giao an Letsgo 1A chuan

- Play the music (Let’s chant, let’s sing) - Ask Ss to listen, repeat and do the actions. - Get SS to give the commands, clap their hands and do the actions[r]

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NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN

PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN

LET’S GO 1A

LỚP 3

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LET'S GO 1A_SUGGESTED SYLLABUS

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

UNIT WEEK LESSON SECTION LANGUAGE ITEMS PAGE FUNCTIONS

1 1 - Prepare for the beginning of the academic year Let’s Talk Hello, I am (Scott)

Hi! My name is (Kate) What’s your name? What’s this?/ It’s (a ruler) Is this (a book)?

Yes, it is No, it isn’t

2 Greetings

Introducing yourself Asking somebody’s name Asking about objects (singular) Identifying objects (singular) Classroom commands

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 Move

9 17 Let’s Listen

2

9 18 Let’s Talk How are you?I’m fine Thank you. What color is this? It’s (red)!

This is a (blue) (book)

This is a (red) and (yellow) book

10 Greetings

Asking about colors Identifying colors Describing objects Classroom commands

10 19-20 Let’s Sing 11

11-13 21-25 Let’s Learn 12-13

15-16 30-31 Let’s Move 16

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

THE FIRST-TERM TEST

18-19

3

18-19 36-37 Let’s Talk This is my friend, (Sarah).Hello, (Sarah). Let’s play!

What are these? They’re (cassettes) How many (sneakers)? (Ten) (sneakers)

20 Introducing friends Suggesting an activity Asking about objects (plural) Identifying objects (plural) Asking about numbers Counting 1-10

Classroom commands

19-20 38-39 Let Sing 21

20-22 40-43 Let’s Learn 22-23

24-25 48-49 Let’s Move 26

25 50 Let’s Listen 27

4 26 51-52 Let’s Talk Hi, Mom! I’m home

This is my (mother) It’s nice to meet you It’s nice to meet you, too Who’s (she)?

(She’s) my (grandmother) (She’s) (short)

Don’t (watch TV)

28 Introducing family members Meeting someone politely Asking about people Identifying people Describe people Negative commands

27 53-54 Let’s Sing 29

28-29 55-58 Let’s Learn 30-31

32 63-64 Let’s Move 34

33 65 Let’s Listen 35

REVIEW 33 - 35 66-70

Let’s Review

REVIEW

THE SECOND-TERM TEST

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Week - Period &2: Prepare for the beginning of the academic year (Ngày soạn 13/08/2010;Ngày dạy 16-20/08/2010)

Week - Period 3 (Ngày soạn 20/08/2010;Ngày dạy 23-27/08/2010)

Key language Materials Key activities

UNIT 1: LET’S TALK Lesson 1

Key language focus:

Speaking Listening

Vocabulary:

hello, hi, I, am, is, what, your, name, my

Sentences:

Hello, I am (Andy) Hi! My name is (Kate) What’s your name?

Resources:

SB/ p WB/ p

Teaching aids:

- puppets - CD/ tape

- Cassette player

Cultural tip:

- Addressing a woman: Ms, Miss or

Mrs.

- Make sure Ss understand that I’m and My name is are interchangeable

WARM-UP AND REVIEW:

- Greet Ss in English

- Call the roll to remember Ss’ names

PRESENTATION: Act 1: Introduce the greeting:

- Introduce himself/ herself to Ss in English

- Wave the hand or shake the hand of the puppet or of a student and say : “Hello”

- Direct the hand to the chest to tell the name: Hello, I am (Ms

Loan).

- Give Ss some name tags or put them on the desk before Ss and greet some Ss

- Say “Hi” or “Hello” and confirm that two ways are changeable:

Hello, (Mary).Hi, (Tom).

- Ask S1 to stand up and the class turn to him, waving hands and say Hi/ Hello, (An).

Act 2: Present the first part of the dialogue:

- Use puppets to model the dialogue

- Imitate different voices for the two puppets

Puppet A: Hello, I am Andy  Puppet B: Hi! My name is Kate.

- Repeat the words of Puppet A and guide Ss to say the words of Puppet B and vs

PRACTICE: Act 1: Listen and repeat:

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- Ask Ss to listen carefully and repeat the dialogue

Act 2: Practice the dialogue:

- Divide the class into two teams Team A keeps Puppet A and team B keeps Puppet B

- Two teams practice speaking and then change the role

Team A (Puppet A): Hello, I am Andy  Team B (Puppet B): Hi! My name is Kate.

PRODUCTION: Act 1: Chain drill:

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

S1: Hi, my name is (Ken)  S2: Hello, I’m (Andy)  S3: Hi, I’m (Kate)….

Act 2: Workbook: Have Ss get ready to finish the task at school

A Write: Look at the characters, introduce them and write Period 4

Speaking Listening

Vocabulary:

hello, hi, I, am, is, what, your, name, my

Resources:

SB/ p WB/ p

Teaching aids:

- Cassette player

Chain game: Have Ss greet to each other, using their real names

S1: Hi, my name is (Ken)  S2: Hello, I’m (Andy)  S3: Hi, I’m (Kate)….

PRESENTATION: Act 1: Ask the name:

- Use the puppets to model the second part of the dialogue

Puppet A: What’s your name?  Puppet B: My name is (John).

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Sentences:

Hello, I am (Andy) Hi! My name is (Kate) What’s your name?

Cultural tip:

- When introducing to each other, English people often point to the chest Boys usually use the thumps and girls use the whole hands

PRACTICE: Act 1: Practice the dialogue:

- Divide the class into teams, give each team a puppet and help Ss identify its speech

- Practice the dialogue, change the role

Act 2: Speak:

- Have Ss sit in pairs, ask and answer the names

Kate: What’s your name?  John: My name is John.

- Ask Ss some pairs to stand up and speak

- Have Ss to practice the dialogue in pairs, using their own names

PRODUCTION:

Act 1: Bean bag circle: Toss a bean bag to S1, introduce yourself, and

ask S1’s name S1 responds, then tosses the bag to S2, greets, introduces and asks Continue that until more Ss have had a chance to participate

T to S1: Hello I’m Ms (Huyen) What‘s your names? S1: Hello, Ms Huyen My name is (Lan).

S1 to S2: Hello, I’m (Lan) What’s your name?

Act 2: Review the names of the characters in the lesson:

- Have Ss look at the scene, p and review the names of the characters in the lesson

- Play the tape and ask Ss to listen and identify the words they hear by pointing to speech bubbles

- Have Ss to listen again and repeat the dialogue

Act 3: Workbook: Have Ss get ready to finish the task at school

Week - Period 5

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UNIT 1: LET’S SING Lesson 1

Speaking Listening

Vocabulary:

The names of the characters in the book: Kate, Jenny, John, Scott, Lisa, Andy

Sentences:

Hello/ Hi

What’s your name? My name is (Kate)

Resources:

SB/ p

Let’s chant, let’s sing/ p

Teaching aids:

- Cassette player - Name tags

Bean bag circle: Toss a bean bag to S1, introduce yourself, and ask S1’s

name S1 responds, then tosses the bag to S2, greets, introduces and asks Continue that until more Ss have had a chance to participate

T to S1: Hello I’m Ms (Huyen) What‘s your names? S1: Hello, Ms Huyen My name is (Lan).

S1 to S2: Hello, I’m (Lan) What’s your name?

PRESENTATION: Act 1: Introduce the names of the characters:

- Give each St a name tag to wear: Kate, Jenny, John, Scott, Lisa,

Andy

- Have Ss repeat each name in chorus and individually

Act 2: Introduce the song:

- Show the page to the class and introduce the song - Play the recording of “The hello song”

- Read the words of the song, line by line without the music and have Ss repeat

PRACTICE: Act 1: Listen, point and underline:

- Play the tape Ask Ss to listen, point & underline the words they know from Let’s Talk

Act 2: Sing along the cassette player:

- Play the tape and ask Ss to sing along the cassette player in chorus

PRODUCTION: Act 1: Sing the song in groups:

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the song

Group 1: Hello, hello, hello What’s your name? Group 2: My name is John My name is John. Group 3: Hello, John! Hello, John! Hello!

Act 2: Musical game:

Ss pass balls (red & blue) while the music is playing When the music stops, the St who keeps red ball will greet and ask name; the St who keeps blue ball will answer the question

- Period 6

Speaking Listening

Vocabulary: (Review)

The names of the characters in the book: Kate, Jenny, John, Scott, Lisa, Andy

Sentences: (Review)

Hello/ Hi

Resources:

SB/ p WB/ p

Teaching aids:

- Cassette player - Name tags

WARM-UP AND REVIEW: Sing the song:

- Ask some volunteers to sing the song again

PRESENTATION: Act 1: Review the names of the characters:

- Give each St a name tag to wear: Kate, Jenny, John, Scott, Lisa,

Andy

- Have Ss say each name in chorus and individually

Act 2: Introduce the song again:

- Show the page to the class and introduce the song Play “The hello song”

PRACTICE: Act 1: Sing the song with the music in chorus:

- Play the music (Let’s chant, let’s sing/ p 1)

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What’s your name? My name is (Kate)

Act 2: Sing the song with music in groups:

- Divide the class into groups, play the tape and ask them to sing the song

Group 1: Hello, hello, hello What’s your name? Group 2: My name is John My name is John. Group 3: Hello, John! Hello, John! Hello!

PRODUCTION: Act 1: I’m a musician:

- Have Ss work in groups to create an original verse by inserting their own names

- Play the music (Let’s chant, let’s sing/ p 1) - Have Ss sing the song again with the new names

Act 2: Musical game: Ss pass balls (red ball and blue ball) while the

music is playing When the music stops, the St who keeps red ball will greet and ask name; the St who keeps blue ball will answer the question

Act 3: Work book: Have Ss get ready to finish the task at school

Connect and write: Have Ss to write the words, connect the balls with the children

Week - Period 7

UNIT 1:

LET’S LEARN Lesson 1

Resources:

SB/ p

Let’s chant, let’s sing

WARM-UP AND REVIEW: Act 1: Singing:

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

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Learning new words Listening

Speaking

Vocabulary:

Ruler, cat

Sentences:

What is this? It is a ruler It is a cat

Teaching aids:

- Cassette player - Teacher’s cards

Act 2: Review the old sentences in Unit 1.

- Use TC 1-8 and say: What’s this?  Ss: It’s (a pencil)

PRESENTATION: Act 1: Introduce the singular forms of the words.

- Introduce new words, using real classroom objects: T (hold a ruler): a ruler T (point to a picture of a cat): a cat. - Have Ss practice more on classroom objects

Act 2: Introduce the plural forms of the words.

- Give out TC 34 and say: a ruler Then give out TC and say: rulers. - Stick TC on the board Ask Ss to write the words in their

notebooks & practise them

Act 3: Introduce the question and answer pattern.

- Use the puppets to teach the sentences

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

- Ask a student as puppet A, T as puppet B Then change the role - Divide the class into groups, practise the sentences Then change

the role

- 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

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

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Show and Tell:

- Point to a TC on the board and ask: What’s this?/ What are these?

- Get the whole class to answer: It’s……/ They’re………

- Period 8

UNIT 1:

LET’S LEARN (Cont.)

Lesson 2

Speaking

Vocabulary:

Ruler, cat

Sentences:

What is this? It is a ruler It is a cat

Resources:

SB/ p

Teaching aids:

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

- Introduce new words, using real classroom objects: T (hold a ruler): a ruler T (point to a picture of a cat): a cat. - Have Ss practice more on classroom objects

- Give out TC 34 and say: a ruler Then give out TC and say: rulers. - Stick TC on the board

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

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

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

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

PRODUCTION: Show and Tell:

- Point to a TC on the board and ask: What’s this?/ What are these?

- Get the whole class to answer: It’s……/ They’re………

Week - Period 9

UNIT 1:

Lesson 3

Listening Speaking Reading

Resources:

SB/ p 23

Teaching aids:

- Cassette player

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

- Stick TC on the board

- Have Ss to ask and answer: What is this? - This’s (rulers)

PRESENTATION:

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

- Use TC to introduce new words: book(s), desk(s), chair(s),

pencil(s)….

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Vocabulary:

a book a desk a chair a pencil a bag a pen an eraser

What is this? It is a book

- Teacher’s cards (TC): 1-16, 33-44

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

Act 2: Review the question and answer pattern.

Puppet A: (point to the card) What’s this?  Puppet B: It’s a book Puppet A: (point to the card) What are these?  Puppet B: They’re books

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

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

Act 2: Ask and answer:

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

S1: (point to a book in the book): What’s this?  S2: It’s a book S1: (point to books in the book): What are these?  S2: They’re books.

Act 3: Listen and repeat:

- 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: Guessing Game:

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- Ask one student to choose one card (but not showing it to the class) and ask: What’s this? / What are these?

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

- Period 10

UNIT 1:

Lesson 4

Vocabulary:

a book a desk a chair a pencil a bag a pen an eraser

What is this? It is a book

Resources:

SB/ p 23

Teaching aids:

(TC): 1-16, 33-44

- Have Ss to ask and answer: What is this? - This’s (rulers)

PRESENTATION:

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

- Use TC to introduce new words: book(s), desk(s), chair(s),

pencil(s)….

Puppet A: (point to the card) What’s this?  Puppet B: It’s a book Puppet A: (point to the card) What are these?  Puppet B: They’re books

the role

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the objects

S1: (point to a book in the book): What’s this?  S2: It’s a book S1: (point to books in the book): What are these?  S2: They’re books.

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What’s this? / What are these?

Week - Period 11

UNIT 1:

LET’S LEARN SOME MORE Lesson 1

Singing

Resources:

SB/ p

Teaching aids:

WARM-UP AND REVIEW: Act 1: Singing: The Hello Song

- Ask Ss to make teams, listen to the music and sing the song Team 1: introduce Sarah, John; Team 2: say hello

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Listening Speaking

Vocabulary: (review) Sentences:

Is this (a book)? Yes, it is

No, it isn’t

- Cassette player - Students’ cards

Classroom real objects

PRESENTATION: Act 1: Introduce the vocabulary:

- Introduce the numbers to 10 by writing the numbers and the words on the board

- Point at a number and say the word T (point to number 1): one

- Have Ss practice more on the numbers with their two hands - Check if Ss can remember the numbers by asking them to count

classroom objects

Act 2: Introduce the question-and-answer pattern:

- Hold up a ruler and ask: Is this a ruler?  Yes, it is. - Hold up a book and ask: Is this a ruler? No, it isn’t.

- Do the same with other classroom objects, singular or plural - Divide the class into teams, in turn, repeat the question and the

answer

PRACTICE: Act 1: Listen and repeat the rhythm:

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

- Ask Ss to open the book, ask and answer follow the pattern

Act 3: Learn the alphabet:

- Play the tape

- Ask Ss to listen to the tape and repeat

PRODUCTION:

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– Period 12

UNIT 1:

Singing Listening Speaking

Vocabulary: (review) Sentences:

No, it isn’t

Resources:

SB/ p

Teaching aids:

WARM-UP AND REVIEW: Act 1: Singing: The Hello Song

- Ask Ss to make teams, listen to the music and sing the song Team 1: introduce Sarah, John; Team 2: say hello

Act 2: Guessing game:

(Teacher’s book, p 16)

PRESENTATION: Act 1: Review the vocabulary:

classroom objects

Act 2: Review the question-and-answer pattern:

- Hold up a ruler and ask: Is this a ruler?  Yes, it is. - Hold up a book and ask: Is this a ruler? No, it isn’t.

answer

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- Ask Ss to open the book, ask and answer follow the pattern

Act 3: Learn the alphabet:

- Play the tape

- Ask Ss to listen to the tape and repeat

PRODUCTION:

Ask and answer about classroom objects - Ask Ss to make a circle

- Take turns, ask and answer about the objects Week – Period 13

UNIT 1:

Vocabulary:

(review)

Resources:

SB/ p.7

Teaching aids:

WARM-UP AND REVIEW: Act 1: Count the objects:

- Show TC in random and ask: Is this a (ruler)? - Have Ss to count and answer: Yes, it is/ No, it isn’t.

Act 2: Listen and repeat the rhythm:

- Have Ss repeat the Qs and answers several times

PRESENTATION:

Act 1: Introduce the question-and-answer pattern again:

- Hold up a ruler and ask: Is this a ruler?  Yes, it is. - Hold up a book and ask: Is this a ruler?  No, it isn’t. - Do the same with other classroom objects, singular or plural - Divide the class into teams, in turn, repeat the question and the

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Sentences: (review)

No, it isn’t

Act 2: Introduce the objects:

- Get Ss to open the book and have their interest in the objects by asking questions:

T: What is this?  Ss: This is a pencil

PRACTICE: Act 1: Circle and answer:

- Ask Ss to read the model first

- Ask Ss to circle the correct answer

Act 2: Write:

- Ask Ss to write the correct answer under each question

Act 3: Trace Connect the letters.

- Ask Ss to connect the letters to review the alphabet

PRODUCTION: Perform the song of alphabet

- Divide Ss into groups

- Perform the song before the class

- Period 14

UNIT 1:

LET’S LEARN SOME MORE

Resources:

SB/ p.7

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(Cont.) Lesson 4

Vocabulary:

(review)

Sentences: (review)

No, it isn’t

Teaching aids:

- Have Ss repeat the Qs and answers several times

PRESENTATION:

Act 1: Review the question-and-answer pattern again:

- Hold up a ruler and ask: Is this a ruler?  Yes, it is. - Hold up a book and ask: Is this a ruler?  No, it isn’t. - Do the same with other classroom objects, singular or plural - Divide the class into teams, in turn, repeat the question and the

answer

PRACTICE: Act 1: Circle and answer:

- Ask Ss to read the model first

- Ask Ss to circle the correct answer

Act 2: Write:

- Ask Ss to write the correct answer under each question

Act 3: Trace Connect the letters.

- Ask Ss to connect the letters to review the alphabet

PRODUCTION: Perform the song of alphabet

- Divide Ss into groups

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UNIT 1:

LET’S MOVE Lesson 1

Listening Speaking Reading Writing

Vocabulary:

Stand up Sit down

Sentences:

Open your book Close your book Point to the teacher Touch your desk Please be quiet Listen carefully

Resources:

SB/ p

Teaching aids:

- Cassette player - Teacher’s Cards

Classroom objects

WARM-UP AND REVIEW: Review The Hello Song:

- Play the music (Let’s chant, let’s sing) - Sing the song in chorus

PRESENTATION: Act 1: Present the commands:

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

T: Stand up  Ss (do the action): Stand up

PRACTICE: Act 1: Listen, point and repeat

- Play the tape

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

Act 2: Give the commands and the action:

- Divide the class into teams and give commands each time - Ask team A to the action and team B to the action2 T: Stand up Sit down.Team A (do the action): Stand up

Team B (do the action): Sit down PRODUCTION:

Act 1: Charades:

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- Use TC 45-52, give each group at least TC

- The groups take turns to come before the class and the actions - Get other groups to observe carefully and say the correct

commands

Act 2: Simon says:

- Give the commands and ask Ss to the actions

- Do the wrong actions so that Ss must concentrate in the commands - Ask 1-2 Ss to give the command and the class the actions

– Period 16

UNIT 1:

Stand up Sit down

Resources:

SB/ p WB/ p

Let’s chant, let’s sing LG grammar and listening/

Teaching aids:

(TC): 17-32, Classroom

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

- Play the tape

- Ask Ss to listen and repeat

PRESENTATION: Act 1: Present the rhythm of the commands:

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

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

PRACTICE: Act 1: Practice the rhythm:

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Open your book Close your book Point to the teacher Touch your desk Please be quiet Listen carefully

objects - Ask Ss to look at the book, listen and clap their hands

- Play the music many times and the class as a whole clap their hands and practice

T (play the music): open your book  Ss (clap hands and say): open your book.

Act 2: Give commands:

- Ask 2-3 Ss to come before the class, point to the pictures in SB - Have the class give the commands (maybe use classroom objects)

and the actions

S1 (point to the picture): Close your book  Ss (say and do): Close your

book

PRODUCTION: Act 1: Game: Robot

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

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

others give commands

Act 2: Workbook:

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

A Connect and write:

- Have Ss connect the pictures to the commands and complete each command Then practice giving commands

B Match:

- Have Ss connect the pictures to the commands Then practice giving commands

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UNIT 1:

LET’S LISTEN Key language focus:

Vocabulary:

(Review the whole unit)

Sentences:

Resources:

SB/ p WB/ p

Teaching aids:

- CD/ tape

(TC): 1-8, 17- 24,

- Magnet - Sticker - Red scarf or

handkerchief

WARM-UP AND REVIEW: Act 1: Let’s talk: Who said it?

- Write the conversation on the board, and have S2 introduce S1 to S3

- Ask S1 to give the name of S3 If S1 can’t tell the right name, (s)he asks S3 more

S2: Hi, I am (Andy). S3: Hi, my name’s (Kate) What is your nameS1: Hi, my name’s

Act 2: Let’s learn:

- Get Ss to make a circle, put their hands at the back, give S1 some objects and him/her to put the objects in his/her friends’ hands, ask and answer in the circle

S1: What’s this?/ What are these? S2 (feel the object): It’s (a ruler)/ They’re (rulers).

Act 3: Let’s learn some more:

- T points to some classroom objects and ask Ss: Is this a book? - Ss answer: Yes, it is/ No, it isn’t.

Act 4: Let’s move:

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

PRESENTATION: Act 1: How to a listening task:

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

- Ask S1 to go to the board T: This is (a pencil) S1: point to TC and circle A or B

PRACTICE: Act 1: Look and answer:

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T: What’s this? / What are these? / How many ? 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: 1.a; 2.b; 3.a; 4.a; 5.b;

6.b; 7.a; 8.a

PRODUCTION: Act 1: Ask and answer:

- PW: ask and answer about the pictures 1-6, and give commands with the pictures 7-8

Act 2: Work book:

A Circle and write: Ss look at the pictures and circle the suitable word, then write this word in the blank

B Write: Look at the pictures, choose the right word and fill in the blanks

UNIT 2: LET’S TALK

Speaking Listening

Vocabulary:

How, are, fine, thank,

Resources:

SB/ p 10 WB/ p 10

Teaching aids:

- Cassette player - Name cards

WARM-UP:

- Review: What’s this? – It’s …

PRESENTATION: Act 1: Introduce the greetings:

- Introduce himself/ herself to Ss in English

- Wave the hand or shake the hand of the puppet or of a student and say: “Hello, Huyen How are you?” Answer: “I’m fine Thank

you.” (Note: I am = I’m)

- Ask S1and S2 to stand up, face to face and greet: S1: Hi, (Lan)

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Sentences:

Hi, (Andy) How are you?

I’m fine Thank you

Thank you.

Act 2: Present the dialogue:

- Use puppets to model the dialogue Imitate different voices for the two puppets

Puppet A: Hi, Andy How are you? Puppet B: I’m fine How are you? Puppet A: I’m fine Thank you.

- Repeat the words of Puppet A and guide Ss to say the words of Puppet B and vs

- Play the tape and have Ss open the book

- Ask Ss to listen carefully and repeat the dialogue

- Divide the class into two teams Team A keeps Puppet A and team B keeps Puppet B

- Two teams practice speaking and then change the role

PRODUCTION: Act 1: Find your partner:

- Give Ss a picture that is cut off pieces, Ss take a piece and find the other

S1: Hi,(Ken) How are you?  S2: I’m fine How are you?  S1:I’m fine Thank you.….

(27)

Week 10 - Period 19

UNIT 2: LET’S SING

Writing Listening Singing

The names of the characters in the book: Names of Ss

Hi How are you? I’m fine Thank you

Resources:

SB/ p 11 WB/ p 11

Teaching aids:

- Cassette player

WARM-UP:

- Review “The Hello Song”

PRESENTATION: Act 1: Review the question- and-answer pattern:

- Use puppets to review the pattern

Puppet A: Hi How are you?  Puppet B: I’m fine - Have Ss greeting in chorus and individually

Act 2: Introduce the song :

- Show the page 11 to the class and introduce the song - Play the recording of “Hi, How Are You?”

PRACTICE: Act 1: Sing the song with the music in chorus:

- Ask Ss to listen and sing the song with the music in chorus

- Divide the class into groups, play the tape and ask them to sing the song

Group 1: Hi, how are you?

Group 2: I’m fine (How are you?) Group 1: (I’m fine I’m fine I’m fine.)

(28)

Act 1: Back-to-back

- Have Ss work in pairs to greet their friend by phoning - Play the music (Let’s chant, let’s sing/ p 8)

Act 2: Musical game: Ss pass balls (red ball and blue ball) while the

music is playing When the music stops, the St who keeps red ball will greet; the St who keeps blue ball will answer the question

- Have Ss get ready to finish the task at school Write: Have Ss to write the missing words

UNIT 2:

LET'S LEARN Lesson 1

Listening Speaking

Learning new words

Vocabulary:

What, color, red

Sentences:

What color is this? It's (red)

Resources:

SB/ p 12

Let's chant, let's sing/ p

Teaching aids:

- puppets - CD/ tape - Cassette player

- Objects: a red crayon

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

- Ask some volunteers to sing the song again

PRESENTATION: Act 1: Introduce the vocabulary.

- Use a red crayon to introduce: Red and color - Ss listen and repeat

Act 2: Introduce the question-and answer pattern

- Use puppets to model the dialogue Puppet A: What color is this?

Puppet B: It's red

- Have Ss repeat the question, "What color is this?" then the answer “It’s red”

(29)

Act 1: Group work:

- Divide the class into two groups

- Show the Ss the red crayon or the red others Group A: ask – Group B: answer

- Reverse roles – ask and answer

Act 2: Pair work:

- Ask Ss to work in pairs - Feedback

PRODUCTION: Act 1: Find

- Stick some red pieces in the classroom around the room - Divide the class into groups

- Have group to group look around and find the red things, point and say: It’s red

UNIT 2:

LET'S LEARN Lesson

Listening Speaking

Learning new words Writing

Resources:

SB/ p 13 WB/p.12

Teaching aids:

- Ask some pairs reading the dialogue

- Use crayons to introduce: yellow, blue, white, pink, gray, red, black, green, purple, orange and brown

- Ss listen and repeat

(30)

Vocabulary:

Yellow, blue, white, pink, gray, red, black, green, purple, orange, brown

Sentences:

- Objects: color crayons

- Use puppets to model the dialogue Puppet A: What color is this?

Puppet B: It's (yellow)

- Have Ss repeat the question, "What color is this?" then the answer “It’s yellow” Then practise with: blue, white, pink, gray, red, black, green, purple, orange and brown

PRACTICE: Act 1: Group work:

- Show the Ss the color crayons or the color realia

- Have Group A ask and Group B answer Then exchange the roles

- Ask Ss to work in pairs - Feedback

PRODUCTION: Act 1: Color Race

- Write the colors on the board

- Divide the class into teams, stand in lines - T reads out the word –Ss run and Slap that word

Act 2: Walk and Talk.

- Ss walk around the class

- T says “Stop”, Ss ask and answer: S1: What color is this?  S2: It’s green

UNIT 2:

Resources:

SB/ p 13 WB/p.12

- Ask some pairs reading the dialogue

(31)

Listening Speaking

Vocabulary:

Yellow, blue, white, pink, gray, red, black, green, purple, orange, brown

Sentences:

Teaching aids:

- Objects: color crayons

Act 1: Review the vocabulary.

- Use crayons to introduce: yellow, blue, white, pink, gray, red, black, green, purple, orange and brown

Act 2: Review the question-and- answer pattern

- Use puppets to model the dialogue

Puppet A: What color is this? Puppet B: It's (yellow).

PRACTICE: Act 1: Group work:

- Show the Ss the color crayons or the color realia

- Have Group A ask and Group B answer Then exchange the roles

- Ask Ss to work in pairs  Feedback

PRODUCTION: Act 1: Color Race

- Write the colors on the board

- Divide the class into teams, stand in lines - T reads out the word –Ss run and Slap that word

Act 2: Work book

A Unscramble.

- re-order the words of colors. B Complete the words and color.

- write the missing letters and color the cans

(32)

UNIT 2:

LET'S LEARN Lesson

Listening

Vocabulary:

Yellow, blue, white, red, black, green, grass, cat, skies, eyes, birds, clouds

Resources:

SB/ p 13 WB/p.13

Teaching aids:

- CD/ tape

- A photo of the picture

- Cassette player

- Ask some pairs using the crayons and practise the pattern

- Use the photo of the pictures on P.13 to introduce the vocabulary: grass, cat, skies, eyes, birds, clouds

Act 2: Introduce the song.

- Show the page 13 to the class and introduce the song - Play the recording of “The Black Cat Song”

PRACTICE: Act 1: Sing the song with the music in chorus.

PRODUCTION: Act 1: Sing the song with music in groups:

- Divide the class into groups: Group sings the lead; Group sings the echo, play the tape and ask them to sing the song

Group 1: Green grass Group 2: blue skies Group 1: Black cat Chorus: yellow eyes

Group 1: Red birds Group 2: blue skies Group 1: Black cat Chorus: yellow eyes

(33)

Group 1: Black cat Group 2: blue skies Chorus: yellow, yellow eyes

UNIT 2:

Listening

Vocabulary:

Yellow, blue, white, red, black, green, grass, cat, skies, eyes, birds, clouds

Resources:

SB/ p 13 WB/p.13

Teaching aids:

- CD/ tape

- A photo of the picture

- Cassette player

- Ask some pairs using the crayons and practise the pattern

PRESENTATION: Act 1: Review the vocabulary.

- Use the photo of the pictures on P.13 to introduce the vocabulary: grass, cat, skies, eyes, birds, clouds.

Act 2: Review the song.

- Show the page 13 to the class and introduce the song - Play the recording of “The Black Cat Song”

PRACTICE: Act 1: Sing the song with the music in chorus.

(34)

PRODUCTION: Act 1: Color the picture

- Stick the picture on p.13 on the board Sing the song (replace the color)

- Have Ss listen and color the picture

C Color and write.

- Answer the questions and color the pictures D Color.

- Color the picture Week 13 – Period 25

UNIT 2:

LET’S LEARN SOME MORE Lesson

Listening Speaking Singing

Vocabulary:

book

Sentences:

What color is this? It’s

Resources:

SB/ p 14

Let’s Chant, Let’s Sing P.11, 12

Teaching aids:

- Cassette player - Real objects

WARM-UP AND REVIEW: Act 1: Review the pattern.

- Have some pairs ask-and-answer: “What color is this?”; “It’s (white)”

PRESENTATION: Act 1: Introduce the sentence pattern:

- This is a blue book

- This is a red and yellow book - Do the same with other things

- Divide the class into some groups, repeat the sentences

(35)

(blue)

This is a (blue) (book) This is a (red) and (yellow) (book)

words

Act 2: Role play

- Divide the class into groups

- A (as Ms): This is a blue book B(as Kate): This is a red and

yellow book.

- Then reverse the roles

Act.3: Practice in groups

- Have a volunteer taking a thing ex: a black pen, a white ruler Group A: What’s this?

Group B: It’s a (pen)

Group A: What color is this? Group B: It’s (black)

Group A: (Yes) This is a (black) (pen) - Then reverse the role

PRODUCTION: Act 1: Show and tell.

- Put some classroom objects in bags ex: pen, eraser, ruler, pencil…

- Divide the class into groups and take a bag S1: This is a (ruler)

Group 1: What color is this?

S1: It’s (purple) This is a (purple) (ruler) Week 13 – Period 26

UNIT 2:

Resources:

SB/ p 14

Let’s Chant, Let’s

(36)

Lesson 2

Listening Speaking Singing

Vocabulary:

book

Sentences:

What color is this? It’s (blue)

This is a (blue) (book) This is a (red) and (yellow) (book)

Sing P.11, 12

Teaching aids:

PRESENTATION: Act 1: Review the sentence pattern:

- This is a blue book

- This is a red and yellow book - Do the same with other things

- Divide the class into some groups, repeat the sentences

Act 2: Role play

- A (as Ms): This is a blue book B(as Kate): This is a red and

yellow book.

- Then reverse the roles

Act.3: Practice in groups

- Have a volunteer taking a thing ex: a black pen, a white ruler Group A: What’s this?

Group B: It’s a (pen)

Group A: What color is this? Group B: It’s (black)

Group A: (Yes) This is a (black) (pen) - Then reverse the role

PRODUCTION: Act 1: Show and tell.

(37)

pencil…

- Divide the class into groups and take a bag S1: This is a (ruler)

Group 1: What color is this?

S1: It’s (purple) This is a (purple) (ruler) Week 14 – Period 27

UNIT 2:

LET’S LEARN SOME MORE Lesson

Listening Speaking Writing

Vocabulary:

Book, bag, pencil, ruler, eraser, pen, desk

Sentences:

This is a (purple) (pencil)

This is a (red) and (blue) (bag)

Resources:

SB/ p 15 WB/ p.14 & 15

Teaching aids:

- Cassette player - Real objects - Teacher’s

cards 1-8

- Have some pairs reading the dialogue

- Use cards 1-8 or real objects to review the vocabularies - Review the words of colors

- Have Ss listen and repeat in chorus and individually

Act 2: Review the question-and- answer pattern.

- Use puppet to model the pattern

Puppet: This is a red and blue bag

PRACTICE: Act.1: Practice in pairs

- Using pictures on page 15 to ask and answer - T goes around the class and help Ss

S1: What’s this? S2: It’s a (bag)

S1: What color is this? S2: It’s (blue) and (red)

(38)

PRODUCTION: Act 1: Memory Chain.

- Put some classroom objects in some bags

- Divide the class into groups and take a bag S1: This is a (purple) (ruler)

S2: This is a (purple) (ruler), and this is a (pink) and (white) (eraser), and this is a (green) and (brown) (book)

A Color and write.

- Have Ss look at the pictures, write the sentences then color the pictures

Week 14 – Period 28

UNIT 2:

Vocabulary:

Book, bag, pencil, ruler, eraser, pen, desk

Resources:

SB/ p 15 WB/ p.14 & 15

Teaching aids:

- Cassette player - Real objects - Teacher’s

cards 1-8

- Have some pairs reading the dialogue

- Use cards 1-8 or real objects to review the vocabularies - Review the words of colors

Act 2: Review the question-and- answer pattern.

- Use puppet to model the pattern

Puppet: This is a red and blue bag

(39)

Sentences:

This is a (purple) (pencil)

This is a (red) and (blue) (bag)

Act.1: Practice in pairs

- Using pictures on page 15 to ask and answer - T goes around the class and help Ss

S1: What’s this? S2: It’s a (bag)

S1: What color is this? S2: It’s (blue) and (red)

S1: This is a (red) and (blue) bag - Then reverse the role

PRODUCTION: Act 1: Memory Chain.

- Put some classroom objects in some bags

- Divide the class into groups and take a bag S1: This is a (purple) (ruler)

S2: This is a (purple) (ruler), and this is a (pink) and (white) (eraser), and this is a (green) and (brown) (book)

B Color and write

- Have Ss look at the pictures, complete the sentences and color the pictures

Week 15 – Period 29

UNIT 2:

Resources:

SB/ p 15 WB/ p.15

- Have some pairs practicing the sentences using pictures on p.15

(40)

Vocabulary:

A/ a: apple B/ b: book C/ c: cat

Teaching aids:

- CD/ tape

Act 1: Introduce the vocabulary:

- Use card and real objects to introduce the vocabularies - Introduce letters : A/a; B/b; C/c

Act 2: introduce the sounds of A, B and C.

- T: A /ei/: apple - T: B /bi:/: book - T: C /si/ : bag

PRACTICE: Act.1: Writing Practice

- Teach Ss how to write the lower case of a: a; then upper case of a: A.

- Do the same with the letters B and C - Practice writing on Ss paper

PRODUCTION: Act 1: Rebus Sentence.

- T writes a sentence on the board

- Ss read the sentence Ex: S1: This is (an) (apple) Act 2: Work book

C Complete the words.

(41)

UNIT 2: LET'S Move Lesson 1

Vocabulary: Hand, board Sentences:

Raise your hand Put your hand down Take out your book Put your book away Pick up your pencil Put your pencil down Write your name Look at the board

Resources:

SB/ p 16 WB/p.16

Teaching aids:

- Teacher’s cards 25-32

WARM-UP AND REVIEW: Review:

- Using TC 19-31 to review some commands in playing games

PRESENTATION: Act 1: Present the command:.

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

- Ss listen and repeat (T: Raise your hand _ Ss (do the action): Raise

the hand.)

- Give commands and ask Ss to the actions

PRACTICE: Act 1: Listen, point and repeat:

- Play the tape

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

- Get Ss to listen again and repeat

- Divide the class into teams and give two commands each time

- Ask team A to the action and team B to the action T: Raise your hand! Put your hand down _ Team A (do the action):

Raise the hand.

_ Team B (do the action): Put

(42)

PRODUCTION: Act 1: Charades:

- Have Ss sit in pairs

- Use TC, give each group at least TC

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

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

Act 2: Simon say:

- Do the wrong actions so that Ss must concentrate in the commands

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

Week 16 – period 31

UNIT 2: LET'S Move Lesson 2

Vocabulary: Hand, board Sentences:

Raise your hand Put your hand down

Resources:

SB/ p 16 WB/p.16

Let’s chant, let’s sing / p.13

Teaching aids:

- Teacher’s cards 25-32

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

- Play the tape

- Play the music (Let’s chant, Let’s sing p.13) - Ash Ss to listen, repeat and the actions

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

(43)

Take out your book Put your book away Pick up your pencil Put your pencil down Write your name Look at the board

- Ask 2-3 Ss to come before the class, point to the pictures in SB - Have the class give the commands(maybe use classroom objects)

and the actions

S1 (point to the picture): Put your pencil down _ Ss (say and do): Put the pencil down

- Model the game: T gives many commands _ Ss the actions as robots

- Divide the class into many small groups of Ss

- Ss in the group take turns to play the role of the robot and the others give commands

Act 2: Workbook

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

Check: Ss look at the pictures and stick on the right commands

Week 16 – period 32

UNIT 2:

LET'S LISTEN Key language focus:

Resources:

SB/ p 17 WB/p.17

Teaching aids:

- CD/ tape - Puppets - Cassette

Act 1: Let’s talk: Step Away Lines (p.17 teacher’s book)

S1: Hi, (Ken) How are you? S2: I’m fine, (Mari) How are you?

 S1: I’m fine Thank you.

Act 2: Let’s learn: Color interview

- T models the game:

(44)

Vocabulary:

Sentences:

player

- Teacher’s cards 25-32(classroom commands); 1-8 (classroom objects) - Stickers

Act 3: Let’s learn some more: Walk and Talk

- Ask Ss work in pairs and have pairs go around the class

- When hearing T say “Stop”, pairs will stop and make dialogue

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

T: What color is this? It’s red _ S1: point to the TC and circle A or B

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

T: What’s this? Or What color is this? _ Ss :(answer)

- Play the tape and ask Ss to listen and circle the letter A or B - Play the tape again and check the answers (AK: 1b; 2a; 3a; 4a;

5b; 6a; 7a; 8b)

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

Act 2: Workbook

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

Week 17 - Period 33

(45)

LET’S REVIEW Lesson 1

Singing Writing Reading Listening

Resources:

SB/ p 18,19

Teaching aids:

- Puppets, dies - CD/ tape

- Cassette player - Cards in

different colors - Teacher’s

cards and Students’ cards 1-16

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

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

PRESENTATION:

Act 1: Review songs: “The Hello Song” and “Hi, How are you?”

- Ask Ss to open the book

- Listen to the tape and sing aloud

Act 2: Review vocabulary:

- Let Ss to stand in a circle

- Use the T’s cards to review vocabulary - Have Ss repeat the words several times

PRACTICE: Act 1: Play a game:

- Ask Ss to open the book and show the page 18 in front of Ss - Ask Ss to look at the book and answer T’s questions:

What is this? S1: It’s a (book).

Is this a (blue) (pencil)? S2: No, It isn’t It is a (green pencil). Is this (a red cat)?

- Ask Ss to work in pairs and give them some dies Ask them to roll the die, move spaces and Ss have to recognize the objects they have

- The winner will be the person who recognizes all pix and he/ she will get mark for each correct picture

Act 3: Say and act:

- Ask Ss to look at the book at page 18 and the T reads first: My

name is John / Hi, how are you?

(46)

I’m fine Thank you.)

PRODUCTION: Review the songs above:

- Divide the class into groups to sing these songs

Week 17- Period 34

LET’S REVIEW (UNIT 1,2)

Lesson 2

Resources:

SB/ p 18,19

Teaching aids:

cards and Students’ cards 1-16

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

other

PRESENTATION: Guessing game:

- Divide the class into small groups - Use the Ss’ cards 1-16

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

S1: Is this a (bag)? S2: No, it isn’t. S1: Is it (a pencil)? S2: Yes, it is.

S1: What color is this? S2: It’s (green).

(47)

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

S1: Is this a (blue) (bag)?

S2: Yes, it is / No, It isn’t It is a (brown bag)

- Ask Ss to circle yes/ no after listening to the question.

Act 2: Listen carefully:

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

PRODUCTION: Pick and Speak:

- Call a student in random and ask him/ her to stand up - Ask him/ her to point to a card and introduce:

“This is a blue bag,…”

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

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

Week 18 - Period 35: THE FIRST- TERM TEST Week 18 - Period 36

Resources:

SB/ p 20

Teaching aids:

- puppets

(48)

Speaking Listening

Vocabulary:

friend, let’s, play

Sentences:

Hi, (John)

This is my friend, (Sarah)

Let’s play!

- CD/ tape

different colors

Cultural tip:

- When introducing a person, we often keep the hand open and show to the

introduced person - People wave their hands when saying hello/ goodbye

- Model the dialogue with students

Hi, (Ken).

This is my friend, (Mari).

- Call some pairs to practise the dialogue

Act 2: Present the complete dialogue:

- Use puppets to introduce the dialogue - Ask a student to be Sarah

- Have Ss repeat the dialogue several times

Act 3: Write:

- Friend, let’s , play - This is my friend, Sarah. - Hello, Sarah.

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:

S1: This is my friend, Mari. S2: Hello, Mari.

S3: Hi, Ken.

(49)

UNIT 3:

LET’S TALK (cont.) Lesson 2

Speaking Listening

Hi, (John)

Let’s play!

Resources:

SB/ p 20 WB/ p 20

Teaching aids:

- Cassette player

other

PRESENTATION: Act 1: Present the complete dialogue again:

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

Act 2: Act out the dialogue:

- Have Ss sit in groups of - Practise the dialogue in SB/p 20

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

PRODUCTION: Act 1: Pick and Speak:

- Call a student in random and ask him/ her to stand up - Ask him/ her to point to another student and introduce:

“This is my friend,…”

- Ask the whole class to speak in chorus: “Hello,…”

(50)

A Connect and trace: - Color the words

- Connect the balls with the children B Draw, trace and write:

- Draw a friend - Write his/ her name Week 19 - Period 38

Singing Listening

Hi, (John)

Hello, (Sarah)

Resources:

SB/ p 21

Teaching aids:

- Cassette player

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

the page 20

PRESENTATION: Act 1: Review the dialogue:

- Use puppets to introduce Sarah and John - Ask Ss to say hello

T (showing Puppet A): This is my friend, (Sarah)  Ss: Hello, Sarah. T (showing Puppet B): This is my friend, (John)  Ss: Hello, John. All: Let’s play!

Act 2: Introduce the characters.

- Open the book on page 21, point to Sarah in the picture T: Sarah This is my friend, Sarah  Ss: Hello, Sarah.

- Do the same with John

- Have Ss practice more with other names

(51)

Let’s play! - Ask Ss open the book

- Ask questions about the picture in the book: What color is the grass? the sky?

- Play the tape

- Ask Ss to listen and point ot the characters

Act 2: : Sing the song without music:

- Sing sentence by sentence - Ask Ssto repeat

Act 3: Listen and sing along

- Play the tape again

- Ask Ss to listen and sing along

PRODUCTION: Act 1: Sing in groups:

- Ask Ss to sing the song in big groups:

G1: This is my friend, Sarah G1: This is my friend, John G3: Hello, Sarah./ Hi, John.

UNIT 3:

LET’S SING (Cont.) Lesson 2

Singing Listening

Resources:

SB/ p 21 WB/ p 21

Let’s chant, let’s sing/ p 14

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

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

(52)

Reading Writing

Hi, (John)

Hello, (Sarah) Let’s play!

Teaching aids:

- Cassette player

- Ask Ss to sit in groups and give each group sentences below - Ask them to make a song

This Is My Friend

1 Hi, John! Hello, Sarah

3 This is my friend, Sarah

4 Let’s play!

5 This is my friend, John

FB: 3-2-3-2-5-1-5-1-3-5-4

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 14) - 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 14) 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 14) again

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

Act 2: I’m a musician:

- Ask Ss to sit in their groups, sing the song with their own names

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

(53)

UNIT 3:

Speaking

Vocabulary:

cassette(s) pencil case(s)

Sentences:

What are these? They are (cassettes)

Resources:

SB/ p 22

Teaching aids:

- Cassette player - Teacher’s

cards (TC): 1-8 (unit 1), 34, 35, 40, 41

- Play the music (Let‘s chant, let’s sing/ p 14) - Ask Ss to listen to the music and sing the song

- Introduce new words, using real classroom objects: T (hold a pencil case): a pencil case.

T (point to a cassette): a cassette

- Have Ss practice more on classroom objects

- Give out TC 34 and say: a pencil case Then give out TC 40 and say: Pencil cases.

- Do the same with cassette(s), using TC 35, 41 - Stick TC 34, 35 and 40, 41 on the board

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

Puppet A:(point to the card 41 ) What are these?  Puppet B: They are cassettes

(54)

- Ask Ss to work in pairs, practice the dialogue - Note: They are = They’re

PRODUCTION: Act 1: Show and Tell:

- Get the whole class to answer: It’s……/ They’re……… Week 21 - Period 41

UNIT 3:

Lesson 2

Vocabulary:

crayon(s) table(s)

Resources:

SB/ p 23

Teaching aids:

cards (TC): 1-16, 33-44

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

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

PRESENTATION:

- Use TC 33-44 to introduce new words: crayon(s), table(s),

marker(s), notebook(s).

- Stick TC 33-44 on the board

(55)

marker(s) note-book(s) pencil case(s) {review}

cassette(s) {review}

Puppet A:(point to the card 34 ) What are these?  Puppet B: They’re crayons

the role

S1:(point to a crayon in the book): What’s this?  S2: It’s a crayon S1:(point to crayons in the book): What are these?  S2: They’re crayons

PRODUCTION: Act 1: Guessing Game:

- Put TC 33-44 in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What’s this?/ What are these?

(56)

UNIT 3:

Lesson 3

crayon(s) table(s) marker(s) note-book(s) pencil case(s) cassette(s)

Resources:

SB/ p 23 WB/ p 22

Let’s chant, let’s sing/ p.15

Teaching aids:

cards (TC): 33-44

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

- Use TC 33- 44

- Ask Ss in turn to come before the class, show the picture and ask: What’s this?/ What are these?

- The whole class answer

PRESENTATION: Act 1: Review the question and answer pattern.

Puppet A:(point to the card 33) What’s this?  Puppet B: It’s a crayon Puppet A:(point to the card 34) What are these?  Puppet B: They’re crayons

- Divide the class into groups, practise 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 15)

- Ask Ss to listen and repeat the question and answer

PRACTICE: Act 1: Practice the rhythm in pairs:

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

Act 2: Practice the rhythm in groups:

- Clap their hands to make the rhythm

(57)

PRODUCTION: Act 1: The best musician:

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

A Circle:

- Look at the pictures and circle the right words B Connect and write:

- Match the sentences with suitable pictures then write the answers Week 22 - Period 43

UNIT 3:

Lesson 4

crayon(s) table(s) marker(s)

Resources:

SB/ p 23 WB/p 23

Let’s chant, let’s sing/ p.15

Teaching aids:

cards (TC): 1-8, 33-44

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

- Ask or volunteers to come before the class, make the rhythm: What’s this? It’s a crayon

What are these?  They’re crayons

- The class clap their hands and follow him/ her

PRESENTATION: Act 1: Review the sentences:

- Use the puppets and TC 1-8 to review the sentences S1: This is a ruler What color is it?  S2: It’s white

- Have Ss ask and answer

Act 2: Present “This is… ” and “These are……”:

- Hold a crayon and say: This is a crayon Then write the sentence on the board

(58)

note-book(s) pencil case(s) cassette(s)

This is a (crayon) These are (crayons)

- Note: This is a/ an (singular noun).// These are (plural noun).

PRACTICE: Act 1: Say these:

- Ask Ss sit in groups of 4, look at the book, p 23 - Point to the objects and say the sentences

Act 2: Practice the rhythm in groups:

- Clap their hands to make the rhythm

- Say the sentences: G1: This is a crayon G2: Crayon, crayon, crayon

PRODUCTION: Act 1: The best musician:

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

S1: This is a crayon  Ss: Crayon, crayon, crayon

C Write:

- Look at the pictures and write the right sentences D Draw and write:

- Draw an object in picture and at least objects in picture - Then write down the words

UNIT 3:

Resources:

SB/ p 24

Let’s chant, let’s

WARM-UP AND REVIEW: Act 1: Singing: This is my friend

- Play the music (Let‘s chant, let’s sing/ p 14)

(59)

Lesson 1

Vocabulary:

Sneaker(s)

Numbers to 10

Sentences:

How many (sneakers)? Ten (sneakers)

sing/ p 14, p 16

Teaching aids:

- Cassette player - Students’ cards (SC): 1-16, 33-44

- Classroom real objects

Team 1: introduce Sarah, John; Team 2: say hello

- Have Ss sit in pairs, give each pair some SC 1-16, 33-34, practice the pattern:

What’s this?  It’s (a pencil) What are these?  They are pencils.

classroom objects

Act 2: Introduce the question-and-answer pattern:

- Hold up a ruler and ask: How many rulers?  One

- Hold up rulers and ask: How many rulers?  One, two, three,

four Four rulers.

answer

- Play the music (Let‘s chant, let’s sing/ p 16)

Act 2: Count the purple sneakers:

(60)

them

Act 3: Listen to the song and point to the purple sneakers:

- Play the tape

- Ask Ss to listen to the song and point to the sneakers

PRODUCTION: Act 1: Listen to the song and sing along:

- Ask Ss to listen to the song and sing along Week 23 - Period 45

UNIT 3:

Vocabulary:

Sneaker(s)

Numbers to 10

Sentences:

Resources:

SB/ p 24

Let’s chant, let’s sing/ p 17, p 18

Teaching aids:

- Cassette player - Students’ cards (SC): 1-16, 33-44

- Classroom real objects

- Show TC 1- 16, 33-44 in random and ask: How many (rulers)? - Have Ss to count and answer: One, two, three, four Four (rulers).

- Play the music : The Name chant (Let‘s chant, let’s sing/ p 17) - Have Ss repeat the names and the numbers

PRESENTATION:

Act 1: Introduce the question-and-answer pattern again:

four Four rulers.

answer

(61)

T: What are these?  Ss: They’re sneakers. T: What color are they?  Ss: They’re purple. T: How many sneakers?  Ten sneakers.

PRACTICE: Act 1: Listen to the song and sing along:

- Ask Ss to listen to the song and sing along

Act 2: Sing the song by sentence:

- Play the tape again, sentence by sentence

- Ask Ss to listen and sing the song by sentence

Act 3: Sing the song with the music:

- Play the music (Let‘s chant, let’s sing/ p 18) - Ask Ss to listen to the music and sing the song

- Divide Ss into groups and each group has solo singers Solo 1: How many sneakers? Solo 2: Ten sneakers/ One sneaker

- Perform the song before the class Week 23 - Period 46

UNIT 3:

Listening

Resources:

SB/ p 25

WB/ pp 24- 25 Let’s chant, let’s sing/ p 17, p 18

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 18) and have Ss perform the song

PRESENTATION:

(62)

Speaking Reading Writing

Cassette(s) Notebook(s) Pen(s)

Crayon(s) Ruler(s) Book(s) Marker(s) Eraser(s)

Teaching aids:

- Cassette player - Classroom real

objects

four Four rulers.

answer

- Play the music : The Name chant (Let‘s chant, let’s sing/ p 17) - Have Ss repeat the names and the numbers

a Play the tape

- Get Ss point at the cats and repeat: How many cassettes?- Three

cassettes.

b Play the tape again

- Ask Ss to listen and point to the pictures

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

S1: How many (cassettes)? S2: Three cassettes.

PRODUCTION: 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 quantity of the classroom objects nearest to them

(63)

A Complete and match:

- Ss write the words of the numbers Then match the numbers to the pictures

B Count, circle and write:

- Ss count the objects in each picture, circle the right number and write it in the blanks

UNIT 3:

Vocabulary:

Desk, /d/, /dee/ Egg, /e/, /i/ Fish, /f/, /ef/

Sentences:

Resources:

SB/ p 25 WB/ p 25

Teaching aids:

- Cassette player

Tip:

- Have Ss recognize and distinguish the small d and b because

d can be converted to b and vs.

WARM-UP AND REVIEW: Act 1: Singing circle:

- Ask 10 Ss to come and sit before the class and perform the song

- When the class sing one little, the first student stand up When the class sing two little, the second stands up… And ten little, all 10 students stand up

Act 2: Review the letters A,B, C:

- T: A /ei/, B /bee/, C /see/  Ss repeat - /æ/ apple, /b/ book, /k/ cat  Ss repeat

PRESENTATION: Act 1: Present the letters D, E, F:

- Write D, d and desk on the board Then underline d of the word

desk

- Point to the D, d on the board and say: /dee/  Ss repeat - Do the same to present E, e and egg; F, f and fish

Act 2: Present the sounds of the letters:

- Point to the D, d on the board and say: /d/, /desk/  Ss repeat - Do the same to present E, e and egg; F, f and fish

(64)

- Play the tape

- Ask Ss to listen and point to the letters and the pictures at the end of the page

- Ask Ss to listen again and repeat

Act 2: Writing PRACTICE:

- Help Ss write the letters properly on the lined paper

PRODUCTION: Act 1: Rebus sentence:

- Ask Ss to sit in groups, look at the page 25 - Circle or underline the letters d, e and f

- In turn, ask and answer: S1 (point to d): Is this /dee/?  Ss: Yes, it is

C Connect and complete the words:

- Have Ss connect the pictures to the first letters of the items and then to the words

UNIT 3:

Listening Speaking

Resources:

SB/ p 26

Teaching aids:

- puppets

WARM-UP AND REVIEW: Act 1: Review The Purple Sneakers Song:

- Play the music (Let’s chant, let’s sing/ p 18) - Sing the song in chorus

Act 2: Review some commands:

- Stick TC 17-32 on the board

(65)

Reading Writing

Vocabulary:

Hand Board

Sentences:

Make a circle Make two lines Go to the door Come here

Count the girls/ boys Draw a picture

Give me a crayon

- CD/ tape

Cards (TC): 17-32, 45-52 - Classroom

objects

T: Stand up  Ss (repeat and the action): Stand up

T: Make a circle  Ss (do the action): Make a circle

- Play the tape

- Divide the class into teams and give commands each time - Ask team A to the action and team B to the action2 T: Stand up Sit down.Team A (do the action): Stand up

Team B (do the action): Sit down PRODUCTION:

Act 1: Charades:

- Have Ss sit in groups of

- Use TC 45-52, give each group at least TC

- The groups take turns to come before the class and the actions - Get other groups to observe carefully and say the correct

commands

(66)

UNIT 3:

Hand Board

Make a circle Make two lines Go to the door Come here

Count the girls/ boys Draw a picture

Give me a crayon

Resources:

SB/ p 26 WB/ p 26

LG grammar and listening/ p 32

Teaching aids:

Cards (TC): 17-32, 45-52 - Classroom

objects

- Play the tape

- Play the music (Let’s chant, let’s sing/ p 19) - Ask Ss to listen, repeat and the actions

- Ask Ss to look at the book, listen and clap their hands

T (play the music): Make a circle  Ss (clap hands and say): Make a circle.

Act 2: Give commands:

and the actions

(67)

C Match and say:

- Have Ss connect the pictures to the commands Then practice giving commands

D Circle and write:

- Have Ss count the number of the people in the picture and circle the right number Then write the words in the blank

UNIT 3:

Vocabulary:

(Review the whole

Resources:

SB/ p 27 WB/ p 27

Teaching aids:

- CD/ tape

Cards (TC):

1-WARM-UP AND REVIEW: Act 1: Let’s talk: Who said it?

- Write the conversation on the board, blind S1, and have S2 introduce S1 to S3

S2: Hi, (Ken) This is my friend S3: Hi, (Ken) S1: Hi, how are you, (Ann)S3: No, I’m not (Ann)…

(68)

unit)

Sentences:

16, 33- 44, 45-52

- Magnet - Sticker - Red scarf or

handkerchief

S1: What’s this?/ What are these? S2 (feel the object): It’s (a crayon)/ They’re (crayons).

- Ask Ss to make a circle and practise the rhythm of the number All: (stamp their feet twice, clap their hands twice) T: one (stamp), five (clap)  All

S5: five (stamp), three (clap) All S3: three (stamp), six (clap)  All  S6: …

- Stick TC 33 and 44 on the board, write letters A, B and circle them

- Ask S1 to go to the board T: This is (a notebook) S1: point to TC and circle A or B

T: What’s this? / What are these? / How many ? Ss: (answer)

- 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, 3B, 4A, 5B,

6B, 7A, 8B

(69)

- PW: ask and answer about the pictures 1-6, and give commands with the pictures 7-8

Speaking Listening

Vocabulary:

friend, nice, meet, too

Sentences:

Hi, Mom! I’m home This is my friend, (Andy)

It’s nice to meet you, Mrs Hill

It’s nice to meet you, too, Andy

Resources:

SB/ p 28

Teaching aids:

different colors

Cultural tip:

- When introducing a person, we often keep the hand open and show to the

introduced person

Sing a song: Get students review the song: “This is my friend” PRESENTATION:

Act 1: Present the first part of the dialogue:

- Model the dialogue with students Hi, Mom! I’m home.

This is my friend, (Andy). This is my mother.

- Call some pairs to practise the dialogue

Act 2: Present the complete dialogue:

Act 3: Write:

- Nice, meet, too.

- This is my friend, Andy.

- It’s nice to meet you, Mrs Hill. - It’s nice to meet you, too, Andy.

(70)

- Play the tape

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

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

PRODUCTION: Act 1: Role play:

S1: Hi, Mom! I’m home This is my friend, (Andy) This is my mother S2: It’s nice to meet you, Mrs Hill

S3: It’s nice to meet you, too, Andy Week 26 - Period 52

UNIT 4:

LET’S TALK (cont.) Lesson 2

Speaking Listening

Resources:

SB/ p 28 WB/ p 28

Teaching aids:

- Cassette player

other

PRESENTATION: Act 1: Present the complete dialogue again:

(71)

- Ask Ss to repeat

Act 2: Act out the dialogue:

- Have Ss sit in groups of - Practise the dialogue in SB/p 28

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

- Call a student in random and ask him/ her to stand up - Ask him/ her to point to another student and introduce:

“This is my friend,…”

- Ask the whole class to speak in chorus:

“It’s nice to meet you,…”

C Connect and trace: - Color the words

D Draw, trace and write:

- Draw all people in students’ family

UNIT 4: LET’S SING

Resources:

SB/ p 29

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

(72)

Lesson 1

Singing Listening

Teaching aids:

- Cassette player

PRESENTATION: Act 1: Review the dialogue:

- Use puppets to introduce Sarah, John and Sarah’s family - Ask Ss to say hello

T (showing Puppet A): This is my mother  Ss: It’s nice to meet

you.

T (showing Puppet B): This is my father  Ss: It’s nice to meet

you.

All: Let’s play!

Act 2: Introduce the characters.

- Open the book on page 29, point to Sarah’s family in the picture T: Sarah This is my mother  Ss: It’s nice to meet you

- Do the same with other characters

- Have Ss practice more with other characters

- Ask Ss open the book

- Ask questions about the picture in the book: What color are the trees? the house?

- Play the tape

- Ask Ss to listen and point to the characters

Act 2: : Sing the song without music:

- Sing sentence by sentence

Act 3: Listen and sing along

(73)

PRODUCTION: Act 1: Sing in groups:

- Ask Ss to sing the song in big groups:

G1: This is my mother Nice to meet you Nice to meet you, too. G2: This is my father Nice to meet you Nice to meet you, too. G3: This is my sister Nice to meet you Nice to meet you, too. G4: This is my brother Nice to meet you Nice to meet you, too.

UNIT 4:

LET’S SING (Cont.) Lesson 2

Singing Listening Reading Writing

Resources:

SB/ p 29 WB/ p 29

Teaching aids:

- Cassette player

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

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

PRESENTATION: Act 1: Re-present the song:

- Ask Ss to sit in groups and give each group sentences below - Ask them to make a song( sentence can be used several times)

The family song

1 This is my mother. 2 Nice to meet you. 3 Nice to meet you,

too.

4 This is my father. 5 This is my sister. 6 This is my brother

FB: 1-2-3-4-2-3-5-2-3-6-2-3

PRACTICE: Act 1: Listen and sing along

- Play the tape

(74)

Act 2: : Sing the song with the music:

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

Act 3: Sing in groups with the music:

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

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

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

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

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

- Ask them to sing the song out loud

UNIT 4:

Speaking

Resources:

SB/ p 31

Teaching aids:

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

- Use TC 1-8 and say: What’s this?  Ss: It’s (a pencil).

(75)

Vocabulary:

grandmother grandfather

Sentences:

Who is she? She is my grandmother

He is my grandfather

cards

o grandmother o grandfather

- Puppet A:(point to the card ) Who is he?  Puppet B: He is my

grandfather

- Puppet B:(point to the card ) Who is she?  Puppet A: He is my

grandmother

the role

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

She is = she’s He is = he’s

- Point to a TC on the board and ask: Who is he? Who is she?

(76)

UNIT 4:

Lesson 2

Speaking

Vocabulary:

grandmother grandfather

Sentences:

Who is she? She is my grandmother

He is my grandfather

Resources:

SB/ p 31

Teaching aids:

cards

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

- Use TC 1-8 and say: What’s this?  Ss: It’s (a pencil).

PRESENTATION: Act 1: Review the singular forms of the words.

- Introduce new words by explaining their meanings o grandmother

o grandfather

Puppet A: (point to the card ) Who is he?  Puppet B: He is my

grandfather

Puppet B: (point to the card ) Who is she?  Puppet A: He is my

grandmother

the role

(77)

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

She is = she’s He is = he’s

- Point to a TC on the board and ask: Who is he? Who is she?

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

UNIT 4:

Lesson 3

grandmother grandfather father

Resources:

SB/ p 31

Teaching aids:

cards

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

PRESENTATION:

- Use TC to introduce words: father(s), mother(s), brother(s),

sister(s)…

Puppet A:(point to the card ) Who is he?  Puppet B: He is my

father

(78)

mother sister brother baby sister friend

Who is he? He’s my father She is my sister He is my friend

sister.

the role

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

S1:(point to picture in the book): Who is he?  S2: He is the

father

S1:(point to picture in the book): Who is she?  S2: She is the

mother.

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class)& ask: Who is he?

(79)

UNIT 4:

Lesson 4

grandmother grandfather father mother sister brother baby sister friend

Who is he? He’s my father She is my sister He is my friend

Resources:

SB/ p 31

Teaching aids:

cards

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

PRESENTATION:

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

- Use TC to introduce words: father(s), mother(s), brother(s),

sister(s)…

Puppet A:(point to the card ) Who is he?  Puppet B: He is my father

Puppet A:(point to the card ) Who is she?  Puppet B: she is my sister.

the role

(80)

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

S1:(point to picture in the book): Who is he?  S2: He is the father

S1:(point to picture in the book): Who is she?  S2: She is the mother.

- Put TC in a bag

- Ask one st to choose one card (but not showing it to the class)& ask: Who is he?

UNIT 4:

Singing Listening

Resources:

SB/ p 32

Teaching aids:

WARM-UP AND REVIEW: Act 1: Singing: The Family Song

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

Act 2: Review the old sentences

- Have Ss sit in pairs, give each pair some SC, practice the pattern:

(81)

Speaking

Vocabulary:

Tall (review) Short(review) Young(review) Old(review) Pretty

Ugly Thin Fat

Sentences:

He’s tall She’s short

- Introduce the new words by asking students to look at the pix - Check if Ss can remember the words by asking them to repeat the

meaning

Act 2: Introduce the sentence pattern:

She is (old) She is (pretty) Who is she?

- Do the same with other people in other pix

- Divide the class into some groups, in turn, repeat the sentences

Act 2: Describe the people:

- Ask Ss to look at the book and describe each person in the pix

Act 3: Guess:

- Ask Ss to look at the picture, read the sentences and then write a suitable word they can guess

PRODUCTION: Describe other students in the class:

- Ask Ss to describe a friend in class and guess who he/ she is

(82)

Key language Materials Key activities UNIT 4:

LET’S LEARN SOME MORE (Cont.)

Lesson 2

Vocabulary:

Tall (review) Short(review) Young(review) Old(review) Pretty

Ugly Thin Fat

Sentences:

Resources:

SB/ p 32

Teaching aids:

WARM-UP AND REVIEW: Act 1: Singing: The Family Song

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

Act 2: Review the old sentences

- Have Ss sit in pairs, give each pair some SC, practice the pattern:

Who is he? He is my father. Who is she? She is my mother.

- Introduce the new words by asking students to look at the pix - Check if Ss can remember the words by asking them to repeat the

meaning

Act 2: Review the sentence pattern:

She is (old) She is (pretty) Who is she?

- Do the same with other people in other pix

- Divide the class into some groups, in turn, repeat the sentences

Act 2: Describe the people:

- Ask Ss to look at the book and describe each person in the pix

(83)

- Ask Ss to look at the picture, read the sentences and then write a suitable word they can guess

PRODUCTION: Describe other students in the class:

- Ask Ss to describe a friend in class and guess who he/ she is

UNIT 4:

Lesson 3

Vocabulary:

Tall (review) Short(review) Young(review) Old(review) Pretty(review) Ugly(review)

Resources:

SB/ p 32-33

Teaching aids:

- Cassette player - Students’ cards - Classroom real

objects

WARM-UP AND REVIEW: Unscramble words:

1 ouyng: ………….(young) ltal:……….(tall) hsotr:……….(short)

- Tell the students all the words they need to these exercises - Introduce the pix and show students some words

Act : Introduce the sentence pattern:

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

This is (my) mother She is (pretty) He is (tall)

She is (short)….

PRACTICE: Act 1: Find the words:

(84)

Thin (review) Fat(review)

Sentences:

- Guide students how to find words in the box

- Ask students to circle the words they find out

Act 2: Write:

- Ask Ss to find suitable words to fill in the gap

Act 3: Circle and write:

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

Act 4: Circle and complete the words:

- Ask students to circle the beginning letter of the word which names the thing in the pix

- Ask students to complete the words

PRODUCTION:

- Ask students to describe some people in their family

UNIT 4:

Lesson 4

Resources:

SB/ p 32-33

Teaching aids:

- Cassette player

WARM-UP AND REVIEW: Unscramble words:

4 ouyng: ………….(young) ltal:……….(tall) hsotr:……….(short)

- Tell the students all the words they need to these exercises - Introduce the pix and show students some words

(85)

Vocabulary:

Tall (review) Short(review) Young(review) Old(review) Pretty(review) Ugly(review) Thin (review) Fat(review)

Sentences:

- Students’ cards - Classroom real

objects

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

This is (my) mother She is (pretty) He is (tall)

She is (short)….

PRACTICE: Act 1: Find the words:

- Ask students look at the pix and words under the pix

- Guide students how to find words in the box

- Ask students to circle the words they find out

Act 2: Write:

- Ask Ss to find suitable words to fill in the gap

Act 3: Circle and write:

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

Act 4: Circle and complete the words:

- Ask students to circle the beginning letter of the word which names the thing in the pix

- Ask students to complete the words

PRODUCTION:

- Ask students to describe some people in their family

UNIT 4:

LET’S MOVE

Resources:

SB/ p 34

WARM-UP AND REVIEW: Act 1: Review the way how to describe someone:

(86)

Lesson 1

Vocabulary:

Homework Mess Sleep Dinner Wake up Watch clean

Sentences:

(Don’t) go to sleep (Don’t) homework (Don’t) eat dinner (Don’t) make a mess (Don’t) clean up (Don’t) watch TV (Don’t) play the piano

Teaching aids:

Cards - Classroom

objects

Act 2: Review some commands:

- Review the commands quickly: T gives commands and Ss the actions

T: Go to sleep  Ss (repeat and the action): Go to sleep.

T: Clean up  Ss (do the action): Clean up.

Act 2: Present the sentence pattern:

- Do not watch TV = Don’t watch TV

- Play the tape

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

T: Clean up! Go to sleep.Team A (do the action): clean up.Team B: go to sleep

PRODUCTION: Act 1: Charades:

- Have Ss sit in groups of

- Use TC, give each group at least TC

(87)

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

- Do the wrong actions so that Ss must concentrate in the commands - Ask 1-2 Ss to give the command and the class the actions

UNIT 4:

Homework Mess Sleep Dinner Wake up Watch clean

Resources:

SB/ p 34 WB/ p 34

Let’s chant, let’s sing LG grammar and listening

Teaching aids:

Cards - Classroom

objects

- Play the tape

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

- Ask Ss to look at the book, listen and clap their hands

T (play the music): Go to sleep  Ss (clap hands and say): Go to sleep.

(88)

(Don’t) go to sleep (Don’t) homework (Don’t) eat dinner (Don’t) make a mess (Don’t) clean up (Don’t) watch TV (Don’t) play the piano

and the actions

S1 (point to the picture): Go to sleep  Ss (say and do): Go to sleep.

Act 3: Match:

- Ask students to match the picture with suitable command

Act 4: Write:

- Ask students look at the pix and complete the sentence

UNIT 4:

Resources:

SB/ p 35 WB/ p 35

Teaching aids:

- CD/ tape

WARM-UP AND REVIEW: Act 1: Let’s talk: Who said it?

- Write the conversation on the board, blind S1, and have S2 introduce S1 to S3

(89)

Writing

Vocabulary:

Sentences:

Cards Sticker - Red scarf or

handkerchief

- Get Ss to make a circle, put their hands at the back, give S1 some pix and ask her/ him to describe them to her/ his friend

Ask Ss to describe the people in some pix

- Stick TC on the board, write letters A, B… and circle them - Ask S1 to go to the board T: She is (pretty) S1: point to TC and

circle A or B

T: Who is she? / Who is he? Ss: (answer)

- Play the tape and ask Ss to listen and circle the letter A or B - Play the tape again and check the answers

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

(90)

C Circle: Ss look at the pictures and circle the suitable word

D Circle and write: Look at the pictures, circle the right word and fill in the blanks

Lesson 1

Resources:

SB/ p 36,37 WB/ p.36,37

Teaching aids:

cards and Students’ cards 33-44, 45-52, 61-68, 69-76, 53-59,

PRESENTATION:

Act 1: Review songs: “This is My Friend” and “The Family Song”

- Ask Ss to open the book, listen to the tape and sing aloud

Act 2: Review vocabulary:

- Let Ss to stand in a circle

- Use the T’s cards to review vocabulary - Have Ss repeat the words several times

PRACTICE: Act 1: Play a game:

- Ask Ss to open the book and show the page 36 in front of Ss - Ask Ss to look at the book and answer T’s questions:

What is this?/ Who is this?

What are these?/ Is this a (table)? What color is this?

(91)

- The winner will be the person who recognizes all pix and he/ she will get mark for each correct picture

Act 2: Ask your partner:

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

S1: Who is

S2: Yes, I do/ No, I don’t.

- Ask Ss to circle yes/ no after listening to the question.

Act 3: Say and act:

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

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

What’s your favorite color?

PRODUCTION:

Review the songs above: Divide the class into groups to sing these

songs Week 34- Period 67

Lesson 2

Resources:

SB/ p 36,37 WB/ p.36,37

Teaching aids:

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

- Ss walk around the class in pairs, introducing to each other

PRESENTATION: Act 1: Team game:

- Divide the class into small groups - Use the Ss’ cards 133-144

(92)

PRACTICE: Act 1: Answer the question:

- Ask Ss to work in pairs to ask and answer

S1: Do you want….?/ What you want? S2: (Look at the pix and say)

Act 2: Listen carefully:

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

- Call a student in random and ask him/ her to stand up - Ask him/ her to point to a card and introduce:

“It is a (bird) It can (sing/ fly)….

- Ask the whole class to speak in chorus:

“It is a (bird) It can (sing/ fly)….

(93)

Lesson 3

Sentences: (Review

Resources:

SB/ p 36,37 WB/ p.36,37

Teaching aids:

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

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

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

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

PRESENTATION: Act 1: Commands:

- Use the T’s cards 125-132 - Divide Ss into groups of

- Each group will carry out the command in their card

PRACTICE: Act 1: Write:

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

Answers:

(94)

- Get the whole class to answer: It’s……/ They’re………

Lesson 4

Sentences: (Review

Resources:

SB/ p 36,37 WB/ p.36,37

Teaching aids:

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

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

PRESENTATION: Review the question and answer pattern.

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

They’re frogs.

the role

PRACTICE: Act 1: Uncramble, match and write:

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

(95)

Answers:

1 birds cats frogs dogs

Act 2: Connect, trace and write:

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

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

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What’s this?/ What are these?

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

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