask Ss to repeat Act 2: Act out the dialogue:

- Have Ss work in pairs

- Practice the dialogue in SB/ p 28

Act 1: Pick and Speak:

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

- Hold up individual TC1- and ask Ss to act out the first part with them

T: What’s wrong? S: I can’t find my (pencil).

- Hold up TC 172 (living room), 175 (bedroom), 177 (bed) and 181 (sofa) to cue these answer for the rest part of the

dialogue

T: Is it in the (living room)? S: I don’t know (pause)

Oh, here it is It’s under my bed.

Thanks ……….!

- Ask the whole class to speak in chorus the complete dialogue - Then it’s turn of other students to act the complete dialogue

out

Act 2: Work book

A Trace and write:

(68)

UNIT 4: LET’S SING Lesson 1

Hear, reach, find, see, the bookshelf Sentences: (Review)

I/He can’t find my/his book

Teaching aids: - CD/ tape - Cassette

player

- Teacher Cards (TC):17-22, 25-32 (classroom commands),19 0-193(action verbs)

WARM-UP AND REVIEW: Act 1: Role play:

- Ask Ss to repeat the complete dialogue on the page 28 and then ask some pairs to come before the class and act it out

PRESENTATION: Act 1: Review the commands:

- Show the TC 17-22, 25-32, ask Ss to give the commands, repeat and the actions

- Give commands without showing the TC and also have Ss act out

Act 2: Introduce the characters and the verb phrases: - Ask Ss to open their books on page 29, point to Andy in the picture

T: What’s wrong, Andy?  I can’t find my book

- Have Ss practice more with TC 190-193 (action verbs):

hear the teacher, reach the bookshelf, find my pencil, see the board.

- Have Ss say the phrases again and the actions Act 2: Introduce the song:

- Ask questions about each picture in the book:

What’s his name?  (Scott), What’s this?  (a bookshelf, a

board… )

- Ask Ss to repeat each sentence of the song in chorus and act out if possible

- Play the tape, ask Ss to listen and point to the pictures on their books

Act 2: : Sing the song without music:

(69)

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: What’s wrong, Andy?

G2: I can’t find my book / ……….I can’t see the board. G3: He can’t hear the teacher / ………/ He can’t see the

board.

Week 27 – Period 54

UNIT 4:

LET’S SING (Cont.) Lesson 2

Singing Listening Reading Writing

Hear, reach, find, see, the bookshelf Sentences: (Review)

- I/He can’t find my/his book

Let’s chant, let’s sing/ p 17

player

- Teacher Cards (TC):17-22, 25-32 (classroom commands),19 0-193(action verbs)

WARM-UP AND REVIEW: Act 1: Re-ordering and singing:

- Divide the class into groups and give each group cards - Ask them to re-order the cards to the second paragraph of the

song

- The first to find out the answer go to the board and hold up the cards with Ss (they can make line for one group) and the last has to sing the song

PRESENTATION: Act 1: Re-present the song:

- Show the TC 190-193 (action verbs), maybe TC 17-22, 25-32 (classroom commands) and have Ss act out

- Say the commands without showing TC and also have Ss act out

PRACTICE: Act 1: Listen and sing along:

- Play the tape, ask Ss to open their books, listen and sing along

Act 2: : Sing the song with the music:

(70)

Act 3: Sing in groups with the music:

- Play the music (Let‘s chant, let’s sing/ p 17) again - Ask Ss to listen to the music and sing the song in big

groups

PRODUCTION: Act 1: Perform the song:

- Play the music (Let‘s chant, let’s sing/ p 17) again

- A volunteer group comes before the class to perform the song

- Three other groups take their turns to come before the class to perform the song

Act 2: I’m a musician:

- Have Ss work in groups, sing the song with their own commands (play with the yo-yo)

- Ask Ss to draw the pictures of one command, then write the command in the blanks on their notebooks

- Ask them to sing the song aloud with the command on their notebooks

UNIT 4: LET’S LEARN Lesson 1

Speaking Vocabulary: Me, her, his

player

WARM-UP AND REVIEW: Act 1: Sing:

- Play the music (Let‘s chant, let’s sing/ p 17), ask Ss to listen to the music and sing

Act 2: Review

Use TC 93-97 and 11-116 review commands and verb phrase Hold up TC & have st say the phrase & get the class repeat &

act out if possible

(71)

Do a magic trick Use chopsticks Ride a pony

Write the alphabet Sing a song

Speak English

- Teacher’s cards (TC) :93-

97,111-116,194-199

- Stick the TC 194-199 on the board and have the class repeat new verb phrases

Act 2: Check the Ss memory :

- Randomly point to TC 194-199 on the board, have the class say the correct verb phrase and mine the action

- Ask Ss to write the words in their notebooks and then practise speaking the words

PRACTICE: Act 1: Listen and repeat:

- Play the tape, ask Ss to look at the books, p.30, listen & point to the pictures

- Play the tape again and ask Ss to listen and repeat the new vocabulary

Act 2: Practice the new vocabulary:

- Have Ss close their books & work in pairs, one acts out & the other says the correct verb phrase

- Have Ss change their roles and call some pairs to come before the class and act out

PRODUCTION: Act 1: Show, mine and say:

- Point to a TC on the board and ask Ss to say the correct verb phrase

- Do the same with other TC and ask the class to repeat the verb phrases again

- Divide the class into groups Randomly point to one S from group and ask his/her to mine and a volunteer S from group to call out the correct verb phrase

- points for each correct verb phrase Change the group continuously until the end

(72)

UNIT 4:

LET’S LEARN (Cont.)

Lesson 2

Listening Speaking Reading

Vocabulary: (review)

Speak English Me, her, his (new) Sentences: Look at me. her. his I can sing a song

She He

Resources: SB/ p 30 WB/p.30

player - Teacher’s

cards (TC): 194-199

Act 1: Show and tell:

Stick TC 194-199 on the board, have Ss call out the correct verb phrases and act out

PRESENTATION:

Act 1: Introduce the first part of the sentence:

- Point to him/herself and ask the whole class: ”Look at me! ” – Have Ss repeat

- Point to a boy /a girl and ask the whole class: “Look at him/ her!” - Do again and ask Ss to repeat several times with him, her

- Randomly point to one S and have Ss call out if him, her or me And have Ss repeat

Act 2: Introduce the whole sentence:

- Point to him/herself and tell the whole class: ”Look at me! I can

sing a song ”

- Use the puppets to present He/ She can

Puppet A: (point to Puppet B)  Look at him He can sing a song

Puppet B: (point to Puppet A) Look at her She can sing a song.

- Have a S mine and another Ss call out  Look at him/ her He/ She can sing a song.

Have the class repeat several times with me/ I can her/ She can …, him/ He can….

Ask Ss to write the sentences on their notebooks

PRACTICE: Act 1: Say the sentences:

- Ask one S to point to each TC 194-199 on the board and call out the sentence

- Have the class repeat the sentence several times and the same with other TC

- Divide the class into big teams, play the tape and ask Ss to listen and repeat the sentence He for Team A and She for Team B (Ss concentrate on the tape to repeat)

PRODUCTION: Act 1: Point and say:

(73)

- Say the verb phrase for the S and have him/ her make the sentence using me/ I can

- Have the rest class make the sentence using her/ she can, him/ he can

- T: do a magic trick S1 (at the board): Look at me! I can a

magic trick

- Ss ( point to the S at the board): Look at her/ him She/ He can

a magic trick.

- Have the class repeat the sentences and the same with TC 194-198

Act 2: Workbook: Have Ss get ready to finish the exercises (Part A and B/ p 30)

UNIT 4:

Lesson 3

Speak English Me, her, his

cards

(TC):,194-199 - Student ,s

Cards

(ST):145-150

WARM-UP AND REVIEW: Act 1: Mine and say:

- Ask volunteer S to come before the class, act out one verb phrase and say it

- Ask Ss to repeat and make the sentence using her/ she can, him/ he can

PRESENTATION: Act 1: Review the sentences:

- Point to him/herself and ask the whole class: ”Look at me!

I can sing a song ”

- Use the puppets to present He/ She can…………

Puppet A: (point to Puppet B)  Look at him He can sing a song.

Puppet B: (point to Puppet A)  Look at her She can sing a song.

- Ask the class to repeat with me/ I can her/ She can…, him/ He can….

Act 2: Present the Wh - question and answer pattern: - Have a boy come before the class and mime a verb phrase

without saying any words

- Point to this boy and use puppets to model the question and answer

(74)

Sentences: (Review) Look at me ! her his

I can sing a song

She He

What can he/ she do? (new)

He/She can sing a song.

- Do the same with a girl and use She

- Have the class repeat and write the Wh - question and answer on their notebooks

PRACTICE:

Act 1: Practice the question and answer:

- Play the tape and ask Ss to listen and point to the correct pictures

- Divide the class into groups and play the tape again and ask groups to role play

- Have Ss to work in pairs to ask and answer using pictures on page 31 as prompt

PRODUCTION: Act 2: Practice with more verbs:

- Review the verbs from TC 145-150: run, walk, jump, swim, fly, hop ………

- Hold up the cards and have Ss say the words and repeat - Divide the class into groups and have a S in group A asks, a

S in group B answers

- Continue until everyone in each group asks and answers

S1: What can (he) do?  S2: (He) can (swim).

Act 2: Workbook: Have Ss get ready to finish part C (Write) at school or at home

UNIT 4:

Lesson 4

Listening

Resources: SB/ p 31 WB/p 31

Teaching aids: - puppets

Act 1: Review the question and answer pattern.

- Ask a volunteer boy/girl to come before the class and act out one verb phrase without saying any words

- Point to this S and ask Ss to ask and answer about his/her Puppet A: What can he/she do?  Puppet B: He/She can (sing a

song).

(75)

Speaking Reading Writing

Speak English Me, her, his Sentences: (Review) Look at me ! her his I can sing a song

She He

What can he/ she do?

He/She can sing a song

- CD/ tape - Cassette

cards (TC): 194-199 - Student ,s

Cards

(ST):145-150

PRESENTATION:

Act 1: Review the sentences: I can………… / I can’t … - Mine and say: I can………… / I can’t ………

- Have Ss work in pairs and ask and answer to complete the information about them

PRACTICE: Act 1: Say these:

- Ask Ss to work in groups of and place the SC 145-150 and TC 194-199 face–down in the middle

- Ask each S to pick up one card at a time, show it to the group and make the true statement about him/ herself

S1: I can swim  S2: I can’t fly.

PRODUCTION: Act 1: Say these:

- Ask Ss to work in pairs and ask their partners

What can you do?  I can (sing a song)

What cannot you do?  I cannot (ride a bike).

- Have Ss report to the class about their partners (what he or she can or cannot do.)

(Mary) can (sing a song) (Mary) cannot (ride a bike).

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

Draw and Write: Ask Ss to draw what they can and cannot to

UNIT 4:

LET’S LEARN SOME Resources:SB/ p 32

Act 1: Review the old sentences in Let’s Learn:

(76)

MORE Lesson 1

Singing Listening Speaking Vocabulary: dance

Sentences: He can swim She

He can’t fly a kite.

She

player - Students’

cards (SC): 145-150 - Teacher’s

cards (TC): 194-199.93-97,11-116

S hold up his/her SC

- Have the whole class make the true statements

* Point to a girl: Ss: Look at her! She can (sing a song)

* Point to a boy: Ss: Look at him! He can (sing a song).

Act 2: Memory Chain Game:

- Divide the class into groups of 8, model the chain and have SS continue using the vocabulary and structures from this unit

T: I can sing a song.

S1: I can sing a song and I can play the baseball.

S2 I can sing a song, I can play the baseball and I can ride the pony.

- Do the same with Ss in each group and call some groups to play before the class

- The S who cannot finish his/her role must sing a song PRESENTATION:

Act 1: Review the old vocabulary:

- Use the TC 145-150, 194-199, 93-97 and 111-116 to review the old vocabulary

- Have a st run out of/ into the class, point to the S and say:

He/She can run.

- Ask another S to fly, point to this S and say: He/She cannot fly.

- Ask Ss to repeat several times and write down on their notebooks

* Note: cannot = can’t

- Ask Ss to open their books, listen and point to the pictures on their books

- Play the tape and pause after each sentence for Ss to repeat PRODUCTION:

(77)

- Stick the TC 111-116 on the board Write an “X” on any TC randomly to signify “Can’t ‘

- Point to the TC 111-116 on the board randomly and have Ss call out can or can’t.

UNIT 4:

LET’S LEARN SOME MORE

Lesson 2

Singing Listening Speaking

Vocabulary: review dance

Sentences: He can swim She

He can’t fly a kite She

Resources: SB/ p 32 WB/p.32

Let’s chant, let’s sing/ p.20,

cards (SC): 145-150 - Teacher’s

cards (TC): 194-199,111-116

WARM-UP AND REVIEW: Act 1: Review to distinguish Can or Can’t:

- Stick the TC 111-116 on the board and write an “X” on any TC to signify “Can’t”

- Show TC 111-116, point to the pictures randomly and have Ss call out can or can’t.

- Play the tape and pause after each sentence for Ss to repeat Jenny: She can sing a song  Scott: She can’t dance.

- Have Ss repeat without the tape PRESENTATION:

Act 1: Introduce the statements with Can and Can’t again: - Point to the TC 111-116 on the board randomly and have Ss

call out can or can’t

- Have Ss make the statements with Can or Can’t She

can/cannot climb a tree.

- Do the same with other TC

PRACTICE: Act 1: Look and say:

- Ask Ss to look at their books and call out the actions in the pictures on SB page 32

- Ask Ss to make the statements with Can or Can’t & dothe actions they’ve called out

He can swim  He can’t fly a kite.

Act 2: Listen a and repeat:

(78)

bottom of the book p.32

- Play the tape again and ask Ss to listen, point to the pictures and repeat

- Have Ss work in pairs and take turns saying the negative or the positive sentences

- Call some pairs to call out

PRODUCTION:

Act 1: Practice the song My dog can walk:

- Ask Ss to listen and repeat the song without music in chorus several times

- Play the tape for Ss to listen about twice and then have Ss listen and repeat the song

- Divide Ss into groups and practice the song - Ask each group perform the song before the class

Act 2: Workbook Have Ss get ready to finish part A (Circle can or cannot)

UNIT 4:

Lesson 3

Vocabulary: (Review) dance

Let’s chant, let’s sing/ p.20,

cards (SC): 145-150

WARM-UP AND REVIEW: Act 1: Game: The best band:

- Divide Ss into groups, play the music and have Ss perform the song

PRESENTATION:

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

- Have Ss come before the class, hold up a TC and ask: Can you ride a bicycle?

- Have the volunteers respond and the class make statements

S1: Yes, I can  Ss: She can ride a bicycle.

S2: No, I cannot Ss: She cannot ride a bicycle

Act 2: Present the Yes/No question – and – answer pattern: - Use puppets to model the question and answer

- Make puppet A dance nicely

(79)

Sentences: (Review) He can swim She

He can’t fly a kite She

Can he swim? she

Yes, he can she

No, he cannot she

- Teacher’s cards (TC): 194-199,111-116

- Make puppet A dance poorly

T: Can she/he dance? A: No, she/he cannot.

- Divide the class into groups Have group A ask, group B answer & change their role

PRACTICE: Act 1: Listen and repeat:

- Play the tape and ask Ss to listen and repeat several times

Can he swim?  Yes, he can/ No, he cannot.

Can she swim  Yes, she can/ No, she cannot.

Act 2: Look and Say Yes or No:

- Have Ss work in pairs, point to the pictures, p 33 & have them answer Yes or No

PRODUCTION: Act 1: Find your partner:

- Place the T 111-116 and 194-199 and deal one card to each st

- Have Ss walk around the class to find down the classmates with the same cards

S1: (hold SC 199) Can you speak English?

S2: (hold a different card): No, I cannot S3: (hold an identical card): Yes, I can.

UNIT 4:

Lesson 4

Listening Speaking

Act 1: Review the Yes/No question – and – answer pattern with you and I:

- Place the T 111-116 and 194-199 and deal one card to each S

- Have Ss to walk around the class to find down the classmate with the same card

S1: (hold SC 199) Can you speak English?

S2: (hold a different card): No, I cannot  S3: (hold an

(80)

Reading Writing

Vocabulary: (Review) dance

Sentences: (Review) He can swim She

He can’t fly a kite.

She

Can you speak English?

No, I cannot Yes, he can Can he swim? she

Yes, he can she

No, he cannot she

cards (TC): 194-199,111-116

- Ask Ss to listen and repeat

PRESENTATION:

Act 1: Review the Yes/No question – and – answer pattern with He/ She:

- Ask any Ss in the class

T: Can you speak English?  S1: Yes, I can.

- Ask other Ss to ask and answer about the S1

S2: Can he/she speak English?  S3: Yes, he/she can./ No, he

/she cannot

- Ask Ss to listen and repeat several times PRACTICE:

Act 1: Listen and Repeat:

- Play the tape and have Ss listen, point to the pictures on the page 33

- Ask Ss to listen again and repeat Act 2: Ask your partner:

- Have Ss work in pairs and ask and answer the question in the chart on page 33

- Have Ss check either Yes or No below each picture to indicate the partners, answers.

- Have Ss report what their partners can or cannot

(Mary) cannot (ride a bike) (Mary) can (ride a pony)

PRODUCTION:

Act 1: Practice the song “Can Your Pony Sing?”

- Ask Ss to listen and repeat the song without music in chorus - Play the tape for Ss to listen about twice and have Ss listen

and repeat the song

- Divide Ss into groups and practice the song

- Ask each group to perform the song before the class and act out the actions

(81)

UNIT 4: LET’S READ Lesson 1

Vocabulary: log

mop stop top fun run

Resources: SB/ p.34

player

- Teacher-made word-family cards

- magazine pictures and realia

- sets of

alphabet cards and several word-family cards form unit 1-4

*Pronunciation Tip:

For the /l/ sound, start with the tip of the tongue behind the upper teeth As you pronounce log

the tongue comes

Act 1: Review The Song “Can Your Pony Sing?” :

- Play the music (Let’s chant, let’s sing/ p 21) and have Ss Sing the song in chorus

Act 2: Word Ending Game:

- Divide the class into several groups

- Hold up a teacher-make word-family card from units1-3 ( -at,-an,-ap, ….and ask one group at a time to supply a word with that ending

- Give one point for each word Ss provide and play until the first get 10 points

- Use magazine pictures, realia, teacher-made word cards to present the vocabulary

- Have Ss to repeat several times

Act 2: Introduce the Word Families section :

- Introduce the word ending –og, –op and –un with their combination, dog, run, top…

- Have Ss repeat several times and then write down the section on their notebooks

PRACTICE: Act 1: Listen, point and repeat

- Play the tape, have Ss look at the book, listen and point to the Words

- Have Ss listen and repeat several times Act 2: Listen and say:

- Have Ss work in pairs, S1 says any words, S2 listens and points to the words

(82)

down to make the

/g/ sound Have Ss copy your tongue and lip movements when they repeat the words

PRODUCTION: Act 1: Repetition Drill

- Eraser the board and ask Ss to close their books

- Use teacher-made word cards in Word Families section to drill all the words from og, -op, -un, and ask Ss to listen and repeat several times.

Act 2: Word families Race:

Week 32 – Period 64

UNIT 3: LET’S READ Lesson 2

Vocabulary: (Review) log

mop stop top fun run

Sentences:

The dog and the frog

are on the log.

player - a set of

teacher-made word cards for the sentences in Unit (Can you read ?) - full sets of

teacher-made word cards for the sentences in Unit 1-4 (Can you read?)

WARM-UP AND REVIEW: Act 1: Review the Word Families section:

Use teacher-made word cards for Word Families to drill all the words with-og, -op, -un.

Play the tape, and ask Ss to listen and repeat Act 1: Scrambled Sentences.

Divide the class into small groups and give each group a set of teacher-made word cards for the sentences in Unit (Can you read?)

Have Ss to put them into the correct order

Check their accuracy and continue to find the winner (the first and the most exactly.)

PRESENTATION: Act 1: Can you read?:

Ask Ss about the pictures at the bottom of page 34 to elicit the vocabulary as answers

T: What’s this?/ Where is the top?

Ask Ss to repeat each sentence and write down it on their notebooks

(83)

Stop the top It is by the mop

It is fun in the sun I can run.

Play the tape and have Ss listen and read along, Ss ay read aloud if they wish

Have Ss work in pairs to practice reading the sentences correctly (pronunciation, final sound, intonation… )

PRODUCTION: Act 1: Original Sentences :

Divide the class into small groups and give each group a full set of teacher-made word cards for the sentences in Unit 1-4 (Can you read?) to create original sentences

The dog and the frog can run in the sun/The red hen is in the big pit.

Have Ss practice reading their sentences aloud

The winner is the team with the most correct words and the most correctly sentences having the full meaning

Act 2: Workbook: Have Ss get ready to finish the exercises

UNIT 4:

LET’S LISTEN Key language focus:

player - Classroom

objects - Teacher’s

cards (TC):

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

- Have one S from a group close his/her eyes and the other Ss

hide that S’s book.

- Have the S look for the book using Let’s Talk Unit 4. Ss: What’s wrong, Jenny?  S1: I can’t find my book

Ss: Is it in your bag/ by your desk/ under your chair?  S1: I

don’t know.

- S1 looks for everywhere and a S offers a correct suggestion S1 finds his book and says: S1: Oh, here it is It’s (under) my

(chair) Thanks (Kate).

- Have Ss take turns looking for Act 2: Let’s learn:

(84)

Sentences:

199,111-116 - Students’

cards (SC): 93-98

S1 (hold up TC 199): Look at me! I cannot a magic trick.

- Look at her! She can a magic trick.

Act 3: Let’s learn some more:

- Spread out facedown a double set of SC 93-98 and 111-116 on the desk

- Have Ss pick up one of them to practice the sentence pattern

He/She can/cannot

- Have Ss take turns practicing

PRESENTATION: Act 1: Look and answer:

T: What’s this? / What are these? / Can he/she sing a song ? 

Ss: (answer)

PRACTICE: Act 1: Listen and circle:

- Play the tape and ask Ss to listen and circle the letter A or B - Play the tape again and check the answers: 1B, 2A, 3A, 4A,

5A, 6A, 7B, 8B

PRODUCTION: Act 1: Ask and answer:

- Give commands with the pictures 1-2 and ask and answer about the pictures 3-8

Act 2: Work book: Have Ss get ready to finish the exercise

UNITS 3-4: LET’S REVIEW Lesson 1

Key language

Warm-up and Review Act 1: Sing:

- Have Ss sing the songs “The Telephone Number Song” and

“What’s wrong?”

(85)

focus: Speaking Listening Vocabulary:

(Review the whole units 3-4)

Sentences:

(Review the whole units3-4)

cards (TC): 194-199,111-116,145-150 - Students’

cards (SC): 156-163,172-176.177-18

-

PRESENTATION:

Act 1: Review the old vocabulary of unit again by listing: - Divide the class into small groups

- Set columns 1-occupation, 2-rooms, 3-househld objects and randomly face down the SC 156-163, 172-176, 177-186 on the desk

- Have SS take turns picking up one card and identify to place it to the correct columns

- The first group to arrange the cards by categories wins PRACTICE:

Act 1: Listen, repeat and point:

- Ask Ss to look at the SC, listen, point and repeat to them Act 2: Look and Say:

- Have Ss work in pairs to ask and answer all the pictures on page 36 (A Play a game)

T: What’s this?  S1: It’s a stove.

- Do the same with all the pictures on page 36 (A Play a game) - Have some pairs stand up to ask and answer again

PRODUCTION: Act 1: Play the game:

- Have Ss work in pairs and give each pairs a die

- Have Ss use individual markers (coins, small rings … ) to move on the board

- Have Ss take turning rolling the die and moving their markers the number of spaces equal to the number on the die

- Have advanced Ss use the learned question-and answer patterns with the word indicated on the square For example: Where is the stove?

- The game will continue until one S land directly on the goal to win - If a player’s die roll is higher than the number of remaining spaces,

the player loses that turn

(86)

listens and helps

UNITS 3-4: LET’S REVIEW (cont.)

Lesson 2

Speaking Listening Vocabulary: (Review the whole units 3-4)

Sentences:

Resources: SB/ p 36 WB/ p 36-37 Teaching aids:

- puppets - CD/ tape - Cassette

cards (TC): 194-199,111-116,145-150

- Have Ss ask and answer all the pictures on their book in the play a game

- Have advanced Ss to use Yes-No questions:

Is the sink in the living room? > No, it isn’t. PRESENTATION:

Act 1: Review the old vocabulary of unit again: - Use TC 194-199 to review the old vocabulary - Ask Ss to listen and repeat several times

PRACTICE: Act 1: Ask and answer:

- Have Ss to work in pairs to interview each other about their abilities

- Place TC 111-116,145-150, 194-199 for Ss as reference

S1: Can you swim?  S2: Yes, I can./ No I cannot.

- Have each S report his/her partner’s abilities to the whole

class

Mary can/cannot swim.

Act 2: Answer the question:

- Read the questions and the answers below the picture in the centre of page 36 to the class and have Ss check in the appropriate squares

PRODUCTION: Act 1: Ask your partner:

- Have Ss work in pairs, look at the questions on page 36 and ask their partners

(87)

Play the piano

- Display TC 111-116, 145-150, 191-199 for Ss as reference and help Ss as necessary

- Call some pairs in random to ask and answer in front of the class

- Have the class report what the S coming in front of the class can and cannot

Week 34 Period 68

UNITS 3-4: LET’S REVIEW Lesson 3

player - Classroom

objects

- Display TC 111-116, 145-150,191-199 for Ss to ask & answer about what they can

PRESENTATION: Act 1: Review Let’s Talk Unit 3:

- Ask Ss to work in pairs to role play Let’s Talk Unit - Ask some pairs to role play in front of the class Act 2: Review Let’s Talk Unit4:

- Have one S from each group close his/her eyes and the other group members hide that S’s book.

- Have the S look for the book using Let’s Talk Unit 4. Ss: What’s wrong, Jenny?  S1: I can’t find my book

Ss: Is it in your bag/ by your desk/ under your chair?  S1: I don’t

know.

S1looks for everywhere and a S offers a correct suggestion S1 finds his book and says:

(88)

- Play the tape Let’s Talk Unit 3-4 - Have Ss listen and repeat twice Act 2: Look and write:

- Ask Ss to look at their book and write in the empty speech bubbles

- Have Ss practice both dialogues in pairs PRODUCTION: Act 1: Say and act:

- Ask Ss to role play Let’s Talk Unit 3-4 with their own

information (real name, address, or real classroom objects…)

UNITS 3-4: LET’S REVIEW (cont.)

Lesson 4

Speaking Listening Vocabulary: (Review the whole units 3-4)

Sentences:

Resources: SB/ p 37 WB/ p 36-37 Teaching aids:

cards (TC): 172-186

Act 1: The strange house (page 160/ Teacher’s book): - Copy the page and provide one page per student

- Have Ss look at the pictures and fill in the blanks individually When Ss have finished, have them work in pairs to ask and answer about their pictures

- For example: Where is the TV?  It’s in the bathroom.

Is the toilet in the living room?  Yes, it is.

Is the bathtub in the bathroom?  No, it isn’t.

PRESENTATION: Act 1: Review the prepositions of place

- Give student volunteers commands to review prepositions of place

T: (Ken) is behind the door.  (Ken) goes behind the door

(89)

Act 1: Listen carefully: (part E)

Have Ss look at the pictures, identify all of the pictures and answer questions

T: Where is the table? Ss: It’s in the dining room

T: Is there a refrigerator in the kitchen? Ss: No, it isn’t S1: Can you swim?

Have Ss listen& circle the correct pictures Play the tape again &check: 1A, 2B

Act 2: Listen and read Circle the word

Have Ss look at and identify pictures, then listen and circle the words

Check the answers: next to behind PRODUCTION:

Act 1: Draw and tell:

Have Ss draw simple plans of their homes, including rooms and locations of household objects

Ss take turns describing their homes to their partners For

example: This is my house The stove is in the kitchen There is a refrigerator next to the stove…

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