PPCT LG STARTER

- Have Ss listen to the tape and point to the picture. - Play the tape again and pause after each line for Ss to repeat.. - Ask Ss to work in pairs to practice more.[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 STARTER (Ấn lần 2) LỚP 1

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LET'S GO STARTER_SUGGESTED SYLLABUS

LET'S GO STARTER (29 LESSONS) _ 35 WEEKS/ 70 PERIODS

WEEK PERIOD LESSON LANGUAGE ITEMS PAGE FUNCTIONS

1 Prepare for the academic year

2 A a

2 Hi/ Hello Greetings

4 E e

3 What's your name?/I'm…… Asking sb's name

6 I i

4 How are you?/ I'm fine Greetings

8 O o 10

5 What is it?/ It's a…… 11 Asking about objects (singular)

10 U u 12

6 11 What is it?/ It's a…… 13 Asking about objects (singular) [cont.]

12 REVIEW

7 13 B b 14-15 Counting 1-5

14 C c 16-17 Counting 6-10

8 15 D d 18

16 How many?/ 7! 19 Asking about numbers

9 17 G g 20

18 How old are you?/ I'm (7) 21 Asking and telling age

10 19 REVIEW

20 Mid-first-term Test

11 21 10 P p 22

22 What are they?/ They're (dogs) 23 Asking about objects (plural)

12 23 11 T t 24

24 What are they?/ They're (dogs) 25 Asking about objects (plural) [cont.]

13 25 12 V v 26

26 What color is it// It's (blue) 27 Asking about colors

14 27 13 Z z 28

28 What color is it// It's (blue) 29 Asking about colors [cont.]

15 29 REVIEW

30 14 F f 30

16 31 What shape is it?/ It's a (circle) 31 Asking about shapes

32 15 L l 32

17 33 What shape is it?/ It's a (circle) 33 Asking about shapes [cont.]

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18 35 REVIEW

36 The first-term Test

19 37 Correction of The first-term Test

38 16 M m 34-35 Greetings

20 39 17 N n 36-37 Saying thank-you and response to it

40 18 S s 38

21 41 This is my (body) 39 Talk about parts of the body (singular)

42 19 X x 40

22 43 This is my (body)./ These are my (eyes) 41 Talk about parts of the body (singular &plural) [cont.]

44 REVIEW

23 45 20 J j 42

46 These are my (arms) 43 Talk about parts of the body (plural) [cont.]

24 47 21 K k 44

48 This is my (left hand) 45 Talk about parts of the body (singular) [cont.]

25 49 22 H h 46

50 Touch your (shoulders) 47 Commands

26 51 23 Q q 48

52 I hurt my (knee!) 49 Expressing feelings

27 53 REVIEW

54 Mid-second-term Test

28 55 24 R r 50

56 Let's go! Up! Down! 51 Commands

29 57 25 W w 52

58 I can (walk) 53 Talk about ability

30 59 26 Y y 54

60 I can (swim) 55 Talk about ability [cont.]

31 61 REVIEW

62 27 A-Z 56-57

32 63 A-Z 56-57

64 28 a-z 58-59

33 65 a-z 58-59

66 29 Good bye! 60-61

34 67 Good bye! 60-61

68 REVIEW

35 69 The second-term Test

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Week - Period 1-Prepare for the academic year Week - Period 2

Key language Materials Key activities Lesson 1:

A-a

Period 1

Key language focus:

Speaking Listening

Vocabulary:

Alice, ant, alligator, apple

Resources:

SB/ p WB/ p

Teaching aids:

- TC and SC A a, “ABC” and “abc”

Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Cards in different colors

WARM-UP AND REVIEW:

Greeting: T greets Ss first and encourages Ss to respond

- T: Hi! (Nga)  Ss: …

PRESENTATION: Act 1: Present A and a:

- Show Ss “A” TC: T: This letter’s name is A A/ Ss: A

- Point to “A” on the “ABC” Wall Chart T: A/ Ss: A

- Ask Ss to look at the book and say: A

- Continue to introduce the letter “a” similarly

Act 2: Present the /a/ sound:

- Model the MAT gesture for /a/ Then show Ss how to make /a/ sound

- Point to “A” and “a” on the Alphabet Wall Chart and ask Ss to repeat /a/ sound

PRACTICE: Act 1: Find the hidden letter:

- Have Ss look at their book T: Find A It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

- Play the tape and ask Ss to listen and repeat

Act 2: Show me:

- Ask Ss to look at their book and point to each picture and answer:

T: Show me (the alligator)/ Ss: It’s an alligator

Act 3: Introduce “The A chant”.

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PRODUCTION: Slap:

- Use the TC of the /a/ vocabulary and place them face up on the table

T: It’s an apple.

- The first Ss to touch the correct card and repeat the word keeps the card

Week - Period 3

A-a

Period 2

Speaking Listening

Sentence patterns:

Hi! Hello!

Resources:

SB/ p WB/ p

Teaching aids:

- TC and SC A a, “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Puppets

Act 1: Greet Ss by name and shake hands Encourage Ss to say:

Hi! or Hello! Mrs (Tam).

Act 2: Divide the class into groups and “The A Chant”

PRESENTATION: Present the new expressions:

- Use puppets to introduce the new expressions Puppet A: Hi!  Puppet B: Hello!

- Ask a student to be puppet A and B

- Have Ss repeat the expressions several times

PRACTICE: Act 1: Find the hidden objects:

- Ask Ss to look at page and review the /a/ sound T: Show me (the ant)./ Ss: (repeat).

- Ask Ss to look at page and look for each object:

T: Find the hidden object Is there an apple?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the apple?/ Ss: (point to the apple) Here it is.

Act 2: New expressions:

- Have Ss listen to the tape and point to the picture

- Play the tape again and pause after each line for Ss to repeat

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PRODUCTION: Act 1: Find a partner:

- Play “The A Chant” as Ss walk around the room

- Stop the tape in the middle of the song

- Ss quickly find a partner and repeat the greetings

- Stop the tape often to give Ss many chances to speak

Act 2: Chain Drill:

- Pass the puppets around to help Ss remember which part to repeat

- Encourage Ss to use each other’s name

S1 to S2: Hi! (Nga).  S2 to S1: Hello! (Minh). S2 to S3: Hi!

(Lan)………

Week - Period 4

E-e

Period 1

Speaking Listening

Vocabulary:

Eddie, elbow, egg, elephant

Resources:

SB/ p WB/ p

Teaching aids:

- TC and SC A a, E e “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

Act 1: Greetings: T greets Ss first and encourages Ss to respond and asks Ss to practice more with their classmates

T: Hi! (Nga)./ Ss: Hello! (Mrs Tam)

Act 2: find the hidden letter.

- Hide several A-a SC around the room When Ss find the letter, they have to say the letter and use gesture to show that it is big or small

PRESENTATION: Act 1: Present E and e:

- Show Ss “E” TC: T: This letter’s name is E E/ Ss: E

- Point to “E” on the “ABC” Wall Chart T: E/ Ss: E

- Ask Ss to look at the book and say: E

- Continue to introduce the letter “e” similarly

Act 2: Present the /e/ sound:

- Model the MAT gesture for /e/ Then show Ss how to make /e/ sound

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repeat /e/ sound

- Have Ss look at their book T: Find E It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Eddie)/ (elbow) Ss: It’s an (elbow)

Act 3: Introduce “The E chant”.

- Play “the E chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Slap: Use the TC of the /e/ vocabulary and place them face up on the table T: It’s an elbow

Week - Period 5

E-e

Period 2

Speaking Listening

Sentence

Resources:

SB/ p WB/ p

Teaching aids:

- TC and SC A a, E e “ABC” and “abc” Alphabet Wall Charts,

WARM-UP AND REVIEW: Stand up game:

- Model “stand up/ sit down” first

- Assign each Ss one of the words for /a/ or /e/ T: Stand up if you are /a/

- All Ss whose words begin with /a/ stand up

PRESENTATION:

Introduce the question and answer pattern:

- Use puppets to introduce the new pattern

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patterns:

What’s your name? I am (Ginger)

Student name tags

- CD/ tape

- Cassette player

- Puppets

- Ask Ss to look at page and review the /e/ sound T: Show me (the egg)/ Ss: (repeat).

T: Find the hidden object Is there an elephant?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the elbow?/ Ss: (point to the apple) Here it is.

Act 2: Question and answer pattern:

- Ask Ss to work in pairs to practice more

PRODUCTION: Act 1: Guess Who?

- Bring a Ss to the front of the class and ask him to close his eyes

- The other Ss comes to the front of and stands behind S1 S1 to S2: What’s your name?

- S2 can give many names and S1 must guess if S2 is telling the truth

- If S1 guesses correctly, S2 replaces him as the guesser

Week 3- Period 6

Key language Materials Key activities Lesson

I-i

Period 1

Resources:

SB/ p WB/ p

Teaching aids:

- TC and SC A

Act 1: Greetings: T greets Ss first and encourages Ss to respond and asks Ss to practice more with their classmates

T: Hi! What’s your name?  Ss: Hello! I’m (Minh).

Act 2: Matching game.

- Give Ss some SC and hold up one of the A-a or E-e TC

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Speaking Listening

Vocabulary:

Isabel, ink, igloo, insect

a, E e and I I “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

versa

PRESENTATION: Act 1: Present I and i:

- Show Ss “I” TC: T: This letter’s name is I I/ Ss: I

- Point to “I” on the “ABC” Wall Chart T: I/ Ss: I

- Ask Ss to look at the book and say: I

- Continue to introduce the letter “i” similarly

Act 2: Present the /i/ sound:

- Model the MAT gesture for /i/ Then show Ss how to make /e/ sound

- Point to “I” and “i” on the Alphabet Wall Chart and ask Ss to repeat /i/ sound

- Have Ss look at their book T: Find I It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (an igloo)/ Ss: It’s an (igloo)

Act 3: Introduce “The I chant”.

- Play “the I chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Slap: Use the TC of the /i/ vocabulary and place them face up on the table T: It’s an igloo

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I-i

Period 2

Speaking Listening

How are you? I’m fine

Resources:

SB/ p WB/ p

Teaching aids:

- TC and SC A a, E e and I-i “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Puppets

WARM-UP AND REVIEW: Sorting game:

- Use some cards and make “pockets” out of heavy paper

- Label the pockets /a/, /e/, and /i/ Have a Ss deliver a card to the pocket labeled with the same initial sound

- Repeat with different Ss until all the cards have been delivered

PRESENTATION:

Puppet A: How are you?  Puppet B: I’m fine

- Ask Ss to look at page and review the /i/ sound T: Show me (the ink)/ Ss: (repeat).

T: Find the hidden object Is there any ink?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the insect?/ Ss: (point to the insect) Here it is.

PRODUCTION: Conversation Lines:

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- The lines move in opposite directions, left and right, so that each Ss has a new partner

S1: Hi! What is your name?  S2: I’m (Jane) What’s your name?  S1: I’m (Kelly).

Key language Materials Key activities Lesson 4

O-o Period 1

Speaking Listening

Vocabulary:

Oliver, octopus, omelet, ostrich

Resources:

SB/ p 10 WB/ p 10

Teaching aids:

- TC and SC A a, E e and I i and O o “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Act 1: Greetings:

- Ask Ss stand and in minutes greet as many other Ss as possible

- After minutes, check to see who greeted the most other Ss

Act 2: Chain Drill.

- Review the MAT gestures for /a/, /e/, and /i/ with Ss

PRESENTATION: Act 1: Present O and o:

- Show Ss “O” TC: T: This letter’s name is I O/ Ss: O

- Point to “O” on the “ABC” Wall Chart T: O/ Ss: O

- Ask Ss to look at the book and say: O

- Continue to introduce the letter “o” similarly

Act 2: Present the /o/ sound:

- Model the MAT gesture for /o/ Show Ss how to make /o/ sound

- Point to “O” and “o” on the Alphabet Wall Chart and ask Ss to repeat /o/ sound

- Have Ss look at their book T: Find O It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

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T: Show me (an octopus)/ Ss: It’s an (octopus)

Act 3: Introduce “The O chant”.

- Play “The O chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Slap: Use the TC of the /o/ vocabulary and place them face up on the table

T: It’s an octopus

I-i

Period 2

Speaking Listening

Vocabulary:

Book, ball, jump rope, doll

What is it? It is (a book)

Resources:

SB/ p 11 WB/ p 11

Teaching aids:

- TC and SC A a, E e and I-i , O o “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Cards in different

WARM-UP AND REVIEW: Living sentences:

- Divide the class in groups of and assign each Ss a word from either How are you? Or I am fine.

- Ss put themselves in to appropriate order, and repeat their sentences for the teacher

PRESENTATION:

- Present the vocabulary first

Puppet A: What is it?  Puppet B: It is (a book).

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colors

- Puppets

me (the octopus)/ Ss: (repeat).

- Ask Ss to look at page 11 and look for each object:

T: Find the hidden object Is there an omelet?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the omelet?/ Ss: (point to the omelet) Here it is.

PRODUCTION: Charades:

- Divide Ss into teams to take turn selecting a card and looking at it without showing it to the other Ss

- S1 tries to make team say the word by acting out

- If team guesses correctly, they earn a point

U-u Period 1

Speaking Listening

Vocabulary:

Uncle Jim, umpire, umbrella, upside-down

Resources:

SB/ p 12 WB/ p 12

Teaching aids:

- TC and SC A a, E e , I I, O o and U u “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette

WARM-UP AND REVIEW: Guessing game:

- On the table, place one of four objects (a book, a ball, a jump rope or a doll) under a handkerchief

- Ask Ss to guess what the object is

- Each correct guess wins a point for the class

PRESENTATION: Act 1: Present U and u:

- Show Ss “U” TC: T: This letter’s name is I U/ Ss: U

- Point to “U” on the “ABC” Wall Chart T: U/ Ss: U

- Ask Ss to look at the book and say: U

- Continue to introduce the letter “u” similarly

Act 2: Present the /u/ sound:

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player

sound

- Point to “U” and “u” on the Alphabet Wall Chart and ask Ss to repeat /u/ sound

- Have Ss look at their book T: Find U It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Uncle Jim)/ Ss: It’s an (umpire)

Act 3: Introduce “The U chant”.

- Play “The U chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Slap: Use the TC of the /u/ vocabulary and place them face up on the table

T: It’s an umpire.

U-u Period 2

Speaking

Resources:

SB/ p 13 WB/ p 13

Teaching aids:

- TC and SC A a, E e , I-i , O

WARM-UP AND REVIEW: Act 1: Sorting game:

- Label the pockets /a/, /e/, /o/, /u/ and /i/ Have a Ss deliver a card to the pocket labeled with the same initial sound

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Listening

Vocabulary:

Balloon, bicycle, top, net

What is it? It is (a balloon)

o and U u “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Puppets

PRESENTATION:

Act 1: Introduce the question and answer pattern:

- Present the vocabulary first

- Use puppets to introduce the new pattern Puppet A: What is it?

Puppet B: It is (a balloon).

- Ask a student to be puppet A and B Have Ss repeat the expressions several times

- Ask Ss to look at p12 and review the /u/ sound T: Show me (the umpire)/ Ss: (repeat).

T: Find the hidden object Is there a balloon?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the balloon?/ Ss: (point to the balloon) Here it is.

- Divide Ss into teams to take turn selecting a card and looking at it without showing it to the other Ss

- S1 tries to make team say the word by acting out

- If team guesses correctly, they earn a point

Week 6- Period 12- Review Week 7- Period 13

B-b Resources:SB/ p 14, 15

WARM-UP AND REVIEW: Find a partner::

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Speaking Listening

Vocabulary:

Beth, boy, bird, bag One, two, three, four, five

Let’s count! OK!

WB/ p 14,15

Teaching aids:

- TC and SC A a, E e , I I, O o , U u and B b “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

vocabulary words

- Play the “ A-E-I-O-U” song, ask Ss to sing and march around the room

- Stop the music and ask Ss to find a partner They show their card and ask and answer to find what it is

PRESENTATION: Act 1: Present B and b:

- Show Ss “B” TC: T: This letter’s name is I B/ Ss: B Point to “B” on the “ABC” Wall Chart T: B/ Ss: B and ask Ss to look at the book and say: B

- Continue to introduce the letter “b” similarly

Act 2: Present the /b/ sound:

- Model the MAT gesture for /b/ Show Ss how to make /b/ sound

- Point to “B” and “b” on the Alphabet Wall Chart and ask Ss to repeat /b/ sound

Act 3: Present the new expressions:

- Present the new vocabulary first.Use puppets to introduce the new expressions

Puppet A: Let’s count!  Puppet B: OK!

- Have Ss look at their book T: Find B It’s hidden Where is it?

 Ss: Here it is.

Act 2: Show me: Ask Ss to look at their book and point to each picture and answer:

T: Show me.(the boy)/ Ss: It’s a (boy).

Act 3: Introduce “The B chant”.

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to the pix

PRODUCTION:

Number book: Ask Ss mark the book of numbers Give each Ss pieces of paper On each page Ss write number 1-5 then they illustrate that page with the appropriate number of any object of their choosing

C-c

Speaking Listening

Vocabulary:

Carol, car, cat, candy Six, seven, eight, nine, ten

Let’s count! OK!

Resources:

SB/ p 16,17 WB/ p 16,17

Teaching aids:

- TC and SC A a, E e , I I, O o , U u and B b “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Give each Ss a card for one of the /a/, /e/, /i/, /u/, /o/ vocabulary words

PRESENTATION: Act 1: Present C and c:

- Show Ss “C” TC: T: This letter’s name is I C/ Ss: C Point to “C” on the “ABC” Wall Chart T: C/ Ss: C and ask Ss to look at the book and say: C

- Continue to introduce the letter “c” similarly

Act 2: Present the /b/ sound:

- Model the MAT gesture for /c/ Show Ss how to make /c/ sound

- Point to “C” and “c” on the Alphabet Wall Chart and ask Ss to repeat /c/ sound

- Present the new vocabulary first Use puppets to introduce the new expressions

Puppet A: Let’s count! Puppet B: OK!

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- Have Ss look at their book T: Find C It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me: Ask Ss to look at their book and point to each picture and answer: T: Show me.(the car)/ Ss: It’s a (car)

Act 3: Introduce “The B chant”.

- Play “The B chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: Number book:

- Ask Ss mark the book of numbers Give each Ss pieces of paper On each page Ss write number 1-5 then they

illustrate that page with the appropriate number of any object of their choosing

D-d Period 1

Speaking Listening

Vocabulary:

David, dog, desk, dinosaur

Resources:

SB/ p 18 WB/ p 18

Teaching aids:

- TC and SC A a, E e , I I, O o , U u and B b, C c “ABC” and “abc” Alphabet Wall Charts,

Student name tags

WARM-UP AND REVIEW: Run to the number game:

- Scatter the number cards 1-10 on the floor Say a number

- Ask Ss to run to that number The first Ss to get to the number card is the caller for the next number

PRESENTATION: Act 1: Present D and d:

- Show Ss “D” TC: T: This letter’s name is I D/ Ss: D

- Point to “D” on the “ABC” Wall Chart T: D/ Ss: D

- Ask Ss to look at the book and say: D

- Continue to introduce the letter “d” similarly

Act 2: Present the /d/ sound:

- Model the MAT gesture for /d/

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- CD/ tape

- Cassette player

- Point to “D” and “d” on the Alphabet Wall Chart and ask Ss to repeat /d/ sound

- Have Ss look at their book T: Find D It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (David)/ Ss: It’s (dog)

Act 3: Introduce “The D chant”.

- Play “The D chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: “ The B –C D –C song:

- Play the song and ask Ss to listen and point to the letters they hear

- Ask Ss to sing aloud and give Ss cards of letters when they hear

D-d Period 2

Speaking

Resources:

SB/ p 13 WB/ p 13

Teaching aids:

- TC and SC A a, E e , I I, O

- Label the pockets /a/, /e/, /o/, /b/ and /c/ Have a Ss deliver a card to the pocket labeled with the same initial sound

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Listening

How many? (seven)!

o , U u and B b, C c “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Puppets

PRESENTATION:

- Use puppets to introduce the new pattern Puppet A: How many?

Puppet B: (seven)

- Ask Ss to look at page 18 and review the /d/ sound T: Show me (the dog)/ Ss: (repeat).

T: Find the hidden object Is there a dinosaur?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the dinosaur?/ Ss: (point to the dinosaur) Here it is.

PRODUCTION: Guess how many?:

- Pick up any number of cards and hind them behind your back

- Ask Ss to guess how many you have

- The Ss guesses correctly or comes to the closest is the next “teacher”

G-g Period 1

Resources:

SB/ p 20 WB/ p 20

WARM-UP AND REVIEW: Line- up game:

- Divide the class into groups of ten and give each Ss a number card 1-10

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Speaking Listening

Vocabulary:

Gail, girl, gorilla, game

Teaching aids:

- TC and SC A a, E e , I I, O o , U u and B b, C c, D d, G g “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Ss stand and line up in the order called

PRESENTATION: Act 1: Present G and g:

- Show Ss “G” TC: T: This letter’s name is I G/ Ss: G

- Point to “G” on the “ABC” Wall Chart T: G/ Ss: G

- Ask Ss to look at the book and say: G

- Continue to introduce the letter “g” similarly

Act 2: Present the /g/ sound:

- Model the MAT gesture for /g/

- Show Ss how to make /g/ sound

- Point to “G” and “g” on the Alphabet Wall Chart and ask Ss to repeat /g/ sound

- Have Ss look at their book T: Find G It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Gail)/ Ss: It’s (girl)

Act 3: Introduce “The G chant”.

- Play “The G chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: Pair Dictation:

- Ask Ss to number a piece of paper from 1-4, next to each number, draw from 1-10 of of the “g” vocabulary items

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G-g Period 2

Speaking Listening

How old are you? I’m (seven)

Resources:

SB/ p 21 WB/ p 21

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Puppets

WARM-UP AND REVIEW: Greetings and introductions:

- Review the greetings and introductions learned so far

Hi! What’s your name?

Hello! I’m (Van) How are you? I’m fine.

PRESENTATION:

- Use puppets to introduce the new pattern Puppet A: How old are you?

Puppet B: I’m (seven)

- Ask Ss to look at page 20 and review the /g/ sound T: Show me (the gorilla)/ Ss: (repeat).

T: Find the hidden object Is there a game?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the gorilla?/ Ss: (point to the gorilla) Here it is.

PRODUCTION: Role play:

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- Exception of Gail (7 years old), Ss can decide how old their characters are

Week 10- Period 19- Review

Week 10- Period 20- Mid-first-term Test Week 11- Period 21

P-p

Period 1

Speaking Listening

Vocabulary:

Peter, peach, pencil, picture

Resources:

SB/ p 22 WB/ p 22

Teaching aids:

- TC and SC A a, E e , I I, O o , U u and B b, C c, D d, G g, P p “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Use some cards and make some “pockets” out of heavy paper

- Label the pockets /a/, /e/, /o/, /b/, /c/ /g/, /i/, or /u/ Have a Ss deliver a card to the pocket labeled with the same initial sound

PRESENTATION: Act 1: Present P and p:

- Show Ss “P” TC: T: This letter’s name is I P/ Ss: P

- Point to “P” on the “ABC” Wall Chart T: P/ Ss: P

- Ask Ss to look at the book and say: P

- Continue to introduce the letter “p” similarly

Act 2: Present the /p/ sound:

- Model the MAT gesture for /p/

- Show Ss how to make /p/ sound

- Point to “’P” and “p” on the Alphabet Wall Chart and ask Ss to repeat /p/ sound

- Have Ss look at their book T: Find P It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

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T: Show me (Peter)/ Ss: It’s (pencil)

Act 3: Introduce “The P chant”.

- Play “The P chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: Tic- Tac- Toe.

- Play the game with teams

P-p

Period 2

Speaking Listening

Vocabulary:

Dog(s), pig(s), cow(s), duck(s)

What are they? They are (dogs)

Resources:

SB/ p 23 WB/ p 23

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Find your partner:

- Review the numbers 1-10 first

- Use a double set of PC & give each St a PC Ss try to find their partner by the same card S1: What is it?  S2: It is a dog

What is it?  S1: It is a cat.

- Once Ss find their partner, they brings their cards to the teacher

PRESENTATION:

- Introduce the words first Ask Ss how to recognize the plural form of words

Puppet A: What are they?  Puppet B: They are (dogs).

(25)

- Puppets me (Peter)/ Ss: (repeat).

T: Find the hidden object Is there a peach?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the peach?/ Ss: (point to the peach) Here it is.

PRODUCTION: Duck- Duck- Pig Game:

- Ask Ss to sit in a circle and a Ss walks around patting each Ss on the head as he passes and says duck or pig

- If S1 says pig, S2 stands and run in the opposite position and competes with S1 to sit in the open space

- St left standing becomes “it” for the next turn

T-t

Period 1

Speaking Listening

Vocabulary:

Tom, table, telephone, TV

Resources:

SB/ p 23 WB/ p 23

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t “ABC” and “abc” Alphabet Wall Charts,

Student name

- Label the pockets /b/, /c/ /g/, or /p/ Have a Ss deliver a card to the pocket labeled with the same initial sound

PRESENTATION: Act 1: Present T and t:

- Show Ss “T” TC: T: This letter’s name is I T/ Ss: T

- Point to “T” on the “ABC” Wall Chart T: T/ Ss: T

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tags

- CD/ tape

- Cassette player

- Continue to introduce the letter “t” similarly

Act 2: Present the /t/ sound:

- Model the MAT gesture for /t/ Show Ss how to make /t/ sound

- Point to “’T” and “t” on the Alphabet Wall Chart and ask Ss to repeat /t/ sound

- Have Ss look at their book T: Find T It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Tom)/ Ss: It’s (table).

Act 3: Introduce “The T chant”.

- Play “The T chant” on the tape and ask Ss to listen and point to the pix

- Divide the class into teams Show S1 from team a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t) ask he to form the letter with his body

- S1’s team guess which big or small letter S1 is making Correct guess gets point

T-t

Period 2

Key language

Resources:

SB/ p 25 WB/ p 25

Teaching aids:

WARM-UP AND REVIEW: Find your partner:

- Use a double set of PC and give each Ss a PC Ss try to find their partner by the same card

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focus:

Speaking Listening

Vocabulary:

car(s), taxi(s), truck(s), train(s)

What are they? They are (cars)

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Puppets

they are (ducks)

PRESENTATION:

- Introduce the words first Ask Ss how to recognize the plural form of words

Puppet A: What are they?  Puppet B: They are (cars).

- Ask Ss to look at page 24 and review the /t/ sound T: Show me (Tom)/ Ss: (repeat).

T: Find the hidden object Is there a car?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the car?/ Ss: (point to the car) Here it is.

PRODUCTION:

Slap: Use the TC of the vocabulary in plural and singular forms from lesson 10-11 and place them face up on the table Call out a word using it in the sentence:

T: It’s a (cow) or they are (cows).

The first Ss to touch the correct card and repeat the word keeps the card and becomes the caller for the next card

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Lesson 12 V-v

Period 1

Speaking Listening

Vocabulary:

Vicky, video, vest, violin

Resources:

SB/ p 26 WB/ p 26

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Tic- Tac- Toe.

- Play the game with teams Draw a nine-square tic-tac-toe grid on the board

- Show team a PC for singular or plural vocabulary and say either the question or answer S1 says the matching answer or the question

T: They are cows  S1: What are they?

PRESENTATION: Act 1: Present V and v:

- Show Ss “V” TC: T: This letter’s name is I V/ Ss: V

- Point to “V” on the “ABC” Wall Chart T: V/ Ss: V

- Ask Ss to look at the book and say: V

- Continue to introduce the letter “v” similarly

Act 2: Present the /v sound:

- Model the MAT gesture for /v/ Show Ss how to make /t/ sound

- Point to “’V” and “v” on the Alphabet Wall Chart and ask Ss to repeat /v/ sound

- Have Ss look at their book T: Find V It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Vicky)/ Ss: It’s (video)

Act 3: Introduce “The V chant”.

- Play “The V chant” on the tape and ask Ss to listen and point to the pix

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- Divide the class into teams Show S1 from team a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t) ask he to form the letter with his body

V-v

Period 2

Speaking Listening

Vocabulary:

Blue, red, yellow, green, orange

What color is it? It is (blue)

Resources:

SB/ p 27 WB/ p 27

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, V v “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Puppets

WARM-UP AND REVIEW: Act 1: Find your partner:

- Use a double set of PC and give each Ss a PC Ss try to find their partner by the same card

S1: What are they? S2: They are (pigs) What are they? S1: they are (ducks)

PRESENTATION:

Act 1: Introduce the question and answer pattern:

- Introduce the words first Show Ss the color cards

- Use puppets to introduce the new pattern Puppet A: What color is it?

Puppet B: It is (blue)

- Ask Ss to look at page 26 and review the /v/ sound T: Show me (Vicky)/ Ss: (repeat).

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T: Where is the violin?/ Ss: (point to the violin) Here it is.

PRODUCTION:

Slap: Use the color cards and place them face up on the table Call out a word using it in the sentence: T: It’s yellow

The first Ss to touch the correct card and repeat the word keeps the card and becomes the caller for the next card

Z-z

Period 1

Speaking Listening

Vocabulary:

Zack, Zebra, Zero, Zipper

Resources:

SB/ p 28 WB/ p 28

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Cards in

WARM-UP AND REVIEW: Concentration:

Do the activity using multiple sets of Color Cards

PRESENTATION: Act 1: Present Z and z:

- Show Ss “Z” TC: Z: This letter’s name is I Z/ Ss: Z

- Point to “Z” on the “ABC” Wall Chart T: Z/ Ss: Z

- Ask Ss to look at the book and say: Z

- Continue to introduce the letter “z” similarly

Act 2: Present the /z/ sound:

- Model the MAT gesture for /z/

- Show Ss how to make /z/ sound

- Point to “’Z” and “z” on the Alphabet Wall Chart and ask Ss to repeat /z/ sound

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different

colors - is.Play the tape and ask Ss to listen and repeat

Act 2: Show me:

T: Show me (Zack)/ Ss: It’s (a zebra)

Act 3: Introduce “The Z chant”.

- Play “The Z chant” on the tape and ask Ss to listen and point to the pix

- Divide the class into teams Show S1 from team a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v) ask he to form the letter with his body

Z-z

Period 2

Speaking Listening

Vocabulary:

Pink, brown, purple, white, black

Resources:

SB/ p 29 WB/ p 29

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z “ABC” and “abc”

Alphabet Wall

WARM-UP AND REVIEW: Find the Color Game:

- Ss point to colored objects in the room as the teacher calls out colors

PRESENTATION:

- Introduce the words first Show Ss the color cards

- Use puppets to introduce the new pattern Puppet A: What color is it?

Puppet B: It is (pink)

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What color is it? It is (pink)

Charts,

Student name tags

- CD/ tape

- Cassette player

- Puppets

- Ask Ss to look at page 26 and review the /z/ sound T: Show me (Zack)/ Ss: (repeat).

T: Find the hidden object Is there a zipper?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the zipper?/ Ss: (point to the zipper) Here it is.

PRODUCTION: Bean Bag Colors Game:

Make a big color chart and put it on the floor Divide the class into teams Each Ss takes a turn throwing bean bag at the chart When the bean bag lands on a color, Ss says the color and gets a point

Week 15- Period 29-Review Week 15- Period 30

F-f

Period 1

Speaking Listening

Resources:

SB/ p 30 WB/ p 30

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P

- Label the pockets /b/, /c/ /v/, or /z/ Have a Ss deliver a card to the pocket labeled with the same initial sound

(33)

Vocabulary:

Fay, finger, foot, fan p, T t , V v, Z z, F f “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Show Ss “F” TC: F: This letter’s name is I F/ Ss: F

- Point to “F” on the “ABC” Wall Chart T: F/ Ss: F

- Ask Ss to look at the book and say: F

- Continue to introduce the letter “f” similarly

Act 2: Present the /f/ sound:

- Model the MAT gesture for /f/ Show Ss how to make /f/ sound

- Point to “’F” and “f” on the Alphabet Wall Chart and ask Ss to repeat /f/ sound

- Have Ss look at their book T: Find F It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Fay)/ Ss: It’s (a finger)

Act 3: Introduce “The F chant”.

- Play “The F chant” on the tape and ask Ss to listen and point to the pix

- Divide the class into teams Show S1 from team a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask he to form the letter with his body

S1’s team guess which big or small letter S1 is making Correct guess gets point

Key language Materials Key activities

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Z-z

Period 2

Speaking Listening

Vocabulary:

A circle, a square, a triangle, a rectangle

What shape is it? It is (a circle)

SB/ p 31 WB/ p 31

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z , F f “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Puppets

- Use a double set of the /t/ vocabulary picture cards placed facedown in random order

- Ss turn over cards at the same time, looking for a matching pair of vocabulary items

- As they turn over each card, Ss should use the word in a sentence

PRESENTATION:

- Introduce the words first Show Ss the shape cards

- Use puppets to introduce the new pattern Puppet A: What shape is it?

Puppet B: It is (a circle)

- Ask Ss to look at page 30 and review the /f/ sound T: Show me (Fay)/ Ss: (repeat).

T: Find the hidden object Is there a finger?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the finger?/ Ss: (point to the finger) Here it is.

PRODUCTION: Run to a Shape Game:

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T: it is a blue circle

- Ss run to the correctly colored shape

- The first Ss to touch the shape calls out the next shape and color

L-l

Period 1

Speaking Listening

Vocabulary:

Luke, lamp, lemon, lion

Resources:

SB/ p 32 WB/ p 32

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Charades:

- Divide the class into teams S1 from team looks at the shape card S1 makes the shape with body or use other gestures to help his team to guess the shape

PRESENTATION: Act 1: Present L and l:

- Show Ss “L” TC: F: This letter’s name is I L/ Ss: L

- Point to “L” on the “ABC” Wall Chart T: L/ Ss: L

- Ask Ss to look at the book and say: L

- Continue to introduce the letter “l” similarly

Act 2: Present the /l/ sound:

- Model the MAT gesture for /l/

- Show Ss how to make /l/ sound

- Point to “’L” and “l” on the Alphabet Wall Chart and ask Ss to repeat /l/ sound

- Have Ss look at their book T: Find L It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

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T: Show me (Luke)/ Ss: It’s (lion)

Act 3: Introduce “The L chant”.

- Play “The L chant” on the tape and ask Ss to listen and point to the pix

- Divide the class into teams Show S1 from team a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask he to form the letter with his body

L-l

Period 2

Speaking Listening

Vocabulary:

A star, a diamond, a heart, an oval

What shape is it? It is (a star)

Resources:

SB/ p 33 WB/ p 33

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z , F f, L l “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette

WARM-UP AND REVIEW: Board Race:

- Divide the class into teams and call out a shape

- S1 from each team races to the board and draws correct shape

- The first Ss to finish earn a team point

PRESENTATION:

- Introduce the words first Show Ss the shape cards

- Use puppets to introduce the new pattern Puppet A: What shape is it?

Puppet B: It is (a star)

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player

- Puppets

me (Luke)/ Ss: (repeat).

T: Find the hidden object Is there a lamp?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the lamp?/ Ss: (point to the lamp) Here it is.

PRODUCTION: Guessing game:

- Make cardboard cutouts for each of the shapes Place them in a box at the front of the room

- A Ss feels the shape in the box and guesses the shape

- This can be done as a team activity

M-m

Speaking Listening

Vocabulary:

Mary, moon, man, monkey,

Good morning! Good

Resources:

SB/ p 34 WB/ p 34

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l , M m “ABC” and “abc”

- Give each Ss a card for one of the /a/, /e/, /i/, /u/, /o/ vocabulary words

PRESENTATION: Act 1: Present M and m:

- Show Ss “M” TC: T: This letter’s name is I M/ Ss: M Point to “M” on the “ABC” Wall Chart T: M/ Ss: m and ask Ss to look at the book and say: M

- Continue to introduce the letter “m” similarly

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night! Student name tags

- CD/ tape

- Cassette player

- Model the MAT gesture for /m/ Show Ss how to make /m/ sound

- Point to “M” and “m” on the Alphabet Wall Chart and ask Ss to repeat /m/ sound

Puppet A: Good morning! Puppet B: Good morning!

- Have Ss look at their book T: Find M It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me: Ask Ss to look at their book and point to each picture and answer: T: Show me.(the moon)/ Ss: It’s a (moon

Act 3: Introduce “The M chant”.

- Play “The M chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Number book: Ask Ss mark the book of numbers Give each Ss pieces of paper On each page Ss write number 1-5 then they illustrate that page with the appropriate number of any object of their choosing

N-n

Resources:

SB/ p 34 WB/ p 34

Teaching aids:

WARM-UP AND REVIEW: Sing a song::

- Sing “The F-L-M Song” as a group Assign a letter to each Ss in the class

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Speaking Listening

Vocabulary:

Nina, nut, notebook, nest

Thank you! You’re welcome

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l , M m, N n “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

PRESENTATION: Act 1: Present N and n:

- Show Ss “N” TC: T: This letter’s name is I N/ Ss: M Point to “N” on the “ABC” Wall Chart T: N/ Ss: m and ask Ss to look at the book and say: N

- Continue to introduce the letter “n” similarly

Act 2: Present the /n sound:

- Model the MAT gesture for /n/ Show Ss how to make /n/ sound

- Point to “N” and “n” on the Alphabet Wall Chart and ask Ss to repeat /n sound

Puppet A: Thank you! Puppet B: you’re welcome!

- Have Ss look at their book T: Find N It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me: Ask Ss to look at their book and point to each picture and answer: T: Show me.(Nina)/ Ss: It’s a (nut)

Act 3: Introduce “The N chant”.

- Play “The N chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Role play: Using language Ss have learned, create a birthday party conversation

A: Hi! Matt How old are you? B: I’m eight years old.

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B: Thank you! A: You’re welcome.

S-s

Period 1

Speaking Listening

Vocabulary:

Sally, sandwich, seesaw, sun

Resources:

SB/ p 38 WB/ p 38

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l ,M m, N n, S s “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Initials game:

- Use PC to give as “presents”, or if possible bring in

inexpensive stickers as real presents Identify the Ss receiving the Ss by giving his or her first initial

- Give additional clues until Ss can get who Continue until all Ss have received a gift

PRESENTATION: Act 1: Present S and s:

- Show Ss “S” TC: F:This letter’s name is I S/ Ss: S

- Point to “S” on the “ABC” Wall Chart T: S/ Ss: S

- Ask Ss to look at the book and say: S

- Continue to introduce the letter “l” similarly

Act 2: Present the /s/ sound:

- Model the MAT gesture for /s/

- Show Ss how to make /s/ sound

- Point to “’S” and “s” on the Alphabet Wall Chart and ask Ss to repeat /s/ sound

- Have Ss look at their book T: Find S It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

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T: Show me (Sally)/ Ss: It’s (sandwich)

Act 3: Introduce “The S chant”.

- Play “The S chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Charades: Divide the class into teams Show S1 from team a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask he to form the letter with his body

S1’s team guesses which big or small letter S1 is making Correct guess gets point

S-s

Period 2

Speaking Listening

Vocabulary:

Body, face, head, mouth

This is my (body)

Resources:

SB/ p 39 WB/ p 39

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, V v, Z z , F f, L l “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Hidden picture:

- Place 10 PC of vocabulary on the chalk rail Cover each PC with a numbered card

- S1 from team chooses a number, uncover the card for seconds, if S1 can name the vocab the team gets point

PRESENTATION:

- Introduce the words first using own body

- Use body to introduce the new pattern T: This is my (body)

- Ask a student to repeat

- Ask Ss to look at page 38 and review the /s/ sound T: Show me (Sally)/ Ss: (repeat).

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- Puppets

T: Find the hidden object Is there the sun?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the sun?/ Ss: (point to the sun) Here it is.

PRODUCTION: Ping Pong:

- Ask Ss to work in pairs to touch their body part to make sentences

X-x

Period 1

Speaking Listening

Vocabulary:

Mr., X, X ray, box, fox

Resources:

SB/ p 40 WB/ p 40

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x “ABC” and “abc”

Alphabet Wall

WARM-UP AND REVIEW: Mixed-Up Chain:

- Ss say one body part while pointing to a different part The parts they point to are cues for the next Ss in the chain

- Ss see how long they can continue the chain without making a mistake

PRESENTATION: Act 1: Present X and x:

- Show Ss “X” TC: F:This letter’s name is I X/ Ss: X

- Point to “X” on the “ABC” Wall Chart T: X/ Ss: X

- Ask Ss to look at the book and say: X

- Continue to introduce the letter “x” similarly

Act 2: Present the /x/ sound:

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Charts,

Student name tags

- CD/ tape

- Cassette player

sound

- Point to “’X” and “x” on the Alphabet Wall Chart and ask Ss to repeat /x/ sound

- Have Ss look at their book T: Find X It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Mr X)/ Ss: It’s (a box).

Act 3: Introduce “The X chant”.

- Play “The X chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

Charades: Divide the class into teams Show S1 from team a TC (A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t, Z z, V v, Z z, F f) ask he to form the letter with his body

X-x

Period 2

Resources:

SB/ p 41 WB/ p 41

Teaching aids:

- TC and SC A

WARM-UP AND REVIEW: Slap:

- Place SC faceup on the table Hold up one of the body- part picture cards and say the word T: body, /b/, Body.

- Ss look for and touch the letter that makes the initial sound

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Speaking Listening

Vocabulary:

Eyes, ears, nose, fingers

This is my (nose) These are my (eyes)

a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Puppets

PRESENTATION:

- Introduce the words first by using some parts of body This is my (nose)

- Ask Ss to look at page 40 and review the /x/ sound T: Show me (Mr X)/ Ss: (repeat).

T: Find the hidden object Is there a box?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the box?/ Ss: (point to the box) Here it is.

PRODUCTION: Nose, Nose, Ear game:

- Have Ss touch the parts of the body you say

- Do it rhythmically and quickly

- The Ss who make a mistake becomes the next caller

J-j Resources:SB/ p 42

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Period 1

Speaking Listening

Vocabulary:

Jack, jam, juice, jet

WB/ p 42

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

paper

- Label the pockets /b/, /c/ /v/, or /z/ Have a Ss deliver a card to the pocket labeled with the same initial sound

PRESENTATION: Act 1: Present J and j:

- Show Ss “J” TC: T: This letter’s name is I J/ Ss: J

- Point to “J” on the “ABC” Wall Chart T: J/ Ss: J

- Ask Ss to look at the book and say: J

- Continue to introduce the letter “j” similarly

Act 2: Present the /j/ sound:

- Model the MAT gesture for /j/ Show Ss how to make /j/ sound

- Point to “’J” and “j” on the Alphabet Wall Chart and ask Ss to repeat /j/ sound

- Have Ss look at their book T: Find J It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Jack)/ Ss: It’s (iam)

Act 3: Introduce “The J chant”.

- Play “The J chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION:

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f) ask him to form the letter with his body

S1’s team guesses which big or small letter S1 is making Correct guessing gets point

J-j

Period 2

Speaking Listening

Vocabulary:

Arms, hands, legs, feet

These are my (arms)

Resources:

SB/ p 43 WB/ p 43

Teaching aids:

Student name tags

- CD/ tape

- Cassette player

- Puppets

WARM-UP AND REVIEW: Make a monster:

- Give Ss instructions to draw their own monsters “ He has heads/ they are green ”

- Ss show each other their pix when finished

- After completing this activity, Ss can also draw their own unique creatures and then tell the class how to draw them

PRESENTATION:

- Introduce the words first by using some parts of body These are my (arms)

- Ask Ss to look at page 42 and review the /j/ sound T: Show me (Jack)/ Ss: (repeat).

T: Find the hidden object Is there a jet?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the jet?/ Ss: (point to the jet) Here it is.

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PRODUCTION: Nose, Nose, Ear game:

- Have Ss touch the parts of the body you say

- Do it rhythmically and quickly

- The Ss who make a mistake becomes the next caller

K-k

Period 1

Speaking Listening

Vocabulary:

Kim, kite, kitten, kangaroo

Resources:

SB/ p 44 WB/ p 44

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K

k“ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Guessing game:

- Have Ss wear name tags, listen to the hints and guess which Ss is being described

T: I’m thinking of a girl She has Ts in her name Her name starts with a big B She is wearing a blue shirt…

- When Ss can guess which Ss, they shout the name

PRESENTATION: Act 1: Present K and k:

- Show Ss “K” TC: T: This letter’s name is I K/ Ss: K

- Point to “K” on the “ABC” Wall Chart T: K/ Ss: K

- Ask Ss to look at the book and say: K

- Continue to introduce the letter “k” similarly

Act 2: Present the /k/ sound:

- Model the MAT gesture for /k/ Show Ss how to make /k/ sound

- Point to “’K” and “k” on the Alphabet Wall Chart and ask Ss to repeat /k/ sound

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colors is.

Act 2: Show me:

T: Show me (Kim)/ Ss: It’s (kite)

Act 3: Introduce “The K chant”.

- Play “The K chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: Big or Small:

- Write j, j, K, k, S, s on a grid on the board

- Ask Ss to decide whether each letter is a big letter or a small letter

K-k

Period 2

Speaking Listening

Vocabulary:

Left hand, right hand, left foot, right foot

Sentence

Resources:

SB/ p 45 WB/ p 45

Teaching aids:

WARM-UP AND REVIEW: Concentration:

- Each group of Ss needs a double set of body-part picture cards

- Place cards facedown in random order Ss take turns turning over cards, looking for a matching pair of body parts

- As Ss turn over cards, they use the words in sentences with:

This is/ These are.

PRESENTATION:

- Introduce the words first by using some parts of body This is my left hand

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patterns:

This is my (left) (hand)

Student name tags

- CD/ tape

- Cassette player

- Puppets

- Ask Ss to look at page 44 and review the /k/ sound T: Show me (Kim)/ Ss: (repeat).

T: Find the hidden object Is there a kite?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the kite?/ Ss: (point to the kite) Here it is.

PRODUCTION: Me picture:

- Use the self-portraits Ss made in lesson 19 Ss add the labels:

right hand, left hand, right foot, left foot.

- Allow Ss to label their right or left eyes and ears as well

H-h Period 1

Speaking Listening

Vocabulary:

Henry, hat, horse,

Resources:

SB/ p 46 WB/ p 46

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M

WARM-UP AND REVIEW: Ghost Card Game:

- Choose a card to be the ghost card Put all cards in a stack facedown

- Each Ss take one card in turn and read it aloud When a Ss turn over the ghost card, all other Ss run away and “it” tries to catch one

PRESENTATION: Act 1: Present H and h:

- Show Ss “H” TC: T: This letter’s name is I H/ Ss: H

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house m, N n, S s, X x, j j , K k, h h “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

look at the book & say: H

- Continue to introduce the letter “h” similarly

Act 2: Present the /h/ sound:

- Model the MAT gesture for /h/

- Show Ss how to make /h/ sound

- Point to “’H” and “h” on the Alphabet Wall Chart and ask Ss to repeat /h/ sound

- Have Ss look at their book T: Find H It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Henry)/ Ss: It’s (hat)

Act 3: Introduce “The H chant”.

- Play “The H chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: Sing the song: “ The J-K-H song”

H-h Period 2

Resources:

SB/ p 47 WB/ p 47

WARM-UP AND REVIEW: Right Hand, Right Hand, Left hand Game:

- Have Ss touch or raise the parts of the body you say

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Speaking Listening

Vocabulary:

Shoulders, elbows, knees, toes

Touch your (shoulders)

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Puppets

- The Ss who makes a mistake becomes the caller for the next round

PRESENTATION:

- Introduce the words first by using some parts of body Touch your (shoulders)

- Ask Ss to look at page 46 and review the /h/ sound T: Show me (Henry)/ Ss: (repeat).

T: Find the hidden object Is there a hat?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the hat?/ Ss: (point to the hat) Here it is.

PRODUCTION: Me picture:

- Use the self-portraits Ss made in lesson 19 Ss add the labels:

shoulders, toes, elbows, knees.

- Allow Ss to label their right or left eyes and ears as well

Key language Materials Key activities

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Lesson 23 Q-q

Period 1

Speaking Listening

Vocabulary:

Quinn, queen, quilt, question

Resources:

SB/ p 48 WB/ p 48

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

Sorting game:

- Label the pockets /h/, /j/ /v/, or /z/ Have a Ss deliver a card to the pocket labeled with the same initial sound

PRESENTATION: Act 1: Present Q and q:

- Show Ss “Q” TC: T: This letter’s name is I Q/ Ss: Q

- Point to “Q” on the “ABC” Wall Chart T: Q/ Ss: Q Ask Ss to look at the book & say: Q

- Continue to introduce the letter “q” similarly

Act 2: Present the /q/ sound:

- Model the MAT gesture for /q/ Show Ss how to make /q/ sound

- Point to “’Q” and “q” on the Alphabet Wall Chart and ask Ss to repeat /q/ sound

- Have Ss look at their book T: Find Q It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Quinn)/ Ss: It’s (a quilt)

Act 3: Introduce “The Q chant”.

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PRODUCTION: Knock Knock:

- S1 pretends to be Quinn S1: Knock, knock! Ss: Who’s there? S1: It’s jam

- S1 can say any words but when S1 says Quinn, others ran away S1 tries to catch one who becomes the next Quinn

Q-q Period 2

Speaking Listening

Vocabulary:

Knees, nose, head

Ought! I hurt my (knee)

Resources:

SB/ p 49 WB/ p 49

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h, Q q “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Sing Head, shoulders, Knees, and Toes:

- Ss stand in pairs As they sing, they touch each other’s head, shoulders, knees, and toes

- If Ss are unfamiliar with the song, put them in groups of

- One Ss give commands, and the others touch

PRESENTATION:

- Introduce the words first by using some parts of body Touch your (shoulders)

- Ask Ss to look at page 48 and review the /q/ sound T: Show me (Quinn)/ Ss: (repeat).

T: Find the hidden object Is there a quilt?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the quilt?/ Ss: (point to the quilt) Here it is.

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colors

- Puppets

PRODUCTION: Concentration:

- Use a double set of body-part picture cards Place them facedown in random order

- Ss take turns turning over cards, looking for a matching pair of body parts

- Ss use the item on each card in a sentence:

Ought! I hurt my (knee) This is my head These are my eyes….

R-r

Period 1

Speaking Listening

Vocabulary:

Roger, rocket, rabbit, radio

Resources:

SB/ p 50 WB/ p 50

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q, R r “ABC” and “abc” Alphabet Wall Charts,

Student name tags

WARM-UP AND REVIEW: Can you remember?:

- With the book closed, Ss try to remember as many letters as possible

- As they call out the letters, write the big or small letters on the board

- Have Ss open the book to see which words were forgotten

PRESENTATION: Act 1: Present R and r:

- Show Ss “R” TC: T: This letter’s name is I R/ Ss: R

- Point to “R” on the “ABC” Wall Chart T: R/ Ss: R

- Ask Ss to look at the book and say: R

- Continue to introduce the letter “r” similarly

Act 2: Present the /r/ sound:

- Model the MAT gesture for /r/

- Show Ss how to make /r/ sound

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- CD/ tape

- Cassette player

- Have Ss look at their book T: Find R It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Roger)/ Ss: It’s (a rocket)

Act 3: Introduce “The R chant”.

- Play “The R chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: The Q-R song:

R-r

Period 2

Speaking Listening

Vocabulary:

Up, down, turn

Resources:

SB/ p 51 WB/ p 51

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X

WARM-UP AND REVIEW: Run to the Hospital:

- Designate one corner of the room as “the hospital.” Assign each Ss a body part, or give them pix There may be more than Ss with the same word

T: ought! I hurt my (left hand)

- Ss holding that card run to the hospital When they arrive, they say to each other and respond: me, too The rest of the class respond: That’s too bad

- Repeat for the other body parts

PRESENTATION:

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around, in, out

Let’s Go! OK!

x, H h, Q q, R r “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Puppets

- Introduce the words first by using actions: T (stand up): up./ (sit down): down…

- Ask Ss to look at page 50 and review the /r/ sound T: Show me (Roger)/ Ss: (repeat).

T: Find the hidden object Is there a radio?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the radio?/ Ss: (point to the radio) Here it is.

PRODUCTION: In, In, Out Game:

T: In, in, OUT

- On the third word, Ss must the different action and say it in aloud voice

- The Ss who does the same action as the caller becomes the next caller

W-w Period 1

Resources:

SB/ p 52 WB/ p 52

Teaching aids:

- TC and SC A

WARM-UP AND REVIEW: Sing: “The Q-R song”.

PRESENTATION: Act 1: Present W and w:

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Speaking Listening

Vocabulary:

Wendy, water, watch, woman

a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q, R r, W w “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

- Point to “W” on the ABC Wall Chart T: W/ Ss: W Ask Ss to look at the book & say: W

- Continue to introduce the letter “w” similarly

Act 2: Present the /w/ sound:

- Model the MAT gesture for /w/ Show Ss how to make /w/ sound

- Point to “W” and “w” on the Alphabet Wall Chart and ask Ss to repeat /w/ sound

- Have Ss look at their book T: Find W It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Wendy)/ Ss: It’s (water)

Act 3: Introduce “The W chant”.

- Play “The W chant” on the tape and ask Ss to listen and point to the pix

PRODUCTION: H, H, W Game:

- This is a kind of memory chain T: H,H,W! S1: W, W, X S2: X, X, T…

- Each Ss begins his turn with the last letter of the previous Ss Have Ss keep the rhythm by slapping their legs for the first two letters, and clapping for the third letter

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Lesson 25 W-w

Period 2

Speaking Listening

Vocabulary:

Walk, jump Run, skip

I can (walk)

Resources:

SB/ p 53 WB/ p 53

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h, Q q, R r , W w “ABC” and “abc” Alphabet Wall Charts,

Student name tags

- CD/ tape

- Cassette player

- Puppets

- Divide class into teams S1 from team selects a picture card with up down turn around in or out

- S1 uses actions to communicate the chosen vocabulary

- If S1’s team guesses correctly, they earn point

PRESENTATION:

- Introduce the words first by using actions: T : walk/ jump/ run/ skip

- Ask Ss to look at page 52 and review the /w/ sound T: Show me (Wendy)/ Ss: (repeat).

T: Find the hidden object Is there a woman?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the woman?/ Ss: (point to the radio) Here she is.

PRODUCTION: Find your partner:

- Assign each Ss one of the four actions There should be at least Ss for one action

- Each Ss says: I can (skip), until he finds some one else who is doing the same thing

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repeat their sentences while they the action

Y-y

Period 1

Speaking Listening

Vocabulary:

Yolanda, yak, yarn, yo-yo

Resources:

SB/ p 54 WB/ p 54

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, j j , K k, H h, Q q, R r, W w, Y y “ABC” and “abc”

Student name tags

- CD/ tape

- Cassette player

WARM-UP AND REVIEW: Body Alphabet

- Divide the class into teams Show S1 from team a TC

- S1 makes a letter with her body The team guesses the letter for a point

PRESENTATION: Act 1: Present Y and y:

- Show Ss “Y” TC: T: This letter’s name is I Y/ Ss: Y

- Point to “Y” on the “ABC” Wall Chart T: Y/ Ss: Y Ask Ss to look at the book & say: Y

- Continue to introduce the letter “y” similarly

Act 2: Present the /y/ sound:

- Model the MAT gesture for /y/ Show Ss how to make /y/ sound

- Point to “y” and “y” on the Alphabet Wall Chart and ask Ss to repeat /y/ sound

- Have Ss look at their book T: Find Y It’s hidden Where is it? - Help Ss find the letter and have them point to it Ss: Here it

is.

Act 2: Show me:

T: Show me (Yolanda)/ Ss: It’s (a yar)

Act 3: Introduce “The Y chant”.

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to the pix

PRODUCTION: Sorting game:

- Label the pockets /h/, /j/ /v/, or /z/ Have a Ss deliver a card to the pocket labeled with the same initial sound

Y-y

Period 2

Speaking Listening

Vocabulary:

Swim, hope, sing, dance

I can (swim)

Resources:

SB/ p 55 WB/ p 55

Teaching aids:

- TC and SC A a, E e , I I, O o , U u , B b, C c, D d, G g, P p, T t , V v, Z z, F f , L l, M m, N n, S s, X x, H h, Q q, R r , W w, Y y “ABC” and “abc”

Student name tags

WARM-UP AND REVIEW: Run to the action:

- Scatter action picture cards on the floor or display them around the room

T: I can (run).

- Ss run to the appropriate picture card Each time, Ss should use the action the T says to move to the card

PRESENTATION:

- Introduce the words first by using actions and gestures or explaining:

T : Swim, hope, sing, dance

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- CD/ tape

- Cassette player

- Puppets

T: Find the hidden object Is there a yo-yo?/ Ss: Yes, there is./ No, there isn’t.

T: Where is the yo-yo?/ Ss: (point to the yo-yo) Here she is.

PRODUCTION: Pass an action:

- Make a circle Everyone keeps the rhythm by clapping

- S1 claps times and says an action, points to another St at the same time

- S2 jumps, then claps twice, points to S3, and says another action…

ABC Period 1

Speaking Listening

Vocabulary:

The alphabet (A-Z)

Resources:

SB/ p 56 WB/ p 56

Teaching aids:

- TC and SC “ABC” and “abc”

Student name tags

- CD/ tape

WARM-UP AND REVIEW: Pair Dictation

- Ss number their papers from 1-10 in pairs, Ss take turns dictating alphabet letters written in different colors

S1: One It’s a red B…

- Ss check each other’s answers

PRESENTATION: Present the Alphabet in order:

- Show Ss the alphabet in order

- Point to each letter in the ABC Wall Chart

- Ask Ss to rearrange some letters in the correct order

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- Cassette player

Act 1: Listen:

- Have Ss look at the alphabet letters in the order

- Ask Ss to listen and point to the letter to repeat

Act 2: Drill:

- Call out the alphabet letters in random order Ss point to the correct letter and repeat its name

- Keep the pace of the drill as fast as possible

Act 3: Introduce “The A_B_C Song”.

- Play song on the tape and ask Ss to listen and sing aloud

PRODUCTION: Team game:

- Divide the class into teams Tell team a sound

- The team earns point for each word they remember that begins with the same sound

- After team has finished, team earns points by remembering any words team forgot

ABC Period 2

Speaking Listening

Vocabulary:

The alphabet (A-Z)

Resources:

SB/ p 57 WB/ p 57

Teaching aids:

Student name tags

- CD/ tape

WARM-UP AND REVIEW: Singing

- In pairs, Ss sing “The W-Y song” One Ss is W, the other is Y

- Ss stand and sit quickly when they hear their letters, point to their partners and themselves for you and I, wave Good bye and walk away for bye-bye, and then find a new partner for the second verse

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- Cassette player

PRACTICE: Act 1: Listen:

Act 2: Drill:

Act 3: Introduce “The A_B_C Song”.

PRODUCTION: Sorting game:

- Label the pockets /h/, /j/ /v/, or /z/… Have a Ss deliver a card to the pocket labeled with the same initial sound

Repeat with different Ss until all the cards have been delivered

abc Period 1

Speaking Listening

Vocabulary:

The alphabet (a-z)

Resources:

SB/ p 58 WB/ p 58

Teaching aids:

Student name

- Divide the class into teams

- Show s1 from team a big letter TC He will make the letter shape with his body

- Team earns a point for guessing the letter If desired, include vocabulary cards

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