Lets go 1A 3rd

- Play the tape and ask Ss to look at the books, listen and point to the objects - Play the tape again and ask Ss to listen and repeat the words Ask Ss to work in pairs. Then in tu[r]

(1)

Prepare for Academic year

Aims:

By the end of the lesson Student will be able to review some Knowledge in let’s go 1B

I. Knowledge : a Vocabulary: b Structure: a Skill:

Main : Speaking; Reading

Sub : Writing; Listening

II Teaching – AIDS : Books, Record, and Cassettes let’s go 1B

III Steps of teaching :

Focus Activities Contents

1 Warm up and Review

Greeting Presentation introduction

T guides Students to learn some structures and grammar Then guides Students to practice

Students practice

b Practice.

T guides ps practice in pairs

T: good morning T: good bye

S1: My name is ( Lan) What’s your name?

S2:My name is ( Cuong)…

3Open your book

4 Extension Back-to-back

Students practice in pairs

S1: good morning S2: Good morning S1:good bye 5.Homework Ask Students to learn the lesson

by heart

Students prepare for Unit “Let’s talk”

Week: 01 Period:01 prepairing: 13/08/2011

: 17/ 08/ 2008

(2)

UNIT 1

:

Things for school

Lesson: Let’s start

- A Let’s talk-

Objectives : By the end of the lesson, students will be able to:

- Greet and introduce themselves

II. Teaching aids:

- Name tags, puppets, wall charts

III. Procedures:

Time Stages and Contents Teacher’s activities Student’s activities

3’

5’

I.

WARM UP:

- Greeting

- Call the roll

II.

PRESENTATION:

1. Introduce the greeting:



Hello, I am Ms

Oanh.



Hello, (Phong).



Hi, (Nga)

Hello/Hi: Xin chào.

2. Present the first part of the dialogue:

-  : Hello I’m Scott.

- Introducing myself in English

- Asking each student to put their name tags on the table

- Greeting students by using

Hello

Hi

greeting and

introduce themselves for the first time - Changing other students

- Showing the wall charts and read the first dialogue

- Asking students

- Look at the teacher and listen - Write down their names on the papers

- Listen

-  : Hello, I am A.

-  : Hello, A

.

-

(3)

5’

5'

2’

name ?.

- S1 : My name is -.

- S2 : Hello, I am -.

- S3 : -.

III.

OPEN YOUR BOOKS:

1.

Open the

book to page 2

- T: This is Andy This is Kate

2.

Instruct

students to open their books







3.

Present the

paradigm on page 2:

-  : What’s your name ?

-  : My name is Andy.

IV EXTENSION

:

1. Remember the way of

greeting and introducing the name.

- S1 :Hi, My name is -.

- S2 :Hello, I am -.

- S3 : -.

2. Reading Pratice :

Circle the Word.

V.

WORKBOOK:

Homework ( page 2).

introduce using their real names

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

says with S3,…

- Using the book and showing 02 persons on the picture, calling their names

- Writing number on the board and using the request “ Open your books to page 2”

- Writing the model sentence on the board - Showing the words and reading

- Giving instruction ( Choosing – sts to join, S1 stands up and chooses S2 by greeting, introducing his/her name Ss

replies the greeting and introducing name with S1 …)

- Asking sts to look at their books and circle the Words: Hello, Hi, name

- Modeling

- Asking sts to homework

- Explaning how to

- Look at the T’s activities Look at the T’s book, listen

and repeat

following the T - Open their books to page





- Copy down



- Choral repetition - Listen

- Pratise

- Practise





what name

(4)

(5)

UNIT 1

:

I. Objectives : By the end of the lesson, students will be able to:

- Ask someone’s name

II. Teaching aids :

- Name tags, puppets, wall charts, tape recorder

III. Procedures :

5’

8’

I WARM UP: Musical ball.



II PRESENTATION:

1. Present the second

part of the dialogue: Model:

- A :

What’s your name?

- B :

My name is (Kate)

.

2. Pratice :

a Group work:

- Giving instruction ( When S1 hear music, he/she passes the ball to S2 and go on until T stops mucis 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, ( _))

- Using the wall charts and modelling - Reminding the sentence of A Asking sts to say the sentence of B

- Getting sts to pratise this dialogue some times

- Deviding class into groups Giving each group a puppet and asking them to roleplay

- Modeling

- Asking sts to work in pairs, pratise in speaking by using their real names - Monitoring and

- Listen and pratice

- Look at the wall charts and Listen

- Choral repetition - Work in group - Roleplay

Group A: Group B:

- Listen

- Pratise in using the model

(6)

4’

5’

3’

b Pair work:

III OPEN YOUR BOOKS:

1 Students open their books to page 2:



2 Present the paradigm on page 2:



( What is = What’s )

* What is your name? * What’ s your name?

3. Pratice:

A: Hello, I am _.

B: Hi ! My name is _. What’s your name ?

C: My name is _.

IV EXTENSION: * Beanbag Circle

helping sts when they need

- Asking sts to open their books to page - Playing the tape - Playing the tape again, stopping at each part and asking sts to repeat

- Writing the model on the board

- 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

- 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

-

S1

answers, then throws this ball to S2

and

asks name

S2

- Open the books to page





- Look at the books, listen and show picture of Andy, Kate, John when they hear those names

- Choral repetition - Look at the board - Look at the board, Listen and choral repetition

- Copy down



- Choral repetition - Model

- Work in group - Pratise

- Make 03 circles - All circles practise in the same time











- Write down on their books

- 02 sts write out

Scott: Hello, I’m Scott. What’s your name ? Kate: My name is Kate. What’s your name ?

Andy: My name is Andy.

(7)

V WORKBOOK:

Write your name:

(8)

UNIT 1

:

- B Let’s Sing-

I.Objectives : By the end of the lesson, students will be able to:

- Sing “ The Hello Song”

II.Teaching aids :

III.Procedures :

5’

3’

2’

12’

I WARM UP:



Hi ! My name is (Minh).



Hello! I am (Huy).



Hi ! My name is (Lan).

II PRESENTATION:

1. Review

the question and answer pattern:

S1 S2 S3 S4 S5 S6

2. Combine

the greeting with the question and answer pattern:

Puppet A:Hello.My name is (Scott). What’s your name ?

S1: Hello.My name is (Scott) What’s your name ?

Puppet B: Hi.My name is (Kate)

S2: Hi.My name is (Kate) III OPEN YOUR BOOKS:

1 Open your book to page 3 :

-

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

- Using the puppets to model the dialogue - Asking sts to pratise in pairs

- Showing the book and explaining about the picture & the

- Say out: Hi ! My name is (Minh).

- Each st from each group stands out,

greets and

introduces hisself/ herself

- Reoder in 02 lines and pratise

S1: What’s your

name ?

S2: My name is (Kate).

What’s your name ?

S1: My name is (Scott).

- Look at the puppets and listen - Work in pairs using their real name

- Look at the book and listen

(9)

10’

3’



:

3 Pratice:

“The Hello Song”

IV EXTENSION:

Dialogue Musical Chairs ( page 16, Teacher’s book)















WORKBOOK:

Homework ( page 3). Connect and write

Scott Jenny Andy

the song ( no music) - Playing the tape ( Notting using their gesture)

-

- 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 - Asking sts to connect and trace

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

- Sing ( Roleplay) Group A:

Group B: - Listen

- Join into the game

Trace the words and the lines to

connect the

balloons with the characters

Hello, hello, hello! What’s your name? Hello, hello, hello!

My name is Scott My name is Scott

Hello, Scott! Hello, Scott! Hello!

My name is - My name is -

(10)

UNIT 1

:

- B Let’s Sing-

I.Objectives : By the end of the lesson, students will be able to:

- Sing “ The Hello Song”

5’

8’

12’

I WARM UP:

Musical ball

- He ( blue ball) - She ( red ball)

II PRESENTATION:

 Introduce the characters’ names:







Andy, Kate, Scott, Jenny

 Substitution Drill:

T(shows Kate): Hello, My name is Kate.

(shows Scott): What’s your name ?

S1: Hello.My name is Scott What’s your name ?

(shows Jenny)

S2: Hi! My name is Jenny. III OPEN YOUR BOOK:

1 Open your book to page 3:



- Giving instruction ( Period 2, Warm up)

- Openning the book to page 3, showing the characters that sts have known: Andy, Kate and John Introducing new characters: Jenny, Scott, Lisa

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

- Showing the book and explaining about the picture & the song

- Join in the game A: Hello. My name is (Lan) What’s your name ?

B: My name is (Huy)

- Look at the book and remember the characters’ names

- Raise hands and say out the characters’ name - Look at the character and listen

- Practise

(11)

5’ 5’



:

3 Pratice:

IV EXTENSION:

Dialogue Musical Chairs ( Period 03, Extension)

V WORKBOOK:

Exercise, page 3 * Write:

Hello! My name is Jenny Hello! My name is Andy Hello! My name is Scott

again ( Notting using their gestures)

-

- Giving instruction

- Asking sts to write the missing words in the sentences

- Getting feedback

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

- Sing ( Roleplay) Group A:

Group B: - Listen

- Look at the characters clearly and write down - Write out

My name is Scott My name is Scott

Hello, Scott! Hello, Scott! Hello!

My name is Jenny My name is Jenny

Hello, Jenny! Hello, Jenny! Hello!

My name is - My name is -

(12)

UNIT 1

:

- C Let’s move -

I Objectives : By the end of the lesson, students will be able to: - Use classroom commands

II Teaching aids:

-Pictuer cards ( 17 – 24 ), name tags, tape recorder

III Procedures :

5’

3’

2’ 2’

I.WARM UP:

 The Hello

Song

II.PRESENTATION:

1 Present the commands: Total Physical Response: TPR

T: Stand up ( after speaking, stand up)

Sit down ( after speaking, sit down)

2 Practice:

T: ( gives command for Group A ):

Stand up

( gives command for Group B ):

Open your book

3 Play games:

Board Race.

III OPEN YOUR BOOK:





2. Student open their books to page 8:

- Deviding class into 06 group with the character’s name - Asking Ss to sing the song

- Saying the command: Stand up !

modeling by standing up

- Giving the command

- Recalling the command

- Deviding class into 02 groups

- Giving each group a different command

- Showing the picture ( 04 pictures above) - Playing the tape

- Andy, Lisa, Kate, Jenny, John, and Scott

- Sing the song using the names - Listen

- Look at T’s activitise

- Practise: Stand up

- Choral repetition the command - Work in groups - Practise following

T’s command

recall the

command

- Look at the picture, give commands and practise

(13)

5’

3 Practice:

S1:Stand up

Ss: (practise): stand up

IV EXTENSION

Please

T: Please! Stand up!

Ss: Stand up

T: Sit down!

Ss: Silent ……

V WORKBOOK:

Connect and write

1 Sit down Stand up make a circle 4.make a line

- Calling some good Ss to give the commands, the class following

- Giving some commands If before the commands having the word “ Please”, Ss will following If don’t have the word

“ Please”, Ss stay silently, if any Ss still do, Ss will be losed At the end of the game, all losers will be punished

- Asking Ss to connect the points with the commands

- Practise

- Listen the rule - Practise

- Write out on the board

UNIT 1

:

- C Let’s move -

- Pictuer cards ( 17 – 24 ), name tags, tape recorder

5’ I WARM UP:

 The Hello

Song

- Deviding class into 06 group with the character’s name - Asking Ss to sing the song

- Andy, Lisa, Kate, Jenny, John, and Scott

(14)

3’

2’’

2’

5’

Polite request Game

stand up ( stand up, please )

II. PRESENTATION:

1 Present the commands: Total Physical Response: TPR T: Let’s stand up ( after speaking,

Let’s stand up)

Please be quite ( after speaking, show the finger on the mouth)

2 Practice:

T: ( gives command for Group A ):

Let’s stand up

( gives command for Group B ):

Listen carefully

3 Play games:

Board Race







2. Student open their books to page 8:

- Saying the command: Let’s stand up! modeling by Let’s stand up

- Giving the command

- Recalling the command

- Giving each group a different command - Giving instruction ( Period 5, Extension)

- Showing the picture

- Playing the tape

- Playing the tape again

- Calling some good Ss to give the

- Listen play game

- Listen

- Look at T’s activitise

- Practise

- Choral repetition the command - Work in groups - Practise following

T’s command

recall the

command

- Join in the game

- Look at the picture, give commands and practise

- Look at the book, listen and show the activities on the picture

- Listen and show activities on the picture

(15)

5’

IV EXTENSION

Command Chain

T: Stand up

S1: Stand up Sit down

V WORKBOOK

write

1 Let’s make a line Let’s Stand up Let’s make a circle Let’s Sit down

command and

modeling A st in each circle recall this command and following, then give out new command - Asking Ss to match the points to the pictures

- Listen the rule - Practise

- Match

UNIT 1

:

Lesson: Let’s learn

(1)

Period: 08

I. Objectives : By the end of the lesson, students will be able to:

- Ask about school objects ( singular )

II. Teaching aids :

- Name tags, school items, wall charts, picture cards, tape recorder

III. Procedures :

5’

I WARM UP:

Musical ball

- He ( blue ball) - She ( red ball)

1 Introduce the vocabulary:

- a pen (n): bút chì - a pencil (n): bút - a bag (n): cặp - a book (n): sách * Checking Voc:

Connect





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

- Writing out

- Asking sts to connect vocabulary

- Join in the game A: Hello. My name is (Lan) What’s your name ?

B: My name is (Huy)

- Look at these objects and say in Vietnamese

- Repeat ( Choral & Individual repetition)

(16)

3’

5’

10’









2 Introduce the question and answer pattern:

Puppet A: What’s this?

Puppet B: It’ a ( bag ) Pratice:

   

A: What’s this?

B: It’ a (bag )

III OPEN YOUR BOOK:







3 Present the paradigm and contraction on the page 4:

What

[

It is = It’s IV EXTENSION:

Board Race:

with real objects - Using the puppets to model

- Getting sts to repeat - Deviding class into groups

- Asking each group to hold real objects - Modeling

-Asking sts to practise

- Getting feedback - Showing the book, guiding sts to call the characters’ name and recognize school items

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

- Writing the pattern on the board

- Getting sts to repeat - Explaining the short form, getting sts to read 02 forms It is a pencil It’s a book.

- Running & putting picture cards on the board Giving instruction

- Calling pairs of sts go to the board

- Draw on the board

- Look at the puppets and listen - Choral & pairs repetition

- Work in groups - Hold: pen, pencil, book, ruler

- Listen

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

- Look at the book and say out the characters’ names:

( Jenny, Scott, John)

- Listen and show the school objects



- Choral repetition - Copy down



- Choral & pair repetition

It’s a book It’s a pencil

(17)

5’

2’



V WORKBOOK:

(Book, page 4)

Connect







-





Book

- Asking sts to connect the objects and the words, then trace the words

ruler

- Make lines - Each pair listens and runs quickly to the board, touches on the picture that he/she hears and recall the sentence - Slap their hands to congratulation - Connect and trace

UNIT 1

:

(2)

Period: 09

I.Objectives : By the end of the lesson, students will be able to:

- Ask about objects ( singular )

- Name tags, school items, wall charts, picture cards, tape recorder

5’

12’

I.WARM UP:

Command Chain

T: Stand up

S1: Stand up Sit down

1. Introduce the vocabulary: - a desk (n): bàn - a chair (n): ghế - a ruler (n): thước - an eraser (n) tẩy * Checking Voc:

Slap the board

- Giving instruction - Play a game

Others guess the object and say aloud the name of object Who guess the right object will be a winner

- Using real objects and to introduce vocabulary

- Holding real objects, showing school items in the class and

- Listen

- Join into the game - Slap their hands to congratulation the winner

- Look at these objects and say in Vietnamese

- Repeat ( Choral & Individual

repetition) - Copy down



(18)

10’

5’

2. Review the question & answer pattern:

3 Substitution Drill:

T(shows a desk): It’s a desk.

(shows a chair): What’s this ?

S1: It’s a chair.What’s this ? III OPEN YOUR BOOK:

1. Students open their books to page 5:



2. Pratice:



IV EXTENSION:

Pass the word ( Team game)

pronounce the words - Writing out

- Calling three pairs of Ss go to the board - Giving instruction - Deciding who is the winner

- Asking Ss to recall the question

- Showing the picture card

- Using the picture cards, modeling

- Playing the tape

- Playing the tape again, stopping each sentence for sts to repeat

- Playing the tape

- Playing the tape the next part

- Calling sts to make

- Listen and run quickly to the board, slap the word they hear

Sayout:What’sthis? -Answer:It’sa(book).

- Look at the picture cards, listen and practise

- Look at the

book,listen,showthe objects on the

picture

- Choral repetition

- Show Sam

- Listen and repeat - Listen, show the objects and repeat

- Make two lines - Join into the game

( 01 mark for the

chai r

des k

erase r rule

r

a book; a desk; a chair; a ruler; a pencil; a bag; a pen; an eraser.

(19)

3’







*



V WORKBOOK:

(Book, page 4)

Write

1.a bag.2.a chair.3.a desk.4an eraser

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 - Asking sts to write the words bellow the picture

- Look at the picture and write down

UNIT 1

:

(3)

Period:10

I Objectives :By the end of the lesson, students will be able to: - Ask about school objects ( singular )

- Name tags, school items, wall charts, tape recorder. III Procedures :

5’

3’

I WARM UP:

Bingo

Book Pen Pencil

Desk Chair Bag

Cat Ruler Eraser

1.Review the question and answer pattern:

S1 (shows the object): What’s this ?

- 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”

- Asking sts to make

- Listen

(20)

5’ 5’

5’

8’

5’

S2: It’s a ( ruler ).What’s this ?

S1: It’s a ( book )

2.Chain Drill:



II OPEN YOUR BOOK:

1.Student open their books to page 5:

2.Practice:

2 Practice:

III EXTENSION:

Pass the word ( Team game)

T









*



IV WORKBOOK:

(Book, page 5)

Write

1) What is this?

two opposite lines and practise in speaking - Giving a picture card for S1 to see and

asking

- Playing the tape - Playing the tape again

- Asking sts to practise in pairs using picture page

- Giving instruction ( Period 06)

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

- Collectting their

- Ask and answer: - S1 answer and

turn into S2 to

repeat this action - Listen and identify school items

- Listen and repeat

- Ask and answer

What’s this? It’s a (book).

- Make two lines - Join into the game

( 01 mark for the winner)

- Look at the picture and write down

What’s this? It’s a book. What’s this? It’s a desk. What’s this? It’s a chair. What’s this? It’s a ruler. What’s this? It’s a pencil.

(21)

It is an eraser

UNIT 1

:

(4)

Period: 11

I Objectives :By the end of the lesson, students will be able to: - Write about school objects ( singular )

- Name tags, school items, wall charts, tape recorder. III Procedures :

Time Stages and Contents Teacher’s activities Student’s activities 5’

3’

5’

I WARM UP:

Kim’s Game

1.Review the question and answer pattern:

S1 (shows the object): What’s this ?

S2: It’s a ( ruler ).What’s this ?

S1: It’s a ( book )

2.Practice:

Find and match

- 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

- Asking sts to make two opposite lines and practise in speaking - Deviding class into 02 teams Each team choose 08 members to

- Sitting in groups - Listen and practise

- Write out the words

- Stick on the board

- Congratulation

(22)

5’

7’

5’





pencil





pen





book



chair



bag



desk



eraser

1. Student

open their books to page 5:

3.Practice:

2 Practice:

IV.EXTENSION:

Find your partner

V.WORKBOOK:

(Book, page 5)

write



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

- Asking sts to practise in pairs using real school items - Giving each st a word card

- Asking sts to go around the classroom to find partner, who have the same word withhim/her and practise in speaking - Asking sts to draw any their school item and write its name in the blank

- Make two lines - Ask and answer: - Choose the members

- Read out the words

- Listen and find the match

- Listen and identify school items

- Listen and repeat

- Ask and answer

What’s this? It’s a (book).

- Keep secrect their word card

- Say aloud: Pencil? Ruler? - Ask and answer:

What’s this? It’s a (pencil).

- Draw and write

(23)

(24)

UNIT 1

:

some more(1)

Period: 12

I Objectives : By the end of the lesson, students will be able to: - Identify objects ( singular), introduce near objects

- Picture cards 1-8 ( school items ), wall charts, tape recorder, puppets

5’

I WARM UP:

Label

Group 1: Blue Group 1: Red Group 1: Green

II.PRESENTATION:

1.Introduce the vocabulary:

- a map (n) đồ - a marker (n) bút ghi - a globe (n) cầu - a table (n) bàn

2 Checking: Slap the board

- Giving instruction - Deviding class into 03 groups Giving each group 08 small papers in different colour Asking them to write down all school items (01 word for a piece of paper ), then they stick their labels on the right items in the classroom

- Checking their result Deciding who is the winner

- Showing some schoool items on the desk and introduce vocabulary

- Deviding class into 02 groups and play game

- Listen

- Work in groups - Write down - Stick on the items

- Count the right words

- Congratulation - read in chorus - write down vocabulary

- play game

map globe

(25)

2’

4’

5’

2’





2 Student open their books to page 6:



3 Present the paradigm and contraction on page 6:

4 Practice:

IV.EXTENSION:

Pass the card



V.WORKBOOK:

Write

This is a map.

- Writing the model - Playing the tape again

- Asking Ss to practise in groups - Monitoring ( Help Ss, if they need) - Calling Ss to stand in 04 lines Giving each lines a picture card He/She shows the picture and asks, the next st answers, then pass this picture to the next st

- Asking Ss to write the answer

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

- Listen and show on the picture

- Copy down

- Listen and choral repetition

- Ask and speak

This is a map

- Make in 04 lines - Ask and answer - Write out

UNIT 1

:

some more(2)

Period: 13

I Objectives : By the end of the lesson, students will be able to:

- Identify objects ( singular), the negative ( No ) question -and – answer

(26)

5’

3’

2’ 2’

I.WARM UP:

Chain game S1: This is a map

S2: This is a map and this is a table

S2: This is a map and this is a

table

II.PRESENTATION:

1.Introduce the vocabulary:

- a board (n) bảng - a wastebasket (n) sọt rác

- a poster (n) áp phích, tranh khổ lớn - a crayon (n) bút chì màu

2 Checking: ROR

Present the negative ( No ) question -and – answer pattern:

T: ( point to the table): Is this a table?

Ss: ( toss his head): Yes, it is

T: ( poit to the marker): Is this a crayon?

Ss: No, it isn’t It’s a marker

1 Practice:

S1: ( show map ):Is this(a ruler?)

S2: No, it isn’t It’s ( a map).

- Giving instruction ( Period )

- Showing some schoool items on the desk and introduce vocabulary

- Deviding class into 02 groups and play game

- Showing some schoool items on the desk Using puppets to model the negative ( No ) question – answer

- Suggesting sts to answer

- Changing the puppet B, asking sts to ask - Deviding class into 04 groups, giving each group 02 picture cards, asking them to practise the question – answer

- Modelling

- Listen

- Join in the game

- read in chorus - write down vocabulary

- play game

- Look at T’s activities , listen

- Choral answer and toss their head

No, it isn’t It’s a marker

- Choral ask:

Is this a( crayon) ?

- Work in groups - Listen and choral repetition

crayon

poster

board

(27)

5’

8’

2’

page 6,7:



is not = isn’t 4 Practice:



IV.EXTENSION:

Guessing Game

Ss: Is this a book?

: ( show the item): Yes, it is or No, it isn’t It’s a ( - )

V.WORKBOOK:

Write

- Writing the model ( Full and short form) - Playing the tape again

- Playing the tape the next part

- Deviding class into 03 groups Asking Ss to practise asking about the pictures

- Asking ss to read and circle the answer ( the first is done for them)

- Getting feedback

names on the picture and identify items in the classroom

- Copy down

- Show Sam (con mèo đen) , Ginger (con mèo vàng da cam) on the page

- Listen and show on the picture - Role play Sam and Ginger.

S1: Is this a pencil?

S2: No, it isn’t It’s a bag.

- Listen - Model - Practise

- look and write

T: Is this a poster? S: Yes, it is

T: Is this a map?

S: No, it isn’t It’s a globe

Is this a bag?

Yes, it is. No, it isn’t

Sam: Is this a globe?

Ginger: No, it isn’t It’s a map

Is this a globe? No, it isn’t It’s a map.

Is this a map?Yes, it is.

Is this a crayon? No, it sn’t It’s a marker.

Is this a table?Yes, it is.

5 Is this and board? No, it sn’t It’s a poster.

(28)

(29)

UNIT 1

:

Lesson:

Let’s learn

some more

(3)

Period: 14

IV Objectives : By the end of the lesson, students will be able to: - Identify objects ( singular), the positive ( Yes ) question -and – answer

V Teaching aids:

VI Procedures :

5’

VI WARM UP:

Guessing Game

Ss: Is this ( a book )?

VII.PRESENTATION:

1 Present the positive ( Yes ) question -and – answer pattern:

Puppet A: ( show the book): Is this a book?

Puppet B: ( nod his head):Yes, it is

Puppet A: ( show other items): Is this a ruler? -?

2 Practice:

T: Is this a book?

Ss: Is this a book?

VIII.OPEN YOUR BOOK:

- Giving instruction - Giving instruction ( Period 6, Warm up) - Calling st to replace if he/she guess the right item

- Checking their result Deciding who is the winner

- Showing some schoool items on the desk Using puppets to model ( Yes ) question answer pattern

- Suggesting sts to answer

- Changing the puppet B, asking sts to ask - Deviding class into 04 groups, giving each group 02 picture cards, asking them to practise the question – answer

- Modelling

- Showing the wall

- Listen

- Work in groups - Write down - Stick on the items

- Count the right words

- Congratulation - Look at T’s activities , listen

- Choral answer and nod their heads: Yes, it is.

- Choral ask:

Is this a ( pen) ?

- Work in groups - Listen and choral repetition

- Practise

(30)

3’

2’

4’

5’

2’







8 Practice:

IX.EXTENSION:

C Circle

1.Is this a marker ? No, it is not

X.WORKBOOK:

D Write

Is this a poster? Yes, it is.

chart

-Playing the tape

- Writing the model - Playing the tape again

- Asking Ss to practise in pairs

- Monitoring ( Help Ss, if they need) - Calling Ss to stand in 04 lines Giving each lines a picture card He/She shows the picture and asks, the next st answers, then pass this picture to the next st

- Asking Ss to write the answer

classroom

- Copy down

- Ask and answer:

Is this a book? Yes, it is.

- Make in 04 lines - Ask and answer

- Write out

T: Is this a book? S: Yes, it is

(31)

UNIT 1

:

Lesson: Let’s build (1)

Period: 15

I Objectives : By the end of the lesson, students will be able to: - Learn the Alphabet and The Alphabet Song

- Alphabet cards - Uppercase, tape recorder

5’

3’

7’

II.WARM UP:

Guessing Game

III.PRESENTATION:

1 Introduce the Alphabet:

( Ex: A - B - C

or A - B - C - D - E - F - G )

2 Practice: The Alphabet

IV.OPEN YOUR BOOK:





2. Play “ The Alphabet Song”:

- Giving instruction ( Period 6, Warm up) - Calling st to replace if he/she guess the right item

- Introduce the alphabet following the group of letters

A/ei/, B/bee/, C/see/.

Showing on each letter, read aloud - Asking Ss to practise in reading the Alphabet

- Going around the class and helping Ss if they need

- Getting Ss to read the Alphabet

- Playing the tape “ The Alphabet Song”.

- Practise

- Look at the board and listen

- Choral repetition

- Read in pairs

- Look at the book, listen and choral repetition

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

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

(32)

5’

2’

3’

3 Practice:

V.EXTENSION:

Worksheet activity

 Sequencing:

VI.WORKBOOK:

Homework

Trace Connect the letters.

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

- 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

- Going around and checking

- Asking Ss to trace following the dots, then connect the letters to make a picture

- Remember their lettter

- Listen and show up

- Work in pairs - Choose and put the alphabet cards in the right order

- Do at home

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 OI 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

(33)

UNIT 1

:

Lesson: Let’s build (2)

Period: 16

I Objectives : By the end of the lesson, students will be able to:

- Review the positive and negative question – answer pattern and The Alphabet Song

- Picture cards ( school items), Alphabet cards - Uppercase, tape recorder

5’

3’

5’

I WARM UP:

Trace Connect the letters.

( Part A, page8 )

1.Combine the positive ( Yes ) and negative ( No ) question – answer pattern:

2.Practice: The Alphabet

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. III OPEN YOUR BOOK:





2. Practice:

“ The Alphabet Song”

- Sticking two picture on the board Calling 02 Ss to trace and connect the letters - Deciding who is the winner

- Showing the school items and asking Ss to recall the pattern

- Asking Ss to practise in reading the Alphabet

- Going around the class and helping Ss if they need

- Playing the tape “ 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

- 02 Ss go to the board and practise - Congratulation - Ask: Is this a (pencil)?

- Answer: Yes, it is or No, it isn’t It’s a (crayon).

- Read in pairs

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

- Remember their lettter

- Listen and show up

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

(34)

5’

2’

IV EXTENSION:

Worksheet activity

 Find the Letter

 Guessing

Game

V WORKBOOK:

- Asking Ss work in pairs, putting the pile of alphabet cards in front of them Calling aloud any letter

- Asking Ss to write the Alphabet ( Learn by heart)

- Find quickly the letter and show up

- Listen and practise

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

(35)

UNIT 2

:

Colors and shapes

Lesson: Let’s Start

I.Objectives: By the end of the lesson, students will be able to: - Greetings

II.Teaching aids:

- Name tags, tape recorder, wall chart, puppets

III.Procedures:

5’

2’

3’

4’

2’

I.WARM UP: * Name tags

My name is ( - ) * Please

Point to the ( book )

II.PRESENTATION: 1. Present vocabulary

- How…?

- you ( per pro) bạn, anh, chị… - fine ( adj) tốt, khỏe

- are ( be) thì, là,

2. checking: ROR

3. Present the dialogue:

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

4. Pratice:

Step Away Lines

( Teacher’s book)

III.OPEN YOUR BOOKS: 1. Open your book to page 10 :







- Giving instruction - Calling some sts to go in front of the class and control

- read through the dialogue to present vocabulary

- Asking sts to write down vocabulary

- Deviding class into two groups, giving each group a puppet and rule the words in the first dialogue - Using the puppets to model the second part of the dialogue

- Recall the words of the puppet A Asking sts to say the words of the puppet B

- Using the method

Step Away Lines.

- Hang their name tags, go around the class and greeting - Give classroom commands (Unit1) and practise

-read and write down

- Say out - play game

- Listen - Say out

- Change the role and practise more - After each practice, sts take to

one steps

backwards Change the role and practise

(36)

3’

4’

3’

2’



( I am = I’m )

4. Practice :

IV.EXTENSION:

Living Dialogue

( Teacher’s book, page 16)

V.WORKBOOK: Write A +Hi! How are you? + I’m fine Thank you

B How are you?

- Using wall chart to show the characters on the picture

- Playing the tape

- Playing the tape again Stopping each sentences

- Writing the model ( Full and short form) - Playing the tape again and show the words on the board - Asking sts to practise in pairs

- Going around the class and helping sts when they need

- Deviding class into 04 groups Giving each group 04 cards

Hi!How are you I’m fine Thank you

- Asking sts to homework (page 10)

- Look at the books, listen and show on the characters when

they hear

characters’ names - Choral repetition

- Choral repetition

I am fine and I’m fine.

- Copy down

- Role play, using their real names

- Discuss and

reorder the

sentences into the dialogue

- Practise the dialogue

Jenny: Hi, Andy How are you? Andy: I’m fine How are you? Jenny: I’m fine, thank you

How are you?

I’m fine Thank you

(37)

UNIT 2

:

- B Let’s sing-

I Objectives : By the end of the lesson, students will be able to: - Sing “ Hi How are you?” Song

- Tape recorder, wall charts, puppets, gap – fill

5’

3’

4’

2’

5’

I. WARM UP: * Singing:

“ The Hello Song”

* Model:

Group A: Hi, Andy How are you?

Group B: I’m fine How are you?

Group A: I’m fine Thank you II. PRESENTATION:

1 Review the pattern:

Puppet A: Hi How are you?

Puppet B: I’m fine

2 Practice:

Step Away Lines

S1: Hi, Kate How are you?

S2: I’m fine Thank you

III OPEN YOUR BOOKS:

1. Open your book to

page 11:





Present vocabulary

- great ( adj) tốt - OK ( adj) ổn

2. Students open their

books to page 11:

- Playing the tape - Asking sts to sing “ The Hello Song”

- Asking pairs of sts to sing again and replace their names - Asking sts to practise in groups using the dialogue

- Using the puppets to model

- Using the method

Step Away Lines.

- Using wall chart to show the characters and school objects on the picture

- ask Ss study vocabulary

- Playing the tape “ Hi How are you?” song

- Singing following the tape

- Singing - Practise

- Change the role and practise

- Choral repetition

- After each practice, sts take to

one steps

backwards Change the role and practise

(38)

4’

7’

5’



3Practice:

IV EXTENSION:

Back - to – Back

S1: Hi, (Mari) How are you?

S2: I’m fine How are you?

S1: I’m fine Thank you V. WORKBOOK:

Write 1.

Hi, how are you?

I’m fine How are you? I’m OK

2.

Hi, how are you?

- Read the words of the song ( No music) - Singing this song ( No tape) Combine the gestures

- Playing the tape

- Asking sts to sing the song in groups ( Changing the role)

- Asking each pairs of sts to make a telephone in paper Guiding them to - Asking them to practise

- Showing the gap – fill

- Asking sts to write the missing words - Getting feedback

- Choral repetition - Choral repetition - Sing following the tape

- Group A: Sing the first of the song

- Group B: Sing the second of the song

- Call the phone and greet each other

- Changing the

partner and

practise - Write out

* Hi, how are you?

I’m fine

Hi, how are you? I’m fine

Hi, how are you?

I’m fine How are you? I’m fine I’m fine I’m fine

* Hi, how are you?

I’m great Hi, how are you?

I’m great How are you?

I’m great I’m great I’m great

* Hi, how are you?

I’m OK

(39)

(40)

UNIT 2

:

- C Let’s move-

- Pictures, tape recorder, cards of words, teacher cards ( 25 - 28)

6’

5’

I WARM UP:

Repetition Drill.

1 Stand up Sit down

3 Open your book Close your book

II PRESENTATION: 1. Present the vocabulary:

- take out (v): lấy - put away (v): cất - draw (v) vẽ

- a picture ( n): tranh - point to (v) vào

- poster (n) áp phích

2.Practice :

T: Group A: Take out your book Put away your book Group B: draw a picture

point to the poster

III OPEN YOUR BOOKS: 1.Open your book to page 11 :





- Giving instruction - Calling some good Ss to give the commands, the class following

- Using action to present vocabulary Saying the vocabulary - Saying out vocabulary

- Deviding class into 02 groups Giving each group a different command

- Asking each group give commands and other group practise - Running through all the pictures on the

- Practise

- Listen and repeat

- Do following and choral repetition - Practise and recall commands

- Practise

(41)

4’

5’

6’

2’



3.Practice :

IV EXTENSION:

Please

1 Take out your book Put away your book draw a picture

4 point to the poster/ pencil

V WORKBOOK:

Check

( Book, page 11) 1. Put away your book

Put your hand down

- Calling st to raise his/her hand to give out the commands

- Asking sts to look at the pictures and check the commands

on the activities - Listen, following and recall commands - Practise

- Practise

- Stick on the right commands

UNIT 2

:

Lesson:

Let’s learn (1)

I Objectives : By the end of the lesson, students will be able to: - Ask about colors, identifing colors

- Teacher cards ( 1- 8), tape recorder, wall charts, puppets, cards of words, colors

5’ I WARM UP:

Musical ball

S1: What’s this?

- Giving instruction and teacher cards

- Practise

(42)

8’

3’

2’

3’

S2: It’s a (book)

S3: It’s a (bag)

1. Introduce the vocabulary : - Red (adj): màu đỏ

- Yellow (adj): màu vàng

- Blue (adj): màu xanh da trời

- Color (n): màu sắc * Checking Voc:

Matching

2. Introduce the question and answer pattern:

Puppet A ( show the square): What color is this?

Puppet B: It’s (red)

3. Practice :

III OPEN YOUR BOOKS: 1. Open your book to page 12:





2.Students open their books to page 12:



- Showing a square in red ( yellow, blue) paper and some red ( yellow, blue) objects Calling the name of the colors - Sticking some colors squares on the board Asking sts to match the words with the colors

- Putting those squares on the slot of the board Using the puppets to model - Asking sts to practise in groups

- Using wall chart to show the characters and the colors

- Writing the model ( Full and short form)

- Choral repetition - Show any red ( yellow, blue) objects and read aloud: red, yellow, blue

- Copy down

- Take part in the test

- Choral repetition - Changing the role

- Group A: (show any color object):

What color is this?

- Group B: It’s ( blue).

- Call the characters’ names and identify the colors

- Listen and show the color in the books

- Look at the board

Ginger: What color is this?

(43)

3’

4’

1’

( It is = It’s )

4.Practice :

S1: What color is this?

S2: It’s ( red). IV EXTENSION:

Color Race

V. WORKBOOK: C Color and write

1 What color is this? It is red

2 What color is this? It is blue

- Getting feedback - Deviding class into 02 teams Giving instruction

- Read aloud any color, st race and touch the nearest objects with the right colors that T has just called Who is the fastest and read the right color will be a caller

- Asking sts to color and write

- Changing role - Practise in front of the class

- Listen and practise

- Write in the books and correct on the board

UNIT 2

:

Lesson:

- Let’s learn (2) -

5’ I.WARM UP:

(44)

8’

2’

3’

2’

3’

S1: What color is this?

S2: It’s ( red)

S3: It’s ( blue)

S4: It’s ( yellow)

II PRESENTATION: 1. Introduce the vocabulary :

- White (adj): màu trắng

- Pink (adj):: màu hồng

- Gray (adj):: màu xám

- Black (adj):: màu đen * Checking Voc:

Matching

2. Recall the question and answer pattern:

Puppet B: It’s (white)

3. Practice :







and colors squares

- Showing a square in white ( pink, gray, black) paper and some white ( pink, gray, black) objects Calling the name of the colors

- Sticking some colors squares on the board Asking sts to match the words with the colors

- Choral repetition - Show any white ( pink, gray, black objects and read aloud: white ( pink, gray, black

- Copy down

- Group B: It’s ( black).

(45)

5’

2’

IV EXTENSION:

Walk and Talk

V WORKBOOK: Trace the color

when they need - Getting feedback - Giving instruction - Asking sts to go around the class When they hear “ STOP!”, they will stop and ask about the colors of the objects in the classroom - Asking sts to draw any things and trace the colors

- Practise in front of the class

- Practise

S1: ( show the

object):What color is this?

S2: It’s ( pink) (

show other the object):What color is this?

S1: It’s ( yellow).

UNIT 2

:

Lesson:

- Let’s learn (3) -

5’ I.WARM UP:

Musical ball

S2: It’s ( white)

S3: It’s ( pink)

S4: It’s ( gray)

S5: It’s ( black)

- Giving instruction and colors squares

(46)

8’ 2’ 3’ 2’ 3’ 4’

2. Introduce the vocabulary : - green: màu xanh

- purple: màu tím

- orange: màu cam

- brown: màu nâu * Checking Voc:

Matching

Puppet B: It’s (orange)

4. Practice :

III.OPEN YOUR BOOKS:







3 Practice:

S2: It’s purple).

- Showing a square in green ( purple, orange, brown) paper and some green ( purple, orange, brown) objects Calling the name of the colors

- Asking sts to practise in pairs

- Choral repetition - Show any green ( purple, orange, brown) objects and read aloud: green ( purple, orange, brown)

- Copy down

- Group B: It’s ( brown).

- Ask and answer - Changing role

Lisa: What color is this?

(47)

3’

V.WORKBOOK: A Find and circle

1 black blue purple red green orange gray yellow brown 10 pink

STOP!”, they will stop and ask about the colors of the objects in the classroom - Asking sts to circle the words ( page 12)

is this?

S2: It’s ( green).

( show other the object):What color is this?

S1: It’s ( orange).

- Write out on the board Do exercises B,C,D

UNIT 2

:

Lesson:

- Let’s learn (4) -

IV Objectives : By the end of the lesson, students will be able to: - Ask about colors, identifing colors

VI Procedures :

5’

8’

VI.WARM UP:

Musical ball

S2: It’s ( white)

S3: It’s ( pink)

S4: It’s ( gray)

S5: It’s ( black)

VII.PRESENTATION:

1 Recall the question and answer pattern:

Puppet B: It’s (orange)

2. Practice :

- Giving instruction and colors squares

- Practise

- Copy down

(48)

2’ 3’ 2’ 3’ 4’ 5’ 3’

VIII.OPEN YOUR BOOKS:







3 Practice:

S2: It’s purple).

IX.EXTENSION:

Sing the song “ What color is this”

X.WORKBOOK: C Circle and color

1 It’s red It’s yellow

3 It’s purple It’s green

It’s brown It’s orange

- Getting feedback - Giving instruction - Asking sts to go around the class When they hear “ STOP!”, they will stop and ask about the colors of the objects in the classroom - Asking sts to circle the words ( page 13)

- Group B: It’s ( brown).

- Ask and answer - Changing role - Practise in front of the class

- Practise

S1: ( show the

object):What color is this?

( show other the object):What color is this?

S1: It’s ( orange).

- Write out on the board Do exercises

Lisa: What color is this?

(49)

UNIT 2

:

Lesson:

- Let’s learn more (1) -

I Objectives : By the end of the lesson, students will be able to: - Ask about shapes, identifing shapes

- Teacher cards ( 1- 8), tape recorder, puppets, cards of words, colors, bag

III Procedures:

5’

8’

3’

2’

3’

3. WARM UP:

Musical ball

S2: It’s a (blue)

S3: It’s a (pink)

4. PRESENTATION:

a Introduce the vocabulary:

A triangle (n): hình tam giác A square (n): hình vng A circle (n): hình trịn A start (n): hình ngơi * Checking Voc:

Matching

b.Introduce the sentences This is a triangle

This is a square

a. Practice :

5. OPEN YOUR BOOKS: 5. Open your book to page 14:





6.Students open their books to

- Showing a square in red ( yellow, blue) paper and some red ( yellow, blue) objects Calling the name of the shapes - Sticking some objects on the board Asking sts to match the words with the objects

- Using wall chart to show the characters - Playing the tape

- Practise

- Choral repetition - Show any red ( yellow, blue) objects and read aloud:

- Copy down

Work in groups - Call the characters’ names and identify the colors

- Listen and show the object in the books

(50)

4’

3’

5’

page 14:



7.Present the paradigm and contraction on page 14:

8.Practice :

S1: This is a triangle

S2: This is a circle

6. WORKBOOK: Introduce the objects

- Getting feedback - Asking sts to introduce and write

repetition

UNIT 2

:

Lesson:

I.Objectives: By the end of the lesson, students will be able to: - Ask about shapes, identifing shapes

III.Procedures:

5’ 1.WARM UP:

Musical ball

S1: What is this?

S : It’s a triangle

- Practise

This is a triangle

(51)

3’ 2’ 2’ 3’ 4’ 3’ 5’

A diamond (n): hình thoi An oval (n): hình trái xoan * Checking Voc:

Slap the board

b.Introduce the sentences This is a heart

This is an oval

a. Practice :

3.OPEN YOUR BOOKS:

4 Open your book to page 14:





5.Students open their books to page 14:



6.Present the paradigm and contraction on page 15:

7.Practice:

S1: Is this a heart ?

S2: Yes, it is

8.WORKBOOK: Introduce the objects

objects Calling the name of the shapes - Sticking some objects on the board Asking sts to play game

- Putting those squares on the slot of the board Using the puppets to model - Asking sts to practise in groups - Using wall chart to show the characters - Playing the tape - Playing the tape again

objects and read aloud

- Copy down

- Take part in the game

Work in groups - Call the characters’ names and identify the colors

- Listen and show the object in the books

S1: Is this a heart ? S2: Yes, it is

(52)

UNIT 2

:

Lesson:

III.Procedures:

5’

8’

3’

2’

1.WARM UP:

Musical ball

S1: Is this a star?

S2: Yes, it is

2.PRESENTATION:

a ask and answer the shapes:

b.Introduce the questions S1: Is this an oval ?

S2: No, it isn’t It’s a triangle Practice:





5.Students open their books to page 14:

- Showing the objects in red ( yellow, blue) paper and some red ( yellow, blue) Calling ask and answer the shapes

- Putting those shapes on the slot of the board Using the puppets to model - Asking sts to practise in groups

- Using wall chart to show the characters

- Practise

- Choral repetition Work in pairs

Work in groups - Listen and show the object in the books

(53)

4’

3’

5’

7.Practice:

S1: Is this a heart ?

S2: No, it isn’t It’s a star

8.WORKBOOK:

Ask and answer the shapes

- Practise in front of the class

UNIT 2

:

Lesson:

III.Procedures:

5’

8’

1.WARM UP:

Musical ball

S1: Is this a star?

S2: Yes, it is

S3: No, it isn’t It’s a diamond 2.PRESENTATION:

a ask and answer the shapes:

- Showing the objects in red ( yellow, blue) paper and some red ( yellow, blue) Calling ask and answer the shapes

- Practise

- Choral repetition Work in pairs

S1: Is this a heart ?

(54)

3’

2’

3’

4’

3’

5’

b.Introduce the questions S1: Is this an oval ?

S2: No, it isn’t It’s a triangle

b. Practice :





5.Students open their books to page 15:



7.Practice: C Circle

S1: Is this a triangle?

S2: Yes, it is

8.WORKBOOK: Ask, answer and write

- Putting those shapes on the slot of the board Using the puppets to model - Asking sts to practise in groups

- Using wall chart to show the characters - Playing the tape - Playing the tape again

- Getting feedback - Asking sts to answer and write

Work in groups - Listen and show the object in the books

S1: Is this a square ? S2: yes, it is

S1: Is this a circle ?

(55)

UNIT 2

:

Lesson:

- Let’s build (1) -

I Objectives : By the end of the lesson, students will be able to: - Describe the colors of the objects

- School objects, wall chart, tape recorder, colors, bag III Procedures :

Time Stages and Contents Teacher’s activities Student’s activities

5’

2’

4’

I WARM UP:

Pair Race



1. Introduce the question and

answer pattern:

T: What’s this? Ss: It’s a (pen) T: What color is it? Ss: It’s (red)

T: (Yes) This is a (red) pen 2. Present the new words :

- apple (n) Quả táo

- bug (n) rệp

- cat (n) mèo

- circle (n) hình trịn

3. Practice :

S1:What’s this?

S2: It’s a book

S1: What color is it?

S2: It’s (blue)

S1: (Yes) This is a (blue) book

- Putting some school objects with different colors ( book, pen, eraser,…) on the desk - Showing up those objects and modeling - Showing the picture and present newword

- Asking sts to practise using objects in the classroom - Going around the class and helping sts

- Practise

- Look at those objects

- Listen and reply - Choral repetition

(56)

2’

3’

4’

6’

III OPEN YOUR BOOKS:

1. Open your book to page 16 :





2. Students open their books to page 16:



3. Present the paradigm on the page 14:

1. Practice :

S1: This is a red apple S2: This is a yellow cat

IV EXTENSION:

Walk and Talk

when they need - Using wall chart to show the characters and describe

- Writing the model - Playing the tape again and show the words on the board - Deviding class into 04 groups

- Giving each group some teacher cards ( 1-8 )

- Going around the class and helping sts when they need - Giving instruction

- Look at the picture and call characters’ name - Listen and show on the book

- Hold those cards, identify the colors and describe

- Go around the classroom and practise

S1: What’s this?

S2: It’s a book

S2: It’s (blue)

S1: (Yes) This is a

(blue) book

T: What’s this? S: It’s a pen

T: What color is this? S: It’s red It’s a red pen

(57)

2’

V WORKBOOK:

Color and write

(A, page 14)

This is a pink pen This is a brown book

This is a purple bag This is a yellow ruler

UNIT 2

:

Lesson:

- Let’s build (2) -

I Objectives : By the end of the lesson, students will be able to: - Describe the colors of the objects

- School objects, wall chart, tape recorder, colors, bag

5’

4’

5’

I WARM UP:

Pair Race



T: What’s this? Ss: It’s a (pen) T: What color is it? Ss: It’s (red)

T: (Yes) This is a (red) pen * Present vocabulary

- ant (n) kiến

- Putting some school objects with different colors ( book, pen, eraser,…) on the desk - Showing up those objects and modeling - showing pictures

and present

vocabulary

- Practise

- Look at those objects

(58)

2’

5’

7’

2’

- box (n) hộp

- computer (n) máy vi tính - circus (n) rạp xiếc

2. Practice :

S1: What’s this?

S2: It’s a book

S2: It’s (blue)

S1: (Yes) This is a (blue)

book

III OPEN YOUR BOOKS: 1. Open your book to page 16:





2. Students open their books

to page 17:



3. Practice :

Group A: This is a (red) and (blue) (bag)

Group B: This is a (purple) (pencil)

- Showing up an object, identifying the color: This is a (blue) book.

- Asking sts to practise using objects in the classroom - Running through the pictures on the book - Playing the tape - Playing the tape again

- - Deviding class into

03 groups

- Giving instruction - Putting some objects with many colors in the bags Giving each group a bag

- Show on the school objects or teacher cards (1-8) - Call the names of those objects ( bag, pencil, book, ruler, eraser, pen, desk)

- Listen and show the objects on the book

- Describe those objects

- Describe the pictures on the book, page 15 Each st describe 04 pictures

- Each st in the group take out any object, identify it

1.This is a purple triangle 2.This is a white oval 3.This is a red diamon

(59)

S1: It’s ( purple) This is a (purple)

( ruler)

V WORKBOOK:

Draw and color

UNIT 2

:

Lesson:

- Let’s build (3) -

I Objectives : By the end of the lesson, students will be able to: - Ask about colors, identify colors and sing “ The Black Cat Song”

- Tape recorder, picture, colors, bag

5’

2’

3’

II.WARM UP:

Guessing game

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

S3 : It’s ( orange)

III.PRESENTATION: 1. Recall the vocabulary :

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

2. Practice :

Pass the Card

Puppet B: It’s (white)

- Showing color squares Calling the name of the colors - Asking sts to stand in two lines Giving the first st a color object, st call the name of the color and pass that object to the st stand behind

- Putting those squares on the slot of the board Using the puppets to model

- Practise

- Choral repetition - Show any color objects and read aloud the words - Say aloud

(60)

4’

3’

4’

3’

6’

4. Practice :

Walk and Talk

( Teacher’s book, page 17) IV.OPEN YOUR BOOKS:



3. Practice :



4. Sing “ The Black Cat Song”



- Playing the tape - Deviding class into 02 groups

- Showing the picture on the end of page 13 - Playing the tape - Playing the tape again

-Photocopying

exercise “ Listen and

- Practise

- Show on Sam and Ginger

- Choral repetition - Groups repetition

- Look at the picture and identify the colors

- Listen and show the colors on the books

- Listen and sing following the tape

- Draw a green cat, a black and yellow

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

What color is this? It’s yellow What color is this? It’s blue What color is this? It’s white What color is this? It’s pink What color is this? It’s gray What color is this? It’s red What color is this? It’s black What color is this? It’s green What color is this? It’s purple What color is this? It’s orange

What color is this? It’s brown

Green grass, (echo: tiếng vọng), blue skies ( tiếng vọng)

Black cats (tiếng vọng), yellow eyes ( chorus: đồng thanh)

Red birds ( tiếng vọng), blue skies

( tiếng vọng)

Black cats, yellow eyes ( đồng thanh) White clouds (tiếng vọng), blue skies ( tiếng vọng)

Black cats, yellow eyes ( đồng thanh) Black cats (tiếng vọng), blue skies ( tiếng vọng)

(61)

(62)

UNIT 1- 2

LISTEN AND REVIEW

Prepare: november 28th , 2011.

Period: 31

I Objectives : By the end of the lesson, students will be able to: - Review all lessons, exercise

- Teacher cards ( – 8, school objects ), ( 25 – 32, classroom commands ), color squares, tape recorder

5’

5

6

I WARM UP: 1.Review sentences

Step Away Lines

S1: What is this ?

S2: It’s a clock

S1: What are these ?

S2: They are books

2.Review vocab

Pencil shapener

3.Review structure :

Walk and Talk

4 Listen and circle

Command Chain

- Modeling

T (touch the pencil shapener): What is this?

- Giving out some classroom commands in Unit 2, calling st to stand up and practise

- Hang their name tags and practise

- S1: It’s (a pencil

shapener)

- Go around the class and ask their friends as much as possible

- Go around the classroom and practise

S1:What’s this?

S2: It’s a book

S2: It’s (blue)

S1: (Yes) This is a

(blue) book

(63)

1

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

EXTENSION:

III WORKBOOK:

* Color and write

board Guiding Ss to circle

- Showing the book - Asking: What’s this? Is this a ( bag)? What color is it? Is this a red pencil?

poster

(64)

UNIT 2

:

LET’S REVIEW

Prepare: December 15th , 2010.

Period: 31

I Objectives : By the end of the lesson, students will be able to: - Review all lessons, exercises

- Teacher cards ( – 16, school objects ), tape recorder

I.REVIEW: 1.Songs:

( Students’ book, page 3) “Hi, How are you?”

( Students’ book, page 11)

2.Vocabulary :

- T: (pen )

3.Structures :

II.OPEN YOUR BOOKS:

A. Game.

T: What’s this? S1: It’s a ( book )

T: Is this a ( blue ) ( pencil) ?

- Asking sts to sing 02 these songs

- Putting some school objects on the desk ( each thing have two objects)

- Calling sts from each groups come and take any thing

- Saying the name of these things

- Deviding class into 03 groups and giving each groups a bag - Asking sts to take out these things and identify

- Asking sts to open their books to page 18

- Choral sing

- Loo at these things

- Run quickly and bring any thing - Listen and Show up things in their hands

- Take out and identify ( names of the objects, colos) - Say out: This is a (blue) and ( purple) ( ruler).

(65)

blue book, a brown desk, a brown chair, a pink ruler, a blue pen, a pink and gray eraser, e red apple, a brown cat.

III.EXTENSION:

Colors of the Rainbow

(Teacher’s book, Living Dialogues, page 16)

IV.WORKBOOK:

Completethe words

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

- Asking Ss to work in group of Each st takes a square with colors of the Rainbow ( red, orange, yellow, white, green, blue and purple)

- Hanging the picture of the Rainbow

- Deciding who is the winner

- Asking sts to complete the words

-Individual marker - Roll the die and identify object: a book, a green book, this is a green book.

- Sit in groups and listen

(66)

REVISION(1)

Prepare: December 16th , 2010.

Period: 32

I Objectives : By the end of the lesson, students will be able to: - Review ( Units – 2), exercises

12’

15’

I. REVIEW: Song :

“ The Hello Song”

(Studens’ book, page 13)

“ Hi, How are you?”

(Studens’ book, page 11) Vocabulary :

- T (pencil)

3. Structures :

- T: Is this a (red) (pen)?

- Yes, it is or No, it isn’t It’s a ( green) (pen)

II. OPEN YOUR BOOKS: C Ask your partner:





B Say and act:

- Putting some school objects on the desk (each things have two objects)

- Calling sts from each groups come and take any thing -Saying the name of these things

- Modeling

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

- Asking sts to look at the picture, page 19 - Showing on the

- Choral singing

- Look at these things

- Run quickly and bring any thing - Listen and show up things in their hands

- Choral repetition

- Showing each objects on the books

S1: Is this a

(brown) (desk)? S2: Yes, it is

(67)

5’

3’

I’m fine Thank you

III. EXTENSION:

Guessing Game

Ss: Is this a ( red) (book)?

: ( show the item): Yes, it is or No, it isn’t It’s a ( - )( - )

IV. WORKBOOK:

Connect and write

B b This is a red apple A a This is an orange cat C c This is a green book

guess the words - Deviding class in pairs and practise these dialogues

- Giving instruction ( Period 6, Warm up) - Calling st to replace if he/she guess the right item

- Asking sts to connect each picture to the first letter of the object’s name and the sentence

- Ask and answer

- Practise

- Connect and write

Hi! How are

(68)

REVISION

(2)

Date : December 20th, 2010

Period: 33

12’

8’

I REVIEW: Song :

“ The Hello Song”

(Studens’ book, page 13)

“ Hi, How are you?”

(Studens’ book, page 11) Vocabulary :

- T (pencil)

3. Structures :

- T: This a (red) and (blue) (ruler) - T : What color is this? It’s green

II OPEN YOUR BOOKS: D Listen carefully:





- Putting some school objects on the desk (each things have two objects)

- Calling sts from each groups come and take any thing -Saying the name of these things

- Modeling

- Asking sts to look at the picture, page 19 - Playing tape

- Playing tape again

- Choral singing

- Look at these things

- Run quickly and bring any thing - Listen and show up things in their hands

- Choral repetition - Look at the picture, identify the object’s name - Listen and show on the object

- Listen and circle

This is a red and blue bag What color is this?

(69)

IV WORKBOOK:

Circle and write

1 What is this? It is a bag What is this? It is a ruler What is this? It is a desk What is this? It is a pen

How are you? What’s your name?

Showing up the teacher’s card (1 -16):

Is this a (pencil)? What color is this?

- Asking sts to identify the objects and circle the right word

- St from each team answer teacher’s question (If he/she gives out the right answer, he/she will come nearer base On the other hand, he/she will be lose.)

(70)

REVISION

(3)

Date : December 20th,

2010

Period: 34

- Posters

III Procedures:

REVISION I Answer the questions:

1) What’s your name? (Andy)

-2) What’s this? (a book)

-3) What’s this? (an eraser)

-4) Is this a pencil? (Yes) -5) Is this a desk? (No) -6) Is this a desk? (No) -7) What color is this? (blue)

-8) What color is this? (orange)

- Writing exercises on the board

- Explaining

- Asking sts to exercises

- Getting feedback - Giving marks

- Copy down - Listen

(71)

10) What’s this? (a black ruler)

-Week 18

(December, from 22nd to 1st January , 2011 )

(72)

UNIT 3:

AT THE STORE

Lesson 1: - Let’s Start -

2011

- Let’s talk -

I Objectives : By the end of the lesson, students will be able to: - Introducing friends and suggesting an activity

- Teacher cards ( 17 – 32, commands ), colors squares, wall chart, tape recorder

7’

5’

I WARM UP:

Find your partner

( Teacher’s book, page 15)

Please

Team A: Please, Open your book

Team B: Please, Raise your hand

II PRESENTATION:

1. Present the complete dialogue: T: (nod T’s head to S1)Hi, (Scott)

T: (make a sign to S2)This is my friend,

(Sarah)

S1: Hello, (Sarah)

S2: Hi, (Scott) 2. Practice :

III OPEN YOUR BOOK:

- Giving each st a color square Asking them to find out the same color friend and practise in greeting - Putting some teacher’s cards on the board Deviding class into 02 teams and practise

( Changing role play) - Modeling the dialogue with 02 volunteer sts

- Calling any st come in front of the class Asking whole class introduce this friend - Changing other sts - Showing the wall chart

- Take a color square and find - Practise:

S1: Hi, (John), How

are you?

S2: I’m fine How are

you?

S1: I’m fine, thank you

- Team A look at the T’s cards and give out the commands

- Team B practise

- 02 sts stand in front of the class

- Choral saying:

(73)

5’

2’

3. Introduce the model :

I am = I’m 4. Practice :

IV. EXTENSION:

Pick and Speak

V.WORKBOOK:

- Playing the tape again Stopping each sentence

- Deviding class into group of 03 sts and practise in speaking using the dialogue - Calling sts to stand into 03 lines in front of the class and practise

- Calling any st

- Askign sts to practise at home

show on the characters

- Choral repetition - Role play

- Copy down

- Sitting in groups

S1: Hi, (Kate), This is

my friend, (Andy) S2: Hello, (Andy)

S3: Hi, (Kate)

- Each the first st of the lines greet and introduce friends using their real names, then they move at the end of the lines

- Stand up, show on the other friend and say: This is my friend, ( Scott).

- All the class:

Hello, (Scott).

Kate: Hi, John This is my friend, Sarah

John: Hello, Sarah Sarah: Hi, Scott All: Let’s play

(74)

UNIT 3:

AT THE STORE

2011

I Objectives : By the end of the lesson, students will be able to: - Introduce friends and suggest an activity

- Teacher cards ( 17 – 32, commands ), colors squares, wall chart, tape recorder

7’

5’

I.WARM UP:

Find your partner

Please

Team A: Please, Open your book

Team B: Please, Raise your hand

1. Review the complete dialogue:

Puppet A: (Say to Puppet B) Hi, (John) This is my friend, Sarah Puppet B: (Say to Sarah) Hello, Sarah

Sarah: (Say to Puppet B) Hi, Scott All: Let’s play

2. Practice :

- Giving each st a color square Asking them to find out the same color friend and practise in greeting - Putting some teacher’s cards on the board Deviding class into 02 teams and practise

( Changing role play - Using puppets and introduce the dialogue

- Deviding class into group of 03 sts and practise in speaking

- Take a color square and find - Practise:

S1: Hi, (Scott), How are you?

S2: I’m fine How are you?

S1: I’m fine, thank you

- Team A look at the T’s cards and give out the commands

- Team B practise

(75)

5’

4’

2. Practice :

IV EXTENSION:

Pick and Speak

V. WORKBOOK:

Connect and write

 This is my friend, Sarah

 Hi!

 Hello, Sarah

- Playing the tape again Stopping each sentence

- Calling sts to stand into 03 lines in front of the class and practise

- Calling any sts

- Asking sts to trace and connect the ballon to the characters Then, write down the characters’ names

- Look at the books, listen and show on the characters

- Choral repetition - Role play

- Each the first st of the lines greet and introduce friends using their real names, then they move at the end of the lines

- Stand up, show on the other friend and say: This is my friend, ( Scott).

- All the class:

Hello, (Scott).

- Practise

Kate: Hi, John This is my friend, Sarah

(76)

UNIT 3:

AT THE STORE

- Let’s sing -

I Objectives : By the end of the lesson, students will be able to: - Introduce friends and suggest an activity through the song

- Teacher cards ( 17 – 32, commands ), wall chart, tape recorder

5’

8’

15’

I WARM UP:

Please

1. Review the dialogue:

Puppet A: This is my friend, (Sarah) Ss: Hello, (Sarah)

Puppet B: This is my friend, (Scott) Ss: Hi, (Scott)

All: Let’s play!

2. Introduce the characters :

T: Sarah This is my friend, Sarah

3. Practice :

III. OPEN YOUR BOOKS:

- Deviding class into 03 groups and practise in greeting

- Asking 03 groups to practise in using classroom commands - Deciding who is the winner

- Using puppets and introduce the dialogue

- Opening the book, page 21, showing Sarah on the picture - Calling 02 sts to practise in front of the class

- Practise

Group A: This is my friend, (Mary)

Group B: Hello, (Mary)

Group C: Hi, (Ken)

- Group A: Pick up your (pencil)

- Group B, C practise

- Choral repetition

- S1: This is my friend,

(Mary)

- Ss: Hello, (Mary) - S2: This is my friend,

(Ken)

(77)

5’

2’



3. Practice :

T: This is my friend, Sarah Ss: Hello, Sarah

IV. EXTENSION:

V. WORKBOOK:

- Reading the song in each sentences ( no music)

- Playing the tape

- Singing the first part of the song

- Deviding class into 02 groups to practise in singing

- Deviding class in groups of 04 sts - Changing role play - Asking sts to practise in singing

and show on the characters

- Choral repetition - Sing this song ( no music)

- Sing following the tape

- Sing the second part

- Group A: This is my friend, Sarah - Group B: Hello, Sarah

- S1 introduces S2

to their groups 02 other sts greet S2

All group say: Let’s play!

This is my friend, Sarah Hello, Sarah This is my friend, Sarah

Hello, Sarah This is my friend, Scott

Hello, Scott This is my friend, Scott

(78)

UNIT 3:

AT THE STORE

I Objectives : By the end of the lesson, students will be able to: - Introduce friends and suggest an activity through the song

- Teacher cards ( 17 – 32, commands ), wall chart, tape recorder

5’

8’

I WARM UP:

Please

1. Review the dialogue:

Puppet A: This is my friend, (Sarah) Ss: Hello, (Sarah)

Puppet B: This is my friend, (John) Ss: Hi, (John)

All: Let’s play!

2. Introduce the characters :

T: Sarah This is my friend, Sarah

3. Practice :

- Deviding class into 03 groups and practise in greeting

- Asking 03 groups to practise in using classroom commands - Deciding who is the winner

- Using puppets and introduce the dialogue

- Opening the book, page 21, showing Sarah on the picture - Calling 02 sts to practise in front of the class

- Practise

Group A: This is my friend, (Mary) Group B: Hello, (Mary)

Group C: Hi, (Ken)

- Group A: Pick up your (pencil)

- Group B, C practise

- Choral repetition

- S1: This is my

(79)

5’

2’

2. Practice :

T: This is my friend, Sarah Ss: Hello, Sarah

IV. EXTENSION:

V. WORKBOOK:

Draw and write

This is my friend, _ Hello,

- Playing the tape - Asking sts to sing the song

- Singing the first part of the song

- Deviding class into 02 groups to practise in singing

- Deviding class in groups of 04 sts - Changing role play

- Asking sts to draw and write

picture, identify characters and the color

- Listen the song and show on the characters

- Choral singing following the tape - Individually singing

- Sing the second part

- Group A: This is my friend, Sarah - Group B: Hello, Sarah

- S1 introduces S2

to their groups 02 other sts greet S2

All group say: Let’s play!

- Draw their friend and write down the name

This is my friend, Sarah Hello, Sarah This is my friend, Sarah

Hello, Sarah This is my friend, John

Hello, John This is my friend, John

(80)

UNIT 3:

AT THE STORE

- Let’s move -

A.Objectives: By the end of the lesson, students will be able to: - Introduce the new sentences and new words

Teaching aids:

B.Procedures:

6’

5’

I.WARM UP:

Sing again

- “ The purple sneaker song ”

II.PRESENTATION: 1. Present the commands:

T: Introduce the sentences.

- Count to ten - Write the word - read a book - Say the alphabet

2.Practice :

T: Group A:Pick up your pencil Put your pencil down Group B: Write your name Look at the board

- Giving instruction - prepare the dics - Ask 10 Ss to come and sit before the class and perform the song

- Calling some good students sing the song - Give commands and the actions (TPR) once or twice

- Give commands and ask Ss to the actions

T: Write the word  Ss (do the action): write the word

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

- Sing

- When the class sing one little, the first student stand up When the class sing two little, the second stands up… And ten little, all 10 students stand up - T: - Stand up - Poit to the board - Take out a book - Open it/ Close it ………… / Sit down

- Listen and take note

(81)

4’

7’

2’







3. Practice :

IV.EXTENSION:

Please

- Count to ten - Write the word - read a book - Say the alphabet

V.WORKBOOK:

Check

( Book, page 21)

- Running through all the pictures on the book

- Have Ss sit in groups of

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

- Playing the tape - Give the commands and ask Ss to the actions

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

- Calling st to raise his/her hand to give out the commands - Giving instruction

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

carefully and say the correct

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

UNIT 3:

AT THE STORE

I.Objectives: By the end of the lesson, students will be able to: practice and exercise

Teaching aids:

- Pictures, tape recorder, cards of words, teacher cards ( 25 - 32) - Count to ten

(82)

II.Procedures:

6’

5’

2’

4’

III.WARM UP:

Play a game : Matching

IV.PRESENTATION:

a) T: Open the book

- Let pupils to look at pictures and after

b) Let pupils open their book - Open the radio – Let pupils listen and repeat

Vocabulary

- Draw ( v ) ( action) - Go ( v ) ( action) - Look ( v ) ( action) - Count ( v ) ( action)

Checking: slap the board - Go to my desk

- Look at the table - Count the pens - Come here

VI.Practice:

VII.PRODUCTION: ( Teacher’s book, page 21)

I can count to ten I can write the word

- divide class into groups and explain the game

- Give the commands and ask Ss to the actions

explain vocab

ask Ss to play a game - Play the music (Let’s chant, let’s sing/ p 19)

- Ask Ss to listen, repeat and the actions

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

- Ask 2-3 Ss to come before the class, point to the pictures in SB - Have the class give the commands

(maybe use classroom objects) and the actions

- Model the game: T gives many

- Play a game

- the actions

- Listen carefully - Read again Listen and repeat

Play a game

listen, repeat and the actions SS give the commands, clap their hands and the actions

S1 (point to the picture 8): Give me the book  Ss (say and do): Give me the book.

(83)

4’

7’

2’

B Circle and write:

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

- Have Ss connect the pictures to the

commands Then practice giving commands

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

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

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

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

UNIT 3:

AT THE STORE

Lesson 7: - Let’s learn -

Period: 43

I Objectives : By the end of the lesson, students will be able to: - Identify objects (plural) and ask about objects (plural)

- Teacher cards ( – 16, 33 - 34 classroom objects ), wall chart, tape recorder

5’

7’

I WARM UP:

T: What’s this? Ss: It’s a ( pencil)

1. Introduce the singular and plural forms of the vocabulary

- Showing up Teacher’s card -8 ( classroom objects) - Asking sts to review vocabulary and the model

- Using real objects to

- Look at the objects

- Listen the question, then answer

(84)

15’

words:

 crayon crayons

pencil case pencil cases  marker markers

 notebook notebooks

 table tables

Checking Voc:

Slap the board

2. Introduce the question and answer pattern:

Puppet A: What are these? Puppet B: They’re cassettes

3. Practice :

III OPEN YOUR BOOKS: 1. Open your book to page 22 :

 22



3. Introduce the pattern

introduce new words ( Teacher’s cards 33 -44)

- Putting teacher’ cards on the board - Deviding class into 02 teams Giving instruction Deciding who is the winner - Using puppets to introduce the model - Deviding class into 02 groups

- Showing teacher’s cards Asking groups ask and answer

- Hanging the wall chart

- Playing the tape - Playing the tape again, stopping each sentences

- Getting sts to repeat - Explaning the short form

- Copy down

- Look at the pictures

- Oder 02 lines - Listen and run quickly to slap the pictures

- Group A: What are these?

- Group B: They’re (tables)

- Look at the picture, identify objects,chararcters - Listen and show on the characters - Listen and choral repetition

- Copy down - Choral repetition

(85)

2’

4. Practice :

Substitution Drill

IV EXTENSION:

Guessing game

S1 : What is this? What are these? S2 : It’s a crayon

S3 : They’re crayons

S4 : It’s a marker

S5 : They’re markers

V WORKBOOK:

Write

1 crayons a notebooks markers 4.pencil cases

- Modeling

- Asking sts to practise

- Asking sts to look at the picture and circle singular & plural forms of words

- S1 ask

- Ss answer - Changing S1…

- Do at home

UNIT 3:

AT THE STORE

5’

I WARM UP:

Musical ball

S1 : What’s this?

S2 : It’s a crayon

S3 : What are these?

1. Review the question and answer pattern:

- Giving class 04 sticks

- Asking sts to pass these sticks while singing Stopping any time

- Using puppets to review the pattern

- Take any stick, stand up and ask – answer

(86)

16’

6’

Puppet A: one crayon Puppet B: three crayons

2. Practice :

1.Students open their books to page 23:



2.Vocabulary

3.Practice :



IV EXTENSION:

Show and Tell

- Asking groups practise following this model

- Putting some Teacher’s cards (33 -44) on the table - Calling any st goes to the board, take up

- Look at the picture, identify objects,chararcters - Listen and show on the characters - Listen and choral repetition

- Listen and show on the objects, page 23

- Show on the Sam and Ginger

- Group A: Sam - Group B: Ginger

- Say out: This is a (………… )./ These are (………s). Jenny: How many crayons ?

Scott: One crayon

Andy: How many notebooks ? Kate: three notebooks

1. a pencil case, pencil cases;

2. a marker, markers; 3. a notebook, notebooks.4 a crayon, crayons;

1 How many pencil cases ? One pencil case

2 How many markers ? One marker

3 How many notebooks ? One notebook

4 How many crayons ? One crayon

5 How many pencil cases ? five pencil cases

6 How many markers ? Six markers

7 How many notebooks ? Three notebooks

(87)

UNIT 3:

AT THE STORE

Time Stages and Contents Teacher’s activities Student’s activities I. WARM UP:

Musical ball

S1 : What’s this?

S2 : It’s a cassette

S4 : They’re tables

1. Review the question

and answer pattern:

Puppet A: How many pens? Puppet B: One pen

2. Practice :

III. OPEN YOUR BOOKS: 1.Students open their books to page 23:



2.Practice:D listen and write, then sing



- Using puppets to review the pattern - Deviding class into 02 groups

- Group A: How many pencils ? - Group B: Three (pencils)

- Look at the picture, identify objects

- Listen and write

1. a pencil case, pencil cases;

2. a marker, markers; 3. a notebook, notebooks.4 a crayon, crayons;

1 four

(88)

2.Say these:

IV. WORKBOOK:

Count and Write

- Two books

- Five markers

- Three

notebooks

- Seven crayons

- One pencil case

- Asking sts to look at the picture on the book, page 23

- Playing the tape - Asking sts to write down the words

- Group A: Sam - Group B: Ginger - Look at the book - Listen and show on the book

- Do at home

UNIT 3:

AT THE STORE

I.WARM UP:

Guessing game

S1 : How many crayons? How many CDs ? S2 : One crayon

- Giving instruction - Modeling

- Asking sts to

- Listen - S1 ask four markers.two crayons One

(89)

Puppet A: How many notebooks? Puppet B: two notebooks

2. Practice :



2.Sing the song

IV WORKBOOK:

read and write

- Playing the tape

- Askign sts to read any object and write down the name of this thing

- Group A: How many notebooks? - Group B: two notebooks

- Look at the book - Listen and sing

- Do at home

How many ?

Crayons, markers, pencil case, pencil case Crayons, markers, pencil case, pencil case Two crayons, four markers, one purple pencil case

How many crayons ? two crayons How many markers ? four markers How many pencil cases ?

One purple pencil cases

How many ?

Crayons, markers, pencil case, pencil case Crayons, markers, pencil case, pencil case Two crayons, four markers, one purple pencil case

How many crayons ? two crayons How many markers ? four markers How many pencil cases ?

(90)

UNIT 3:

AT THE STORE

Lesson 11: - Let’s learn more -

I Objectives : By the end of the lesson, students will be able to: - Ask about numbers, count -10

- Teacher cards ( – 16, 33 - 34 classroom objects ), real objects, wall chart, tape recorder

Time Stages and Contents Teacher’s activities Student’s activities I.WARM UP:

The Song “ This Is My Friend”

S1 : What’s this?

S2 : It’s a (pencil case)

S2 : They’re (notebooks)

II. PRESENTATION:

1 Introduce the

vocabulary: a CD:

a cell phone: a video game: a computer:

Checking: What and where

2 Practice:

3 Introduce the question

and answer pattern:

- Playing the tape, the song “ This Is My Friend”

- Deviding class in pairs, giving each pair some teacher’s cards - Hanging the poster numbers 1,2,3,… on the board

- Sticking the words under the numbers and counting aloud - guide Ss play game - Holding up 10 pencils Teaching sts to count, each number, putting a pencil down

- Showing a CD Ask:

What is this?

It’s a CD.

- Deviding class into two groups

- Sing following the tape

- Practise in asking the singular and plural questions

- Choral counting Play game

- Choral counting

(91)

24:



Practice:

IV. EXTENSION:

Walk and Talk

V. WORKBOOK:

Complete and match

- Asking sts to hold any objects and go around the class When they hear “Stop”, they stop and ask – answer about the objects

- Ask sts to A, 24

on the sneakers - Sing following the tape

- Practise in singing

- Practise

- Do at home

UNIT 3:

AT THE STORE

Lesson 12: - Let’s learn more -

Period: 48

I Objectives : By the end of the lesson, students will be able to: - Ask about numbers, count -10

I WARM UP:

Musical ball

S1 : What’s this?

S2 : It’s a (pencil case) II PRESENTATION:

1 Review the question

and answer pattern:

- Giving some ticks - Asking sts to pass these ticks while listening music

- Stopping any where - Modeling

- Showing a ruler Ask: What’s this ?

- Asking sts to stand

- Pass these ticks

- Hold up their ticks, stand up and ask – answer

(92)

2 Practice:

III OPEN YOUR BOOK:

T: What are these ? S: They are pens

IV WORKBOOK:

Sing the song: “Bye, bye,bye”

in two opposite lines Each st to hold some classroom objects, Ex: marker, ruler, eraser…

- Hanging the wallchart

- Playing the tape Showing the books and guide Ss ask and answer the question

- Listen and show on the sneakers - Sing following the tape

S1: What’re these ?

S2: They’re books

Singing

UNIT 3:

AT THE STORE

Lesson 13: - Let’s build -

Period: 49

IV Objectives : By the end of the lesson, students will be able to: - Identify objects (plural) and ask about objects (plural)

VI Procedures :

Time Stages and Contents Teacher’s activities Student’s activities V. WARM UP:

Musical ball

S1 : What’s this?

S2 : It’s a CD

S4 : They’re CDs

VI. PRESENTATION: 1 present vocabulary

Using pictures and

(93)

2.Review the question and answer pattern:

Puppet A: What are these? Puppet B: They’re CDs

1. Practice :

VII. OPEN YOUR BOOKS: 3.Students open their books to page 26:



2.Practice:



4.Say these:

VIII. EXTENSION:

Guide Ss play game - Using puppets to review the pattern - Deviding class into 02 groups

- Asking groups practise following this model

Play game

- Look at the picture, identify objects

- Group A: Sam - Group B: Ginger

1. a crayon, crayons; 2. a pencil case, pencil cases; 3. a table, tables; 4. an eraser, erasers; 5. a marker, markers; 6. a notebook, notebooks.7 a map

What’s this? It’s a crayon What are these? They’re caryons

What’s this? It’s a pencil case What are these? They’re pencil case

What’s this? It’s a table What are these? They’re tables

What’s this? It’s a cassette What are these? They’re cassettes

What’s this? It’s a marker What are these? They’re markes

What’s this? It’s a notebook What are these? They’re notebooks

(94)

Show and Tell

IX. WORKBOOK:

Write

- This is a

crayon

- These are

crayons

- This is a table

- These are

tables

- This is a

marker

- These are

markers

- Playing the tape - Putting some Teacher’s cards (33 -44) on the table - Calling any st goes to the board, take up any card and describe the pictures

- Asking sts to write down the words

- Look at the book - Listen and show on the book

- Say out: This is a (………… )./ These are (………s).

- Do at home

UNIT 3:

AT THE STORE

Lesson 14: - Let’s build -

Period: 50

IV Objectives : By the end of the lesson, students will be able to: - Identify objects (plural) and ask about objects (plural)

VI Procedures :

V.WARM UP:

(95)

VI PRESENTATION:

1. Review the question

and answer pattern:

Puppet A: What are these? Puppet B: They’re CDs

2. Practice :

VII OPEN YOUR BOOKS:

books to page 27: What color are these ?



2.Listen and sing: What’s this ?

VIII EXTENSION:

Singing

( Bingo: Singular and Plural Nouns)

(Teacher’s book, page 90) IX WORKBOOK:

Draw and write

- Using puppets to review the pattern - Deviding class into 02 groups

- Playing the tape

- Asking sts to look at song, page 27

- Playing the tape - Askign sts to draw any object and write down the name of this thing

- Look at the book - Listen and sing

- Do at home

they’re yellow

They’re yellow diamonds They’re blue

They’re blue triangle

They’re red

They’re red squares They’re purple

They’re purple rectangles They’re orange

They’re orange stars They’re green They’re green ovals

What’s this ? It’s a blue CD What’s this ? It’s a red CD What are these?

(96)

UNIT 4:

PEOPLE AT HOME

Lesson 1: -

LET’S START

-

A.Objectives: By the end of the lesson, students will be able to: - Review all lessons, exercise

B.Teaching aids:

- Teacher cards, classroom commands, tape recorder

C.Procedures:

5

2

5

8

I WARM UP:

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

Act 1: Present the first part of the dialogue:

Vocabulary:

friend, nice, meet, too Sentences:

Hi, Mom! I’m home This is my friend, (Scott) It’s nice to meet you, Mrs Hill It’s nice to meet you, too, Andy

Act 2: Present the complete dialogue:

Act 3: Write: - Nice, meet, too.

- This is my friend, Andy.

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

Have Ss sing in chorus

- Model the dialogue with students

Hi, Mom! I’m home.

This is my friend, (Scott).

This is my mother.

- Call some pairs to practise the dialogue - Use puppets to introduce the dialogue - Ask a student to be Sarah

- Have Ss repeat the dialogue several times Guide Ss write

Sing in chorus

Practise the dialogue

repeat the dialogue several times

Write

- Nice, meet, too. - This is my friend, Andy.

(97)

5

IV PRODUCTION: Act 1: Role play:

- Ask Ss to repeat

- Divide the class into 3 groups and practice the dialogue

Practice the dialogue

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

S3: It’s nice to meet you, too, Andy.

UNIT 4:

PEOPLE AT HOME

Lesson 2: -

LET’S START

-

A.Objectives: By the end of the lesson, students will be able to: - Review all lessons, exercise

- Teacher cards, classroom commands, tape recorder

C.Procedures:

10

4

5

I WARM UP:

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

Act 1: Present the complete dialogue again:

III PRACTICE:

Act 1: Listen and repeat:

Guide Ss work in pairs

- Use puppets to introduce the dialogue - Have Ss repeat the dialogue several times - Ask a student to be Sarah

- Play the tape again and stop by sentence

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

(98)

5

9

7

Act 2: Act out the dialogue:

IV PRODUCTION: Act 1: Pick and Speak:

Act 2: Work book

- Ask Ss to repeat - Have Ss sit in groups of

- Practise the dialogue in SB/p 28

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

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

- Ask him/ her to point to another student and introduce:

“This is my friend, …”

- Ask the whole class to speak in chorus:

“It’s nice to meet you,…”

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

Ss sit in groups of

- Practise the dialogue in SB/p 28

- Ss to come before the class and act it out

point to another student and introduce:

“This is my friend,…”

Speak in chorus:

“It’s nice to meet you,…”

Connect and trace: Color the words Draw, trace and write:

(99)

UNIT 4:

PEOPLE AT HOME

Lesson 3: -

LET’S START

-

I Objectives: By the end of the lesson, students will be able to: - Introduce friends and suggest an activity through the song

Teacher cards ( commands ), wall chart, tape recorder

III Procedures:

5’

8’

15’

I WARM-UP AND REVIEW: Role play:

Act 1: Review the dialogue: Act 2: Introduce the characters

Act 2: Introduce the song:

III PRACTICE:

Act 1: Listen and point:

Act 2: : Sing the song without music:

Ask Ss to come before the class and act out the dialogue on the page 29

- Use puppets to introduce Sarah, John and Sarah’s family - Ask Ss to say hello T (showing Puppet A): This is my

mother. Ss: It’s nice to meet you.

T (showing Puppet B): This is my father



Ss: It’s nice to meet you.

All: Let’s play!

- Ask Ss open the book

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

house?

- Play the tape

- Ask Ss to listen and point to the characters

- Practise

Practice the dialogue

Open the book and

answer the questions

(100)

12

Act 3: Listen and sing along IV PRODUCTION:

Act 1: Sing in groups:

G1: This is my mother Nice to meet you Nice to meet you, too.

G2: This is my father Nice to meet you Nice to meet you, too.

G3: This is my sister Nice to meet you Nice to meet you, too.

G4: This is my brother Nice to meet you Nice to meet you, too.

- Play the tape again - Ask Ss to listen and sing along

Ask Ss to sing the song in big groups:

Singing

UNIT 4:

PEOPLE AT HOME

Lesson 4: -

LET’S START

-

I, Objectives: By the end of the lesson, students will be able to: - Introduce friends and suggest an activity through the song

- Teacher cards ( commands ), wall chart, tape recorder

III.Procedures:

5’

8’

I WARM-UP AND REVIEW: Re-ordering and singing:

II PRESENTATION: Act 1: Re-present the song:

The family song

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

- Ask Ss to sit in

Play a game

(101)

15’

12

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

III PRACTICE:

Act 1: Listen and sing along

Act 2: : Sing the song with the music:

Act 3: Sing in groups with the music:

IV PRODUCTION: Act 1: Perform the song:

Act 2: Workbook:

be used several times)

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

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

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

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

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

- Ask Ss to draw the pictures of their friends, then write the names in the blanks - Ask them to sing the song out loud

listen and sing along

listen to the music and sing

perform the song

(102)

UNIT 4:

PEOPLE AT HOME

Lesson 5: -

LET’S START

-

- Know negative command

Teaching aids:

B.Procedures:

3’

5’

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

Act 2: Review some commands:

PRESENTATION: Vocabulary:

find reach bookshelf see

hear teacher

Act 1: Present the commands: T: Clean up  Ss (do the action):

Clean up.

See the board

-Ask students introduce their friends: this is my friend, ( Scott)

-Stick TC on the board

-Review the

commands quickly: T gives commands and Ss the actions

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

Guide Ss study vocab

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

speaking

do the commands

Listen and repeat

(103)

4’

7’

2’

pattern:

I can find my book

PRACTICE:

Act 1: Listen, point and repeat I can find my book

I can’t find my book

Act 2: Speak about the ability T: I can find my book

I can reach the bookshelf PRODUCTION: Act 1: Charades:

Act 2: Simon says:

-Play the tape

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

pictures

-Get Ss to listen again and repeat

-Divide the class practice speak about ability

-Have Ss sit in groups of

-Use TC, give each group at least TC -The groups take turns to come before the class and the actions

-Get other groups to observe carefully and say the correct

commands

-Give the commands and ask Ss to the actions

-Do the wrong actions so that Ss must

concentrate in the commands

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

Listen and point to the pix

Listen and repeat Speaking

Work in groups

(104)

UNIT 4:

PEOPLE AT HOME

Lesson 6: -

LET’S START

-

- Know negative command

B.Procedures:

7’

5’

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

Act 2: Listen and repeat:

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

PRACTICE: Act 1: Practice the rhythm:

T (play the music): find my book  Ss (clap hands and say): find my book.

-Give the ability and ask Ss to about their ability

-Play the tape

-Ask Ss to listen and repeat

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

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

-Play the music (Let’s chant, let’s sing/ p 19)

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

-Play the music many

play a game

listen and repeat Listen and repeat

clap their hands and the actions

(105)

6’

7’

2’

Act 3: Match:

Act 4: Write:

PRODUCTION: Act 1: Game: Robot

-Have the class give

the commands

(maybe use classroom objects) and the actions

-Ask students to match the picture with suitable command -Ask students look at the pix and complete the sentence

-Model the game: T gives many

commands Ss the actions as robots -Divide the class into many small groups of or students

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

others give

commands

Play a game

do the actions they hear

Work in groups work in pairs

(106)

UNIT 4:

PEOPLE AT HOME

Lesson 7: -

LET’S LEARN

-

Period: 57

Objectives: By the end of the lesson, students will be able to: - Identify objects (plural) and ask about objects (plural)

Teaching aids:

Procedures:

WARM-UP AND REVIEW: Act 1: Singing:

Act 2: Review the old sentences in Unit 4 Lesson

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

Grand mother Grandfather Baby sister

Act 2: Introduce the question and answer pattern.

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

Use TC 1-16 and say:

I can find my book

- Introduce new words by explaining their meanings

grandmother grandfather

- Use the puppets to teach the sentences - Puppet A:(point to the card ) Who is he? 

Puppet B: He is my grandfather

- Puppet B:(point to the card ) Who is she?



Puppet A: He is my grandmother.

- Ask a student as puppet A, T as puppet

Singing

Speaking

study newwords

(107)

PRACTICE: Act 1: Listen and repeat:

Act 2: Practice the dialogue:

- Note: Who is= Who’s She is = she’s He is = he’s

PRODUCTION: Act 1: Show and Tell: Who is he? Who is she?

He’s……/ She’s………

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

- Ask Ss to work in pairs, practice the dialogue

-Point to a TC on the board and ask: Who is he? Who is she? -Get the whole class to answer: He’s……/ She’s………

listen and point to the characters listen and repeat the sentences work in pairs to practice the dialogue

Ask and answer the questions

Who is he? Who is she?

He’s……/ She’s………

UNIT 4:

PEOPLE AT HOME

Lesson 8: -

LET’S LEARN

-

Period: 58

I.

Objectives : By the end of the lesson, students will be able to: - Identify objects (plural) and ask about objects (plural)

II.

Teaching aids:

III.

Procedures :

WARM-UP AND REVIEW:

Act 1: Singing: - Play the music

(Let‘s chant, let’s sing)

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

Use TC 1-8 and say:

(108)

Act 2: Review the old sentences in Unit lesson 7

PRESENTATION:

Act 1: Review the singular forms of the words.

Act 2: Review the question and answer pattern.

PRACTICE: Act 1: Listen and repeat:

Act 2: Do exercise A & B:

- Note: Who is= Who’s She is = she’s He is = he’s

Who is she/ he?  Ss: She/ he is (my grandmother/

grandfather)

- review new words by speakingtheir meanings

grandmother grandfather

- Use the puppets to teach the sentences - Puppet A:(point to the card ) Who is he? 

Puppet B: He is my grandfather

- Puppet B:(point to the card ) Who is she?



Puppet A: He is my grandmother.

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

- Divide the class into groups, practise the sentences Then change the role - Play the tape and ask Ss to look at the books, listen and point to the characters

- Ask Ss to work in groups

- T corrects mistakes

Ask and aswer the questions

review newwords

Listen and repeat the sentences

Work in pairs

practise the sentences Then change the role listen and point to the characters

(109)

She’s……… He’s……/ She’s………

UNIT 4:

PEOPLE AT HOME

Lesson 9: -

LET’S LEARN

-

Period: 59

I.

Objectives : By the end of the lesson, students will be able to: - Identify objects (plural) and ask about objects (plural)

II.

Teaching aids:

III.

Procedures :

WARM-UP AND REVIEW:

Act 1: Show and tell:

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

- Use the puppets to teach the sentences

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

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

- Stick TC on the board

- Have Ss to ask and answer: Who’s she ? She’s ….

-

- Use the puppets to teach the sentences Puppet A:(point to the card ) Who is he?

Puppet B: He is my father

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

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

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

Ask and aswer the questions

work in pairs

(110)

PRACTICE:

Act 1: Listen, repeat and point:

Act 2: Ask and answer:

- S1:(point to picture in the book):

Who is he?  S2: He is the father

S1:(point to picture in the book):

Who is she?  S2: She is the mother

Act 3: Listen and repeat:

Act 2: Introduce the question and answer pattern.

PRODUCTION: Act 1: Guessing Game:

- Play the tape and ask Ss to look at the books, listen and point to the objects - Play the tape again and ask Ss to listen and repeat the words Ask Ss to work in pairs Then in turn, ask and answer about people in the pix

-Divide the class into big teams

-Play the tape

-Ask Ss to listen and repeat the questions (Team A) and the answers (Team B) - Put TC in a bag - Ask one student to choose one card (but not showing it to the class)& ask: Who is he?

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

work in pairs to practice the dialogue

Practce ask and

answer the

questions

Ask and answer the questions

(111)

UNIT 4:

PEOPLE AT HOME

Lesson 10: -

LET’S LEARN

MORE-

Period: 60

I.Objectives: By the end of the lesson, students will be able to: - describe another person

III.Procedures:

Time Stages and Contents Teacher’s activities Student’s activities WARM UP:

Act 1: Singing: The Family Song

Act 2: Review the old sentences Who is he? He is my father.

-Who is she? She is my mother.

PRESENTATION:

Act 1: Introduce the vocabulary:

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

Ugly Thin Fat

Act 2: Introduce the sentence pattern:

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

PRACTICE: Act 1: Listen and repeat the rhythm:

- Ask Ss to sing the song

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

Who is he? He is my father.

-Who is she? She is my mother

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

- Check if Ss can remember the words by asking them to repeat the meaning - Do the same with other people in other pix

- Divide the class into some groups, in turn, repeat the sentences - Play the music (Let‘s chant, let’s

Sing in chorus some Ss perform Work in pairs

Listen and repeat remember

vocabulary

Study the sentences

(112)

Act 2: Describe the people:

Act 3: Guess:

PRODUCTION:

Describe other students in the class:

sing)

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

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

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

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

listen and repeat

describe each person in the pictures

Read and write

play a game to describe a friend

UNIT 4:

PEOPLE AT HOME

Lesson 11: -

LET’S LEARN

MORE-

Period: 61

III.Procedures:

Act 1: Singing: The Family Song - Play the music (Let‘s chant, let’s sing)

- Ask Ss to sing the

(113)

PRESENTATION:

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

Ugly Thin Fat

Act 2: Introduce the sentence pattern:

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

PRACTICE: Act 1: Listen and repeat the rhythm:

Act 2: Describe the people:

Act 3: Guess:

PRODUCTION:

Describe other students in the class:

father.

-Who is she? She is my mother

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

- Check if Ss can remember the words by asking them to repeat the meaning - Do the same with other people in other pix

- Divide the class into some groups, in turn, repeat the sentences - Play the music (Let‘s chant, let’s sing)

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

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

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

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

Listen and repeat remember

vocabulary

Study the sentences

Listen and read listen and repeat

describe each person in the pictures

Read and write

(114)

UNIT 4:

PEOPLE AT HOME

Lesson 12: -

LET’S LEARN

MORE-

Period: 62

III.Procedures:

Unscramble words:

1.ouyng: ………….(young) 2.ltal:……….(tall) 3.hsotr:……….(short)

PRESENTATION:

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

Act 2: Introduce the sentence pattern:

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

She is (short)…. PRACTICE: Act 1: Find the words:

Guide Ss exercises

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

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

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

-Guide students how to find words in the box

-Ask students to circle

Write and read

Listen and repeat listen and repeat

Look at the pix and introduce the patterns

(115)

Act 4: Circle and complete the words:

PRODUCTION: Play a game

pix and circle the suitable word, then write it to the sentence bellow -Ask students to circle the beginning letter of the word which names the thing in the pix

-Ask students to complete the words Ask students to describe some people in their family

write and read

do exercises

describe each person in the pictures speaking

UNIT 4:

PEOPLE AT HOME

Lesson 13: -

LET’S BUILD

-

Period: 63

A.Objectives: By the end of the lesson, students will be able to: - Review all lessons, exercises

C.- Teacher cards 33-44, 45-52, 61-68, 69-76, 53-59,tape recorder

D.Procedures:

Time Stages and Contents Teacher’s activities Student’s activities WARM-UP AND REVIEW:

Find your partner:

PRESENTATION:

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

give each student a card (2 Ss have the same cards), students will walk and find their partner which has the same card -Ask Ss to open the book, listen to the tape and sing aloud

Play a game

(116)

A Practice the alphabet: Act 1: Vocabulary:

- girl (n) gái

- giraffe(n) hươi cao cổ - garden (n)vườn

- giant (n)người khổng lồ - hat (n)cái mủ

- house(n)ngôi nhà - ink (n)mực

- igloo(n)lều tuyết Act 2: Ask your partner:

S1: Is he your father? S2: Yes, he is

S1: Is he your mother?

S2: Yes, she isn’t She’s my sister Act 3: Say and act:

-S1: Is he your grand father? - S2: yes, he is ( No, he isn’t)

PRODUCTION: Do exercises A, B

Ask Ss to open the book and show the page 35 in front of Ss -Ask Ss to read and write vocabulary

guide Ss speak

Divide the class into groups to practice Guide Ss exercises and correct

repeat

work in pairs

Work in groups

Do exercises

UNIT 4:

PEOPLE AT HOME

Lesson 14: -

LET’S BUILD

-

Period: 64

C.- Teacher cards 33-44, 45-52, 61-68, 69-76, 53-59,tape recorder

(117)

PRESENTATION: Act 1: Team game:

PRACTICE: Act 1: Introduce the people:

This is my sister She is tall and pretty

Act 2: Describe about their family:

My father is tall and fat… PRODUCTION: Do exercise C, D

other

-Divide the class into small groups

-Use the Ss’ cards 133-144

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

-Ask Ss to work in groups to describe the pictures

-Have Ss describe about their family Ask Ss to exrcise

Play a game

repeat

describe the pictures

work in groups

Write and read

Units - 4: LISTEN AND REVIEW Week: 33

Prepairing: 10/4/2012 Period 65

- Aim: Review the vocabulary and grammar that students have learnt -Vocabulary: review all vocabulary in Unit 3,4

- Materials: teacher cards, CD player, CD

Steps Teacher Activities Students

Step 1

Warming-up ( minutes )

Greetings:

- Good afternoon! - How are you today?

…

- What’s the date today?

Reply:

- Good afternoon teacher! - We are fine, thank you

(118)

 Write the date on the board

Warming-up:

- Now we sing the song “The

hello song”

- Today’s …

 Singing the song

Step 2 Reviewing

previous lesson ( minutes )

- Today we’ll learn Unit –

Listen and review

- First let’s review some of last

section

 Show some flashcards & ask

students to read loudly:

 Listening

 Reviewing

Step 3 Practice

partA (12minutes)

A Listen and number:

- Now we review how to say

about the ability

 Ex: I can reach the book shelf

Ask Ss listen to the tape and number the pictures

 Listening

Listen and number

partB (18 minutes)

Practicing:

Review the way to ask and describe the people:

Who is he ?

He is my father He’s young Ask Ss listen to the tape and circle the sentence that they hear

 Listening and circle

Step 5 Homework (4 minutes)

Homework:

 Tell students to the homework - Open your workbook on page

(119)

LET’S LEARN ABOUT THE PARTS OF THE BODY

Week: 33 Prepairing: 11/4/2012

Period 66

- Aim: Learn about the months, ask about the month and answer - Vocabulary: Vocabulary about the months

- Materials: teacher cards, CD player, CD

Steps Teacher Activities Students

Step 1 Warming-up

( minutes )

Greetings:

- Good afternoon! - How are you today?

…

- What’s the date today?  Write the date on the board

Warming-up:

- Now we sing the song “Hi how

are you ?”

Reply:

- Good afternoon teacher! - We are fine, thank you

And you? …

- Today’s …

 Singing the song

Step 2 Reviewing

previous lesson ( minutes )

- Today we’ll learn about the

months

- First let’s review some of last

section

 Show some flashcards & ask

students to read loudly:

 Listening

 Reviewing

(120)

Presentation (15minutes)

- Now we learn about the parts of

the body

Explains about the parts of the body: head, ear, mouth, nose, eye ……… Patterns :

Touch your nose

 Read each sentence pattern & ask

Sts to repeat (many times)

 Write the pattern on the board

Continue with the other patterns

 Listening and repeat 

Copy down

Listen and repeat Copy down

partB (15 minutes)

Practicing:

 Doing the practice:

teacher – student (some students)

in group

student – student (change the role)

- Now listen to the tape and

check

Play CD and ask Sts to practice asking & answering (track 97)

 Listening and repeat

Practicing say and

Step 5 Homework (4 minutes)

Homework:

 Tell students to the homework - Open your workbook on page

37

A. Number

B. Look and write  Say good bye:

Good bye children! See you next time!

 Opening their homework

 Say good bye:

(121)

REVISION

Week: 34

Prepairing: 18/4/2012

Period 67

C.- Teacher cards 33-44, 45-52, 61-68, 69-76, 53-59,tape recorder D.Procedures:

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

Whose bag is that ? It’s her bag

PRESENTATION:

Review the question and answer pattern.

Puppet A: What your name? 

Puppet B: My name is … Puppet A: How are you? 

Puppet B: I’m fine Thank you. Puppet A: What is this? 

Puppet B: It’s a pen Puppet A: Is this a globe? 

Puppet B: Yes, it is.

Puppet A: What color is this? 

Puppet B: It’s blue.

PRACTICE:

Puppet A: What your name? 

Puppet B: My name is … Puppet A: How are you? 

Puppet B: I’m fine Thank you.

PRODUCTION: Practice more

Puppet A: What color is this? 

Puppet B: It’s blue.

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

Have Ss to ask and answer

Use the puppets to teach the sentences Ask a student as puppet A, T as puppet B Then change the role Divide the class into groups, practise the sentences Then change the role

Have Ss to ask and answer

Play a game Play a game

Answer the

questions work in pairs

practice

Listen and Speak

Work in pairs

(122)

Prepare: 19/4/2012 Period: 68

A.Objectives: By the end of the lesson, students will be able to: - Review ( Units - 2), exercises

C.Procedures:

Odd one out

1 thies whoe taell howe hantd youqr

Circle in the right answer

1 It a pen A is B am C are what ……… is this A the B chair C color What ………… this ? A am B are C is It is a ……… bag

A orange B red C this It is ……… eraser

A an B a C pink

It’s …………

A ruler B cat C white name is Andy

A this B my C the This is a ………… cat

A a B an C red

guide Ss exercises

guide Ss exercises Correct mistakes

(123)

11 Sit down,

A you B please

C I D my

12 is she ? – She is Kate

A Who B How

C What D Hi 13 Look the picture A hello B hi

C at D you

14 She is my A grandfather B father

C mother D brother 15 Put your hand

A for B to

C up D down 16 morning, Andy

A Bye B Hi

C Good D Hello

A What B Who

C How D Hi

18 Open your book,

A for B not

C how D please

19 He is my A grandmother B father C mother D sister

20 Pick your pencil

A on B at

C to D up

Arrange th words

1 is / name / your / what ? a / is / pen / it

3 Lisa / name / my / is this / color / what / is ? is / red / bag / this / a your / book / close

7 nice / you / It’s / meet / to my /is / this / sister

9 a / don’t / mess / make

17 B 18 D 19 B 20 D

do exercises What is your name ?

2 It is a pen

3 My name is Lisa What color is this ?

5 This is a red bag Close your book It’s nice to meet you

(124)

Prepare: 22/4/2012 Period: 69

A.Objectives:

- Teacher cards ( – 32, school objects ), tape recorder C.Procedures:

Time Stages and Contents Teacher’s activities Student’s activities Odd one out

1A blue B pen C green D pink 2.A.window B door C.read D table 3A pen B.ruler C pencil D books 4A She B he C my D I

Answer the questions What’s your name? How are you? What is this? What are they? What color is this? Is this a triangle? Who is she?

8 How many crayons? Is she pretty?

Filling the blank with the missing word

1 _ _ _ are you? Who _ _ this? This is _ _ friend? W_ _ _ your name ? I _ _ _ count to ten It’s _ _ eraser

guide Ss exercises

Do exercises 1.B pen 2.C read D books D I

Answer the questions

do exercises 1.how

(125)

Trường TH Hải Ninh ĐỀ THI HỌC KỲ II MÔN: TIẾNG ANH

Họ tên: Lớp: 3

I.Khoanh tròn vào từ khác với từ lại ( điểm )

1 A rulers B pen C book D bag

2 A read B play C write D red

3 A red B purple C crayon D black

4 A globe B play C map D poster

II Khoanh tròn vào đáp án ( 2,5 điểm)

1 Sit down,

A you B please C I D my

A Who B How C What D Hi

3 Look the picture

A hello B hi C at D you

4 She is my

A grandfather B father C mother D brother Put your hand

A for B to C up D down

6 Write name, please

A your B he C me D you

7 your book, please

A Stand up B Sit down C Open D See Nice meet you, Andy

A is B am C it D to

9 Kate is my , too

A she B he C you D friend

10 Count the

A girls B girl C boyes D boy

III Hãy miêu tả hình dáng người tranh ( điểm ).

(126)

1

IV Trả lời câu hỏi sau ( 2,5 điểm )

1 What’s your name ?

How are you ?

What’s is this ? ( a marker)

What color is this ? ( green)

5.Who is she ? ( my sister )

V Điền từ thích hợp vào chổ trống ( điểm )

1 Who _ _ he ?

2 This is _ _ friend, Sarah

(127)

PHÒNG GD & ĐT QUẢNG NINH ĐỀ THI HỌC KỲ II Trường TH Hải Ninh MÔN: TIẾNG ANH

Họ tên: Lớp: 3

(Đề chẳn)

I.Gạch chân vào từ thừa ( 1,5 điểm )

1 T H E S A E H A T N D D R A Y W W H E O S M Z A L L B E R O W N

II Khoanh tròn vào đáp án ( 2,5 điểm)

1 morning, Andy

A Bye B Hi C Good D Hello

A What B Who C How D Hi

3 Open your book,

A for B not C how D please

4 He is my

A grandmother B father C mother D sister Pick your pencil

A on B at C to D up

6 Write name, please

A you B he C me D your

7 Let’s a picture

A draw B read C pen D how

8 your book, please

A Stand B See C Sit down D Open Count the

A girles B girl C boys D boy

10 She’s my friend,

A that B too C thanks D this

III Hãy miêu tả hình dáng người tranh ( điểm ).

(128)

IV Sắp xếp từ theo trật tự ( điểm )

1 nice / you / It’s / meet / to

my /is / this / sister

a / don’t / mess / make

hand / put / down / your

V Điền từ thích hợp vào chổ trống ( điểm )

1 How you ?

2 Don’t TV