Let go 1b 2013

Teaching aids : student book, workbook, posters, colored chalk, markers.CD/ tape, cassette player, , puppets.. Procedures:.[r]

(1)

Week – Period 3 Date: ………

Lesson plan

Unit 5: Let’s talk (Lesson 1)

I

Objectives: to help students review the way to greet and give birthday greetings to the others

By the end of the lesson students will be able to give a gift and ask and tell age

II

Language focus:

1 Vocabulary: Happy birthday, robot

2 Sentences: Happy birthday, (Jenny)

How old are you? I’m (seven) years old

This is for you Wow! A (robot) Thank you

II

Skills : Speaking, Listening

IV Teaching aids: student book, workbook, posters, colored chalk, markers.CD/ tape, cassette player, TC (53-60-77-86-69-76), puppets, A box and a robot

Procedures:

Time Teacher’s activities Students’ activities

5ms

(8ms)

A Warm up & revision

- Greeting! Good morning, student How are you? I’m fine Thank you

How ‘s the weather today? - Ask students to sing “ Hi, how are you?” song

- Describe the pictures:

Put TC (53-60) on Ss’ table and call some Ss to look at the TC and describe before the class If the

sentence is true, the class repeats If it is false, the class keeps silent

T: (use TC 56) he is young B.Presentation.

- Dialogue build Set the sence:

Act 1: Present the first part of the dialogue: a. T draws a birth-cake and some gifts on the

board, then says: Happy birthday!

b. T says and writes the numbers from to 10 on the board Model with Ss:

T: (point to and S1): Seven- (Mari) is seven years old.

T: (point to and S2): Eight- (Ken) is eight years old  

Teacher Scott

How old are you? I’m (seven) years old - Read as model

- Read one by one - T  Ss/ - Half  half

Greeting to the teacher Good morning, teacher I’m fine Thank you And you?

It’s sunny Sing the song

Ss: he is young Listen

Listen

Listen and repeat in chorus

2 pairs

(2)

(15ms)

5ms

2ms

- T calls pairs to speak out ( open and close) - Write on board

T: How old are you? .Scott: I’m (seven) years old

Act 2: Present the complete dialogue:

- Call other Ss to practice the complete dialogue

- Ask Ss to make some beautiful gifts After finishing, ask Ss to say: This is for you

C Practice.

Act 1: Listen and point:

- Play the tape

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

Act 2: Listen and repeat:

- Play the tape again and stop by sentence

- Ask Ss to repeat - Call a good pair to read out - Ask ss to work in pairs - Call some pairs to act out - Beanbag circle

D

Production:

- Act 1: Role play:

- Divide the class into groups Play the roles of Jenny and her friend Model with a student

- Let ss work in groups - call some pairs to act out

E Remember ( Homework)

Ask students to make a similar dialogue with his or her family members

2 ss to speak out Pair work

Make a circle

Listen

Work in pairs

Some pairs act out

Note

……… ……… ………

Week – Period 4 Date:

……… Lesson plan

Unit 5: Let’s talk (Lesson 2)

I

Objectives: to help students review the way to greet and give birthday greetings to the others

(3)

II

Language focus:

3 Vocabulary: Happy birthday, robot

4 Sentences: Happy birthday, (Jenny)

How old are you? I’m (seven) years old

This is for you Wow! A (robot) Thank you

II

IV Teaching aids: student book, workbook, posters, colored chalk, markers.CD/ tape,

cassette player, cards in different colors, TC (53-60-77-86-69-76), puppets, A box and a robot

Procedures:

5ms

8ms

(10ms)

7ms

- Greeting! Good morning, student

Role- play: Ask some students go to the board to act out the dialogue again

B.Presentation.

- Dialogue build Set the sence:

Act 1: Present the complete dialogue again:

- Use puppets to introduce the dialogue

- Ask a student to be Jenny and other Ss to be her friends

- Have Ss repeat the dialogue several times

  Teacher Scott

How old are you? I’m (seven) years old - Read as model

- Read one by one - T  Ss/ - Half  half

T: How old are you? .Scott: I’m (seven) years old

Act 2: Present the complete dialogue:

- Call other Ss to practice the complete dialogue

- Ask Ss to make some beautiful gifts After finishing, ask Ss to say: This is for you

C Practice.

Act 1: Listen and repeat:

- Play the tape again and stop by

Greeting to the teacher

Listen

2 pairs

Write in their notebook Divide the class into groups and give puppets to them to practice the dialogue several times

2 ss to speak out Pair work

Make a circle

(4)

5ms

sentence

- Ask Ss to repeat

Act 2: Act out the dialogue:

- Have Ss sit in groups of

- Practise the dialogue in SB/p 38

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

- Beanbag circle

D

Production:

Act 1: Pick and Speak:

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

- Ask him/ her to bring some gifts to her/ his friends and say:

“Happy birthday, (Hoa),…This is for you.”

- Ask the whole class to speak in chorus:

“Thank you,…”

- Then it’s turn of the second student to say

Act 2: Work book

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

A Write :

- Color the words

B Draw, trace and write:

- Color all the words in one sentence

Ask Ss to write the word in the sentence and draw candles on the cake

Ask students to make a similar dialogue with his or her family members

Listen

Work in pairs

Some pairs act out

Week – Period 5 Date:………

(5)

Unit 5: Let’s sing

I.

Objectives : to help students sing the song “The hi song”

By the end of the lesson students will be able to sing “The happy birthday song”. II

Language focus:

1.Vocabulary: Now, today

2.Sentences:

It’s my birthday today It’s your birthday today Now, I’m (seven) years old

III

Skills : Speaking, Listening

IV Teaching aids: student book, workbook, posters, colored chalk, markers.CD/ tape, assette player, cards in different colors, puppets, and a robot. Some gifts , a small cake

Procedures:

6ms

13ms (2ms) (11ms)

10ms

9ms

2 ms

- Greeting! Good afternoon, student Review the song: The Family Song

Divide the class into groups of to practice the dialogue again

B.Pre- singing.

1 Set the sence: Today is the first day at school, Scott, Jenny, John and Lisa go to school and sing the song

Act 1: Introduce the vocabulary:

- Use real objects to teach the new word: today.

Act 2: Introduce the song:

- Ask Ss open the book

- Ask questions about the picture in the book: Who are they?

2 The song.

1 It’s my birthday today Happy

birthday, Jenny

3 One, two three, four, five, six, seven years old

4 Now

I’m seven years old

5 Now

you’re seven years old

6 It’s your birthday today

C While-singing. Act 1:Listen and point:

- Play the tape

- Ask Ss to listen and point to the characters

Greeting to the teacher Good morning, teacher groups of to practice the dialogue again

Listen

Do it individually Share with partner

Listen

Read in chorus Sing the song

(6)

Act 2: : Sing the song without music:

- Sing sentence by sentence

- Ask Ss to repeat

Act 3: Listen and sing along

- Play the tape again

- Ask Ss to listen and sing along

D Post -singing.

- Model with students

Act 1:Sing in groups:

- Ask Ss to sing the song in big groups: G1: It’s my birthday today

G2: It’s your birthday today // Happy birthday, Jenny

G3: One, two three, four, five, six, seven years old… - Let ss work in groups of

- Call some groups to act out

Ask students to learn by heart the song

only

Sing and perform

Listen

Sing and perform in groups of

Notes: ……… ……… ……… ……… ………

Lesson plan

Unit 5: Let’s sing ( Cont )

I.

Aims : to help students sing the song “The Good-bye song”

II Objectives: By the end of the lesson students will be able to sing “The Good-bye song”.

III Contents:

1 Vocabulary: alligator

2 Model sentences: Review.

IV Teaching aids: student book, workbook, pictures, colored chalk, markers. V Anticipated problems: The students may have mistakes in pronouncing: later, Scott.

(7)

Procedures:

7ms

14ms (4ms)

(10ms)

9ms

8ms

2 ms

- Greeting! Good afternoon, student How are you? I’m fine Thank you

How ‘s the weather today? - Sing “ The Hi Song”

B.Pre- singing.

Present new words

alligator ( picture) Check Vocab: ROR

2 Set the scene: Today is the first day at school, after school Ss sing the song

3 Gap-filling.

Good ………… , Scott

See……… later, alligator! Good bye, …………

See you later, ………… ! Good ………… , ………… See……… later, alligator! See……… later

See……… later Good ………… , Scott

C While-singing.

- Play the tape and check their work - Correct the Gap-filling

- Ask ss to read the song in chorus - Play the tape again

- Play the tape with music only - Play the tape again

D Post -singing.

- Model with students - Let ss work in groups of - Call some groups to act out

D Remember ( Homework)

Ask students to learn by heart the song

It’s hot

Sing the song Listen

Listen

Do it individually Share with partner

Listen

Read in chorus Sing the song

Sing the song with music only

Sing and perform

Listen

Sing and perform in groups of

Note

(8)

Lesson plan

Unit 5: Let’s learn (1)

I.

Objectives : to help students review the Model: “What’s this?” and practice “What’s that?” fluently.

By the end of the lesson students will be able to practice to the others. II Language focus:

1.Vocabulary: Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo

2.Sentences: What is this? I don’t know It is a (doll). III

IV Teaching aids: student book, workbook, posters, colored chalk, markers.CD/ tape, cassette player, , puppets,

Procedures:

7ms

23ms (8ms)

- Greeting! Good morning, student

Singing:

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

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

B.Presentation.

Act 1:Introduce the vocabulary.

- Introduce new words by using TC 77-86 Ask that ( drawing)

Act 2: Introduce the question and answer

It’s sunny Sing the song Listen

(9)

(16ms)

6ms

2ms

pattern.( using picture)

- Use the puppets to teach the sentences

- Puppet A:(point to the box ) What is this?  Puppet B: I don’t know

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

- Read as model - Read one by one

Call some ss to fill in the blank Correct

Give the Model:

What’s this / that? It’s a / an ………

- Check form: Meaning, Pronunciation, Intonation.

- Note: What is= What’s

It is = It’s

C Practice.

* Drill ( picture cues)

- Go through all the pictures

- Model with a student using a picture - Haft  Haft ( pictures)

- Let ss work in pairs

- Call some pairs to speak out

D Consolidation.

- Model with a student.:Show and Tell:

- Point to a TC on the board and ask:

- What is this?

Get the whole class to answer: It is………

- Let ss work in pairs asking about the things in the classroom

several times

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

Listen

2 pairs

Fill in the blank

Write in their notebook

Listen

Haft  Haft ( pictures) Pair work

Jenny: What’s ………? John: It’s a ……… Jenny: What’s ………?

John: It’s a ………

Listen Work in pairs

Some pairs act out

This /

eraser That/bat  that/doll This/d

og

 

This/yoy o

M

(10)

- Call some pairs to act out

Ask students to make a similar dialogue with his or her family members asking the things at home

Lesson plan

I.

Objectives : to help students review the Model: “What’s this?” and practice “What’s that?” fluently.

By the end of the lesson students will be able to practice to the others. II Language focus:

IV Teaching aids: student book, workbook, posters, colored chalk, markers.CD/ tape, cassette player, , puppets.

Procedures:

Time Teacher’s activities Students’ activities Note

8ms

22ms (7ms)

- Greeting! Good morning, student How are you? I’m fine Thank you How ‘s the weather today? - Ask students to play Shark attack

Cassette , crayon, eraser B Presentation.

* Present the Model ( using realia)  

teacher Nam \What’s this? I don’t know

 What’s this? It is a robot - Read as model

- Read one by one - T  Ss

- Half  half

- T calls pairs to speak out ( open and close)

It’s sunny Listen

Listen

Listen and repeat in chorus pairs

cassette player

(11)

(16m s)

6ms

2ms

- Write on board Teacher: What is this? Nam: I don’t know Teacher: What is this? Nam: It is a doll Cultural tip:

People often shake their head when saying;

I don’t know.

Give the Model:

What’s this?

It is a robot Check form: Meaning, Pronunciation, Intonation

C Practice.

* Drill ( picture cues)

- Go through all the pictures

- Model with a student using a picture - Haft  Haft ( pictures)

- Let ss work in pairs

- Call some pairs to speak out

* Less-control Practice (Guessing game)

Go through all pictures S1: What is this? T: I don’t know S2: What is this? T: It is a doll

- Model with a student

- Let ss work in pairs asking about the things in the classroom

- Call some pairs to act out

Fill in the blank

Listen

Work in pairs

Some pairs act out

Cultura l tip: People often shake their head when saying;

I don’t know.

Notes: ……… ……… ………

(12)

I

. Objectives: to help students review the Model: “What’s this?” and practice “What’s that?” fluently

By the end of the lesson students will be able to practice to the others

II

Language focus:

IV Teaching aids: student book, workbook, posters, colored chalk, markers.CD/ tape, cassette player, , puppets

Procedures:

8ms

22ms (7ms)

- Greeting! Good morning, student How are you?

How ‘s the weather today? Show and tell:

- Stick TC on the board

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

B Presentation.

Act 1: Introduce the

singular and plural forms of the words.

- Use TC to introduce words:

doll(s), car(s), ball(s), kite(s)

…

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

- Write on board

Act 2: Review the question and answer pattern.

Puppet A:(point to the card ) What is this?  Puppet B: this is a kite

- Ask a student as puppet A, T

It’s sunny Listen

Listen

Fill in the blank

cassette player

posters

(13)

(16m s)

6ms

2ms

as puppet B Then change the role

- Divide the class into groups, practise the

sentences Then change the role

Give the Model:

What’s this?

It is a robot Check form: Meaning, Pronunciation, Intonation

C Practice.

Act 1: Write:

- Ask Ss look at the pictures and write the name of these things

Act 2: Match:

- Ask Ss to match each picture with its name

Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the name of the thing in the picture, then write the word in the gap below

Act 4: Write:

- Model with a student Guessing Game:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What is this?

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

Listen

Work in pairs

Some pairs act out

work in pairs asking about the things in the classroom

some pairs to act out

often shake their head when saying;

(14)

Notes: ……… ………

Lesson plan

I

. Objectives: to help students review the Model: “What’s this?” and practice “What’s that?” fluently

II

Language focus:

Procedures:

8ms

22ms (7ms)

How ‘s the weather today? Show and tell:

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

B Presentation.

Act 1: Introduce the

singular and plural forms of the words.

- Use TC to introduce words:

doll(s), car(s), ball(s), kite(s)

…

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

It’s sunny Listen

Listen

cassette player

(15)

(16m s)

6ms

2ms

repeat - Write on board

Act 2: Review the question and answer pattern.

Puppet A:(point to the card ) What is this?  Puppet B: this is a kite

- 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

C Practice.

Act 1: Write:

Act 2: Match:

- Ask Ss to match each picture with its name

Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the name of the thing in the picture, then write the word in the gap below

Act 4: Write:

- Model with a student Guessing Game:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What is this?

Fill in the blank

Listen

Work in pairs

Some pairs act out

Cultura l tip: People often shake their head when saying;

(16)

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

Notes: ……… ………

Lesson plan

Unit 5: Let’s learn some more (1)

I.

Objectives:

-To help students review the Model: “Is it a (yo-yo)?-No, it isn’t / Yes, it is It is a (little) (yo-yo)

” fluently

II

Language focus:

1.Vocabulary: Big, little, long, short, round, square 2.Sentences : It’s (little)

Is it a (yo-yo)?-No, it isn’t / Yes, it is It is a (little) (yo-yo)

III

Procedures:

5ms A Warm up & revision

How ‘s the weather today?

Act 1Singing: The Happy Birthday Song

Ask Ss to sing the song

It’s sunny Listen

(17)

22ms (7ms)

(12m s)

6ms

2ms

Act 2: Fine Grids:

- Have Ss sit in pairs, give each pair

some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture

B Presentation.

Act 1: Introduce the vocabulary:

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

- Check if Ss can remember the words by asking them to repeat the meaning

Act 2: Introduce the sentence pattern:

- It is (little)

- Is it a (yo-yo)?

- No, it isn’t./ yes, it is

- It is a (little) (yo-yo)

- Do the same with other people in other pictures

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

C Practice.

Act 1: Listen and repeat the rhythm:

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

Act 2: Describe the things:

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

Listen

Fill in the blank

Listen

Work in pairs

Some pairs act out

posters

Cultu ral tip:Wi th object s, we use

:long

With peopl e we use:

(18)

Act 1: Describe other things in the class:

Ask Ss to describe things in class and guess what it is.

Notes: ……… ………

Lesson plan

I.Objectives:

-To help students review the Model: Is it a (yo-yo)?-No, it isn’t / Yes, it is It is a (little) (yo-yo)

II

Language focus:

III

Procedures:

5ms A Warm up & revision

Act 1Singing: The Happy Birthday Song

- Play the music (Let‘s chant,

It’s sunny

(19)

10ms

12ms

5ms

2ms

let’s sing)

Ask Ss to sing the song Act 2: Fine Grids:

- Have Ss sit in pairs, give each pair

some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture

B Presentation.

Act 1: Review the vocabulary:

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

- Check if Ss can remember the words by asking them to repeat the meaning

Act 2: Review the sentence pattern:

- It is (little)

- Is it a (yo-yo)?

- No, it isn’t./ yes, it is

- Do the same with other people in other pictures

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

C Practice.

Act 1: Listen and repeat the rhythm:

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

Act 2: Describe the things:

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

Listen

Work in pairs

Some pairs act out

posters

:long

(20)

Act 1: Guessing game:

- Put TCs 77- 92 in a bag

- Ask st to come before the class and choose TC, but ask him/ her not to show the picture to the class

Have the class guess what it is.

Notes: ……… ………

Lesson plan

I.Objectives:

II

Language focus:

III

Procedures:

(21)

5ms

22ms (7ms)

(12m s)

6ms

2ms

Act 1: Unscramble words: dnour: …………

(round)

2 ltal:……….(tall) hsotr:………

(short)

B Presentation.

Act 1: Introduce the vocabulary:

- Tell the students all the

words they need to these exercises

- Introduce the pictures and show students some words Act 2: Introduce the

sentence pattern:

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

- It’s (little)

- Is it a (yo-yo)

- No, it isn’t

- Yes, it is

C Practice.

Act 1: Trace and match:

- Ask students to color the words and match the words with the suitable picture Act 2: Trace and write:

- Ask Ss to look at the pictures and read the questions, then write the word in the gap Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the suitable word,

It’s sunny

Do the unscramble words:

Listen

Work in pairs

Some pairs act out

cassette player

posters

:long

(22)

then write it to the sentence bellow

- Ask students to match the beginning letter of the word with the thing in the

pictures

- Ask students to complete the words

Act 4: Describe things

Ask students to describe things in the classroom

Notes: ……… ………

Lesson plan

I.Objectives:

II

Language focus:

III

(23)

Procedures:

5ms

22ms (7ms)

(12m s)

6ms

2ms

Act 1: Describe things:

- Ask students to describe things in the classroom

B Presentation.

Act 1: Review the vocabulary:

- Tell the students all the

words they need to these exercises

- Introduce the pictures and show students some words Act 2: Review the sentence pattern:

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

- It’s (little)

- Is it a (yo-yo)?

- No, it isn’t

- Yes, it is It is a (little) (yo-yo)

C Practice.

- Ask students to color the words and match the words with the suitable picture Act 2: Trace and write:

- Ask Ss to look at the pictures and read the questions, then write the word in the gap Act 3: Circle and write:

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

It’s sunny

Do the unscramble words:

Listen

Work in pairs

Some pairs act out

cassette player

posters

:long

(24)

bellow

- Ask students to match the beginning letter of the word with the thing in the

pictures

- Ask students to complete the words

Act 1: Describe things:

- Ask students to describe things in the classroom Act 2: Workbook:

Have Ss get ready to finish the exercises

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