Lets go 4

Ask students to read the words again E. Aims and objectives:.. - To introduce the students some new words about the things 1. Vocabulary: ball, bat, car, bicycle, jump rope, kite[r]

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Week 1 Period 1 Date of teaching: August , 2010 PREPARE FOR THE BEGINNING OF THE ACADEMIC YEAR A Aims and objectives:

- To help the students to know about ENGLISH - To introduce textbook: Let’s Go 1B

B Preparation:

1 Method: Communicative approach

2 Teaching aids:textbook, workbook, picture C Procedures :

Time Teacher’s activities Students’ activities

5’ 10’

15’

5’

1 Warm-up: - Greeting

- Seek acquaintance

2 Introduce textbook: Let’s go 1B

- The textbook includes student book and work book

- There are units

- Each unit has many sections: + Let’s talk + Let’s sing

+ Let’s learn + Let’s learn some more + Let’s move + Let’s listen

+ Let’s review

- Each unit helps students to develope four skills: Listening- speaking-reading-writing

2 How to learn the new subject effectively: - Asks the students to prepare textbook, workbook and notebook

- Listen to the teacher carefully in the class - Learn by heart all the new words at home - Do exercises after class

- Encourages the students usually listen to music, watch TV, listen to English songs every time and every where

3 What should students to prepare for learning?

- Text book

- Three notebooks

+ A book for writing lesson in class + A book for doing exercise at home

+ A book for learning vocabulary and pattern

Respond by answer the questions

Listen to the teacher

Listen to the teacher and remember

Listen to the teacher and remember D Consolidation:

E Home-duty: F Experience

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PREPARE FOR THE BEGINNING OF THE ACADEMIC YEAR (cont.) A Aims and objectives:

- To review some knowledge in let’s go 1a B Preparation:

1 Method: Communicative approach 2 Teaching aids: Textbook, workbook C Procedures :

Tim e

Teacher’s activities Students’ activities

7’

15’

13’

1 Warm-up: - Greeting

- Seek acquaintance

2 Review some structures and grammar a - What’s your name?

My name is (name)

b - What’s this?

It’s a/an object (in singular) . c - What are these? They are object (in plural)

d -What color is this?

It’s (color) e - How many (object in plural)? One (object) Number (object in plural)

g - Who is she/he? She/he is … h - Is this a/an …(object) …? Yes, it is.

No, it is not / No it isn’t i -This is a/an (color) (object) Review the command in the class Ask students to review some commands - Sit down - Stand up - Listen carefull - Please be quiet - Open your book - Close your book - Touch your desk - Point to the teacher - Come here - Go to the door - Count the boys - Count the girls - Give me the crayon - Raise your hand - Put your hand down - Take out your book Deviding class into groups

Ask students to practise the command in groups Play game “Do as I say”

Respond by answer the questions Listen to the teacher and remember Then practise with the partner Ex: -What’s your name? My name is Hong Ex: -What’s this?

It is a book Ex: -What are these? - They are books Ex: - What color is this? It’s red

Ex: - How many rulers? One ruler

Five rulers Ex: - Who is she? She is my friend Ex: - Is this an eraser?

Yes, it is - Is this a marker?

No, it isn’t

Ex: -This is a red pencil Remind the commands

Practise in groups Join into the game D Consolidation:

E Home-duty:

Learn by heart the structures and commands Prepare for new lesson: Unit 5: Let’s talk F Experience

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UNIT 5

LET’S TALK

A Aims and objectives:

By the end of the lesson, the students will be able to review the way how to ask and answer about age and know the birthday greeting

Language:

a Vocabulary:Happy birthday, robot

b Grammar: How old are you? I’m seven years old This is for you

2 Skill: speaking , listening and writing skills B Preparation:

2 Techniques: using picture, listen and repeat, pair work

3 Teaching aids: puppets, textbook, workbook, picture, teacher’s book C Procedures :

I Before-talking:

1 Warm-up: 4’ * Chain drill: Teacher asks and students answer

T: What’s your name? S: My name’s Lan T: How are you? S: Fine, thank you T:How old are you? S: I’m nine years old

Listen to the teacher Answer the questions

2 Presentation 10’ a Present the first part of the dialogue

- Draw a birthday cake and a packet of gift on the board Then say:

+ Happy birthday! + Robot

- Review the number 1-10

- Review the pattern ( asking and answering age) b Present the second part of the dialogue - Give student the gift to introduce the new patterns

T: Happy birthday! S4: Thank you. T: This is for you. S4: Thank you.

Look at the pictures Listen and repeat Count from to 10 Practise

S1: How old are you?

S2: I’m seven years old How old are you?

S3: I’m eight years old.

II While- talking:

1 Open the book 5’

- Ask students to open the book on page 38 - Showing the wall charts and read the dialogue - Asking students work in pairs and pratise following the dialogue

- Open the textbook, listen and repeat

( Choral repetition & pair repetition)

Ký duyệt

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- Playing the tape

- Role play (Kate, John and Jenny)

- Listen and repeat Practice

10’ - Write the pattern on the board

Note: I am = I’m

- Model the structure three times Have the students listen and repeat after open their books - Divide Ps into groups Name for each group G1: Jenny G2: Kate G3: John

Chain Drill

- Asking students to pratise in greeting and introduce using their real names

- Teacher says with S1, S1 says with S2, S2 says

with S3,…

T : How old are you?

S1 : I’m _ years old How old are you?

S2 : I’m

S3 : _

- Practice in group G1: Hello, I’m Andy G2: Hi, My name’s Kate G3: Hello, My name’s Jonh (change the words)

- Look at the T’s activities Look at the T’s book, listen and repeat following the T

III After-talking:

Extension 6’ * Beanbag Circle

-Guiding sts to stand in the circle, throwing a ball to S1 and asking age S1 S1 answers,the class say

“ Happy birthday” then throws this ball to S2 and

asks age S2, go on until the last st in the circle

T(asks S1): How old are you?

S1: I’m seven years old

Class: Happy birthday

S1 (asks S2): How old are you?

Make 06 circles

- All circles practise in the same time  

   

D Consolidation:

Ask students to read the new words again E Home-duty:

Learn by heart new words

Prepare for new lesson : Unit 5: Let’t talk (cont.) F Experience

Week 2 Period 4 Date of teaching: August , 2010 UNIT 5

LET’S TALK ( lesson 2)

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A Aims and objectives:

By the end of the lesson, the students will be able to to review the way how to ask and answer about age and the birthday greeting by doing exercise

Language:

a Vocabulary: Happy birthday

b Grammar: How old are you? I’m seven years old This is for you

Skill: Speaking, listening, writing skills B Preparation:

1 Warm-up:

7’ Call pairs to make the coversations Listen and pratice S1: Happy birthday! S2: How old are you? S3: I’m seven years old S2: This is for you

S3: Thank you.Wow!A robot! Thank you

2 Presentation 10’ - Using the wall charts and modelling

- Reminding the sentence of A - Asking sts to say the sentence of B

- Getting sts to practise this dialogue some times A : How old are you?

B : I’m seven years old

- Asking sts to open their books to page - Playing the tape

- Playing the tape again, stopping at each part and asking sts to repeat

- While playing the tape, showing the words on the board

- Writing the short form on the board

- Getting sts to repeat in 02 forms: full form & short form I am = I’m

- Look at the wall charts and Listen

- Choral repetition - Look at the board

- Look at the board, Listen and choral repetition

- Copy down - Choral repetition II While- talking:

Practice 10’ - Divide Ps into groups Ask for Ps to practise

G1: Andy G2: Kate G3: John

- Asking sts to work in pairs, pratise in

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speaking by using their real names

Monitoring and helping sts when they need - Calling 03 sts come in front of the class to model

Deviding class into groups of 03 sts, asking them to pratise in using their real names

- Pratise in using the model A: How old are you?

B: I’m seven years old

Listen the teacher’s guide and practise

Do exercise 8’ A Write.

Ask students to look at the pictures, trace in the balloons

Give feedback Correct

* Answer keys:

- Happy birthday, Jenny! - How old are you? - I’m seven years old - This is for you. - Wow!A robot! Thank you B Write and draw:

- Ask students to answer their ages then draw a number of candles that aqual with their ages

- Complete the blank

- Practise to read the complete the conversation

- Write the age and draw the candles

Retells the content of the lesson by asking situational questions E Home-duty:

Learn by heart the new words and structures Prepare for new lesson: Unit 5: Let’s sing F Experience

Week Period 5 Date of teaching: September , 2010 UNIT 5

LET’S SING

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- To help the students to sing “ The happy birthday song” 1.Language:

a Vocabulary: One, two,three, b Structure: Happy birthday

2 Skill: integrated skill with a focus on Listening and Speaking. B Preparation:

2 Techniques: group work, using picture, listen and repeat. 3 Aids: picture, cassette player

C Procedures : I Before-singing:

1 Warm-up: 3’ - Asking sts to hang their name tags, calling some

sts to introduce their name

- Deviding class into groups of 04 sts Asking them to greet and introduce themselve

 Hi ! My name is (Minh) I’m seven years old  Hello! I am (Huy) I’m nine

Hi ! My name is (Lan). I’m seven years old Presentation

10’ 1. Review the

question and answer pattern: S1 S2

S3 S4

S5 S6

- Asking sts to stand in 02 opposite lines and pratice in asking - answering

2. Combine the

greeting with the question and answer pattern:

- Using the puppets to model the dialogue

- Reoder in 02 lines and pratise S1: How old are you?

S2:I’m seven years old.How old are

you?

S1: I’m seven years old

- Look at the puppets and listen PA: Happy birthday!This is for you.

S1: Thank you

Puppet B: How old are you? S2: I’m seven years old

II While- singing:

1 Open the book 4’ - Showing the book and explaining about the

picture & the song

- Introduces the characters’ names: Teacher use the picture to introduce the characters’ names: Jenny, Scott, Lisa Asks the students to repeat the names of the characters

- Substitution drill: uses the characters’ names, asks the students to practice

:“ The birthday Song”

- Plays the cassette player, has the students listen and show the characters in the books

- Let them read the song (without music)

- Models the song, asks the students to repeat and using gestures

- Look at the book and listen - Retell the characters’ name August ,2010

- Practice Choral repetition

- Sing following the tape Fill their name in the last sentence

2 Practice

It’s my birthday today. It’s your birthday today. It’s my birthday today. Happy birthday, Jenny! One, two, three, four, five, six, Seven years old!

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12’ - Deviding class into 02 groups, asking them to practise in singing

- Ask students to sing sentence by sentence in small group

- Calls each group to present the song - Correct the mistakes

Have the students sing individually

Call a student to role Jenny

Sing ( Roleplay)

Group A: It’s my birthday today It’s your birthday today. It’s my birthday today. Happy birthday, Jenny! Chorus: One, two, three, four, five, six, Seven years old!

Group B: Now I’m seven years old Now you’re seven years old Now I’m seven years old Happy birthday, Jenny! - Each group sing one sentence - Sing individual (other Ps remark) Jenny: It’s my birthday today

It’s my birthday today. Now I’m seven years old Now I’m seven years old Chorus: other sentences III After-singing:

Play game 6’ Dialogue Musical Chairs

Reordering 06 chairs into a row Calling 07 sts to come in front of the class Asking them to listen to music and practise in greeting When the music stopping, they must sit on the chairs quickly If any st doesn’t have a sit, they will be ruled out Choosing other st to replace At the end of the game, all losers will be punished

Listen

Join into the game

     

   

loser D Consolidation:

Sing this song chorus again E Home-duty:

Learn by heart “the happpy birthday song” Prepare for next lesson: Unit 5: Let’s sing (cont.) F Experience

Week 3 Period 6 Date of teaching: September , 2010 UNIT 5

LET’S SING (cont.)

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a Vocabulary: One, two, three, b Structure: Happy birthday

1 Warm-up: 4’ * Musical ball 

Giving instruction ( When S1 hear music, he/she

passes the ball to S2 and go on until T stops music

If the ball is belong to st, that st will stand up and greet, introduce hisself/ herself All other sts will reply the greeting Hi/Hello, ( _))

Listen and join game A: Hi ! My name is (Minh) I’m seven years old

B: Hello! I am (Huy) I’m nine Hi ! My name is (Lan)

I’m seven years old Presentation

10’  Introduce the characters’ names:

Openning the book to page 39, showing the characters that sts have known

Getting feedback  Substitution Drill:

Showing a character on the page 3, modeling in greeting and introducing

T: Happy birthday! S1: Thank you

S2: How old are you? S1: I’m seven years old

Look at the book and remember the characters’ names

Raise hands and say out the characters’ name

Look at the character and listen Practise

II While-singing:

Practice 12’ Ask students to open the book on page 39

Show the book and explain about the picture & the song “ the happy birthday song”

Play the tape

Play the tape again ( Notting using their gestures)

Devide class into 02 groups, asking them to practise in singing

Look at the book and listen

Listen and show the characters in the book

Sing following the tape Fill their name in the last sentence

Sing ( Roleplay) III After-singing:

Tim

e Teacher’s activities Students’ activities

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9’ A Write:

Asking sts to write the missing words in the sentences base on “ the happy birthday song” Getting feedback

* Answer keys:

1 It’s my birthday today. It’s your birthday today. 2 I’m seven years old Happy birthday, Jenny! B Wite:

Ask students to look at the birthday cake and write a number of candles

Give feedback 1.One

2 two 3 three 4 four

Look at the characters clearly and write down

Read the complete dialogue

Look at picture and write the number

Ask students to remind how to say birthday greeting E Home-duty:

- Learn by heart the structures

- Prepare the next lesson: Unit 1: “ Let’s learn” F Experience

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LET’S LEARN (lesson 1) A Aims and objectives:

- To introduce the students some new words about some things 1 Language:

a Vocabulary: doll

b Structure: What’s it? I don’t know It’s a (doll)

2 Skill: integrated skill with a focus on reading, speaking, and writing. B Preparation:

Method: Communicative approach

Techniques: using picture, listen and repeat, pair work

Teaching aids: puppets, textbook, workbook, picture, teacher’s book C Procedures :

I Before-learning:

1 Warm-up: 5’ Ask students to sing the song: The happy

birthday song

Have students roleplay to ask and answer about the name

Sing the song Practise

P1: What’s your name ? P2: My name’s 2 Presentation

II While- learning:

1 Open the book 5’ Ask students to open their books to page 40:

Playing the tape

Playing the tape again Stopping each sentence to ask sts to repeat

Listen and repeat

Practice 12’ 1 Introduce the vocabulary:

Using real objects to introduce vocabulary - Holding real objects and modeling - Writing out

T: What’s this? Ss: It’s a ruler T: What’s it? Ss: It’s a book

Elicit students to introduce new pattern + I don’t know: Tôi không biết

+ doll: búp bê

Ask students to practise for reading

2 Introduce the question and answer pattern: Puppet A: What’s it?

Puppet B: It’ a ( ruler ) Getting sts to repeat

Look at these objects and say in Vietnamese

- Repeat(Choral&Individual repetition)

- Copy down

Look at the puppets and listen Choral & pairs repetition Work in groups

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8’ Write the patterns on the board

Explaining the short form, getting sts to read 02 forms

Note: It is = It’s

Deviding class into groups

- Asking each group to hold real objects - Modeling

-Asking sts to practise Getting feedback

Hold: pen, pencil, book, ruler - Listen

- Ask & answer about school items - One st from each group come in front of the class and practise

S1: What is it?

S2: It’s a pen What is it? S3: It’s a doll

III After-talking: Tim

e Teacher’s activities Students’ activities

Play game 5’ *Subtitution:

Ask students to make the coversation Example:

S1: What is it?

S2: It’s a book What is it? S3: I don’t know What is it? S2: It’s a doll.

Practise in groups

- Ask students to read the new words again - Teacher says structure “ What’s it?” E Home-duty:

Learn by heart new words and structure Prepare the new lesson: “ Let’s learn ( cont.)” F Experience

Week 4 Period 8 Date of teaching: September , 2010

UNIT 5 What is it?

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LET’S LEARN (Lesson 2) A Aims and objectives:

- To introduce the students some new words about some things Language:

a Vocabulary: ball, bat, car, bicycle, jump rope, kite, puzzle, yo-yo b Structure: What’s it? It’s a (ruler)

2 Skill: integrated skill with a focus on Speaking. B Preparation:

Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some school things they have

C Procedures : I Before-learning:

1 Warm-up: 3’ * Guessing game

Giving instruction

- Calling a st to model, this st holds any object in the secret bag, asks the class: What’s it? Other sts guess the object and say aloud the name of object Who guess the right object will be a winner

Listen and join into the game Slap their hands to congratulation the winner S1 : What’s it?

S2 : It’s a ruler

S3 : It’s a book

S4 : It’s a pen

2 Presentation 10’ 1 Introduce the vocabulary

Using real objects or pictures to introduce vocab - Holding real objects, showing items and

pronounce the words - Writing out

+ ball : bong + bat : gậy đánh bóng chày + car : xe + bicycle : xe đạp

+ jump rope : dây + kite : diều + puzzle : trò chơi gáp hình

+ yo-yo : trị chơi yo-yo - Guide how to read

* Checking Vocabulary: Slap the board

Calling three pairs of sts go to the board - Giving instruction

- Deciding who is the winner

2 Review the question & answer pattern: Asking sts to recall the question

Showing the picture card

Look at these objects and say in Vietnamese

- Repeat ( Choral & Individual repetition)

- Copy down

Make in two lines

- Listen and run quickly to the board, slap the word they hear Say out: What’s it?

Answer: It’s a (car)

1 Open the book kite

yo-yo bicycle puzzle bat

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5’ Ask students to open their books to page 41:

Playing the tape the next part

Playing the tape and stopping each sentence

Show Sam (con mèo đen) , Ginger (con mèo da cam)

Listen and repeat

Listen, show the objects and repeat Listen and repeat

Practice 12’ - Using the picture cards, modeling

T(shows a ball): It’s a ball (shows a car): What’s it ?

S1: It’s a car.What’s it ?

(shows a bat) S2: It’s a bat

- Deviding class into groups

- Asking each group to use the pictures -Asking sts to practice and getting feedback * Guess

- Asking sts to guess what there is in the gift - Give feedback

* Answer keys: - It’s a kite - It’s a bat - It’s a bicycle - It’s a ball

Look at the picture cards, listen and practise

Look at the book, listen and show the objects on the picture

Choral repetition Group1: What is it?

Group 2: It’s a bicycle What is it? Group1: It’s a kite

Work in pairs to guess S1: What is it?

S2: It’s a kite / I don’t know Listen to the tape and correct III After-learning:

Play game 5’ Pass the word ( Team game)

Calling sts to make two lines (include sts) Two of the first sts in each line come near by T, listen teacher’s sentence, then come back their line and pass this sentence to S2, S2 passes S3, … the last st

will choose the right picture card, show up and read aloud the sentence

(1mark for the winner)

Make two lines Join into the game T

 

      *

  D Consolidation:

Ask students to read the new words again Teacher says structure “ What’s it?” E Home-duty:

Learn by heart new words and structure Prepare the new lesson: “ Let’s learn ( cont.)” F Experience

LET’S LEARN (Lesson 3)

1.a yo-yo 2.a kite 3.a car 4.a ball 5.a doll 6.a puzzle 7 a robot a jump rope a bat 10 a bicycle

Sam: What’s it? Ginger: It’s a yo-yo.

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- To introduce the students some new words about the things Language:

a Vocabulary: ball, bat, car, bicycle, jump rope, kite, puzzle, yo-yo b Structure: What’s it? It’s a (car)

2 Skill: integrated skill with a focus on Speaking and writing. B Preparation:

1 Warm-up: 8’ * Bingo

ball bicycle car

jump rope kite puzzle

bat, yo-yo doll - Giving instruction

- Asking sts to write down on their paper words following the model Reading any word, sts hear and cross (x) on the word If they cross 03 words on the straight line, they will say aloud “ Bingo”

- Listen

- Join into the game

2 Presentation 8’ 1.Review the question and answer pattern:

S1 (shows the picture): What’s it ?

S2: It’s a ( bicycle).What’s it?

S1: It’s a ( yo-yo )

2 Chain Drill:

     

- Asking sts to make two opposite lines and practise in speaking

- Giving a picture card for S1 to see and asking

- Make two lines - Ask and answer:

- S1 answer and turn into S2 to

repeat this action

1 Open the book

5’ Ask students to open their books to page 41 Listen and identify school items Listen and repeat

What’s it? It’s a yo-yo. What’s it? It’s a kite. What’s it? It’s a car. What’s it? It’s a ball. What’s it? It’s a dolll. What’s it? It’s a puzzle What’s it? It’s a robot. What’s it? It’s a jump rope. What’s it? It’s a bat.

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Practice:

Playing the tape Playing the tape again

2 Practice 10’ A.Write:

- Ask students to write the words suitable with the pictures

- Give feed back and correct * Answer keys:

1 a ball a car a kite a doll B.Match:

- Ask students to look at the pictures carefully and match the words with the suitable pictures - Give feedback and correct

- Look at the pictures and write the words

- Look at the pictures and connect III After-learning:

Play game 4’ Pass the word ( Team game)

- Giving instruction ( Period 06) T

 

      *

 

- Make two lines - Join into the game ( 01 mark for the winner)

Ask students to read the words again E Home-duty:

Prepare for next lesson : Unit : Let’s learn (lesson 4) F Experience

Week 5 Period 10 Date of teaching: September , 2010

UNIT 5

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- To introduce the students some new words about the things Language:

a Vocabulary: ball, bat, car, bicycle, jump rope, kite, puzzle, yo-yo b Structure: What’s it ? It’s a (kite)

2 Skill: integrated skill with a focus on speaking and writing. B Preparation:

1 Warm-up:

6’ Kim’s Game

- Giving instruction

- Deviding class into 04 groups

- Showing the poster on the board Asking sts to look at the poster quickly and try to remember all these words

-Hiding the poster Asking 04 groups to write down those words as many as possible on their papers, the stick on the boad

- Counting the number of right words and deciding which group is winner

- Sitting in groups - Listen and practise - Write out the words - Stick on the board - Congratulation

2 Presentation 6’ * Review the question and answer pattern:

S1 (shows the picture): What’s it ?

S2: It’s a ( doll).What’s this ?

S1: It’s a ( bat )

* Practice:

Deviding class into 02 teams Each team choose 08 members to make in two lines

- Running through 08 pictures cards and words, sticking on the board

- Asking sts to listen and run quickly to find the word, then stick next to the picture cards

- Deciding who is the winner

Make two lines Ask and answer: Choose the members Read out the words Listen and find the match

1 Open the book book pencil pen

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5’ - Ask students to open their books to page 41

- Playing the tape - Playing the tape again

Listen and identify items Listen and repeat

2 Practice 14’ C Circle and write:

- Asking sts to choose the suitable words and write the answer in the blanks

- Collectting their books and giving marks - Give feedback and correct

* Answer keys:

1)It is a puzzlel 2) It is a bicycle 3) It is a robot D Write:

- Asking sts to write the answer in the blanks, the first sentence is done for them

* Answer keys:

1) What is it? It is a kite 2) What is it? It is a ball 3) What is it? It is a car 4) What is it? It is an bat

Look at the picture and write down students write out on the board

Look at the pictures and guess what it is

Then write the answer in the blanks III After-learning:

Play game 4’ *Find your partner

Giving each st a word card

- Asking sts to go around the classroom to find partner, who have the same word with him/her and practise in speaking

Keep secrect their word card - Say aloud: Pencil? Ruler? - Ask and answer:

What’s it? It’s a ( car). D Consolidation:

Ask students to read the words again E Home-duty:

Prepare the new lesson: Unit 5: Let’s learn some more F Experience

Week Period 11 Date of teaching:September , 2010 1 What’s it? It’s a yo-yo.

2 What’s it? It’s a kite. 3 What’s it? It’s a car. 4 What’s it? It’s a ball. 5 What’s it? It’s a dolll. 6 What’s it? It’s a puzzle 7 What’s it? It’s a robot. 8 What’s it? It’s a jump rope. 9 What’s it? It’s a bat.

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UNIT 5

LET’S LEARN SOME MORE (Lesson 1)

By the end of the lesson, the students will be able to understand of adjectives and to make sure that they can pronounce the alphabet

1 Language:

a Vocabulary: big, little, long, short, square, round b Grammar: Is it a little ball?

Yes, it is / No, it isn’t

2 Skill: integrated skill with focus on speaking , writing B Preparation:

1 Warm-up: 6’ - Divide the class into two groups Each group

sings a part of the song “The Happy Birthday Song”

- File Gird

Draw a table with squares on the board Each table belong to each student

- Work in groups to sing - Practise in pairs

S1(draw an object in their square) S2 asks: What is it?

S1 answers: It’s a (bat) Presentation

10’ * Present the words:

- Introduce the vocabulary by using pictures or real objects in classroom to explain how to use the adjectives

Vocabulary.

+ Big: to + Little: nhỏ

+ Long: dài + Short: ngắn, thấp + Round: trịn + Square: vng * Checking technique: jumbled words - Write the new words in the wrong order: gib, title, lnog, sorth, ruodr, queras

- Have Sts work in groups and rearrange the letters in good order to make the right words Group who get the highest score with the shortest time will be the winner

* Present the pattern

- Put the T’s cards in the board groove and use the puppets to explain the pattern and give example - Do as the same several times

- Present the complete dialogue

- Ask some pairs to play role to practice all the dialogue in front of the class

- Look at the things and describe - Write down

- Listen and repeat

- Go to the board and write down

- Sts repeat the following the Teacher

PA: Is it a ball? PB: No, it isn’t. PA: Is it a yo-yo? PB: Yes, it is. II While- learning:

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1 Open the book 5’ - Open the book page 42

- Show the pictures in page 42 to Sts - Showing the wall chart

- Play the tape sentence by sentence Jenny: It’s little What’s it?

Scott: Is it a ball? Jenny: No, it isn’t. Scott: Is it a yo-yo?

Jenny: Yes, it is It is a little yo-yo. - Writing the model

-Play the tape again Stop by sentence and ask them to repeat in chorus

Present the paradigm and contraction

Write the pattern on the board Point at this word while play the tape

It is little It is a little yo-yo

- Call characters’ names on the picture and identify items in the picture

- See and describe its

- Listen and listen and point at the characters in the pictures

- Copy down

- Listen and choral repetition

2 Practice 8’ Say these

Play the tape Sts point at Sam (black cat) and Ginger (yellow cat) while listening to the activities

1 It’s big box It’s little box 2 It’s long box It’s short box 3 It’s round box It’s square box Play the tape again

- Ask and answer:

Sts repeat in chorus

Work in pair by using pictures or real objects in classroom

III After-learning:

Play game 6’ * Guessing Game

Giving instruction

- Calling a st to model, this st holds any object in the secret bag, asks the class: What’s this? Other sts guess the object and say aloud the name of object Who guess the right object will be a winner

- Listen

- Join into the game

- Slap their hands to congratulation the winner

S1: It’s long What’s it? S2: Is it a pen ?

S1: No, it isn’t S2: Is it a ruler?

S1: Yes, it is It’s a long ruler D Consolidation:

- Ask students to read the new words again E Home-duty:

- Learn by heart new words and structure

- Prepare for next lesson:Unit 5: “Let’s learn some more” (cont.) F Experience

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LET’S LEARN SOME MORE (Lesson 2) A Aims and objectives:

By the end of the lesson, the students will be able to understand of adjectives and to make sure that they can pronounce the alphabet

1 Language:

a Vocabulary: big, little, long, short, square, round b Grammar: Is it a little ball?

Yes, it is / No, it isn’t

2 Skill: integrated skill with focus on speaking, writing, reading B Preparation:

1 Warm-up:

5’ Memory Chain

Divide the class into four groups Give the bag to each group Sts in each group take the objects from the bag and describe them

S1: It’s a square book. S2: It’s a round ball.

S3: It’s a long ruler ………

Join into the game

Slap their hands to congratulation the winner

2 Presentation 8’ * Review the pattern

Use the real object to review T: It’s little What is it? S: Is it a ball?

T: No, it isn’t. S: Is it a yo-yo?

T: Yes, it is.It’s a little yo-yo - Do as the same several times - Present the complete dialogue

- Ask some pairs to play role to practice all the dialogue in front of the class

- Present the paradigm and contraction - Write the pattern on the board Point at this word while play the tape

It is little It is a little yo-yo

- Make the questions to guess and describe

- Sts repeat the following the Teacher

1 Open the book 5’ - Open the book page 42

- Play the tape sentence by sentence Jenny: It’s little What’s it?

Scott: Is it a ball? Jenny: No, it isn’t. Scott: Is it a yo-yo?

Jenny: Yes, it is It is a little yo-yo.

Open the book page 42

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2 Practice 8’ Play the tape Sts point at Sam (black cat) and

Ginger (yellow cat) while listening to the activities

GA: Is it a pencil ?

GB: Yes, it is It is a long pencil. Play the tape again

Divide the class into two groups to describe the picture in turn while pointing at the picture in order

Have Sts work in pair by using pictures or real objects in classroom Teacher goes around and gives help if necessary

- Asking Ss to practise in pairs

- Monitoring ( Help Ss, if they need)

Sts repeat in chorus

Listen and point into the correct pictures

Work in pair by using pictures or real objects in classroom

Do exersice 9’ A.Connect and write.

- Asking sts to look at the pictures and connect with suitable adjectives in the blanks

- Collectting their books and giving marks * Answer keys:

1 big little long 4 short round square B Write.

- Ask students to look at the pictures and write the answer in the blank

* Answer keys:

1 Yes, it is No, it isn’t 3 No, it isn’t Yes, it is. C Circle and write:

- Asking sts to look at the pictures and circle the suitable adjectives then write in the blanks * Answer keys:

1 It is a long ruler It is a little doll 3 It is a round box It is a big ball D Consolidation:

- Ask students to read the new words again E Home work:

- Prepare for next lesson: “Let’s learn some more” (cont.) F Experience

Week Period 13 Date of teaching: October , 2010 UNIT 5

LET’S LEARN SOME MORE (lesson 3)

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By the end of the lesson, the students will be able to learn the Alphabet and The Alphabet Song

1 Language:

a Vocabulary: Letters

b Grammar: Is it a desk? Yes, it is/ No it isn’t 2 Skill: integrated skill with focus on reading, listening B Preparation:

1 Warm-up: 6’ *Chain drill: Describing

One student takes a thing and asks “What’s it” Other student names and describes it

S1: What is it?

S2: It’s a short ruler What is it? S3: It’s a round box

Ss: Is this a book?

- Practise

2 Presentation 10’ 1 Introduce the Alphabet:

- Introduce the alphabet following the group of letters A/ei/, B/bee/, C/see/

THE APHABET

- Showing on each letter, read aloud

-Asking Ss to practise in reading the Alphabet -Going around the class and helping Ss if they need

Play “ The Alphabet Song”:

- Giving each st an alphabet card, asking Ss to listen the song again When they hear the letter, they show up their card

- Look at the board and listen - Choral repetition

- Read in pairs

- Listen the song A B C D E F G

H I J K L M N O P Q R S T U V

W X Y Z AB ABC

A B C D EFG

A B C D E F G H I like English!

AB ABC A B C D EFG H I J K

L M N O I like English ! AB ABC

A B C D EFG H I J K L M N O

P Q R S T Wow! I like English ! I like English ! A B C D EFG H I J K L M N O P Q R S TUV

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- Listen and sing following the tape, show the letters on the books

- Remember their lettter - Listen and show up

1 Open the book 6’ - Ask student to open their books to page 43:

- Getting Ss to read the Alphabet * Slap.

- Divide the class in to small groups Each group is four Sts

- Put the letters (A-J) on the table Call on the name of the letter Who is the first to touch the letter is winner

- Open the book and listen to the tape while pointing at the letters at the end of the page 43

- Look at the book, listen and choral repetition

- Listen and slap the correct letter Practice

6’ - Play the tape again Stop by sentence Sts listen and repeat

K, /k/, kite; L, /l/, lion; M, /m/, mother; N, /n/, notebook.

Listen and repeat

Play game

7’  Sequencing:

- Asking Ss work in pairs, putting the pile of alphabet cards in front of them Asking Ss to put the alphabet cards in the right order

Work in pairs

- Choose and put the alphabet cards in the right order

- Read the alphabet again E Home-duty:

- Learn by heart the structure

- Prepare for next lesson: “Let’s learn some more” (cont.) F Experience

LET’S learn some more (Lesson 4)

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By the end of the lesson, the students will be able to learn the Alphabet and The Alphabet Song

1 Language:

a Vocabulary: (Review)

b Grammar: Is it a desk? Yes, it is/ No it isn’t 2 Skill: integrated skill with focus on reading

B Preparation:

1 Warm-up:

3’ Ask students to sing “ The alphabet song” Sing the song Presentation

10’ Review the Alphabet:

THE APHABET

- Asking Ss to practise in reading the Alphabet - Going around the class and helping Ss if they need

- Read in pairs

1 Open the book 6’ Ask student to open their books to page 43:

- Getting Ss to read the Alphabet - Open the book and listen to thetape while pointing at the letters at the end of the page

2 Practice 10’ Play the tape again Stop by sentence Sts listen

and repeat

K, /k/, kite; L, /l/, lion; M, /m/, mother; N, /n/, notebook.

* Writing practice

Write a dialogue on the board Ask them to read the dialogue in chorus Call on some students to go on the board to underline these letters, K, L, M, m, N, n

Ken: Hi, Mom I’m home! This is my friend, Nancy.

Nancy: It’s nice to meet you, Mrs Lee. Mrs Lee: It’s nice to meet you, too, Nancy.

Listen and repeat

- Go to the board and underline the letters

- Repeat after the teacher

A B C D E F G H I J K L M N O P

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Time Teacher’s activities Students’ activities Do exercise

6’ D Match and complete the words.

- Ask students to match the letter with suitable picture and complete the words

- Give feedback - Correct

* Answer keys: 1 Kite

2 Mother 3 Notebook 4 Lion

- Connect the letter with picture Then complete the words

- Read the alphabet again E Home-duty:

- Learn by heart the alphabet

- Prepare for next lesson: Unit5: “Let’s move ” F Experience

Week Period 15 Date of teaching: October , 2010

UNIT 5

LET’S MOVE (Lesson 1)

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By the end of the lesson, the students will be able to ask and answer about abilities 1 Language:

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

b Grammar: Can you (hit a ball)? Yes, I can

No, I cannot

2 Skill: integrated skill with focus on speaking, listening B Preparation:

I Before-moving:

1 Warm-up: 7’ * Noughts and Crosses

- Divide the class into two teams and have them to play game “Noughts and Crosses”

- Draw a table contain words or phrases in each cell

- Ask Sts to choose a word in the cell and make a sentence with that word A correct sentence with the given word will get one O or X the group with O or X vertically, horizontally or even diagonally will be the winner

- Work in group to play game

2 Presentation 10’ * Present the commands

- Use technique Total Physical Response to model the commands Say the commands while acting out the commands

- Model the way using verbs as directed in the book

Vocabulary: + Play with yo-yo + Throw a ball + Catch a ball

- Make the commands, all Sts as commands * Present the pattern

- Elicit the students to introduce T: Can you play with a yo-yo?

- Use the Puppets to make modeling the answer

PA: Yes, I can. PB: No, I can’t.

- Demonstrate the meaning can or can’t

- Look at the teacher

- Write down - Repeat

- Listen and answer

1 Open the book

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- Show this page so that Sts can see to read and act out the commands

- Play the tape Sts listen and point at the parallel action

- Call on some volunteer to point at the picture in the book Sts make the commands following the pictures and act out Continue calling the other Sts to practice

- Present the paradigm and contraction - Write the pattern on the board

Can you play with a yo-yo? Yes, I can / No, I can’t.

- Play the tape again Explain how to use the short form

Note: cannot = can’t

- Point at the words while playing the tape

- Listen and repeat in chorus

- Write down

2 Practice 8’ - Have them work in pair Put some toys or real

objects in classroom in a bag Teacher goes around class and call on one St to take out a toy or a jump rope Teacher gives a question Sts listen and answer

T: Can you (do a puzzle)? Sts: Yes, I can / No, I cannot.

- Do as the same and change role to continue practicing

- Divide the class into two groups Give each group some T’s cards (93-95) Group A make a command Group B as the same Change role to continue practicing

Practise in pairs

GA: Throw a ball

GB:Acting out the same the command III After-learning:

Production 5’ - Divide the class into small groups Group A answer

“Yes, I can.” Group B answer “No, I can’t”

- Change role to continue practicing with the other cards

- Join the game

T: Can you play with a yo-yo? GA: (glad to answer) Yes, I can. GB: (get felling sad) No, I can’t. D Consolidation:

- Remind the way how to use the new structures E Home-duty:

- Learn by heart the new words and structures - Prepare for next lesson: “Let’s move ” (cont.) F Experience

LET’S MOVE (Lesson 2)

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

b Grammar: Can you (hit a ball)? - Yes, I can./ No, I cannot 2 Skill: integrated skill with focus on speaking, listening

B Preparation:

1 Warm-up: 5’ Chain Drill

- Asking students to pratise in asking about ability

- T asks to S1, S1 asks to S2, S2 asks to S3,…

- T :can you play with yo-yo?

- S1 :Yes, I can Can you play throw a ball?

- S2 : No, I can’t _

- S3 : -

- Listen and practise

2 Presentation 10’ * Present the commands

Vocabulary: + Hit a ball + Do a puzzle + Jump rope

- Make the commands, all Sts as commands * Review the pattern

- Point at the pictures at the end of the book and give question

- Look at the teacher

- Write down - Repeat

- Listen and answer

1 Open the book 4’ - Ask student to open their books to page 44

- Show this page so that Sts can see to read and act out the commands

- Play the tape Sts listen and point at the parallel action

- Call on some volunteer to point at the picture in the book Sts make the commands following the pictures and act out Continue calling the other Sts to practice

- Open the book on page 44

- Point at the words while playing the tape

- Listen and repeat in chorus

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7’ - Have them work in pair Put some toys or real objects in classroom in a bag Teacher goes around class and call on one St to take out a toy or a jump rope Teacher gives a question Sts listen and answer

- Do as the same and change role to continue practicing

- Divide the class into two groups Give each group some T’s cards (96-98) Group A make a command Group B as the same Change role to continue practicing

- Practise in pairs

GA: Throw a ball

GB:Acting out the same the command III After-learning:

Play game 3’ * Board Race

- Divide the class into four groups Put the T’s cards “93-98” on the board groove The teacher says aloud one command or group of

commands The St, who slap at the right

command, will get ten marks Then that St will say another command and the other slap The group who get the most cards will be winner

- Listen and join the game

Do exercise

6’ A Match.

Ask students to match the word-groups with the suitable pictures

Get feedback Correct B Write.

- Ask students to write their answers Yes, I can No, I can’t C Write.

- Ask students to answer about them - Get feedback

- Match the word-groups with the suitable pictures

- Write their answers

- Remind the way how to use the new structures E Home-duty:

- Learn by heart the new words and structures - Prepare for next lesson: “Let’s listen”

F Experience

LET’S LISTEN

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By the end of the lesson, the students will be able to review all lessons, exercise 1 Language:

a.Vocabulary: Review b.Grammar: Review Skill: integrated skill

B Preparation:

I Before-listening:

1 Warm-up and review 10’ 1 Let’s talk “Walk and talk”-9

- Using puppets to make the model dialogue T: It’s my birthday today

PA: It’s your birthday today PB: It’s my birthday today

- Divide the class into three groups Ask them to greet themselves and introduce each other by using their real names

- Call on some volunteer to practice the following exercise

2 Let’s learn.

- Have Sts work in groups or Give each St one St’s cards (1 – 8) Each St, after greeting the other, must make question “What’s it?” by using Sts’ cards

- Call on some pair to practice 3 Let’s learn some more.

- Have Sts work in small groups Each group has a little bag Each St, in turn, puts one real object into the bag, and then passes the bag to the next St (S1 doesn’t tell their friends what is put into the bag) When all the objects were put into the bag and recognize the objects by

touching at them

4 Let’s move “Please”

- Make commands Sts as commanded If the teacher says the commands begun with“please” Sts as commanded If not, Sts nothing

- Sts walk around the classroom in one minute to practice the way to greet each other To be relaxed, play the tape “The Happy Birthday”

Self introduction

T: (point to S1 and give question) How old are you?

S1: I’m nine years old

S1: (point to S2 and give question) How old are you?

S2: I’m ten years old

S2 answers the question and does the same S1 to the end

S1: What’s it? S2: It’s (a doll) S1: What’s it? S2: It’s (a robot)

S2: Is this (a pen)?

S1: Yes, it is / No, it isn’t

- Listen to the two commands at the same time before doing

2 Presentation 8’ - Teach Sts the way to a listening test Hang

one the similar picture in the book Put T’s cards – on the board line

- Write A under the first card and circle its Draw B under the second card and circle its Call one St stand beside the card and recognize one of those cards

T: It’s (a pencil)

- Do like step above until all Sts understanding

- Listen

- Look at the poster

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the way to a listening test II While- listening:

1 Open the book 2 Practice

6’ - Play the tape Sts this exercise as a writing test

- Open the books

- Listen and show the objects - Listen and circle

- Say out the number * Key:

1.a; 2.a; 3.a; 4.b; 5.b; 6.a; 7.a; 8.b. III After-listening:

Play game 5’ Slap the board.

- Divide the class into small groups Each group sits around a table Put one or some unions of cards (classroom objects,

commands)

- T says aloud one word or group of words Sts who slap at the right word will get ten marks Then that Sts will say another word and the other slap The group who get the most cards will be winner

- Sts acts out one command The whole class will guess what that command is

Do exercise 3’ A Check

1 No, it is not No ,it is not. 3 Yes, it is Yes, it is B Circle and write:

It is a little robot

- Look at the picture, read the question, write the answer: Yes, it is or No, it is not.

- Circle and write the words D Consolidation:

- Summarize main points E Home work:

- Prepare for next lesson: Unit 6: “Let’s talk ” F Experience

Week 9 Period 18 Date of teaching: October , 2010 UNIT 6

LET’S TALK

By the end of the lesson, the students will be able to say about the weather Language:

a Vocabulary:Weather , sunny 3’ - Ask sts to look at the pictures

T: What’s this? Is this (a pencil)?

- Recognize the active pictures – - Listen & point at the parallel picture

1.He’s six years old.

2 How old are you? I’m seven years old. 3 What is it? It’s a big kite.

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b Grammar: How’s the weather? It’s sunny Let’s play Ok 2 Skill: speaking , listening and writing skills

B Preparation:

1 Warm-up: 4’ - Ask sts to hang the name cards Walk around the

class and greet their friends “Please”

- Ask sts to make and act out the commands they have leant in Unit

- Hang their name tags, go around the class and greeting

- Give classroom commands (unit 1) and practice

2 Presentation 10’ 1 Introduce the first part of the dialogue

- Use the puppets to make modeling the dialogue

PA: How ‘s the weather? PB: It’s sunny

- Ask them to repeat PA’s words Arouse Sts to hold PB and say PB’s words Change role to continue practicing several times

2 Practice

- Divide the class into two groups Give each group one puppet and make clear which puppet says whether sentence Puppets of each group practice the dialogue each other Change role to continue practicing

- Listen and repeat - Say out

- Change the role and practise more - Practice

- Practice

- Change the role and practise more GA: How’s the weather?

GB: It’s sunny II While- talking:

1.Open the book 5’

- Ask students to open the book on page 46 - Using the wall charts and read the dialogue - Show the page to Sts so that Sts can recognize the characters and describe them

- Play the tape again Stop sentence by sentence Sts repeat again

- Asking students work in pairs and pratise following the dialogue

- Describe those characters ( Lisa and Andy)

Look at the book, listen and show on the characters when they hear characters’names

- Listen and repeat

2 Practice 10’ *Introduce the paradigm and contraction.

- Write the paradigm on the board Play the tape

and point at the words Sts listen and repeat in - Listen and repeat in chorus John: How’s the weather?

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chorus

How’s the weather? It’s sunny.

- Write the contraction on the board Sts practice speaking with two forms

Notes:

How is = How’s It is = It’s * Practice

- Call on some pairs to go on the board to play role again the dialogue by using real their names - Teacher goes around giving help if necessary

- Practice speaking with two forms

Extension 6’ Living Dialogues

- Divide the class into small groups Each group is four Sts

- Give each group a flash card having a sentence 1) OK; 2) Let’s play

3) How’s the weather? 4) It’s sunny

- Each group discusses together and rearranges these sentences to make a dialogue

- Summarize main points E Home-duty:

- Learn by heart new structures

- Prepare for new lesson : Unit 6: “Let’s sing” F Experience

Week 10 Period 19 Date of teaching: , 2010 UNIT 6

LET’S SING

- To help the students to master the way to ask and answer about the weather through the song “How’s the weather?”

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1.Language:

a Vocabulary: rainy, windy, cloudy, snowy b Structure: How’s the weather?It’s rainy today

1 Warm-up: 3’ - Sing again the song “The Happy Birthday Song”

- Call on some pairs to sing without music, alter Sts’ names into the song, sing the song while playing roles, waving hands while greeting

- Sing the song with the music - Practice the dialogue in groups GA: It’s my birthday today GB: It’s your birthday today GA: It’s my birthday today GB: Happy birthday, Jenny. 2 Presentation

10’ - Review the Question – Answer the pattern by using the puppets to make modeling the question and answer pattern

Practice

- Use the Puppets to make the modeling dialogue - Play the tape

- Step away lines S1: How’s the weather? S2: It’s sunny

- Repeat in chorus

- Work in pair to practice by using their real names

1 Open the book 4’ - Show the pictures in the book so that Sts can

see

- Play the tape more than once if necessary - Teacher reads the song (line by line) without music

T: How’s the weather? Sts: It’s sunny

- Ask them to sing again the song but not play the tape Use the property gesture to emphasize the meaning Play all the song

How’s the weather?

It’s sunny It’s sunny today.

- Point at the characters and objects in the pictures Sts recognize them - Listen and point at the parallel words

- Listen and repeat in chorus - Sts repeat

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2 Practice 12’ - The teacher sings the first part of the song

T: How’s the weather? Sts: It’s windy

Divide the class into two groups Each group sings one part of the song Change role to continue practicing

S1: How’s the weather? S2: It’s sunny

S1: How’s the weather? S2: It’s windy

S1: How’s the weather? S2: It’s cloudy

S1: How’s the weather? S2: It’s snowy.

S1: How’s the weather? S2: It’s rainy.

- Sts sing the rest part

- Group A: Sing the first of the song - Group B: Sing the second of the song

III After-singing:

Play game 6’ * Back to back

S1: How’s the weather? S2: It’s rainy

- Sts work in pairs (back to back) and phone each other

- Change role to continue practicing. D Consolidation:

- Sing this song chorus again E Home-duty:

- Learn by heart “How’s the weather?”

- Prepare for next lesson: Unit 6: Let’s sing (cont.) F Experience

LET’S SING (cont.)

- To help the students to master the way to ask and answer about the weather through the song “How’s the weather?”

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a Vocabulary: rainy, windy, cloudy, snowy b Structure: How’s the weather?It’s rainy today

1 Warm-up: 3’ * Chain drill

- Ask students to ask and answer about the weather

S1: How’s the weather?

S2: It’s sunny How’s the weather? S3: It’s sunny

- Practice

2 Presentation 10’ - Review the Question – Answer the pattern by

using the puppets to make modeling the question and answer pattern

Practice

- Use the Puppets to make the modeling dialogue - Play the tape

- Step away lines S1: How’s the weather? S2: It’s sunny

- Repeat in chorus

- Work in pair to practice by using their real names

1 Open the book 4’ - Ask them to sing again the song but not play the

tape Use the property gesture to emphasize the meaning Play all the song

How’s the weather?

It’s sunny It’s sunny today.

- Listen and sing following the tape in chorus

2 Practice 12’ - The teacher sings the first part of the song

T: How’s the weather? Sts: It’s windy

Divide the class into two groups Each group sings one part of the song Change role to continue practicing

S1: How’s the weather? S2: It’s sunny

S1: How’s the weather?

- Sts sing the rest part

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S2: It’s windy

S1: How’s the weather? S2: It’s cloudy

S1: How’s the weather? S2: It’s snowy.

S1: How’s the weather? S2: It’s rainy.

III After-singing:

Do exercise 6’ A Match.

B Write. 1 It is sunny 2 It is snowy 3 It is rainy 4 It is windy

- Look at the pictures and write the answer in the blank

- Sing this song chorus again E Home-duty:

- Learn by heart “How’s the weather?” - Prepare for next lesson: Unit 6: Let’s learn F Experience

Week 11 Period 21 Date of teaching: , 2010 UNIT 6

- By the end of the lesson, students will be able to count Language:

a Vocabulary: cloud

b Structure: How many clouds are there? There are six clouds 2 Skill: integrated skill with a focus on Speaking.

B Preparation:

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1 Warm-up: 3’ - Ask students to count number from to 10

-Then ask students to count number from10 to - Practise 2 Presentation

10’ 1 Introduce the vocabulary

Using or pictures to introduce vocabulary - Writing out

+ cloud: mây - Guide how to read

2 Present the questions-and-answer pattern with singular nouns

- Draw one cloud on the board - Use the puppet to model

PA: How many clouds are there? PB: One There is one/a cloud

3 Present the questions-and-answer pattern with plural nouns

- Draw six clouds on the board - Use the puppet to model

PA: How many clouds are there?

PB: One, two, three, four, five, six There are six clouds

Distinguish between the singular&plural nouns

- Copy down

- Repeat the dialogue

- Listen carefully II While- learning:

Playing the tape the next part

Explain the short form There is = There’s

- Call the characters’ names - Listen and choral repetition

- Listen and write down Practice

12’ - Using the real objects, modeling

T(shows a pen ): How many pens are there? S1: There is a pen

T:(shows pens): How many pens are there?

S1: There are three pens

- Look at the teacher, listen and practise

- Practise

Choral repetition

Group1:How many books are there? Scotte:How many clouds are there?

John: There are six clouds.

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- Asking each group to use the object - Modeling

Group 2:There are books How many pencils are there?

Group1: III After-learning:

Play game 5’ * Replay race:

- Giving the instruction

- Calling sts to make two lines (include sts) Two of the first sts in each line come near by T, listen teacher’s sentencewith “there is / there are, then come back their line and pass this sentence to S2, S2 passes S3, … the last st will

show up and read aloud the sentence

Make two lines - Join into the game ( 01 mark for the winner)

- Ask students to read the new words again - Teacher says structure

E Home-duty:

- Prepare the new lesson: “ Let’s learn ( lesson 2)” F Experience

a Vocabulary: flower, tree, puddle

b Structure: How many flowers are there? There are three clouds 2 Skill: integrated skill with a focus on Speaking.

(41)

1 Warm-up: 3’ *Subtitution:

Ask students to make the coversation - PractiseS1: How many books are there? S2: There are three books How many pens are there?

S2: There are two pens How many rulers are there?

S2: There are four rulers How many erasers are there?

- Using or pictures to introduce vocabulary - Writing out

+ flower: hoa + tree: cây

+ puddle: đầm lầy - Guide how to read

2 Review the questions-and-answer pattern with singular nouns

3.Review the questions-and-answer pattern with plural nouns

- Distinguish between the singular and plural nouns

- Copy down

PA: How many clouds are there? PB: One There is one/a cloud. - Repeat the dialogue

PA: How many clouds are there? PB: One, two, three, four, five, six. There are six clouds.

1 Open the book 5’ - Ask students to open their books to page 49:

- Playing the tape

- Playing the tape again Stopping each sentence to ask sts to repeat

- Explain the short form There is = There’s

- Listen and point to the pictures

12’ - Playing the tape

- Deviding class into 02 groups - Show on Sam and Ginger.- Choral repetition

+ Group A ( role play Sam): How many flowers are there?

+ Group B ( role play Ginger): There’s one flower

- Changing role and practise How many flowers are there? There’s one flower

2 How many flowers are there?There are three flowers

(42)

- Using the real objects, modeling

T(shows a pen ): How many pens are there? S1: There is a pen

T:(shows pens): How many pens are there?

S1: There are three pens - Deviding class into groups

- Asking each group to use the object - Modeling

- Look at the teacher, listen and practise

- Practise

Choral repetition

Group1:How many books are there? Group 2:There are books How many pencils are there?

Group1:

Do exercise 5’ - Ask students to the exercise

- Get feedback A Circle.

1 a flower clouds trees a puddle B Write.

1 a cloud clouds a puddle 4 a flower trees 6.a tree 7 flowers puddles

C Cirle and write. 1 There are six flowers. 2 There is a cloud

- Do the exercise

- Ask students to read the new words again - Teacher says structure

E Home-duty:

- Prepare the new lesson: “ Let’s learn ( lesson 3)” F Experience

Week 12 Period 23 Date of teaching: , 2010 UNIT 6

a Vocabulary: review

b Structure: How many … are there? There is/are… 2 Skill: integrated skill with a focus on Speaking.

B Preparation:

(43)

1 Warm-up: 3’ *Subtitution:

Ask students to make the coversation Example:

S1: How many books are there?

S2: There are three books How many pens are there?

S2: There are two pens How many rulers are there?

S2: There are four rulers How many erasers are there?

- Practise

2 Presentation 10’ 1 Review the questions-and-answer pattern

with singular nouns

2 Review the questions-and-answer pattern with plural nouns

Playing the tape

12’ - Deviding class into 02 groups - Show on Sam and Ginger - Choral repetition

+ Group A ( role play Sam): How many flowers are there?

+ Group B ( role play Ginger): There’s one flower

(44)

* Count them

- Ask students to look at the picture and count Getting feedback

Example: There is a bat There four balls…

- Practise to count

Play game 5’ * Count things:

- Ask students to count things which they have

- Practise D Consolidation:

Ask students to read the new words again Teacher says structure

E Home work:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( lesson 4)” F Experience

b Structure: How many … are there? There is/are… 2 Skill: integrated skill with a focus on Speaking.

B Preparation:

(45)

1 Warm-up: 3’ * Count things:

- Ask students to count things which they have EX: There are 10 pens

There is an eraser…

- Practise

2 Presentation 10’ 1 Review the questions-and-answer pattern

with singular nouns

2 Review the questions-and-answer pattern with plural nouns

Playing the tape

12’ - Use a picture which have some things

- Ask students to look at the picture Then ask and answer the questions “ How many ?”

- Correct

Practise in pairs

Do exercise 5’ * Count and write.

- Ask students to count things which they have and write

1 There are three puddles. 2 There are two trees. 3 There is one ball

- Practise

(46)

E Home work:

Prepare the new lesson: “ Let’s learn some more ( lesson 1)” F Experience

LET’S learn some more (lesson 1)

By the end of the lesson, the students will be able to to describe a situation 1 Language:

a.Vocabulary:: in, on, under, by, table

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

Where are the (books)?They are (under) the (table) Skill: integrated skill

B Preparation:

(47)

1 Warm-up: 4’ Jumbled words

Write the words whose letters are not in good order on the board Ask Ss to work in groups and arrange the letters to make complete word

- Group work

1 loferw flower 2 rete tree 3 duclo cloud dlepud puddle 2 Presentation

10’ 1 Introduce the vocabulary.

- Introduce the vocabulary by using a bag and a ball to describe location

+ on: Trên + in : Trong + under : Dưới + by: Gần

2 Present the singular question and answer pattern.

- Put a ball on the bag Use the puppets to make modeling

PA: (point to the ball) Where is the ball? PB: (point at the ball and the bag) The ball is on the bag.

Do as the same step with the other prepositions (under,in,by)

3.Practice:

Divide class into two groups

Each group uses real thing to practice T: (put the ball under the bag)

4 Present the plural question and answer pattern.

Raise two books and put its on the table PA: (point to the books) Where are the books?

PB: (point at the books and the table) They are on the table.

5 Practice:

- Ask Ss to practise with objects - Go around the class and help sts

- Look at those objects - Listen and reply

- Repeat word by word in chorus

- Choral repetition

- Individual work and group work GA: Where is the ball?

GB: It’s under the bag.

- Copy down

(48)

1 Open the book

2 Practice 6’ - Deviding class into 02 groups

- Going around the class and helping sts - Practice in groups III After-learning:

1 Play game 6’ Walk and Talk.

- Call a volunteer to put some objects around class

- Go around and give help if necessary

- Work in pair.Go around the classroom and practise

S1: Where are the rulers? S2: They are on the desk. 2 Do exercise

4’ A Match

- Asking sts to connect B Circle and write:

1 in under by in - Do at home D Consolidation:

- Say the structure again E Home work:

- Learn by heart the new words

- Prepare for next lesson: “Let’s learn some more ” (lesson 2) F Experience

\Week 13 Period 26 Date of teaching: November 20th , 2009 UNIT 6

LET’S LEARN SOME MORE (lesson 2) 5’ - Ask students to open the book on page 50

- Using wall chart to show the characters and describe

- Play the tape sentence by sentence

- Playing the tape again.Stop by sentence and ask them to repeat in chorus

Notes: Where is = Where’s

It is = It’s / They are = They’re

- Listen and point at the characters in the pictures

- Listen and show on the book - Listen and choral repetition - Choral repetition

- Copy down Lisa: Where is the kite?

Scott: It’s in the tree

(49)

By the end of the lesson, the students will be able to ask about location Language:

a.Vocabulary:: in, on, under, by, table

Where are the (books)? They are (under) the (table) Skill: integrated skill

B Preparation:

1 Warm-up: 4’ *Subtitution:

Ask students to make the coversation

- Pair work

S1: Where is the pen? S2: It is in the book… 2 Presentation

10’ 1 Review the singular question and answer pattern.

2 Review the plural question and answer pattern.

Raise two books and put its on the table Use the puppets to make modeling the pattern PA: (point to the books) Where are the books?

5 Practice:

- Asking sts to practise using objects in the classroom

- Going around the class and helping sts when they need

- Repeat word by word in chorus - Choral repetition

- Individual work and group work - Copy down

- Practice

(50)

2 Practice 6’ - Play the tape on page 51

- Listen and repeat

- Practice in groups III After-learning:

1 Play game 6’ Walk and Talk.

- Call a St volunteer to put some objects around class

- Ask them to work in pair

Go around the classroom and practise S1: Where are the rulers?

S2: They are on the desk 2 Do exercise

4’ c Write

- Ask students to write the answers 1 It is in the tree

2 It is in the bag

3 They are on the table

- Do at home D Consolidation:

- Say the structure again E Home work:

Week 14 Period 27 Date of teaching: November 27th , 2009 UNIT 6

LET’S LEARN SOME MORE (lesson 3) A Aims and objectives:

By the end of the lesson, the students will be able to ask about specifying location 5’ - Playing the tape

- Using wall chart to show the characters and describe

- Play the tape sentence by sentence

- Play the tape again Stop by sentence and ask them to repeat in chorus

Notes: Where is = Where’s

It is = It’s / They are = They’re

- Listen and point at the characters in the pictures

- Listen and show on the book - Listen and choral repetition - Choral repetition

- Copy down

1.Where’s the kite? It’s in the tree

2.Where’s the notebook? It’s on the table 3Where are the books?They’re on the table 4.Where are the bikes? They by the table 5.Where are the ball? They’re in the bag 6.Where’s the yo-yo? It’s by the table 7.Where’s the doll? It’s under the table 8.Where are the cars?They’re in the puddle

Lisa: Where is the kite? Scott: It’s in the tree

John: Where are the books? Lisa: They are under the table

(51)

Language:

a.Vocabulary: in, on, under, by, table

Where are the (books)? They are (under) the (table) Skill: integrated skill

B Preparation:

1 Warm-up: 4’ Chain Drill

Asking students to pratise in asking about ability

Teacher asks to S1, S1 asks to S2, S2 asks to S3,…

- T: Where is the desk?

- S1 : It is by the board Where……?

- S2 :……

- Practice

2 Presentation 10’ 1 Review the singular and plural question

and answer pattern.

PA: (point to the books) Where are the books?

5 Practice:

- Asking sts to practise using objects in the classroom

- Repeat word by word in chorus - Choral repetition

- Individual work and group work - Copy down

- Practice II While- learning:

(52)

1 Open the book

2 Practice 10’ - Give a picture

- Look at the picture

- Ask and answer the location - Practice in groups

Play game 6’ Walk and Talk.

- Call a St volunteer to put some objects around class

- Ask them to work in pair

- Teacher goes around and give help if necessary

Go around the classroom and practise S1: Where are the rulers?

S2: They are on the desk

D Consolidation: - Say the structure again E Home work:

Week 14 Period 28 Date of teaching: November 27th, 2009

UNIT 6

LET’S LEARN SOME MORE (Lesson 4)

By the end of the lesson, the students will be able to learn the Alphabet Language:

5’ - Play the tape on page 51 again

- Play the tape again Stop by sentence and ask them to repeat in chorus

Notes:

Where is = Where’s It is = It’s

They are = They’re

- Listen and choral repetition - Choral repetition

1.Where’s the kite? It’s in the tree

(53)

a Vocabulary: octopus, question b Grammar:

Skill: integrated skill with focus on reading B Preparation:

1 Warm-up:

THE APHABET

-

- Asking Ss to practise in reading the Alphabet

- Going around the class and helping Ss if they need

- Read in pairs

1 Open the book 6’ Ask student to open their books to page 51

- Getting Ss to read the Alphabet Slap.

Divide the class in to small groups Each group is four Sts

Put the letters (A-N) on the table Call on the name of the letter Who is the first to touch the letter is winner

and repeat

O, /o/, octopus; P, /p/, pencil; Q, /kw/, question; R, /r/, ruler

* Writing practice

- Show them to know how to write with these letters

O o, P p, Q q, R r

- Ask them to write ten times in the notebook

Listen and repeat

(54)

Do exercise 6’ D Circle and complete the words.

1 O P Q R

- Practice D Consolidation:

- Read the alphabet again E Home work:

- Prepare for next lesson: “Let’s move ” F Experience

Week 15 Period 29 Date of teaching: December 3th 2009

UNIT 6

LET’S MOVE (Lesson 1)

a Vocabulary: climb a tree, play baseball, read a book b Grammar: Can he (climb a tree)?Yes, he can./No, he cannot

2 Skill: integrated skill with focus on speaking, listening B Preparation:

- Ask Sts to choose a word in the cell and make a sentence with that word A correct sentence with the given word will get one O or X the

(55)

group with O or X vertically, horizontally or even diagonally will be the winner

2 Presentation 10’ * Present the commands

Use technique Total Physical Response to model the commands Say the commands while acting out the commands

Model the way using verbs as directed in the book

Vocabulary:

- climb a tree: trèo cây

- play baseball: chơi bóng chày

- read a book : đọc sách Make the commands, all Sts as commands * Present the pattern

Elicit the students to introduce T: Can he climb a tree?

Use the Puppets to make modeling the answer PA: Yes, he can.

PB: No, he can’t.

Demonstrate the meaning can or can’t

Look at the teacher

Write down Repeat

Listen and answer

1 Open the book 5’ Ask student to open their books to page 52

Show this page so that Sts can see to read and act out the commands

Play the tape

Call on some volunteer to point at the picture in the book Sts make the commands following the pictures and act out Continue calling the other Sts to practice

Present the paradigm and contraction Write the pattern on the board

Can he climb a tree? Yes, he can / No, he can’t.

Play the tape again Explain how to use the short form

Point at the words while playing the tape

Listen and repeat in chorus

Write down

2 Practice 8’ Teacher gives a question Sts listen and answer

T: Can he (play baseball)? Sts: Yes, he can / No, he cannot.

Do as the same and change role to continue practicing

Practise in pairs

Production 5’ - Divide the class into small groups Group A answer “Yes, he can.” Group B answer “No, he can’t”

- Join the game

T: Can he climb a tree?

(56)

- Change role to continue practicing with the

other cards GB: (get felling sad) No, he can’t.

- Remind the way how to use the new structures E Home work:

- Learn by heart the new words and structures - Prepare for next lesson: “Let’s move ” (lesson 2.) F Experience

Week 15 Period 30 Date of teaching: December 3rd, 2009

UNIT 6

a Vocabulary: play tag, ride a bicycle, fly a kite

b Grammar: Can she (play tag)? Yes, she can./No, she cannot 2 Skill: integrated skill with focus on speaking, listening

B Preparation:

- Ask Sts to choose a word in the cell and make a sentence with that word A correct sentence with the given word will get one O or X the group with O or X vertically, horizontally or even diagonally will be the winner

Work in group to play game

Use technique Total Physical Response to model the commands Say the commands while acting out the commands

Model the way using verbs as directed in the book

Vocabulary:

- play tag: chơi đuổi bắt - ride a bicycle: đạp xe đạp - fly a kite: thả diều

Make the commands, all Sts as commands * Present the pattern

Look at the teacher

Write down Repeat

(57)

Elicit the students to introduce T: Can she play tag ?

Use the Puppets to make modeling the answer PA: Yes, she can.

PB: No, she can’t.

Demonstrate the meaning can or can’t II While- learning:

Play the tape Call on some volunteer to point at the picture in the book Sts make the

commands following the pictures and act out Continue calling the other Sts to practice Present the paradigm and contraction Write the pattern on the board

Can she play tag?

Yes, she can / No, she can’t.

Write down

2 Practice 8’ Teacher gives a question Sts listen and

answer

T: Can she (play tag)?

Sts: Yes,she can / No, she cannot.

Practise in pairs

Production 5’ - Divide the class into small groups Group A answer “Yes, she can.” Group B answer “No, she can’t”

- Join the game T: Can she play tag?

GA: (glad to answer) Yes, she can. GB: (get felling sad) No, she can’t. D Consolidation:

- Learn by heart the new words and structures - Prepare for next lesson: “Let’s move ” (lesson 3.) F Experience

Week 16 Period 31 Date of teaching:December 10th, 2009

UNIT 6

(58)

b Grammar: Can he/she (play tag)?Yes, he/she can./ No, he/she cannot 2 Skill: integrated skill with focus on speaking, listening

B Preparation:

1 Warm-up: 7’ Board Race

Divide the class into four groups Put the T’s cards “111-116” on the board groove The teacher says aloud one command or group of commands The St, who slap at the right

command, will get ten marks Then that St will say another command and the other slap The group who get the most cards will be winner

2 Presentation 10’ * Review the pattern

T: Can she play tag ?

Use the Puppets to make modeling the answer PA: Yes, she can.

PB: No, she can’t.

Demonstrate the meaning can or can’t T: Can he play tag ?

Use the Puppets to make modeling the answer PA: Yes, he can.

PB: No, he can’t.

Look at the teacher

Write down Repeat

Listen and answer II While- learning:

Play the tape Call on some volunteer to point at the picture in the book Sts make the

commands following the pictures and act out Continue calling the other Sts to practice Present the paradigm and contraction Write the pattern on the board

Can he/she play tag?

Yes, he/she can / No, he/she can’t.

Write down

(59)

8’ Teacher gives a question Sts listen and answer

T: Can she (fly a kite)?

Sts: Yes,she can / No, she cannot.

Practise in pairs

Production 5’ A.Circle.

- Ask students to circle the right words 1 Yes, he can.

2 No, she cannot 3 No, he cannot 4 Yes, she can B Write.

- Ask students to write the answer 1 Can he read a book?

Yes, he can

2 Can she fly a kite? No, she cannot

- Practise

- Learn by heart the new words and structures - Prepare for next lesson: “Let’s listen”

F Experience

Week 16 Period 32 Date of teaching: December 10th , 2009

UNIT 6

LET’S LISTEN

B Preparation:

(60)

Dialogue Musical Chairs

Teacher plays the song “How’s The Weather?” 2 Let’s learn.

Board Race

Divide the class into four groups Put the T’s cards “33-34” and Ss’ card “99-106” on the board groove The teacher describes a picture T: There are (four trees) The St is in the first line to run the board and touch the picture Who slap at the right picture, will get one mark Let’s learn some more.

Divide class into two groups Put a bell in front of class When teacher give question Ss in each group listens and then run to the board and ring the bell and answer the question The right answer will get one point

4 Let’s move. Please

Make commands Sts as commanded If the teacher says the commands begun with

“please” Sts as commanded If not, Sts nothing

- Practise

- Practise 2 Presentation

10’ Teach Sts the way to a listening test Hang one the similar picture in the book Put T’s cards – on the board line

- Listen

- Look at the poster II While- listening:

1 Open the book

2 Practice 6’ - Asking Ss to the test

- Playing the tape

- Playing the tape the second time

- Play the tape again Sts this exercise as a writing test

- Open the books

- Say out the number 5’ The teacher opens the book and shows the

picture to Sts so that Sts can see T: How’s the weather?

Sts recognize the activities in pictures –

- Look at the book and identify the objects ( –

1.How’s the weather? It’s cloudy 2.How’s the weather? It’s rainy

3.Where’s the kite? It’s under the tree. 4 Where’s the book? It’s on the table. 5 How many puddles are there? There are four puddles.

6 How many flowers are there? There’s one flower.

(61)

* Key: 1.b; 2.a; 3.b; 4.a; 5.b; 6.b; 7.b; 8.a. III After-listening:

Do exercise 4’ A Circle.

1 It’s cloudy It’s snowy. B.Draw.

C Write.

1 There are two kites There is one tree

- Practise

D Consolidation: - Read the colors again E Home work:

- Learn by heart the words

- Prepare for next lesson: “Let’s review ” F Experience

Week 17 Period 33 Date of teaching: December 17th , 2009 LET’S REVIEW

a.Vocabulary: name the things b.Grammar: Review

Skill: integrated skill B Preparation:

I Before-reviewing:

1 Warm-up: 4’ 1 Songs:

- Asking sts to sing the song “How’s the weather?”

- Choral sing 2 Presentation

10’ * Structures:

- Deviding class into 03 groups and giving each groups a bag

- Asking sts to take out these things and identify

(62)

II While- reviewing:

1 Open the book

2 Practice 6’ - Asking sts to review vocabulary

- Asking sts to play game by roll the die and move spaces, identify the object in space

* Key:

- Show on the pictures a identify the objects

-Individual marker

- Roll the die and identify object

III After-reviewing:

Do exercise 4’ A Find the words

- Asking sts to find the words B Match.

- Asking students to connect the sentences with the suitable pictures

- Practise

5’ Open your book on page 54 - Showing the map

Make the questions about the pictures on the map

T: What’s this? S1: It’s a ( flower)

T: Is it big ?

S2: Yes, it is It’s a ( big)( flower)

- Look at the map and answer the questions

(63)

Week 17 Period 34 Date of teaching: December 17th , 2009

LET’S REVIEW (lesson 2)

B Preparation:

1 Warm-up:

4’ Song:

- Asking sts to sing the song

“ The happy birthday song” - Choral singing 2 Presentation

10’ 1 Structures : - Review the structure: “How many …….are there?

- Deviding sts in pairs and practise the model ask – answer

- Going around and helping sts

- Choral repetition

1 Open the book Practice 13’ B Ask your partner:

- Deviding sts in pairs and practise the model ask – answer

- Going around and helping sts C Say and act:

- Asking sts to look at the picture

- Showing on the ballon with the words and say:How old are you? Showing on the ballon with out any word and asking sts to guess the words

- Deviding class in pairs and practise these dialogues

- Showing each objects on the books S1: How many robots are there? S2: There are two.

Look at the picture, identify characters’names

- Say out the keys

- Ask and answer 5’ Open your book on page 54

(64)

Do exercise 4’ D.write

- Asking sts to look at each picture and complete the sentences

- Practise

Week 18 Period 35 Date of teaching: December 24th , 2009

LET’S REVIEW (lesson 3) A Aims and objectives:

a.Vocabulary: activities

b.Grammar: Can, prepositions Skill: integrated skill

B Preparation:

How’s the weather?

(65)

1 Warm-up: 4’ 1.Vocabulary:

- Putting some pictures on the board

- Calling sts from each groups come and take any thing

- Saying the name of these activities - T: (climb a tree)

2 Prepositions;

- Ask students to list the prepositions

- Look at these pictures - Say the name of activities

Answer: in, on, next to, under, by… 2 Presentation

10’ *Structures:

- Review how to use : “Can” - Modeling

- T: Can he climb a tree?

Ss: Yes, he can / No, he can’t

- Choral repetition

1 Open the book Practice 12’ D Ask and answer:

- Showing the pictures

- Make the questions about the pictures E Listen carefully:

- Playing tape

- Ask students answer the questions: Where is the cat?

- Playing tape again

* Key: 1.a , 2.b , 3.a , 4.b

- Look at the pictures and answer the questions

- Look at the picture, identify the position of the cat

- Listen and circle the letter under the picture

Do exercise

4’ C Write

- Asking sts to look at the pictures and complete the sentences

1 on, 2.by , in

- Write down

5’ Open your book on page 55

(66)

- Learn by heart the words, stuctures

- Prepare for next lesson: Unit 7:“Let’s talk ” F Experience

Week 18 Period 36 Date of teaching: December 24th , 2009 UNIT 7

LET’S TALK (Part 1)

A Aims:

By the end of the lesson, the students will be able to express hunger and thirst Language:

a.Vocabulary: hungry, thirsty b.Grammar: I’m (hungry) I want (an apple) Skill: Speaking, listening, writing skills

B Preparation:

1 Warm-up: 7’ 1 Songs:

- Asking sts to sing the song “How’s the weather?”

- Choral singing 2 Presentation

10’ a Introduce new words:

- Use the pictures to introduce the words: + hungry: đói

+ thirsty: khát nước + want: muốn

+ juice: nước ép trái

b Present the part of the dialogue - Elicit to introduce the new patterns T: I’m hungry I want an apple…

Look at the pictures Listen and repeat Count from to 10 Practise

1 Open the book 5’ Ask students to open the book on page 56

Showing the wall charts and read the dialogue Asking students work in pairs and pratise

(67)

following the dialogue

Playing the tape

- Role play (Lisa and Jenny)

Listen and repeat

2 Practice 10’ Write the pattern on the board

Note: You are = You’re

Model the structure three times Have the students listen and repeat after open their books

Practice in group

Look at the T’s activities Look at the T’s book, listen and repeat following the T

Extension 6’ * slap

Guiding sts to practise by using the pictures T(asks S1):

- Practise

Ask students to read the new words again E Home work:

Prepare for new lesson : Unit 1: Let’t talk (cont.) F Experience

Week 19 Period 37 Date of teaching: January , 2009 UNIT 7

A Aims:

Lisa: I’m hungry I want an apple Jenny: I’m thirsty I want juice. Lisa: Here you are

Jenny: thank you. Lisa: You’re welcome

Here you are. Thank you. You are welcome

(68)

By the end of the lesson, the students will be able to express hunger and thirst Language:

a.Vocabulary: hungry, thirsty b.Grammar: I’m (hungry) I want (an apple) Skill: Speaking, listening, writing skills

B Preparation:

1 Warm-up:

7’ - Ask students to say about their feelings - Practise

S1: I’m hungry S2: I’m thirsty ……

2 Presentation 10’ Review the part of the dialogue

- Elicit to introduce the new patterns T: I’m hungry I want an apple… Practise:

Have them repeat the pattern several times Divide the class into two groups Give group A an apple and group B a bottle

Have S volunteers come to the board to practice again the dialogue

Look at the teacher Practise

GA: I’m hungry I want an apple GB: I’m thirsty I want juice

1 Open the book 5’ Ask students to open the book on page 56

Showing the wall charts and read the dialogue Asking students work in pairs and pratise following the dialogue

Playing the tape

Open the textbook, listen and repeat ( Choral repetition & pair repetition) - Role play (Lisa and Jenny)

Listen and repeat

2 Practice 10’ Write the pattern on the board

Practice in group

Look at the T’s activities Look at the T’s book, listen and repeat following Lisa: I’m hungry I want an apple

Jenny: I’m thirsty I want juice. Lisa: Here you are

Jenny: thank you. Lisa: You’re welcome

(69)

Note: You are = You’re

Model the structure three times Have the students listen and repeat after open their books

the T

Extension 6’ * Walk and talk

Have the Ss walk around and ask Example:

S1: I want a (book) S2: Here you are S1: Thank you

S2: You are welcome

- Practise

Do exercise 6’ - Ask students to complete the blank

A Write.

I’m thirsty I want juice B Write.

You’re welcome

- Practise

Prepare for new lesson : Unit 7: Let’t sing F Experience

Week 19 Period 38 Date of teaching:January , 2009 UNIT 7

LET’S SING ( lesson )

- To help the students to sing “ Peaches, apples, and plums” 1.Language:

a Vocabulary: Peach, plum b Structure: What you want?

Skill: integrated skill with a focus on Listening and Speaking B Preparation:

1 Warm-up: 3’ - Ask students to say about their feelings and

wants S1: I’m hungry I want an apple.S2: I’m thirsty I want juice…… Presentation

(70)

- Use the pictures to introduce the words: + peach: Quả đào

+ plum: Quả mận

b Present the part of the dialogue - Elicit to introduce the new patterns T : What you want?

Ss: I want an apple c Practice:

Divide the class into two groups and practice

Look at the puppets and listen Write down

1 Open the book 4’ Showing the book and explaining about the

picture & the song

“Peaches, apples, and plums”

Plays the cassette player,

Let them read the song (without music)

Models the song, asks the students to repeat and using gestures

Practice Choral repetition Sing following the tape Practice

12’ Deviding class into 02 groups, asking them to practise in singing

Ask students to sing sentence by sentence in small group

Calls each group to present the song Correct the mistakes

Sing ( Roleplay)

-Sing after the tape, each group sing one sentence

- Sing individual (other Ps remark) III After-talking:

Play game 6’ Dialogue Musical Chairs

Giving instruction

Reordering 06 chairs into a row Calling 07 sts to come in front of the class Asking them to listen to music and practise in greeting When the music stopping, they must sit on the chairs quickly If any st doesn’t have a sit, they will be ruled out Choosing other st to replace At the end of the game, all losers will be punished      

Listen

Join into the game Peaches, apples, and plums

Peaches, apples, and plums What you want?

I want an apple

(71)

   

loser D Consolidation:

Sing this song chorus again E Home work:

Learn by heart the song

Prepare for next lesson: Unit 7: Let’s sing (cont.) F Experience

Week 20 Period 39 Date of teaching: January , 2009 UNIT 7

LET’S SING ( lesson 2)

- To help the students to sing “ Peaches, apples, and plums” 1.Language:

a Vocabulary: Peach, plum b Structure: What you want?

1 Warm-up: 3’ - Ask students to say about their feelings and

wants S1: I’m hungry I want an apple.S2: I’m thirsty I want juice…… Presentation

10’ b Review the part of the dialogue - Elicit to introduce the new patterns T : What you want?

Ss: I want an apple c Practice:

1 Open the book 4’ Showing the book and explaining about the

picture & the song“Peaches, apples, and plums”

Plays the cassette player,

Practice Choral repetition Sing following the tape Peaches, apples, and plums

Peaches, apples, and plums What you want?

I want an apple

Peaches, apples, and plums

(72)

Let them read the song (without music)

2 Practice 12’ Deviding class into 02 groups, asking them to

practise in singing

Ask students to sing sentence by sentence in small group

Calls each group to present the song Correct the mistakes

Sing ( Roleplay)

- Sing individual (other Ps remark) III After-talking:

Do exercise 6’ A Complete the words.

1 a peach 2 an apple 3 a plum B Write.

1 I want a peach 2 I want an apple 3 I want a plum

Practice

Prepare for next lesson: Unit 7: Let’s learn F Experience

Week 20 Period 40 Date of teaching: November 6th, 2009

UNIT 7

LET’S LEARN (Lesson 1)

- By the end of the lesson, students will be able to ask and answer about what someone wants

Language:

a Vocabulary: ice cream, cake b Structure: What you want?

(73)

B Preparation:

1 Warm-up:

3’ Sing the song “peaches, apples and plums” - Practise to sing 2 Presentation

+ cake: bánh + ice cream : kem - Guide how to read 2

Present the question and answer pattern. Show the pictures on the wall chart Use the puppets to make modeling the question and answer pattern with plural

PA: (point to picture) What you want? PB: I want (cake)

Ask them to repeat in chorus the following puppets

- Copy down

- Repeat the dialogue II While- learning:

Practice 12’ -Asking sts to roleplay

- Getting feedback - PractiseChoral repetition III After-learning:

Play game 5’ Memory Chain.

Divide the class into groups of eight Model the chain and have Ss continue, using the

Scott: I’m hungry

John: What you want?

Scott: I want cake What you want? John: I want ice cream

(74)

vocabulary and structures from this unit S1: I want cake

S2: I want cake and ice cream

S3: I want cake , ice cream and juice D Consolidation:

E Home work:

Week 21 Period 41 Date of teaching: January , 2010

UNIT 7

Language:

a Vocabulary: milk, chicken,pizza, bread, rice b Structure: What you want?

I want cake and ice cream Skill: integrated skill with a focus on Speaking

B Preparation:

1 Warm-up:

3’ - Make the conversation about their wants - Practice

S1: What you want? S2: I want (cake)…… 2 Presentation

- Using or pictures to introduce vocabulary - Writing out

+ milk : sữa + chicken:gà

+ pizza : bánh pizza

- Copy down

(75)

+ bread : Bánh mì + rice :Cơm

- Guide how to read 2

Present the question and answer pattern. - Show the pictures on the wall chart Use the puppets to make modeling the question and answer pattern with plural

- Ask them to repeat in chorus the following puppets

Practice 12’ - Play the tape The tape

Sam: What you want? Ginger: I want milk

- Divide the class into two groups to practice the pattern with pictures in the book

S1: What you want? S2: I want fish

Call on some pairs to practice in front of class

- Sts point to Sam and Ginger while listen the pattern and repeat in chorus - Practise

- Choral repetition

Do exercise 5’ A Write:

- Ask student to write the words in the suitable blanks

* Answer:

Down:1 fish cake ice cream Across: pizza chicken rice bread milk

- Practice

E Home work:

Prepare the new lesson: “ Let’s learn ( lesson 3)” Scott: I’m hungry

John: What you want?

Scott: I want cake What you want? John: I want ice cream

(76)

F Experience

UNIT 7

Language:

B Preparation:

1 Warm-up:

S1: What you want? S2: I want (milk)…… 2 Presentation

10’ Review the question and answer pattern.1 - Show the pictures on the wall chart Use the puppets to make modeling the question and answer pattern with plural

2 Practice:

- Ask students to work in pair to practice

- Copy down

- Playing the tape again Stopping each

sentence to ask sts to repeat - Listen and choral repetition

Practice

12’ - Play the tape The tape - Sts point to Sam and Ginger while 1 milk, fish, chicken, pizza,

(77)

Call on some pairs to practice in front of class

listen the pattern and repeat in chorus - Practise

- Choral repetition III After-learning:

Do exercise 5’ B Circle and write.

- Ask students to look at the pictures and answer the question “ What you want?” 1 I want ice cream

2 I want pizza

3 I want milk and cake

- Practice

E Home work:

UNIT 7

Language:

B Preparation:

(78)

1 Warm-up:

10’ Review the question and answer pattern.1 - Show the pictures on the wall chart Use the puppets to make modeling the question and answer pattern with plural

2 Practice:

- Ask students to work in pair to practice

- Copy down

- Playing the tape again Stopping each

sentence to ask sts to repeat - Listen and choral repetition

Practice 12’ - Play the tape The tape

Call on some pairs to practice in front of class * Say these:

- ask students to look at the pictures and say : I want ………and ……….

- Sts point to Sam and Ginger while listen the pattern and repeat in chorus - Practise

- Choral repetition

- Practice fluently III After-learning:

Do exercise 5’ C Draw and write.

- Ask students to draw some food which they want and answer the question “ What you want?

- Practice

(79)

E Home work:

Prepare the new lesson: “ Let’s learn some more( lesson 1)” F Experience

LET’S LEARN SOME MORE(Lesson 1)

- By the end of the lesson, students will be able to express the wants Language:

a Vocabulary: Review

b Structure: Do you want chicken?

Yes, I do/ No, I don’t Skill: integrated skill with a focus on Speaking

B Preparation:

1 Warm-up:

10’ 1 Present the question and answer pattern. - Show the pictures on the wall chart Use the puppets to make modeling the pattern

PA: (point to the picture) Do you want chicken? PB: Yes, I

2 Practice:

- Do as the same step with the other words - Change role to continue practicing

- Copy down

(80)

Practice 12’ Partern:

Notes: not = don’t

- Instructs them to read both forms -Asking sts to roleplay

- Getting feedback

- Practise

Choral repetition

Play game 5’ Find your partner.

- Use duplicate sets of S cards as the same about food Deal one card to each S Have Ss walk around the room to find the classmate with the same card

S1: (hold up a card) Do you want milk?

S2: (hold different cards and answer) No, I don’t

(hold identical cards and answer) Yes, I

- Practice

E Home work:

John: Do you want chicken?

Scott: Yes, I Do you want chicken? John: No, I don’t I want pizza

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

(81)

LET’S LEARN SOME MORE(Lesson 2) A Aims and objectives:

B Preparation:

1 Warm-up:

S1: What you want? S2: I want (milk)…… Do you want milk? S1: Yes, I do.

2 Presentation 10’ 1 Present the question and answer pattern.

- Show the pictures on the wall chart Use the puppets to make modeling the pattern

2 Practice:

- Copy down

Practice in pairs II While- learning:

- Practise John: Do you want chicken?

Scott: Yes, I Do you want chicken? John: No, I don’t I want pizza

(82)

- Instructs them to read both forms

-Asking sts to roleplay by using the pictures in the book

- Getting feedback

Choral repetition

Do exercise 5’ A Check:

- Ask students to look at the pictures and check in the suitable pictures

1 Yes, I do 2 No, I don’t. 3 No, I don’t. 4 Yes, I do

- Practice

E Home work:

UNIT 7

B Preparation:

1 Warm-up:

(83)

S2: I want (milk)…… Do you want milk? S1: Yes, I do.

2 Presentation 10’ 1 Review the question and answer pattern.

2 Practice:

- Copy down

- Call the characters’ names - Listen and choral repetition Practice

12’ Partern:

- Getting feedback

- Asking sts to ask their friends about their wants

- Practise

Choral repetition

Do exercise 5’ B Write.

- Ask students to look at the pictures and write 1 No, I don’t.

2 Yes, I do

C Circle and write.

- Ask students to look at the pictures , circle and write the answers about their wants

- Practice - Practice

E Home work:

(84)

Week 24 Period 47 Date of teaching: February , 2010

UNIT 7

a Vocabulary: sun, umbrella, van b Grammar:

1 Warm-up:

THE APHABET

-

- Asking Ss to practise in reading the Alphabet

- Read in pairs

Divide the class in to small groups Each group

Q R S T U V W X Y Z

(85)

is four Sts

Put the letters (A-R) on the table Call on the name of the letter Who is the first to touch the letter is winner

and repeat

S, /es/, sun; T, /t/, table; U, /^/ umbrella; V, /v/, van * Writing practice

S s, T t, U u, V v

Listen and repeat

Do exercise 6’ D Circle and complete the words.

1 U V S T

- Prepare for next lesson: “Let’s move ” F Experience

Week 24 Period 48 Date of teaching: February , 2010 UNIT 7

By the end of the lesson, the students will be able to ask about logical sequencing 1 Language:

a Vocabulary: Buy, wash, cut, eat b Grammar: Can / Can’t

(86)

B Preparation:

1 Warm-up: 7’ Charades

Dive the class into two teams Use Teacher cards placed in one pile and four Teachers – made can/can’t word cards in a second pile to cue Ss A representative from each team acts out the charade to his or her team Instruct a player from each team to choose one card from each pile and act out the situation shown by the two cards combination

+ buy: mua + Wash: rửa + cut: thái, cắt + eat : ăn

- Elicit the students to introduce T: Can you eat?

PA: Yes, I can. PB: No, I can’t.

Look at the teacher

Write down Repeat

Listen and answer

1 Open the book 5’ - Ask student to open their books to page 62

- Play the tape

T: Can you wash it?

PA: Yes, I can PB: No, I can’t

- Present the paradigm and contraction - Write the pattern on the board Point at the

(87)

words while playing the tape Can you wash it?

Yes, I can / No, I can’t.

- Play the tape again Sts listen and repeat in chorus

- Explain how to use the short form Note: cannot = can’t

2 Practice 8’ - Teacher gives a question Sts listen and

answer

T: Can you (cut) it ?

Sts: Yes, I can / No, I cannot.

- Do as the same and change role to continue practicing Present the paradigm and

contraction

Practise in pairs

Production 5’ - Divide the class into small groups Group A answer “Yes, I can.” Group B answer “No, I can’t”

- Join the game T: Can you eat it ?

GA: (glad to answer) Yes, I can. GB: (get felling sad) No, I can’t. D Consolidation:

- Learn by heart the new words and structures - Prepare for next lesson: “Let’s move ” (lesson 2.)

a Vocabulary: Buy, wash, cut, eat b Grammar:

Skill: integrated skill with focus on speaking, listening B Preparation:

1 Warm-up: 7’ - Ask students to write some words on the board

(Buy , Wash, Cut, Eat) - Write

(88)

model the commands Say the commands while acting out the commands

+ pour: rót + drink: uống

Elicit the students to introduce T: Can you drink it?

Use the Puppets to make modeling the answer PA: Yes, I can.

PB: No, I can’t.

Look at the teacher

Write down Repeat

Listen and answer

- Play the tape

- oint at the pictures at the end of the book and give question

T: Can you open it?

- Present the paradigm and contraction - Write the pattern on the board Point at the words while playing the tape

Can you pour it?

2 Practice 8’ * Answer the questions.

- Teacher gives a question Sts listen and answer

T: Can you (drink) it ?

contraction

Practise in pairs

Do exercices 5’ A Number and write.

a open it b wash it drink it eat it

(89)

pour it cut it B Check.

1 No, I can’t 2 Yes, I can’t D Consolidation:

- Learn by heart the new words and structures - Prepare for next lesson: “Let’s listen ”

LET’S LISTEN

B Preparation:

1 Warm-up: 4’ Kim’s game

- Ask students to look at the pictures which has some food and drinks in 10 seconds Then rewrite the names of food and drinks in 60 seconds

- Practise in groups

2 Presentation 10’ Teach Sts the way to a listening test Hang

one the similar picture in the book Put T’s cards – on the board line

- Listen

- Look at the poster II While- listening:

1 Open the book

2 Practice 6’ - Asking Ss to the test

- Playing the tape - Open the books

5’ The teacher opens the book and shows the picture to Sts so that Sts can see

T What’ this?

Sts recognize the activities in pictures –

(90)

- Playing the tape the second time

- Play the tape again Sts this exercise as a writing test

* Key: 1.b; 2.b; 3.a; 4.a; 5.a; 6.b; 7.a; 8.a.

- Say out the number

III After-listening:

Do exercise 4’ A Write.

1 I want ice cream. 2 I want milk 3 I want chicken B Circle and write.

- Practise

- Their ideas D Consolidation:

- Review the structures again E Home work:

- Prepare for next lesson: Unit “Let’s talk ” F Experience

A Aims:

By the end of the lesson, the students will be able to ask about favorites Language:

a.Vocabulary: favorite, like

1.I’m hungry What you want?I want ice cream. 2 I’m thirsty What you want?I want juice. 3 What you want?I want fish and rice.

4 What you want?I want cake and ice cream. 5 Do you want pizza? Yes, I do

6 Do you want bread? No, I don’t I want rice. 7 Can you eat it? Yes, I can

(91)

b.Grammar: What’ your favorite color? I like red What about you?

1 Warm-up:

7’ - Review the colors - Remind

2 Presentation 10’ a Introduce new words:

- Elicit to guess the colors + favorite (a): yêu thích + Like (v): yêu thích

b Present the part of the dialogue - Elicit to introduce the new patterns T: What’ your favorite color? Ss: I like red.

- Listen and repeat - Practise

1 Open the book 5’ - Ask students to open the book on page 64

-b Showing the wall charts and read the dialogue

- Asking students work in pairs and pratise following the dialogue

- Playing the tape

- Open the textbook, listen and repeat ( Choral repetition & pair repetition) - Role play (Andy and Jenny)

- Listen and repeat Practice

10’ - Write the pattern on the board

Note: What is = What’s

- Model the structure three times

- Have the students listen and repeat after open their books

- Practice in group

Extension 6’ A Color and write.

Jenny: What’ your favorite color? Andy: Red What about you? Jenny: I like red

(92)

- Ask student to color and write - Practise D Consolidation:

Prepare for new lesson : Unit 8: Let’s talk (cont.) F Experience

LET’S TALK ( lesson 2) A Aims:

By the end of the lesson, the students will be able to ask about favorites Language:

a.Vocabulary: favorite, like

b.Grammar: What’ your favorite color? I like red What about you?

1 Warm-up:

7’ - Review the colors - Remind

2 Presentation 10’ Review the structure

T: What’ your favorite color? Ss: I like red.

- Listen and repeat - Practise

1 Open the book 5’ - Ask students to open the book on page 64

- Showing the wall charts and read the dialogue

- Asking students work in pairs and pratise

(93)

following the dialogue

- Playing the tape

- Listen and repeat

2 Practice 10’ - Write the pattern on the board

Note: What is = What’s

- Model the structure three times

- Have the students listen and repeat after open their books

- Practice in group

Extension 6’ B Color and write.

- Ask student to color and write - Practise D Consolidation:

Prepare for new lesson : Unit 8: Let’s sing F Experience

Jenny: What’ your favorite color? Andy: Red What about you? Jenny: I like red

(94)

- To help the students to sing “What you like?” 1.Language:

a Vocabulary: Review b Structure: I do, too

I like yellow, too

2 Techniques: group work, using picture, listen and repeat. Aids: picture, cassette player

1 Warm-up: 3’ - Ask students to ask and answer about their

favorite color

- Practice in pairs

S1: What’s your favorite color? S2: Red What about you? S1: I like pink.

2 Presentation 10’ a Present the part of the dialogue

- Elicit to introduce the new patterns T : What you like?

Ss: I like yellow b Practice:

picture & the song

- Let them read the song (without music) Plays the cassette player

“What you like?”

Practice Choral repetition Sing following the tape

2 Practice I like yellow, yes I do.

I like yellow, yes I do. I like yellow.

I do, too.

I like yellow, too. I like ice cream, yes I do. I like ice cream, yes I do. I like ice cream.

I do,too.

I like ice cream, too. I like baseball, yes I do. I like baseball, yes I do. I like baseball.

I do, too.

(95)

12’ Deviding class into 04 groups, asking them to

practise in singing Sing ( Roleplay)-Sing after the tape, each group sing one sentence

- Sing individual(other Ps remark) III After-talking:

Play game 6’ Dialogue Musical Chairs

Giving instruction

Reordering 06 chairs into a row Calling 07 sts to come in front of the class Asking them to listen to music and practise in greeting When the music stopping, they must sit on the chairs quickly If any st doesn’t have a sit, they will be ruled out Choosing other st to replace At the end of the game, all losers will be punished      

   

loser

Listen

Join into the game

Prepare for next lesson: Unit 7: Let’s sing (cont.) F Experience

- To help the students to sing “What you like?” 1.Language:

a Vocabulary: Review b Structure: I do, too

I like yellow, too

2 Techniques: group work, using picture, listen and repeat. Aids: picture, cassette player

1 Warm-up: 3’ - Ask students to ask and answer about their

favorite color

- Practice in pairs

S1: What’s your favorite color? S2: Red What about you? S1: I like pink.

(96)

10’ a Review the part of the dialogue - Elicit to introduce the new patterns T : What you like?

Ss: I like yellow b Practice:

picture & the song

- Let them read the song (without music) - Plays the cassette player

- Models the song, asks the students to repeat and using gestures “What you like?”

- Look at the book and listen - Practice Choral repetition - Sing following the tape Practice

12’ - Deviding class into 04 groups, asking them to practise in singing

- Ask students to sing sentence by sentence in small group

- Calls each group to present the song - Correct the mistakes

- Have the students sing individually

Sing ( Roleplay)

- Sing individual(other Ps remark)

Do exercices 6’ Write.

- I do, too. - I like pizza. - I do, too.

- I like baseball, too.

- Practice

(97)

- By the end of the lesson, students will be able to ask and answer about what someone likes Language:

a Vocabulary: frog, dog

b Structure: What you like? I like dogs

Skill: integrated skill with a focus on Speaking B Preparation:

1 Warm-up:

3’ Sing the song “What you like?” - Practise to sing 2 Presentation

+ dog: chó + frog: ếch - Guide how to read 2

Present the question and answer pattern. Show the pictures on the wall chart Use the puppets to make modeling the question and answer pattern with plural

PA: (point to picture) What you like? PB: I like (dogs)

Ask them to repeat in chorus the following puppets

- Copy down

1 Open the book

5’ Ask students to open their books to page 66: - Call the characters’ names - Listen and choral repetition John: Look! There’s a dog I like dogs

(98)

Practice 12’ - Write the pattern:

-Asking sts to roleplay - Getting feedback

- Practise

Choral repetition

Play game 5’ Memory Chain.

Divide the class into groups of eight Model the chain and have Ss continue, using the

vocabulary and structures from this unit S1: I like dogs

S2: I like ice cream S3: I like yellow. D Consolidation:

E Home work:

- By the end of the lesson, students will be able to express the agreement Language:

a Vocabulary: bird, rabbit, spider b Structure: There’s a bird I like birds I like birds,too

What you like? I like frogs.

(99)

Time Teacher’s activities Students’ activities 1 Warm-up:

3’ - Return to the plural nouns + a dog → dogs + a frog → frogs + a ruler → rulers + an eraser → erasers

- Practise

+ bird: chim + rabbit: thỏ + spider: nhện - Guide how to read 2

Review the pattern.

Show the pictures on the wall chart PA: (point to picture)

There’s a bird I like birds PB: I like birds,too

- Copy down

Practice 12’ -Asking sts to roleplay

- Getting feedback

- Practise

Choral repetition III After-learning:

Do exercices 5’ A Check.

1 cats 2 a dog 3 rabbits 4 spiders B Match.

- Ask students to connect the words with the suitable pictures

- Practice

- Practice Ginger: There’s a bird I like birds.

(100)

E Home work:

- By the end of the lesson, students will be able to ask and answer their likes Language:

b Structure: Review (What you like?) Skill: integrated skill with a focus on Speaking

B Preparation:

1 Warm-up: 3’ - Return to the plural nouns

+ a dog → dogs + a frog → frogs + a ruler → rulers + an eraser → erasers

- Practise

2 Presentation 10’ Review the pattern.1

Show the pictures on the wall chart PA: What you like?

PB: I like birds

- Copy down

1 Open the book

(101)

- Listen and choral repetition

Practice 12’ * Ask your partner

-Asking sts to roleplay A: What you like? B: I like dogs.

- Getting feedback

- Practise

- Choral repetition

Play game 5’ Chain Drill

- Asking students to pratise

with S3,…

T: I like dogs What you like? S1: I like birds What you like? S2:

- Practice

E Home work:

- By the end of the lesson, students will be able to express the agreement Language:

(102)

b Structure: What you like? I like birds

I like birds,too

1 Warm-up: 3’ Chain Drill

- Asking students to pratise

with S3,…

T: I like dogs What you like? S1: I like birds What you like? S2:

- Practise

2 Presentation 10’ Review the pattern.2

Show the pictures on the wall chart PA:What you like?

PB: I like birds. PC: I like birds,too.

- Copy down

Practice 12’ -Asking sts to roleplay by using the parttern

- Getting feedback

- Practice in pairs

S1: There’s a dog I like dogs What you like?

S2: I like dogs, too - Choral repetition III After-learning:

(103)

Time Teacher’s activities Students’ activities Do exercices

5’ C Circle and write. 1 fogs

2 spiders 3 birds B Match.

- Ask students to draw the things which they like

- Practice

E Home work:

- By the end of the lesson, students will be able to express the likes Language:

b Structure: Do you like rabbits?

B Preparation:

1 Warm-up:

3’ - Make the conversation about their likes - Practice

S1: What you like? S2: I like (dogs)…… 2 Presentation

10’ 1 Present the question and answer pattern.

(104)

puppets to make modeling the pattern PA: (point to the picture)

Do you like rabbits? PB: Yes, I

2 Practice:

repetition) - Copy down

- Instructs them to read both forms -Asking sts to roleplay

- Getting feedback

- Practise

Choral repetition

Play game 5’ Find your partner.

- Use duplicate sets of S cards as the same about animals Deal one card to each S Have Ss walk around the room to find the classmate with the same card

S1: (hold up a card) Do you like frogs?

S2: (hold different cards and answer) No, I don’t

(hold identical cards and answer) Yes, I

- Practice

Ask students to read the new words again John: Do you like rabbits? Jenny: Yes, I

Andy: Do you like spiders ? John: No, I don’t

(105)

Teacher says structure E Home work:

LET’S LEARN SOME MORE (Lesson 2) A Aims and objectives:

b Structure: Do you like robots?

B Preparation:

1 Warm-up:

S1: What you like? S2: I like cats…… Do you like dogs ? S1: Yes, I do.

2 Presentation 10’ 1 Present the question and answer pattern.

PA: (point to the picture) Do you like robots? PB: Yes, I

2 Practice:

- Copy down

1 Open the book

5’ - Ask students to open their books to page 68: - Call the characters’ names - Listen and choral repetition John: Do you like rabbits?

Jenny: Yes, I

(106)

- Getting feedback

- Practise

Choral repetition

Do exercise 5’ A Write

- Ask students to look at the pictures and write 1 No, I don’t.

2 Yes, I do

B Match and write. 1 Yes, I do

2 Yes, I do 3 No, I don’t.

- Practice

E Home work:

b Structure: Do you like birds?

(107)

B Preparation:

1 Warm-up:

S1: What you like? S2: I like cats…… Do you like dogs ? S1: Yes, I do.

2 Presentation 10’ 1 Review the question and answer pattern.

PA: (point to the picture) Do you like cats? PB: Yes, I

2 Practice:

- Copy down

- Call the characters’ names - Listen and choral repetition Practice

12’ Partern:

- Getting feedback

- Asking sts to ask their friends about their wants

- Practise

Choral repetition

Do exercise 5’ C Circle and write.

(108)

- Ask students to look at the pictures , circle

and write the answers about their likes - Practice D Consolidation:

E Home work:

a Vocabulary: window, X ray, zero b Grammar:

1 Warm-up:

THE APHABET

-

- Asking Ss to practise in reading the

- Read in pairs A B C D E F G

H I J K L M N O P Q R S T U V

W X Y Z

(109)

Alphabet

Divide the class in to small groups Each group is four Sts

Put the letters (A-V) on the table Call on the name of the letter Who is the first to touch the letter is winner

and repeat W : Window X : X ray Y: Yo-yo Z: Zero

* Writing practice

Ww, Xx, Yy, Zz

Listen and repeat

Do exercise 6’ D Complete the words Connect.

- yellow - yo-yo - window - zero - X ray - windy

- Practice

(110)

By the end of the lesson, the students will be able to ask about ability 1 Language:

a Vocabulary: walk, run, swim,fly, hop, jump b Grammar: Can / Can’t

1 Warm-up: 7’ Charades

Dive the class into two teams Use Teacher cards placed in one pile and four Teachers – made can/can’t word cards in a second pile to cue Ss A representative from each team acts out the charade to his or her team Instruct a player from each team to choose one card from each pile and act out the situation shown by the two cards combination

+ walk : bộ + run : chạy + swim : bơi + fly : bay

+ hop : nhảy lò cò, nhảy cẫng, nhảy bốn vó + jump: nhảy

- Elicit the students to introduce T: Can it run ?

PA: Yes, It can. PB: No, It can’t.

Look at the teacher

Write down Repeat

(111)

- Play the tape

T: Can you wash it?

Can it run?

Yes, It can / No, It can’t.

2 Practice 8’ - Teacher gives a question Sts listen and

answer

T: Can it (hop) ?

Sts: Yes, It can / No, It cannot.

contraction

Practise in pairs

Production 5’ - Divide the class into small groups Group A answer “Yes, It can.” Group B answer “No, It can’t”

- Join the game T: Can it fly ?

GA: (glad to answer) Yes, It can. GB: (get felling sad) No, It can’t. D Consolidation:

(112)

a Vocabulary: Buy, wash, cut, eat b Grammar:

1 Warm-up: 7’ - Ask students to write some words on the board

(Buy , Wash, Cut, Eat) - Write

+ pour: rót + drink: uống

Elicit the students to introduce T: Can you drink it?

Use the Puppets to make modeling the answer PA: Yes, I can.

PB: No, I can’t.

Look at the teacher

Write down Repeat

Listen and answer

- Play the tape

- oint at the pictures at the end of the book and give question

T: Can you open it?

PA: Yes, I can

(113)

PB: No, I can’t

Can you pour it?

2 Practice 8’ * Answer the questions.

- Teacher gives a question Sts listen and answer

T: Can you (drink) it ?

contraction

Practise in pairs

Do exercices 5’ A Number and write.

a open it b wash it drink it eat it buy it buy it pour it cut it B Check.

1 No, I can’t 2 Yes, I can’t

- Practice

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