let''''s go 2a cực đẹp

read books _ Teacher divides the class into groups _ Teacher gives a various commands to each group I eraser the board at school_ Teacher holds a game “please” and gives the ruler _ Teac

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4.Asking about ability

5.Descrbing the weather

7.Students prepared: one student Book (Lets Go 2A),a notebook, a box of colored pencil ,a pencil ,a pen , a ruler, a n eraser

1 Greetings

2.Check students’ preparation

3.Expressing hunger and thirst

4.Asking what someone want

5.Expressing likes

7.Assignment : do name tags

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_ Devolops Pupils’ speaking skill

_ Pupils ask someone’s greeting and farewells answer these questions

II/ KNOWLEDGE:

1 Genaral knowledge:

_ English Pupils also have greeting and farewells as we do

2 Language materials:

a) Vocabulary: Hi, Hello, fine, …

b) Structures: Hi, Scott How are you?

Fine, thank youGoodbye, ScottSee you later

3 Skill: help Pupils to develop their speaking, reading, listening and writing skills

II/ METHODS and TEACHING AIDS

_ MAT methods, TPR approach

_ Repetion and substitution drills

Section 3: LET’S START

A Let’ talk

1/ Present the first part of the dialogue:

_ Teacher present situation

_ Teacher says aloud: Hi/Hello

_ Teacher teachs the new pattern

Hi, Scott How are you?

I’m OK, thanks How are you?

Pretty good

2/ Present the second part of the dialogue:

_ Teacher asks Pupils to roles with as a model

Goodbye, Scott

See you later

3/ Present the complete dialogue:

Pupils say their meaningPupils repeat the Teacher’s itterance/sentencechorally: Hi/Hello

Pupils read in choras

Pupils listen and repeat in chorasPupils say these paterns in pair as a modelPupils take to roles in groups

Pupils listen

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_ Teacher sas the whole dialogue with

different accents for the roles correcpondingly

A: Hi, Scott How are you?

B: I’m OK, thanks How are you?

A: Pretty good

C: Goodbye, Scott

D: See you later

_ Teacher reads the dialogue

4 Practice:

_ Several groups present the dialoue in front

of class (use real name of Pupils as well use

different presents, using Pupils’ learning aids

as presents)

Pupils open their books

Puplis repeat chorallyPupils practise the dialogue in group

C/ Consolidation:

Pupils ask and answer aboat their name

IV/ HOME WORK – PREPARETION – REMARK:

_ Pupils learn the lesson by heart at home

_ Prepare for the next period

_ Teacher remarks the learning period class

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_ Devolops Pupils’ speaking skill

_ Pupils ask someone’s greeting and farewells answer these questions

II/ KNOWLEDGE:

a) Vocabulary: Hi, Hello, fine, …

b) Structures: Hi, Scott How are you?

Fine, thank youGoodbye, ScottSee you later

3 Peview of the previous lesson

B/ Presentation: Unit 1 (Cont)

Section 4: LET’S START (cont)

B Let’ sing

_ Teacher presents the song:

The Hi song and The goodbye song

Hi, Scott How are you? Goodbye, Scott

I’m OK Thank you See you later, alligator

How are you? See you later, alligator

Goodbye, Scott_ Teacher reads tehsentence

_ Teacher turns on the cassette player the whole song

Pupils listenPupils repeat chorallyPupils listen

Pupils repeat chorallyPupils listen and repeat chorolly

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_ Teacher turns on the cassette player again

C Let’ move

_ Teacher says commands (introduces commands) by the

gestures (twice or three times for commands)

_ Teacher reads the commands

1 eraser the board 2 Speak English

3 write my name 4 read books

_ Teacher divides the class into groups

_ Teacher gives a various commands to each group

I eraser the board at school_ Teacher holds a game “please” and gives the ruler

_ Teacher gives some commands with “please’

Pupils sing in group andindividually

Pupils listen and do as thecommands

Pupils do both repeat thecommands and the actions

Pupils do action that suit tocorresponding commands

Pupils do following thecommands

If the commands without “please”Pupils won’t do actions

C/ Consolidation:

Pupils sing The Hi song and Goodbye song in pairs or individually

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_ Review of the vocabulary and the structures that are taught in the previous period

Section 5: LET’S START (Cont)

Hi, How are you? _, Andy How are _?

I’m _, thank Pretty good! Thanks

How are you? How about you?

Pretty good! OK

Goodbye, Kate Goodbye, Andy

See you later! _ you !

_ Teacher remarks

B Look, unscramble and write

_ Teacher explains the request

Pupils do exercise in pairsPairs of Pupils present the resultPupils do pair work

* Key:

OK

Hi, youI’mSee, laterPupils do exercise by filling their name inthe blank

Pupils read the exrcise’s request

You Hi OK See I’m later

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_ Teacher asks the Pupils to do exercise

correspondingly

1 the eraser board 2 my write name

3 books read 4 English speak

_ Teacher has a look at the Pupils’ works

_ Teacher help and remark

C Write and match

_ Teacher asks the Pupils to do exercise

correspondingly

Pupils match the picture with the word forsuitable

* Key:

1 – Eraser the board 2 – Write my name

3 – Read books 4 – Speak English

Pupils read the exrcise’s requestPupils do exercises by completing thesentences

* Key: 1 I write my name at school

2 I speak English at school

3 I read books at school

4 I eraser the board at schoolC/ Consolidation:

_ Pairs of Pupils say the greeting and the fare wells

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a) Vocabulary: a pencil sharpener, a picture, a workbook, a paper clip, …

b) Structure: _ What’s this?/ What’s that?

It’s a bag

III/ METHODS and TEACHING AIDS

3 Review of the previous section

Section 6: LET’S LEARN

A Practice the words

_ Teacher introduces the vocabulary by the

pictures

1 a pencil sharpener 5 a clock

2 a picture 6 a door

3 a workbook 7 a window

4 a paper clip 8 a calendar

_ Teacher reads the model

B Practice the sentences

_ Teacher gives the sentence patterns

This is a pencil sharpener

That’s a clock_ Teacher writes down and learn them by

heart

Pupils listen, repeat the vocabulary chorallyPupils see the pictures, listen to recognize theobjects

Pupils read the new words individuallyPupils practise the pattern

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that is = that’sIt’s = It is_ Teacher remarks and corrects the erros

Pupils present the results

C/ Consolidation:

_ Pointing to real objects in the classroom

_ Pupils ask and answer following the pattern

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a) Vocabulary: a bag, a book, a window, a door, marker, crayon, …

b) Structure: _ Is this a ruler?/ Is that a ruler?

Yes, it is/ No, It isn’t

Section 7: LET’S LEARN (Cont)

C Practiece the questions and answers

_ Teacher gives the questions and answers

patterns

What’ this? What’ that?

It’s a workbook It’s a calendar

_ Teacher writes down and learn them by heart

What is = What’s

It is = It’s

D Ask and answer

patterns

Pupils look at the T’s cards and say the name

of that objects after the T chorallyPupils open and lookat the bookPupils only listen

The whole class re peat same timesPupils listen

Pupils practise in pairs

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Is this a ruler? Is that a ruler?

Yes, it is/ No, It isn’t_ Teacher reads the model

_ Teacher remarks and corrects the erros

is not = isn’t

Ps look at the board and listen

Ps practice with sentence to describe singularobjects

Pupils listen

C/ Consolidation:

_ Pointing to real objects around the Pupils

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a) Vocabulary: review of previous vocabulary

b) Structure: review of previous structures

_ Teacher explains the exercise request

_ Teacher remarks and corrects the Pupils’

erros

B Write and match

_ Teacher says the exersice’s request

erros

Pupils do exercises by completing thesentences (filling the gaps with the vocabularyabove)

Pupils present their worksPupils do exersices

Pupils present their own results

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C Write and check

_ Teacher asks the Pupils to read the exersice’s

requests

_ Teacher explains these requests

erros

D Write

_ Teacher explains exersice requests

Pupils look at the picture and write the answer

in the gaps

Pupils do exersices

* Key:

1 Is this a picture? Yes, it is

2 Is that a workbook? No, it isn’t

3 Is this a clock? No, it isn’t

4 Is that a window? Yes, it isPupils present the result

C/ Consolidation:

_ Pupils say following the situation that are given by the Teacher

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_ Identyfying objects (plural nouns)

_ Asking about objects (plural) as well as answering them

II/ KNOWLEDGE:

_ English Puplis also have the objects as Vietnamese people

a) Vocabulary: pencil sharpeners, pictures, workbooks, paper clips, …

b) Structure: What are these? What are those?

They‘re clock

Section 9: LET’S LEARN MORE

_ Teacher explains the vocabulary by objects,

picture and my gestures

1 pencil sharpeners 5 calendars

2 paper clips 6 pictures

3 clocks 7 windows

4 workbooks 8 doors

_ Teacher reads these words

_ Teacher prepares several objects

Pupils listen and copy down

The whole class repeat many timesPupils listen and choose the objectscorrecspondingly

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_ Teacher says words of these objects

B Practice the sentence

_ Teacher introduces the sentence giving

situations and making gestures

These are pencil sharpeners

Those are pictures_ Teacher remarks and corrects the Pupils erros

Pupils repeat pattern after the Teacher

Pupils listen and repeatPupils practise

C/ Consolidation:

_ Pupils reread the sentences in the exercises Then, Pupils (remind) say the title of the lesson_ Pupils ask and answer following the situation that are given by the Teacher

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_ Asking about objects (plural) as well as answering them

II/ KNOWLEDGE:

a) Vocabulary: pencil sharpeners, pictures, workbooks, paper clips, …

b) Structure: What are these? What are those?

They‘re clocks

Section 10: LET’S LEARN MORE (Cont)

C Practice the question and answer

_ Teacher asks and answers while showing to

an objects as a model Using the same

technique for other objects

What are these? What are those?

They‘re clocks They‘re pictures

_ Teacher says them again

_ Teacher write the note and abb form on black

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They are = They’re_ Teacher listens and remarks

D Ask and answer

patterns

Are these doors? Are those doors?

Yes, they are / No, they aren’t

is not = isn’t

Pupils listen

C/ Consolidation:

_ Pupils ask and answer following the situations that are given by the Teacher

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_ Pupils enforce their knowledge (the vocabulary and structures) through recognizing theobjects’ names and completing the sentences in the exrcises

II/ KNOWLEDGE:

_ English language and Vietnamese have also same objects

Section 11: LET’S LEARN MORE (Cont)

A Look and write

_ Teacher asks Pupils to see pictures

and remarks their characteristics

Pupils look at the pictures, write down the adjectivesthat show the characteristics of these picturescorrespondingly

Key:

1 Those are clocks 2 Thse are paper clips

3 Those are windows 4 These are pencil sharpeners

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_ Teacher remarks, corrects Pupils’

C Read and match

_ Teacher explains the requests

_ Teacher remarks, corrects the

Pupils’ errors

D Connect and write

_ Teacher explains the exercise’s

Pupils present their results

Pupils read the exrecise’s request and then write theanswers for the questions in the textbook, depending

on the pictures

* Key: 1 These are windows 2 Those are calendars

3 These are doors 4 Those are picturesPairs of Pupils ask and answer by looking at theirresults and the pictures

Puplis read the exercises’ requestsPupils connect the pictures to corresponding adjectivePupils present their results

Pupils say results

Pupils listenPupils do exercise by match the letters and the words

to the pictures correspondinglyPupils complete the exercise Key:

1 Are these windows? No, they aren’t

2 Are these paper clips? Yes, they are

3 Are those pencil sharpeners? Yes, they are

4 Are those pictures? No, they aren’tPupils say results

C/ Consolidation:

_ Teacher gives the situation

_ Pupils ask and answer in pairs

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a) Vocabulary: the words that the Pupils learned

Section 12: LET’S BUILD

A Make sentences

_ Teacher asks Pupils make sentences

with the pictures by adjectives

_ Teacher read model

This door is little

That door is big

Pupils listen

Pupils read in chorusPupils open and look at the bookPupils say these sentence individually

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_ Teacher remarks, corrects Pupils’ errors

B Say these

_ Teacher introduce the sentence by to

takes the plural and singular objects

1 This door is little 2 This window is little That door is big That window is big

3 This ruler is short 4 This paper clip is little That ruler is long That paper clip is bigPupils listen

Pupils practice

1 These are new pencil case

2 These are round clock 3.These are old picture

4 These are yellow crayonC/ Consolidation:

_ Pupils ask and answer following situation that are given by Teacher

_ Puplis learn the lesson by heart at home

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a) Vocabulary: previous vocvabulary

b) Structure : previous structures

3 Skill: help Ps to develop their speaking, reading, listening and writing skills

Section 13: LET’S BUILD (cont)

C Listen and check

_ Teacher divides Pupils some group

_ Teacher reads each sentence

_ Teacher turns on the cassette player

Pupils listen

* Key: 1 These are big clocks

2 That is a little jump rope

3 This is a big robot

4 Those are little erasers

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D Ask your partner

patterns

Pupils listen and check their listening resultsPupils read individually again

Pupils open and look at the bookPupils listen

1 Are those clocks square? Yes, they are

2 Are these crayon big? Yes, they are

3 Is this a ruler long? No, it isn’t

Is that a window small? No, it isn’tPupils present the results

C/ Consolidation:

_ Teacher gives situations

_ Depending on them, Pupils ask and answer in pairs

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a) Vocabulary: previous vocvabulary

b) Structure : previous structures

3 Skill: help Ps to develop their speaking, reading, listening and writing skills

IIISTEP FO TEACHING:

A/ Warm up:

1 Greeting

2 Checking attendance

Section 14: LET’S BUILD (cont)

Exercisebook

A Circle and write

write the answers for the questions in thetextbook, depending on the pictures

* Key:

1 This door is little 2 That window is round

3 This workbook is old 4 That picture is longPairs of Pupils ask and answer by looking at

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B Read and match

_ Teacher explains the exercise’s requests

_ Teacher has a look at the Pupils’ exercises

C Look and check

_ Teacher explains exercise

D Uncramble and write

_ Teacher explains the exercise’s requests

_ Teacher has a look at the Pupils’ exercises

1 are clocks Those big

2 small This rabbit is

3 pencils long are These

4 is square That door

5 new is picture This

6 Those round are calendars

their results and the pictures

Pupils listenPupils complete the exercise Pupils say results

Pupils read the exrecise’s request and thenwrite the answers for the questions in thetextbook, depending on the pictures

* Key: 1 This bicycle is long

2 Those eraser are squarePairs of Pupils ask and answer by looking attheir results and the pictures

Pupils listenPupils complete the exercise Key:

1 Those clocks are big

2 This rabbit is small

3 These pincils are long

4 That door is square

5 This picture is new

5 Those calendars are roundPupils say results

C/ Consolidation:

_ Teacher enforces the Puplis’ knowledge by holding some games about the sound/ phoneticssuch as “travelling game”

_ Puplis learn the lesson by heart at home

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Hello, Scott How are you?

I’m OK,thanks How about

you?

Pretty good

Goodbye, Scott

See you later

Saying hello and goodbye

T erase the board at school

Describing school activities

This is a pencil sharpenerThat\ aclock

What’s this/that? It’s aworkbook

Is this/that a calendar?

Yes, it is/No, it isn’tIndentifying and askingabout near and far schoolobjects (sing gular)

These/Those are pencilsharpeners

What are these/those?

They’re clocksAre these/those doors?

Yes, they are/No, theyaren’t

Identifying and askingabout near and farschool subjects (plural)

This/That door islittle/big

These/Those clocks arenew

Is that window square?Yes, it is/no, it isn’tAre those clockssquare?

Yes, they are/No, theyaren’t

Identifying near and farsubjects with adjectives

_ Ps practice by asking and answer about singular objects

_ Ps practice with partner

_ T remark and correct erros

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Preparing day: 9/10

Teaching day: 12/10

Section 16: Midterm test

Name :……….… Class : 5/ Date:… /… / 2011 Marks :

A Choose and write (2 marks):

Kate: Hi, Jenny …….are you?

Jenny: I’m ………, thanks

How …….… you?

Kate: … good!

Jenny: ……… …,Kate

Kate: See you…… ……

D Read and circle (2 marks):

● D

4 These are pictures ●How later Ok Good-bye Pretty about

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F Read and check (2 marks):

1 Are these pencil sharpeners?

A Yes, they are

B No, they aren’t

2 Are those doors?

A Yes, they are

B No, they aren’t

3 Are these pictures?

A Yes, they are

B No, theyaren’t

4 Are those calendars?

A Yes, they are

B No, they aren’t

_ Devolops Pupils’ talking about possessions and describing abilities

II/ KNOWLEDGE:

a) Vocabulary: run, swim, dance, …

b) Structures: Whose bag is that? I don’t know

Is it Scott’s bag?

Yes, it’s her bag / No, it isn’t his bag

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Teacher’s activities Pupil’s activities

A Let’ talk

_ Present the first part of the dialogue:

_ Teacher present situation

K: Whose bag is that?

S: I don’t know

K: Is it Scott’s bag?

S: No, it isn’t his bag

K: Is it Jenny’s bag

S: Yes, it’s her bag

_ Teacher teachs the new pattern

Q: Whose bag is that?

A: It’s Jenny’s bag

_ Teacher writes these structures on the board

as wellas their abbrevited form

Whose bag is that?

It’s Jenny’s bag It’s her bag

It’s Scott’s bag It’s his bag

Pupils say their meaningPupils repeat the Teacher’s itterance/sentencechorally

Pupils read in chorasPupils listen and repeat in chorasPupils say these paterns in pair as a modelPupils take to roles in groups

Pupils listenPupils open their bookPuplis repeat chorallyPupils practise the dialogue in group

C/ Consolidation:

Pupils ask and answer aboat their name

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II/ KNOWLEDGE:

a) Vocabulary: run, swim, dance, …

b) Structures: Whose bag is that? I don’t know

Is it Scott’s bag?

Yes, it’s her bag / No, it isn’t his bag

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B Let’ sing

_ Teacher presents the song:

Whose bag is that?

Whose bag is that? Is it Jenny’s bag?

I don’t know Yes, it is

Is it Scott’s bag? It’s her bag

No, no, no Yes, it is

It isn’t his bag It isn’t his bag

No, it isn’t It’s her bag

No, it isn’t Scott’s bag It isn’t Scott’s bag

_ Teacher reads tehsentence

_ Teacher turns on the cassette player the whole song

C Let’ move

_ Teacher says commands (introduces commands) by the

gestures (twice or three times for commands)

_ Teacher reads the commands

1 run 2 swim

3 sing 4 dance

_ Teacher divides the class into groups

_ Teacher gives a various commands to each group

He can run

She can run

_ Teacher holds a game “please” and gives the ruler

_ Teacher gives some commands with “please’

Pupils listenPupils repeat chorallyPupils listen

Pupils repeat chorallyPupils listen and repeat chorollyPupils sing in group andindividually

Pupils listen and do as thecommands

Pupils do both repeat thecommands and the actions

Pupils do action that suit tocorresponding commands

Pupils do following thecommands

If the commands without “please”Pupils won’t do actions

C/ Consolidation:

Pupils sing The Hi song and Goodbye song in pairs or individually

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b) Structures: review of previous structures

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A Read and write

_ Teacher reads the exercise’s request and explain it

_ Teacher remarks

B Look and write

C Read and match

D Look and write

Pupils do exercise in pairsPairs of Pupils present the resultPupils do pair work

* Key:

1 It’s his bag

2 Whose bag is that?

It’s her bag

Pupils do exercise by filling their name inthe blank

Pupils read the exrcise’s requestPupils match the picture with the word forsuitable

Pupils to do exercise correspondingly

* Key:

It’s Scott’s bag

It’s Jenny’s bag

Pupils read the exrcise’s requestPupils do exercises by completing thesentences

* Key:

1 He can sing

2 She can dance

3 She can run

4 He can swim

Pupils read the exrcise’s request

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Pupils do exercises by completing thesentences

* Key:

1 He can dance

2 She can swim

3 She can sing

4 He can run

C/ Consolidation:

_ Pairs of Pupils say the greeting and the fare wells

a) Vocabulary: a key, a candy bar, a comic book, a comb, …

b) Structure: What do you have? Do you have a tissue?

I have a key Yes, I do / No, I don’t

Section 20: LET’S LEARN

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_ Teacher introduces the vocabulary by the

pictures

1 a key 5 a coin

2 a candy bar 6 a brush

3 a comic book 7 a tissue

4 a comb 8 a watch

B Practice the sentences

_ Teacher gives the sentence patterns

I have a key_ Teacher writes down and learn them by

heart

Pupils listen, repeat the vocabulary chorallyPupils see the pictures, listen to recognize theobjects

Pupils read the new words individuallyPupils practise the pattern

Pupils present the resultsC/ Consolidation:

_ Pointing to real objects in the classroom

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a) Vocabulary: a key, a candy bar, a comic book, a comb, …

b) Structure: What do you have? Do you have a tissue?

I have a key Yes, I do / No, I don’t

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C Practiece the questions and answer

patterns

What do you have?

I have a coin

D Ask your partner

patterns

Do you have a tissue?

Yes, I do./ No, I don’t

do not = don’t

Pupils look at the T’s cards and say the name

of that objects after the T chorallyPupils open and lookat the bookPupils only listen

The whole class re peat same timesPupils listen

Pupils listen

C/ Consolidation:

_ Pointing to real objects around the Pupils

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Exercisebook

A Look and write

_ Teacher asks several Pupils to read the words

in the exercise

_ Teacher explains the exercise request

erros

B Draw and write

_ Teacher says the exersice’s request

erros

C Write

_ Teacher asks the Pupils to read the exersice’s

requests

_ Teacher explains these requests

Pupils do exercises by completing thesentences (filling the gaps with the vocabularyabove)

Pupils present their works

Pupils read the exersice’s requestsPupils do exersices

1 I have a candy bar 4 I have a comicbook

2 I have a tissue 5 I have a coin

3 I have a comb 6 I have a brush

Pupils present the result

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D Read and circle

_ Teacher explains exersice requests

C/ Consolidation:

_ Pupils say following the situation that are given by the Teacher

_ Identyfying the possessions of other

_ Asking about objects as well as answering them

II/ KNOWLEDGE:

a) Vocabulary: a camera, a key chain, a music player, a calculator, …

b) Structure: What does she/he have?

She/He has a camera

_ Name cards

IV/ STEP FO TEACHING:

A/ Warm up:

1 Greeting

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