giao an let go 1b

Divide the class into small groups, each group 6 Sts to role play (Sts, Mother, Father, Sister, Bother and a friend) to sing again the song.. Divide the class into small groups, each gr[r]

(1)

Week 1: ( Period 1&2 ) : Revision and Introduction Teaching day: 24 / / 2010

Week : ( Period 3&4 ) Teaching day: 30 / 8/ 2010

Unit 5: Let’s talk I/ Objectives

- By the end of the lesson, Sis will be able to ask and answer about age with their friends

II/ Language contents

1 Vocabulary: happy birthday, old, year, robot. 2 Structure: Ask and answer about age.

- How old are you? I’m years old - This is for you III/ Teaching techniques

- Modeling, work in pair, in groups IV/ Teaching aids

- Present, old newspaper, robot, pictures, book, cassette V/ Teaching procedure

Steps Work

arrangement Warm – up

Teacher uses flash cards and guide them to practice with the other Sts S1: Who is he?

S2: He is my grandfather

Pair work

Presentation

Present the first part of the dialogue (draw a picture or draw a gift) Teacher says “happy birthday” Sts repeat in chorus

Say and write the number 1- 10 in order on the board Make model the pattern with two Sts

T :( points to the number and S1) Seven (Nam) is seven years old. T :( points to the number and S2) Eight (Hoa) is eight years old.

Use the puppets to practice with two Sts to make question and answer PA: (point to the S1)

How old are you? PB: (stand by S2)

(2)

I’m (seven) years old. PA: (point to the S2) How old are you? PB: (stand by S2) I’m (eight) years old.

Divide the class into two groups; give each St in each group a puppet Ask them to repeat again the dialogue several times Each time point to the number on the board Change role to continue practicing

Present the second part of the dialogue.

Call on two Sts to go on the board to make model Teacher stands opposite and takes a gift

T: Happy birthday, (Nam) S1: Thank you

T: (give a gift to S1) This is for you. S1: (receipt a gift) Thank you.

Do as the same with the other Sts

Divide the class into small groups to practice the same dialogue Call on some groups to practice before class

Teacher gives feedback

Individual work

Present the complete dialogue. Use the puppets to make model

PA: Happy birthday, Nam! How old are you? PB: I’m seven years old

PA: This is for you

PB: Wow! A robot! Thank you

Have them work in pair to practice all the dialogue Change role to continue practicing

Pair work

Practice Conversation lines

Have Sts make two lines to stand opposite to work in pair Ask and answer following the structure by using real their names Teacher listens and gives help if necessary

S1: Happy birthday, Hung! How old are you? S2: I’m nine years old

S1: This is for you

S2: Wow! A pen! Thank you

Pair work

(3)

Use the pictures to practice Point to the characters in the pictures Recognize and describe these characters

Play the tape more than once if necessary

Get Sts to listen to the tape and point to the character when listen from the tape

Call on some Sts to read aloud the dialogue Kate: Happy birthday, Jenny!

John: How old are you? Jenny: I’m seven years old John: This is for you

Jenny: Thank you Wow! A robot! Thank you

Play the tape again Stop sentence by sentence and ask all class to repeat in chorus

Present the paradigm and contraction

Write the pattern on the board Point at the words while playing the tape Sts repeat in chorus

Explain the contraction Instruct Sts to read both form How old are you?

I’m seven years old. Notes

I am = I’m

Practice

Call on some pair to go to the board to practice the dialogue by using real their names Teacher goes around and gives help if necessary

Extension Bingo

Guide them to draw a table on the paper and gap filling from to 10 Teacher says a sentence about age Sts mark the parallel table

Ex: I’m (ten) years old

Which team has three “X” or “O” on the line is the winner

Team work

Consolidation Summarize main points

Assign homework: Do exe At page 38 in workbook Prepare: Let’s sing

The end

Week ( Period 5&6 )

Teaching day: 14 / 9/ 2009

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- By the end of the lesson, Sts will be able to sing “The Happy Birthday Song” fluently and know how to say their ages

II/ Language contents 1 Vocabulary: now, today.

2 Structure: It’s my birthday today It’s your birthday today Now I’m seven years old III/ Teaching techniques

Set the scene, individual, groups work, pair work IV/ Teaching aids

Real objects in classroom, newspapers, puppets, a small cake, pictures, book, cassette

V/ Teaching procedure

Steps Work

Have them sing the following tape more than once if necessary “The Family Song”

Divide the class into small groups, each group Sts to role play (Sts, Mother, Father, Sister, Bother and a friend) to sing again the song

Divide the class into small groups, each group three Sts deliver each St a small thing ex: a book, a pen, a ruler

Have Sts work in groups to practice the dialogue in part “Let’s talk” by using real their names

S1: Happy birthday, Nam! S2: How old are you? S3: I’m nine years old S1 – S2: This is for you

S3: Thank you Wow! A robot! Thank you

Group work

Presentation Introduce the vocabulary.

Point at the calendar on the wall to teach the word "today”, and then point to the watch to teach the word “now” Sts repeat following

Present the possessive pronoun pattern using my and your Use the

puppets to make model my and your by pointing in my breath and say my Point to a St and say your

PA: (give a gift to PB and say)

(5)

It’s your birthday today PB: Yes, It’s my birthday today Sts repeat several times

Have Sts work in pair to practice this dialogue Change role to continue practicing

Call on some pairs to practice in front of the class Feedback and give help if necessary

Present the subject pronoun pattern using I’m and you’re

Draw a cake with seven candles Use the puppets to make model PA: (point to the cake)

I’m seven years old. PB: You’re seven years old

Sts repeat in chorus several times

Ask them to work in pair to practice this structure

Open your books

Teacher opens the book and shows the page to Sts so that Sts can see Point at the picture and instruct Sts to recognize the character

Play the tape more than once if necessary Sts listen and point at the pictures

Read the song without music word by word Sts repeat in chorus The tape

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

Now I’m seven years old.

Now you’re seven years old. Now I’m seven years old.

Happy birthday, Jenny!

Play the tape again Stop sentence by sentence and ask them to sing following in chorus

Whole class

Practice the song

Divide the class into two groups and sing following the tape Role play to sing the song

GA: It’s my birthday today GB: It’s your birthday today GA: It’s my birthday today

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GB: Happy birthday, Jenny!

All: One, two, three, four, five, six, seven years old GA: Now I’m seven years old

GB: Now you’re seven years old GA: Now I’m seven years old GB: Happy birthday, Jenny!

Call on some pairs to sing again the song in front of the class

Week &5: ( Period: 7,8,9,10 ) Teaching day :21-30 / / 2009

Unit 5: Let’s learn I/ Objective

By the end of the lesson, Sts will be able to ask and answer about things through real objects or pictures

1 Vocabulary Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo. 2 Structure What is this?

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III/ Teaching techniques

Modeling, work in pair, in groups IV/ Teaching aids

T’s cards, Sts’ cards, real objects, book, cassette V/ Teaching procedure

Steps Work

Divide class into small groups Hang Teacher’s cards (53-59) on the wall around classroom Call one St to go on to call the name of member

family The other Sts have to find out the picture and stand below it’s and describe about its

S1: (He’s) my (grandmother) S2: (He’s) (tall) S3: (He’s) (thin) S4: (He’s) (old).

Sing following “The Happy Birthday Song” Sts point at their breath while say my and point to the other while say your

Group work

Presentation

Introduce the vocabulary by using the T’s cards 77 – 86 (toys) Show the picture to Sts and say the parallel word Sts listen and repeat several times Sts can show the parallel picture

Put T’s cards on the board groove in reorder Point to any picture and say the name of the picture Sts listen and repeat in chorus

Use T’s cards 77 – 86 to practice with the new words T: What’s this?

Sts: It’s a (ball)

Present the question and answer pattern

Put a present on the table (have a doll in it’s) and make the model question and answer

T (point to the present and ask) What’s it? I don’t know On the other hand, shake head and say I don’t know

Point to the present and ask question several times Sts listen and answer the question

T: What’s it?

Sts: (shake head and say) I don’t know

Open the present and make the model question and answer Have Sts role play to practice following structure several times T: (point to the gift and give question)

(8)

What is this? It’s a doll.

Call on some pairs to practice again in front of class Practice

Divide the class into three groups Give each group some Sts’ cards A St in group A takes a card and shows the picture to group B

St in group A: What’s it? GB: It’s a car

When group A finishes, change role to continue practicing

Have them work in pair to practice with pattern Teacher goes around and gives help if necessary

Group work

Open your book

Show the picture to Sts that Sts can see and recognize the character, describe the picture

Play the tape more than once if necessary The tape

Scott: What’s it? Jenny: I don’t know Scott: What’s it? Jenny: It’s a doll

Play the tape sentence by sentence Ask Sts repeat in chorus Present the paradigm and contraction

Write the pattern on the board Point at the words while play the tape Sts listen and repeat

Explain the contraction Instructs Sts to read both form

Whole class

Practice

Play the tape Sts point to Sam and Ginger while listen the pattern and repeat in chorus

The tape

Sam: What’s it? Ginger: It’s a yo-yo

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

S1: What’s this?

S2: It’s a kite On the other hand, I don’t know Call on some pairs to practice in front of class

Pair work and group work

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- Do exercises at page: 40.41 - Prepare: Let’s learn some more

Week & ( Period : 11,12,13,14 ) Teaching day : 05 – 16 /10 /2009

Unit5: Let’s learn some more. I/ Objective

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

1 Vocabulary: big, little, long, short, square, round. 2 Structure: Is it a little ball?

Yes, it is No, it isn’t III/ Teaching techniques

(10)

Steps Work

arrangement Warm – up.

Divide the class into two groups Each group sings a part of the song “The Happy Birthday Song”

File Gird

Draw a table with squares on the board

Group work

Presentation

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

Vocabulary.

Big: having largeness of size Little: smaller than average Long: having length

Short: not long, having brief Round: circle

Square: the corner or angle checking technique

jumbled words

write the new words in the wrong order: gib, title, lnog, sorth, ruodr, queras

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

Answers.

Big, little, long, short, round, square Present the pattern

Put the T’s cards in the board groove and use the puppets to explain the pattern and give example

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

Do as the same several times Sts repeat the following the Teacher Present the complete dialogue

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

(11)

Open your book

Show the pictures in page 42 to Sts so that Sts can see and describe its Play the tape sentence by sentence Sts listen and point at the characters in the pictures

Jenny: It’s little What’s it? Scott: Is it a ball?

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

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

Play the tape again Stop by sentence and ask them to repeat in chorus Present the paradigm and contraction

Write the pattern on the board Point at this word while play the tape Sts listen and repeat

It is little It is a little yo-yo. Say these

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

Play the tape again Sts repeat in chorus

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

GA: Is it a ruler?

GB: Yes, it is It is a long ruler

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

Whole class

Learn the alphabet Review the alphabet.

Sing again the song “The Alphabet Song” Slap.

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

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

Sts open the book and listen to the tape while pointing at the letters at the end of the page 43 Play the tape again Stop by sentence Sts listen and repeat

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

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

Ken: Hi, Mom I’m home! This is my friend, Nancy Nancy: It’s nice to meet you, Mrs Lee

(12)

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

Extension Memory Chain

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

S1: It’s a square book S2: It’s a round ball S3: It’s a long ruler ………

Group work

Homework.

Assign homework.: Do exercises at page: 42,43 in workbook Prepare: Let’s Move

Week ( Period: 15-16 ) Teaching day :19 / 10 /2009

Unit 5: Let’s move I/ Objective

At the end of the lesson, Sts will be able to ask and answer about abilities II/ Language content

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

2 Structure: Can you (hit a ball)? Yes, I can

No, I cannot III/ Teaching techniques

Ask and answer, pair work, group work IV/ Teaching aids.

T’s cards, Sts’ cards, a bell, a bag, cassette V/ Teaching procedure

Steps Work

Noughts and Crosses

(13)

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

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

Presentation Present the commands

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

Model the way using verbs as directed in the book T: Throw a ball, Catch a ball, and Hit a ball

Make the commands, all Sts as commands

Whole class

Practice

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

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

Do as the same and change role to continue practicing

Divide the class into two groups Give each group some T’s cards (93-98) Group A make a command Group B as the same Change role to continue practicing

GA: Throw a ball

GB: Acting out the same the command

Pair work

Open your book

Show this page so that Sts can see to read and act out the commands Play the tape Sts listen and point at the parallel action

Play the tape again Sts listen and act out while repeating

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

1 play with a yo-yo

(14)

2 throw a ball 3 catch a ball 4 hit a ball 5 a puzzle 6.jump rope

Demonstrate the meaning can or can’t

Point at the pictures at the end of the book and give question T: Can you play with a yo-yo?

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

PB: No, I can’t

Write the pattern on the board Point at the words while playing the tape Can you play with a yo-yo?

Yes, I can / No, I can’t.

Play the tape again Sts listen and repeat in chorus Explain how to use the short form

Note

cannot = can’t More practice

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

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

Change role to continue practicing with the other cards Extension

Please

The teacher says the commands If the command is begun with the word “Pease”, Sts as commanded If not, Sts nothing

Board Race

Divide the class into four groups Put the T’s cards “93-98” on the board groove The teacher says aloud one command or group of commands The St, who slap at the right command, will get ten marks Then that St will say another command and the other slap The group who get the most cards will be winner

Group work

Consolidation & Homework Summarize main points

(15)

- Do all exercises in workbook at page: 42 and 43 - Prepare : Let’s Move

the end

-Week : ( Period: 17-18 ) Teaching day : 26/ 10/ 2009

Unit 5: Let’s listen I/ Objectives

At the end of the lesson, Sts will be able to review all vocabulary and pattern in Unit

To make sure that Sts know how to a listening test II/ Language content

1 Vocabulary: Review all 2 Structure: Review all III/ Teaching techniques Modeling, verbal techniques IV/ Teaching aids

T’s cards, Sts’ cards, toys, real objects in classroom V/ Teaching procedure

Steps Work

arrangement Warm – up and Review

1 Let’s talk. Walk and talk.

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

Self introduction

Using puppets to make the model dialogue

(16)

T: It’s my birthday today PA: It’s your birthday today PB: It’s my birthday today

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

Call on some volunteer to practice the following exercise T: (point to S1 and give question)

How old are you? S1: I’m nine years old

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

S2: I’m ten years old

S2 answers the question and does the same S1 to the end 2 Let’s learn.

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

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

Call on some pair to practice in front of the class 3 Let’s learn some more.

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

S2: Is this (a pen)

S1: Yes, it is / No, it isn’t 4 Let’s move.

Please

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

Call some Sts volunteer to stand up and male two commands to the whole class Sts listen to the two commands at the same time before doing

Presentation

Teach Sts the way to a listening test Hang one the similar picture in the book Put T’s cards – on the board line Write A under the first card and circle its Draw B under the second card and circle its Call one St stand beside the card and recognize one of those cards

T: It’s (a pencil) St points at the parallel picture

(17)

Do like step above until all Sts understanding the way to a listening test

Open your book.

The teacher opens the book and shows the picture to Sts so that Sts can see Sts recognize the objects from to and gives question

T: What’s this? Is this (a pencil)? vv Sts recognize the active pictures –

Play the tape Sts listen and point at the parallel picture Play the tape again Sts this exercise as a writing test The answer key

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

Whole class

Extension Slap the board.

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

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

Charades

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

Group work

Assign homework : - Learn by heart the vocabulary - Do exercises in workbook at page: - Prepare: UNIT:6 ( Let’s talk )

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-Week 10 ( Period: 19-20 ) Teaching day : 02 / 11 / 2009

Unit 6: Let’s talk I/ Objective

Through the lesson, Sts will be able to ask and answer about the weather II/ Language content

1 Vocabulary:

2 Structure: How is the weather? It’s sunny Let’s play III/ Teaching techniques

Modeling, pair work, group work IV/ Teaching aids

T’s cards, Sts’ cards, puppets, pictures, book, cassette V/ Teaching procedure

Steps Work

arrangeme nt

Warm – up

Sts hang the name cards Walk around the class and greet their friends Please

Sts make and act out the commands they have leant in Unit

Whole class

Presentation Introduce the first part of the dialogue.

Use the puppets to make modeling the dialogue PA: How ‘s the weather?

PB: It’s sunny

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

Practice

Divide the class into two groups Give each group one puppet and make

(19)

clear which puppet says whether sentence Puppets of each group practice the dialogue each other Change role to continue practicing

GA: How’s the weather? GB: It’s sunny

Chain Drill

Sts walk around the classroom Greeting each other by using their names S1: How’s the weather??

S2: It’s sunny

Introduce the whole dialogue

Use the Puppets to make the modeling second part of the dialogue Ask them to repeat PA’s words Arouse Sts to say PB’s words Practice several times Change role to continue practicing

PA: How’s the weather? PB: It’s sunny

PA: Let’s play Practice

Divide the class into two groups to practice Walk around and give help if necessary Call on some pair to practice in front of the class

Open your book

Show the page to Sts so that Sts can recognize the characters and describe them

Sts open the book and listen the tape and then point at the characters Play the tape again Stop sentence by sentence Sts repeat again John: How’s the weather?

Lisa: It’s sunny John: Let’s play Lisa: OK

Introduce the paradigm and contraction.

Write the paradigm on the board Play the tape and point at the words Sts listen and repeat in chorus

How’s the weather? It’s sunny.

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

How is = How’s It is = It’s

Practice

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

Whole class

Extension Living Dialogues

Divide the class into small groups Each group is four Sts Give each group

(20)

a flash card having a sentence 1) OK; 2) Let’s play 3) How’s the weather? 4) It’s sunny Each group discusses together and rearranges these sentences to make a dialogue

Assign homework : Learn by heart vocabulary and structure Do exercises: A & B In workbook

The end -Week 11 ( Period :21-22 )

Teaching day : 09 / 11 / 2009

Unit 6: Let’s sing I/ Objective

At the end of the lesson, Sts will be able to master the way to ask and answer about the weather through the song “How’s the weather?”

II/ Language content

1 Vocabulary: Names of Sts and characters. 2 Structure: How’s the weather?

It’s sunny III/ Teaching techniques

Modeling, group work, pair work IV/ Teaching aids

Puppets, pictures, cassette V/ Teaching procedure

Steps Work

Sing again the song “The Happy Birthday Song” Sts sing the song with the music

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

Practice the dialogue in groups GA: It’s my birthday today GB: It’s your birthday today GA: It’s my birthday today GB: Happy birthday, Jenny.

Pair work

Presentation

Review the Question – Answer the pattern by using the puppets to make modeling the question and answer pattern Sts repeat in chorus

Practice

Use the Puppets to make the modeling dialogue Sts work in pair to

(21)

practice by using their real names Play the tape

Step away lines

S1: How’s the weather? S2: It’s sunny

Open your book

Show the pictures in the book so that Sts can see Point at the characters and objects in the pictures Sts recognize them

Play the tape more than once if necessary Sts listen and point at the parallel words

Teacher reads the song (line by line) without music Sts listen and repeat in chorus

T: How’s the weather? Sts: It’s sunny

Ask them to sing again the song but not play the tape Use the property gesture to emphasize the meaning Sts repeat

Play all the song Sts listen and sing following the tape in chorus

How’s the weather? It’s sunny.

How’s the weather?

It’s sunny It’s sunny today.

Whole class and group work

Practice

The teacher sings the first part of the song Sts sing the rest part T: How’s the weather?

Sts: It’s windy

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

S1: How’s the weather? S2: It’s sunny

S1: How’s the weather? S2: It’s windy

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

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

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

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Extension Back to back

Sts work in pairs (back to back) and phone each other S1: How’s the weather?

S2: It’s rainy

Change role to continue practicing

Assign homework : Learn by heart the song

Do exercises A & B in workbook Prepare : LET’S LEARN

(23)

end-Week 12-13 ( Period: 23,24,25,26 ) Teaching day :16-27/11/2009

Unit 6: Let’s learn I/ Objectives

By the end of the lesson, Ss will be able to ask and answer about the weather To make sure that they can count to 20 and describe a situation

1 Vocabulary: cloud(s), flower(s), puddle(s), tree(s). 2 Structure: How many (clouds) are there?

There is one (cloud) There are (six) (clouds) III/ Teaching techniques

Steps Work

Matching

Divide class into small groups

Give groups a piece of paper consisting columns: A (new words) and B (Vietnamese meanings)

Ask Ss match the words in A with the meanings in B

Feedback and give correct Answers: f) e) d) c) b) a)

Group work

Introduce the vocabulary by using the T’s cards 99– 101,103, and 105(real things in the nature) Show the picture to Sts and say the parallel word Sts

Whole class

New words Meaning

1 ball a)

2 kite b) đám mây

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listen and repeat several times Sts can show the parallel picture

Use T’s cards to practice with the new words T: (point to T’s card)

Flower A flower One flower

T: (point to T’s card 100, and raise three fingers) Three flowers Three flowers

Ask them to repeat several times Do as the same with the other words A cloud = clouds

A puddle = puddles A tree = trees

Present the question and answer pattern with plural nouns. Draw clouds on the board Use the puppets to make modeling the question and answer pattern with plural

PA: (point to picture)

How many clouds are there?

PB: one, two, three, four, five, six There are six clouds Ask them to repeat in chorus the following puppets

Do as the same to teach with the other words (flower, puddles, trees)

Have them work in pairs to practice with structure Change role to continue practicing

Present the question and answer pattern with singular nouns. Raise the picture’s 99 use the puppets to make modeling

PA: (point to picture)

How many flowers are there? PB: There is one flower

Do as the same with the other words (cloud, puddle, tree)

Have them repeat following the puppets Change role to continue practicing

Explain the different between plural and singular Make modeling and ask them to repeat in chorus

Ex :

T: (point to T’s card 100) There are three flowers T: (point to T’s card 99) There is one flower

Practice Chain Drill

(25)

Divide the class into two groups Give each group some Sts’ cards A St in group A takes a card and shows the picture to group B, and then gives question

St in group A: How many flowers are there? St in group B: There is one flower

S1 How many clouds are there? S2 There are four clouds

Open your book

Show the picture to Sts that Sts can see and recognize the character, describe the picture

Scott: How many clouds are there? John: There are six clouds

Lisa: Oh, no! There’s one big cloud!

Explain the contraction Instructs Sts to read both form Note:

There is = there’s

Whole class

Practice

The tape

Sam: How many flowers are there? Ginger: There’s one flower

S1: How many clouds are there? S2: There are four trees

Call on some pairs to practice in front of class

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Summarize main points

Assign homework : Do all exe In workbook

Prepare: Unit ( Let’s learn some more )

The end

-Week 14- 15 ( Period: 27,28,29,30 ) Teaching day: 30/11- 11/12- 2009

(27)

By the end of the lesson, Ss will be able to describe a situation Ask about location and specify location

To make sure that they can pronounce the alphabet II/ Language contents

1 Vocabulary: in, on, under, by, table. 2 Structure: Where is the (kite)?

It’s (in) the (tree) Where are the (books)? They are (under) the (table) III/ Teaching techniques

T’s cards, Sts’ cards, pictures, real objects in classroom, book, cassette V/ Teaching procedure

Steps Work

Jumbled words

Write the words whose letters are not in good order on the board or on the card

Ask Ss to work in groups and arrange the letters to make complete word Groups with more correct words first will be the winner

1 loferw flower rete tree duclo cloud dlepud puddle

Group work

Introduce the vocabulary by using a bag and a ball to describe location Put the bag on the table in front of class Put the ball on location (on, in, under, by) Teacher calls the name of the location Ss repeat word by word in chorus

Divide class into small groups to practice with prepositions (on, in, under, by).

Present the singular question and answer pattern

Put a ball on the bag Use the puppets to make modeling PA: (point to the ball)

Where is the ball?

PB: (point at the ball and the bag) The ball is on the bag

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

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role to continue practicing

Divide class into two groups Each group uses the ball or real thing in classroom to practice with structure

T: (put the ball under the bag) GA: Where is the ball?

GB: It’s under the bag

Present the plural question and answer pattern

Raise two books and put its on the table Use the puppets to make modeling the pattern

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

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

Do as the same step with the other prepositions (in, under, by) Change role to continue practicing

Walk and Talk.

Call a St volunteer to put some objects around class Ask them to work in pair

S1: Where are the rulers? S2: They are on the desk

Teacher goes around and give help if necessary

Open your book

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

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

Notes:

Where is = Where’s It is = It’s

They are = They’re

Instructs them to read both forms

Whole class

Learn the alphabet

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Review the alphabet.

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

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

Show them to know how to write with these letters O o, P p, Q q, R r

Ask them to write ten times in the notebook

group work

Extension Rebus Sentence

Write a sentence on the board by using sight words Ex: Where is the … ? (ruler, pencil)

Group work

Assign homework: - Learn by heart vocabulary - Do exe A,B,C,D in workbook - Parepare: Let’s Move

The end

-Week 16 ( Period: 31-32 ) Teaching day:13-17/12/2009

Unit 6: Let’s Move I/ Objective

1 Vocabulary: climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite

(30)

No, he cannot III/ Teaching techniques

Steps Work

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

Team work

Presentation Present the commands

Model the way using verbs as directed in the book T: ride a bicycle, climb a tree

Whole class

Practice

Have them work in pairs Put some pictures or real objects in classroom in the bag Teacher goes around class and calls on one St to take out a

picture Teacher gives a question Sts listen and answer T: Can you (climb a tree)/

Sts: Yes, I can / No, I cannot

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

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GA: climb a tree

Open your book

1 play baseball 2 climb a tree 3 read a book 4 ride a bicycle 5 fly a kite 6 play tag

Point at the pictures at the end of the book and give question T: Can he climb a tree?

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

PB: No, he can’t

Write the pattern on the board Point at the words while playing the tape Can he climb a tree?

Yes, he can / No, he can’t. Yes, she can./ No, she can’t

Note:

cannot = can’t More practice

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

T: Can he play baseball?

GA: (glass to answer) Yes, he can GB: (get felling sad) No, he can’t

Change role to continue practicing with the other cards

Extension

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Please

Board Race

Divide the class into four groups Put the T’s cards “111-116” on the board groove The teacher says aloud one command or group of commands The St, who slap at the right command, will get ten marks Then that St will say another command and the other slap The group who get the most cards will be winner

Assign homework: - Learn by heart vocabulary & Do all exe.in workbook - Prepare: Let’s Listen

- The

end-Week 17-18 ( Period: 33,34,35 ) Teaching day: 21-31/12/2009

Unit 6: Let’s listen

I/ Objectives

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V/ Teaching procedure

Steps Work

1 Let’s talk.

Dialogue Musical Chairs

+ Put the chairs (back to back) to make two lines The number of the chair must be less than the number of the Ss (one) Teacher plays the song “How’s The Weather?” Ss walk around the class and ask about the

weather to each other in funny music when the music is stopped Ss must quickly find a chair and sit down The St who can’t find a chair will be off the game

2 Let’s learn. Board Race

Divide the class into four groups Put the T’s cards “33-34” and Ss’ card “99-106” on the board groove The teacher describes a picture T: There are (four trees) The St is in the first line to run the board and touch the picture Who slap at the right picture, will get one mark Then that St will say another word and the other slap The group who get the most cards will be winner

3 Let’s learn some more.

Divide class into two groups Put a bell in front of class Put some real objects around classroom When teacher give question Ss in each group listens and then run to the board and ring the bell and answer the question The right answer will get one point Continue practicing with other thing Which group get more points will be winner

T: where is (the yellow pencil)? 4 Let’s move.

Please

Call some Sts volunteer to stand up and male two commands to the whole class Sts listen to the two commands at the same time before doing

(34)

Presentation

T: It’s (a pencil) St points at the parallel picture

Whole class

Open your book.

T: What’s this? Is this (a pencil)? vv Sts recognize the active pictures –

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

Whole class

Charades

Group work

Assign homework: Do all exercises in workbook of Let’s Listen & Let’s Review

(35)

end-THACH LAC PRIMARY SCHOOL

Name:………. Class: ………

TEST ( the first term test ) Time: 35 minutes

I Give the name of the following objects in the correct form (2pts)

……… ……… ……… ………

II Match the answers to the questions (2pts)

Line A Line B

1 How many flowers are there? How’s the weather?

3 Where is the kite? Where are the books?

a) It’s on the desk b) They are on the desk c) There are three flowers d) It’s snowy

III Complete the sentences Use the words in the box (3pts)

jump catch do play climb ride

1 Can you ……… a puzzle? Can she……… with a yo-yo ? Yes, I can Yes, she can

2 Can he ……… a tree? Can he ……… a ball ? No, he can’t No, he can’t

3 Can you ……… rope? Can you ……… a bicycle ? No, I can’t Yes, I can

IV Translate the following sentences into Vietnamese. There are three books and two rulers on the desk

………

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………

- the end-

IV Give the corrrect responses (2pts) How many trees are there?

………

2 How is the weather?

………

V Find the mistake, underline and correct it (1pt) They are book

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Week 19 ( period:37-38 )

Teaching day : 11-15 / 01 / 2010

Unit 7: Let’s talk

I/ Objective :

Through the lesson, Sts will be able to express hunger and thirst about food and drink

II/ Language content 1 Vocabulary:

Hungry, Thirsty, Apple, Juice 2 Structure: Here you are

Thank you

You are welcome III/ Teaching techniques

Steps Work

arrange ment Warm – up

Have Ss sing again, the song “How’s The Weather?” All classes sing again the song to review Encourage Ss using gesture to model the situation After that divide class into small groups and sing again the song Each group sings a line

All class: How’s the weather? GA: It’s sunny

Do as the same with the other groups

Whole class

Raise a box or a bottle to teach the new words T: juice, juice

Do as the same to introduce the other words (apple) All class repeat in chorus several times

Raise a bottle to introduce the word “Thirsty” T: Thirsty Thirsty I’m thirsty

Ss repeat, and act out the same action

Raise an apple to introduce the word “Hungry” T: Hungry Hungry I’m hungry

Ss repeat, and act out the same action Present the first part of the dialogue.

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Put an apple and the bottle on the table Make gesture and say “Hungry” Use the puppets to model the dialogue

PA: (point to the apple and say) I’m hungry I want an apple. PB: (point to the bottle and say) I’m thirsty I want juice.

Have them repeat the pattern several times

Divide the class into two groups Give group A an apple and group B a bottle

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

Have S volunteers come to the board to practice again the dialogue Present the second part of the dialogue.

Use the puppets to model the second part of the dialogue PA: (give an apple to PB)

Here you are. PB: Thank you

PA: You are welcome

Have Ss work in pair Change role to continue practicing several times

Open your book

Show the page or wall chart to Sts, so that Sts can recognize the characters and describe the pictures

Ss open the book and listen the tape and then point to the characters as they speak

Play the tape again Pause after each sentence for the class to repeat Tape scripts

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

Jenny: Thank you Lisa: You are welcome

Present the paradigm and contraction.

Write the paradigm on the board Play the tape and point to the words on the board Ss listen and repeat in chorus

Here you are Thank you You are welcome.

Write the explanation of the contraction on the board Have Ss practice saying both forms Point to the explanation on the board as they practice Notes

How is = How’s It is = It’s

Practice

Call on some pairs to go on the board to play role again the dialogue by

(39)

using real objects Teacher goes around giving help if necessary Extension

Slap

Divide the class into three groups Give each groups a set of pictures cards, placed on the table When the caller (Teacher or volunteer) say: I want a pen The first S in each group to slap the correct card and produce the content of the dialogue is the winner

Find your partner.

Use the word cards in multiple sets so that all Ss have cards and every card has at least one duplicate Deal out one card to each S Do not allow Ss to show their cards to one another

Have the Ss walk around and look for another S holding the same card To find their partners, Ss must ask appropriate questions related to the items on their card

Example:

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

S2: You are welcome

Group work

Assign homework : Learn by heart the vocabulary

Do all exercises in workbook at page: Prepare: Unit 7- Let’s Sing

The end

-Week 20 ( Period: 39-40 )

Teaching day : 18-22 / 01 / 2010

(40)

At the end of the lesson, Sts will be able to master the way to ask what someone wants through the song “Peaches, Apples, and Plum.”

1 Vocabulary: peach, apple, plum. 2 Structure: What you want?

I want a (peach). III/ Teaching techniques

Steps Work

Sing again the song “ How’s the weather ? ” Sts sing the song with the music

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

Practice the dialogue in groups GA: How’s the weather ? GB: It’s sunny

GA: How’s the weather? GB:It’s sunny

GA: How’s the weather?

GB: It’s sunny It’s sunny.It’s sunny today

Pair work

Presentation

Practice

Use the Puppets to make the modeling dialogue Play the tape

Step away lines

Peaches,Apples, and Plums Peaches, Apples, and Plums What you want ?

I want an apple.

Peaches, Apples, and Plums.

Group work

Open your book Show the pictures in the book so that Sts can see

Teacher reads the song (line by line) without music Sts listen and repeat

(41)

in chorus .

Peaches, Apples,and Plums. Peaches, Apples,and Plums. What you want ?

I want an apple.

Peaches, Apples and Plums.

Practice The teacher sings the song first

S1: Peaches, Apples and Plums Peaches, Apples and Plums What you want ?

S2: I want an apple

Sts work in pairs (back to back) S1: Peaches, Apples and Plums Peaches, Apples and Plums What you want ?

S2: I want an apple.

S1: Peaches, Apples and Plums. Change role to continue practicing

Pair work

Consolidation & Homework

Summarize main points : Ask some questions about the structure “ What you want ?”

Assign homework : Do exercises A and B in workbook at page 57 Prepare: Unit – LET’S LEARN

Week 21-22 ( 41-44 )

Teaching day : 25/01- 05/02- 2010

Unit 7: Let’s learn I/ Objectives

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

(42)

1 Vocabulary: beard, cake, fish, ice cream, milk, rice. 2 Structure: What you want?

I want (cake) and (ice cream) III/ Teaching techniques

Steps Work

Matching

Divide class into small groups

Give groups a piece of paper consisting columns: A (new words) and B (Vietnamese meanings)

Ask Ss match the words in A with the meanings in B A B

- apple - com - plum - thit ga

- peach - tao - rice - dao - chicken - man

Group work

Introduce the vocabulary by using the T’s cards 117– 124 and 129 (real things in the nature) Show the picture to Sts and say the parallel word Sts listen and repeat several times Sts can show the parallel picture

Cake, cake, cake. T: (point to T’s card) Bread, bread, beard.

Ask them to repeat several times Do as the same with the other words

Present the question and answer pattern.

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

(43)

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

Ask them to repeat in chorus the following puppets

Do as the same to teach with the other words (bread, milk, rice, fish…) Have them work in pairs to practice with structure Change role to continue practicing

Present the last pattern.

Raise the picture 123-124 Use the puppets to make modeling PA: (point to picture)

What you want?

PB: I want (cake) and (fish)

Do as the same with the other words

Have them repeat following the puppets Change role to continue practicing

Open your book

Show the picture to Sts that Sts can see and recognize the characters, describe the pictures

Play the tape more than once if necessary The tape scripts

Scott: I’m hungry

John: What you want?

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

Scott: Oh! I want cake and ice cream

Write the pattern on the board Point to the words while play the tape Sts listen and repeat

Explain the contraction Instructs Sts to read both form

Whole class

Practice

The tape

Sam: What you want? Ginger: I want milk

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

(44)

book

S1: What you want? S2: I want fish

Call on some pairs to practice in front of class Extension Memory Chain.

Divide the class into groups of eight Model the chain and have Ss continue, using the vocabulary and structures from this unit

S1: I want (chicken)

S2: I want chicken and rice

S3: I want chicken and rice and fish.

Homework - Learn by heart the vocabulary

- Do exercises in workbook

- Prepare: Let’s Learn Some More

The end -Week 23-24 ( Period:45-48 )

Teaching day: 08-26/02/2010

Unit 7: Let’s learn some more I/ Objectives

By the end of the lesson, Ss will be able to express wants and make sure that they can pronounce the alphabet

II/ Language contents 1 Vocabulary:

2 Structure: Do you want (chicken)? Yes, I

No, I don’t III/ Teaching techniques

Steps Work

arrangement Slap.

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

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

(45)

the first to touch the letter is winner

Presentation

Present the positive (Yes) question and answer pattern.

Raise two books and put its on the table Use the puppets to make modeling the pattern

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

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

Walk and Talk.

Call a St volunteer to put some objects around class Ask them to work in pairs

S1: What you want? S2: I want (pizza)

Teacher goes around and gives help if necessary

Individual work and group work

Open your book

Show the pictures in book to Sts so that Sts can see and describe its Play the tape sentence by sentence Sts listen and point at the characters in the pictures

John: Do you want chicken?

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

Do you want chicken? Yes, I do.

No, I don’t. Notes:

Do not = don’t

Whole class

(46)

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

Show them to know how to write with these letters S s, T t, U u, V v

Ask them to write ten times in the notebook

Extension Find your partner.

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

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

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

Group work

Assign homework: - Do all the exercises in workbook - Prepare UNIT – Let’s Move

(47)

-Week 25 ( Period:49-50 ) Teaching day :02-05/02/2010

Unit 7: Let’s move I/ Objective

1 Vocabulary: buy (an apple), wash it, cut it, eat it, open it, pour it, drink it. 2 Structure: Can you eat it? Can you drink it?

Yes, I can No, I cannot III/ Teaching techniques

Steps Work

Charades

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

Team work

Presentation

(48)

Present the commands

Model the way using verbs as directed in the book T: cut it, cut it

Practice

Have them work in pairs Put some pictures or real objects in classroom in the bag Teacher goes around class and calls on one St to take out a picture Teacher gives a question Sts listen and answer

sqT: Can you (cut it)?

Sts: Yes, I can / No, I cannot

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

GA: wash it

Pair work

Open your book

1 wash it 2 cut it 3 eat it 4 open it 5 pour it 6 drink it

Point at the pictures at the end of the book and give question T: Can you wash it?

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

PB: No, I can’t

(49)

Write the pattern on the board Point at the words while playing the tape Can you wash it?

Yes, I can / No, I can’t.

Note:

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

T: Can eat it?

GA: (glass to answer) Yes, I can GB: (get felling sad) No, I can’t

Please

Board Race

Divide the class into four groups Put the T’s cards on the board groove The teacher says aloud one command or group of commands The St, who slap at the right command, will get ten marks Then that St will say another command and the other slap The group who get the most cards will be winner

Group work

Assign homework:- Learn by heart the vocabulary - Do all exercises in workbook - Prepare: Unit – Let’s Listen

(50)

-Week 26 ( Period: 51-52 ) Teaching day: 8/3-12/3-2010

Unit 7: Let’s listen I/ Objectives

Steps Work

1 Let’s talk. Walk and Talk.

Have S volunteers place multiple sets of S cards 117-124 (food) in various locations around the room Pair off Ss Partner walk around the room and ask each other What you want? In addition, using

appropriate gestures S1: What you want? S2: I want milk

S1: Here you are S2: Thank you./ Thanks S1: You’re welcome Have the class repeat

(51)

Divide the class into four groups Put the T cards “117 - 124” on the board groove The teacher describes a picture T: What you want? The St is in the first line to run the board and touch the picture Who slap at the right picture will get one mark? Then that St will say another word and the other slap The group who get the most cards will be winner 3 Let’s learn some more.

Divide class into two groups Put a bell in front of class Put some real objects around classroom When teacher gives a question Ss in each group listen and then run to the board and ring the bell and answer the question The right answer will get one point Continue practicing with other thing Which group gets more points will be winner

4 Let’s move. Please

Call some Sts volunteer to stand up and make two commands to the whole class Sts listen to the two commands at the same time before doing

Presentation

T: I want (ice cream) St points at the parallel picture

]

Whole class

Open your book.

T: What’s this? Ss: It’s (milk).

T: What you want? Do you want chicken? Sts recognize the active pictures

Play the tape Sts listen and point at the parallel picture

(52)

Play the tape again Sts this exercise as a writing test The answer key

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

Charades.

Group work

Assign homework: - Do all exercises in workbook - Prepare UNIT – Let’s Talk

(53)

end-Week 27 Teaching day

Unit 8: Let’s talk Period: 53-54 I/ Objective

Through the lesson, Sts will be able to ask and answer about favorites II/ Language content

1 Vocabulary: favorite, food.

2 Structure: What’s your favorite color? I like (red) What about you? III/ Teaching techniques

Steps Work

arrangeme nt

Warm – up Walk and Talk

Ask Ss to cover their eyes, or if manageable, to step outside the room for a few minutes Change the location of various classroom objects or pictures Have Ss come back in and walk around in pairs They must call all the things or pictures

S1: Bird S2: Cat S3: Dog

Whole class

Presentation Introduce the first part of the dialogue.

Use the puppets to make modeling the dialogue PA: What’s your favorite color?

PB: Red

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

Practice

(54)

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

GA: What’s your favorite color? GB: Pink

Chain Drill

Sts walk around the classroom Greeting each other by using their names S1: What’s your favorite color?

S2: Blue

Introduce the whole dialogue

Use the Puppets to make the modeling second part of the dialogue Ask them to repeat PA’s words Arouse Sts to say PB’s words Practice several times Change role to continue practicing

PA: What’s your favorite color? PB: Red What about you? PA: Pink

Practice

Divide the class into two groups to practice Walk around and give help if necessary Call on some pair to practice in front of the class

Open your book

Show the page to Sts so that Sts can recognize the characters and describe them

Sts open the book and listen the tape and then point at the characters Play the tape again Stop sentence by sentence Sts repeat again Jenny: What’s your favorite color?

Andy: Red What about you? Jenny: I like blue

Introduce the paradigm and contraction.

Write the paradigm on the board Play the tape and point at the words Sts listen and repeat in chorus

What’s your favorite color? Red.

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

What is = What’s

Practice

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

Whole class

Extension Living Dialogues

Divide the class into small groups Each group is four Sts Give each group a flash card having a sentence 1) What’s your favorite color? 2) Red 3) What

(55)

about you? Each group discusses together and rearranges these sentences to make a dialogue

Assign homework

(56)

Week 28 Planning day Teaching day

Unit 8: Let’s sing

Period: 55-56 I/ Objective

At the end of the lesson, Sts will be able to master the way to ask and answer about expressing likes through the song “What you like?”

II/ Language content 1 Vocabulary:

2 Structure: I like yellow, yes, I III/ Teaching techniques

Steps Work

arrangement Warm up

Find your partner.

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

S1: (hold up a card) I like apple Do you like (apple)? S2: (hold different cards and answer) No, I

(hold identical cards and answer) Yes, I

Pair work

Presentation

Practice

Use the Puppets to make the modeling dialogue Sts work in pair to practice by using their real names

Play the tape Step away lines

PA: I like yellow, yes, I PB: I do, too I like yellow, too

Divide the class into two groups and read again the song All classes clap your hands to keep rhythm

GA: I like yellow, yes, I

(57)

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

GB: I do, too

I like yellow, too.

Do as the procedure with the other words (ice cream, baseball) Open your book

Show the pictures in the book so that Sts can see Point at the characters and objects in the pictures Sts recognize them

Teacher reads the song (line by line) without music Sts listen and repeat in chorus

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

I do, too.

I like yellow, too.

Practice

The teacher sings the first part of the song Sts sing the rest part T: How’s the weather?

Sts: It’s windy

S1: I like yellow, yes, I I like yellow, yes, I do. I like yellow.

S2: I do, too

I like yellow, too

Sts work in pairs (back to back) and phone each other S1: I like (chicken) What you like?

S2: I like rice Do you like pizza? Change role to continue practicing

Pair work

(58)

Teaching day

Unit 8: Let’s learn Period: 57-60 I/ Objectives

By the end of the lesson, Ss will be able to ask and answer about expressing likes II/ Language content

1 Vocabulary: animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s). 2 Structure: What you like?

I like frogs. I like frogs, too. III/ Teaching techniques

Steps Work

Matching

Divide class into two groups and sing again the song “What you like?” Sing two times to sure that all Ss sing once

GA: I like yellow, yes, I I like yellow, yes, I do. I like yellow.

GB: I do, too

I like yellow, too. Substitution Drill

Select several S volunteers and give them a picture Have the volunteers arrange their markers and objects on a table to illustrate Then point to each set of objects and have the class make the statements

T: (flowers)

S1: I like (flowers) T: (rice)

S2: I like (rice)

(59)

Introduce the vocabulary by using the T’s cards 133– 143 (animal,

singular) Show the picture to Sts and say the parallel word Sts listen and repeat several times Sts can show the parallel picture

Bird, a bird.

T: (point to T’s card 133, and raise three fingers) Three birds Three birds.

Ask them to repeat several times Do as the same with the other words A cat = cats

A dog = dogs A rabbit = rabbits A spider = spiders Present the pattern.

Draw a cloud on the board Use the puppets to make modeling the question and answer pattern with plural

PA: (point to the picture) Look! There’s a dog. PB: I like dogs

Ask them to repeat in chorus the following puppets

Do as procedure above the same to teach with the other words (cats, rabbits, frogs, spiders)

Have them work in pairs to practice with structure Change role to continue practicing

Present the question and answer pattern.

Raise the picture’s 134-144 Use the puppets to make modeling PA: (point to picture)

What you like? PB: I like dogs

Do as the same with the other words (cats, rabbits, frogs, spiders) Have them repeat following the puppets Change role to continue practicing

Explain the different between plural and singular Make modeling and ask them to repeat in chorus

Whole class

Practice

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Chain Drill

Divide the class into two groups Give each group some Sts’ cards A St in-group A takes a card and shows the picture to in-group B, and then gives question

Group A: What you like? Group B: I like cats

S1 What you like? S2 I like frogs

Open your book

Show the picture to Sts that Sts can see and recognize the characters, describe the pictures

John: Look! There’s a dog I like dogs What you like? Jenny: I like frogs

Andy: I like frogs, too

Play the tape sentence by sentence Ask Sts repeat in chorus Present the paradigm

What you like? I like frogs I like frogs, too.

Whole class

Practice

The tape

Sam: There’s a bird I like birds Ginger: I like birds, too

S1: What you like? S2: I like rabbits

Call on some pairs to practice in front of class

Extension Memory Chain.

Divide the class into groups of eight Model the chain and have Ss continue, using the vocabulary and structures from this unit

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S1: I like frogs and cats

S2: I like frogs and cats and rabbits

……… ……… ……… ……… ……… ………

Week 31-32 ( Period:61-64) Teaching day : 12/4 – 23/4 - 2010

Unit 8: Let’s learn some more

I/ Objectives

By the end of the lesson, Ss will be able to agree or not agree the other ideal To make sure that they can pronounce the alphabet

II/ Language contents 1 Vocabulary: review

2 Structure: Do you like (rabbits)? Yes, I do.

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Steps Work

Walk and Talk

Ask Ss to cover their eyes, or if manageable, to step outside the room for a few minutes Change the location of various classroom objects or furniture items Have Ss come back in and walk around in pairs They must

describe the new locations of the objects or furniture items to each other S1: Look! There’s a (dog) I like dogs What you like?

S2: I like dog, too Back to back Pictures

Pair off Ss Have partners take turns describing their bedrooms to each other As one person describes, the other draws a picture of the bedroom They tell each other where to place furniture in the room

Group work

Presentation

Present the positive (Present the positive (Yes) question and answer pattern.

Put Teacher cards on the marker rail Use the puppets to model question and answer pattern (Yes)

PA: (point to T card 140) Do you like rabbits? PB: (shake a head) Yes, I

Do as the same with the other cards Change role to continue practicing Practice

Divide into two groups Use Teacher cards (100-142) to implicit S1 (Group A): (point to 136) Do you like dogs?

S2 (Group B): (shake a head) Yes, I Change role to continue practicing Chain Drill.

Use objects or picture cards as cues Show an object or picture card to the first S and ask related question The S answers, and then turns to the next S to ask the same question with appropriate substitutions Continue until all the Ss have had a chance to ask and answer the question Divide larger classes into three or four small groups, and have each group a chain drill

S1: (show a picture of dogs to S2) Do you like dogs?

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S2: Yes, I (show a picture of frogs to S3) Do you like frogs? Present the negative (No) question and answer pattern.

Put Teacher cards on the marker rail Use puppets to model the question and answer pattern

PB: (point to Teacher card 144) Do you like spiders? PA: No, I don’t

Ask Ss about the other cards Change role to continue practicing Practice

Face up these cards on the table Suggest negative answer Divide the class into two groups Point to a picture to ask question and answer GA: Do you like (flowers)?

GB: Yes, I

GA: Do you like (puddles)? GB: No, I don’t

Change role to continue practicing

Open your book

John: Do you like rabbits? Jenny: Yes, I

Andy: Do you like spiders? John: No, I don’t

Play the tape again Stop by sentence and ask them to repeat in chorus Present the paradigm and contraction.

Do you like spiders? Yes, I No, I don’t. Notes:

Do not = don’t

Whole class

Sts open the book and listen to the tape while pointing at the letters at the end of the page 51 Play the tape again Stop by sentence Sts listen and

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repeat

W, /w/, Window; X, /ks/, X-ray; Y, /y/, Yellow; Z, /z/, zero Writing practice

Show them to know how to write with these letters W w, X x, Y y, Z z

Ask them to write ten times in the notebook Extension

Beanbag circle.

Have the class form a circle Toss a ball or a beanbag to S1 and ask for his or her name

S1 responds, tosses the ball to another (S2), and asks for S2’s name Continue until all Ss have had a chance to participate

Ex:

S1: Do you like frogs?

S2: Yes, I Do you like spiders? S3: No, I don’t

Group work

Assign homework

The end

-Week 33 ( Period:65-66 ) Teaching day : 26-29/4/2010.

Unit 8: Let’s move

I/ Objective

1 Vocabulary: run, hop, walk, swim, jump, and fly. 2 Structure: Can it (run)?

Yes, it can No, it cannot III/ Teaching techniques

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

Team work

Presentation Present the commands

Model the way using verbs as directed in the book T: (walk around the class) Walk

Read aloud the word and ask them to repeat in chorus

Do as the same with the other words (hop, fly, jump, and run, swim) Practice

Have them work in pairs Put some pictures or real objects in classroom in the bag Teacher goes around class and calls on one St to take out a picture Teacher gives a question Sts listen and answer

T: Can it run?

Ss: Yes, it can / No, it cannot

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

practicing GA: run

Whole class Pair work

Open your book

Show this page so that Ss can see to read and act out the commands Play the tape Sts listen and point at the parallel action

Play the tape again Ss listen and act out while repeating

Call on some volunteer to point at the picture in the book Ss make the

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commands following the pictures and act out Continue calling the other Ss to practice

1 run 2 hop 3 fly 4 swim 5 walk 6 jump

Point at the pictures at the end of the book and give question T: Can it run?

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

PB: No, it can’t

Present the paradigm and contraction.

Write the pattern on the board Point at the words while playing the tape Can it run?

Yes, it can / No, it can’t.

Note:

Divide the class into small groups Group A answer “Yes, it can.” Group B answer “No, it can’t”

T: Can it hop?

GA: (glass to answer) Yes, it can GB: (get felling sad) No, it can’t

Please

The teacher says the commands If the command is begun with the word “Please”, Sts as commanded If not, Sts nothing

Board Race

Divide the class into four groups Put the T’s cards on the board groove The teacher says aloud one command or group of commands The S, who slap at the right command, will get ten marks Then that S will say another command and the other slap The group who get the most cards will be winner

Group work

(67)

Summarize main points :- command sentences always begin with a verb - “ can” talk about abilities

Assign homework : Learn by heart vocabulary

Do exercises A,B in workbook at page:70 Prepare : Unit – Let’s Listen

- the

end-Week 34 (Period: 67,68 ) Teaching day : 4-7 / / 2010

Unit 8: Let’s listen and review I/ Objectives

Steps Work

1 Let’s talk.

Dialogue Musical Chairs

+ Put the chairs (back to back) to make two lines The number of the chair must be less than the number of the Ss (one) Teacher plays the song “What Do You Like?” Ss walk around the class and practice the dialogue in (Let’s talk) to each other in funny music when the music is stopped Ss must quickly find a chair and sit down The St who can’t find a chair will be off the game

Divide the class into four groups Put the T’s cards “133-144” on the chalk The teacher describes a picture T: frogs The S is in the first line to run the board and touch the picture Who slap at the right picture will get one mark? Then that S will say another word and the other slap The group who get the most cards will be winner

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3 Let’s learn some more. Tic-Tac-Toe

Divide the class into two teams Draw a nine square grid on the board Each square should be numbered Ask a S from team A a question If the S answers correctly, then team can place an “X” or an “O” on the grid in the location of their choice, which they can indicate by stating the

number Alternate asking questions to both teams The first team to earn three “X”s or “O”s in a row on the grid wins

4 Let’s move. Guessing game

Have them to work in small groups Call on some student to go on the board and give him to see a picture clearly Ask him to make gesture The others in each team give questions to guess the meaning of the picture Each correct sentence gets one point which team gets more points will be the winner

TA: Can it fly? No, it can’t TB: Can it run? No, it can’t TC: Can it hop? Yes, it can

Presentation

Teach Sts the way to a listening test Hang one the similar picture in the book Put T’s cards 133 – 144 on the chalk Write A under the first card and circle its Draw B under the second card and circle its Call one St stand beside the card and recognize one of those cards

T: I like (dogs) St points at the parallel picture

Do like step above until all Ss understanding the way to a listening test

Whole class

Open your book.

The teacher opens the book and shows the picture to Ss so that Sts can see Sts recognize the objects from 133 to 144 and gives question

T: What is your favorite color? What you like? Do you like (dogs)? Ss recognize the active pictures 133 – 144

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

Extension Charades

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

Group work

Assign homework

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