Giáo án tiênga anh lớp 3

2: Introduce the song: - Show the page 3 to the class and introduce the song - Play the recording of “The hello song” - Read the words of the song, line by line without the music and hav

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Week 1 - Period 1 & 2 Prepare for the beginning of the academic year.

Date of preparing: 18/8/2012 Week 2 - Period 3

hello, hi, I, am, is,

what, your, name, my

Act 1: Introduce the greeting:

- Introduce himself/ herself to Ss in English

- Wave the hand or shake the hand of the puppet or of a student and say :

“Hello”

- Direct the hand to the chest to tell the

name: Hello, I am (Ms Loan).

- Give Ss some name tags or put them

on the desk before Ss and greet some Ss

- Say “Hi” or “Hello” and confirm that two ways are changeable:

Hello, (Mary).Hi, (Tom).

- Ask S1 to stand up and the class turn

to him, waving hands and say Hi/ Hello, (An).

Act 2: Present the first part of the dialogue:

- Use puppets to model the dialogue

- Imitate different voices for the two puppets

Puppet A: Hello, I am Andy Puppet B: Hi! My name is Kate.

- Repeat the words of Puppet A and guide Ss to say the words of Puppet B and vs

PRACTICE:

Act 1: Listen and repeat:

- Play the tape and have Ss open the book

- Ask Ss to listen carefully and repeat

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the dialogue.

Act 2: Practice the dialogue:

- Divide the class into two teams Team

A keeps Puppet A and team

B keeps Puppet B

- Two teams practice speaking and then change the role

Team A (Puppet A): Hello, I am Andy

Team B (Puppet B): Hi!

My name is Kate.

PRODUCTION:

Act 1: Chain drill:

- Have Ss greet to each other, using their real names

S1: Hi, my name is (Ken) S2: Hello, I’m (Andy) S3: Hi, I’m (Kate)….

Act 2: Workbook: Have Ss get ready

to finish the task at school

A Write: Look at the characters, introduce them and write

Date of preparing: 22/8/2012 Week 2 - Period 4

hello, hi, I, am, is,

what, your, name,

my

Resources:

SB/ p 2WB/ p 2

WARM-UP AND REVIEW:

Chain game: Have Ss greet to each other,

using their real names

S1: Hi, my name is (Ken) S2: Hello, I’m (Andy) S3: Hi, I’m

(Kate)….

PRESENTATION:

Act 1: Ask the name:

- Use the puppets to model the second part of the dialogue

Puppet A: What’s your name? Puppet B: My name is (John).

- Repeat the words of Puppet A and guide Ss

to say the words of Puppet B and vs

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the whole hands.

PRACTICE:

- Divide the class into 2 teams, give each team a puppet and help Ss identify its speech

- Practice the dialogue, change the role

- Ask Ss some pairs to stand up and speak

- Have Ss to practice the dialogue in pairs, using their own names

PRODUCTION:

Act 1: Bean bag circle: Toss a bean bag to

S1, introduce yourself, and ask S1’s name S1 responds, then tosses the bag to S2, greets, introduces

and asks Continue that until more Ss have had a chance to participate

T to S1: Hello I’m Ms (Huyen) What‘s your names?

S1: Hello, Ms Huyen My name is (Lan) S1 to S2: Hello, I’m (Lan) What’s your name?

Act 2: Review the names of the characters

- Have Ss to listen again and repeat the dialogue

Act 3: Workbook: Have Ss get ready to

finish the task at school

Leader’s signature

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Date of preparing: 01/9/2012 Week 3 - Period 5 Date of teaching: 06/09/2012

Kate, Jenny, John,

Scott, Lisa, Andy

Bean bag circle: Toss a bean bag to S1,

introduce yourself, and ask S1’s name S1 responds, then tosses the bag to S2, greets, introduces and asks

Continue that until more Ss have had a chance

to participate

T to S1: Hello I’m Ms (Huyen) What‘s your names?

S1: Hello, Ms Huyen My name is (Lan).

S1 to S2: Hello, I’m (Lan) What’s your name?

Act 2: Introduce the song:

- Show the page 3 to the class and introduce the song

- Play the recording of “The hello song”

- Read the words of the song, line by line without the music and have Ss repeat

PRACTICE:

Act 1: Listen, point and underline:

- Play the tape Ask Ss to listen, point &

underline the words they know from Let’s Talk

Act 2: Sing along the cassette player:

- Play the tape and ask Ss to sing along the cassette player in chorus

PRODUCTION:

Act 1: Sing the song in 3 groups:

Divide the class into 3 groups Play the tape and ask them to sing the song

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Group 1: Hello, hello, hello What’s your name?

Group 2: My name is John My name is John Group 3: Hello, John! Hello, John! Hello!

Act 2: Musical game:

Ss pass 2 balls (red & blue) while the music is playing When the

music stops, the St who keeps red ball will greet and ask name; the St

who keeps blue ball will answer the question

Date of preparing: 01/9/2012 Week 3 Period 6 Date of teaching: 07/9/2012

Kate, Jenny, John,

Scott, Lisa, Andy

Sing the song:

- Ask some volunteers to sing the song again

PRESENTATION:

Act 1: Review the names of the characters:

- Give each St a name tag to wear: Kate, Jenny, John, Scott, Lisa, Andy

- Have Ss say each name in chorus and individually

Act 2: Introduce the song again:

- Show the page 3 to the class and introduce the song Play “The hello song”

PRACTICE:

Act 1: Sing the song with the music in chorus:

- Play the music (Let’s chant, let’s sing/ p 1)

- Ask Ss to listen and sing the song with the music in chorus

What’s your name?

My name is (Kate)

Act 2: Sing the song with music in groups:

- Divide the class into 3 groups, play the tape and ask them to sing the song

Group 1: Hello, hello, hello What’s your

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Group 2: My name is John My name is John Group 3: Hello, John! Hello, John! Hello!

PRODUCTION:

Act 1: I’m a musician:

- Have Ss work in groups to create an original verse by inserting their own names

- Have Ss sing the song again with the new names

Act 2: Musical game: Ss pass 2 balls (red

ball and blue ball) while the music is playing When the music stops, the St who keeps red ball will greet and ask name; the St who keeps blue ball will answer the question

Act 3:Work book: Have Ss get ready to

finish the task at school Connect and write: Have Ss to write the words, connect the balls with the

children

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Date of preparing: 09/9/2012 Week 4 Period 7

Act 1: Singing:

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

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

Act 2: Review the old sentences in Unit 1.

- Use the cards 1-8 and say: What’s this?

- Have Ss practice more on classroom objects

Act 2: Introduce the plural forms of the words.

- Give out the cards and say: a ruler Then give out the card and say: rulers.

- Stick the card on the board Ask Ss to write the words in their notebooks & practise them

Act 3: Introduce the question and answer pattern.

- Use the puppets to teach the sentences

Puppet A: (point to the card) What are these?

Puppet B: They are rulers

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

- Divide the class into 2 groups, practise the sentences Then change the role

PRACTICE:

- Play the tape and ask Ss to look at the

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books, listen and point to the characters

- Play the tape again and ask Ss to listen and repeat the sentences

- Ask Ss to work in pairs, practice the dialogue

- Note: This is = This’s

PRODUCTION:

Show and Tell:

- Point to a the card on the board and ask:

What’s this?/ What are these?

- Get the whole class to answer: It’s……/ They’re………

- Use the cards 1-8 and say: What’s this?

- Have Ss practice more on classroom objects

Act 2: Introduce the plural forms of the words.

- Give out the cards and say: a ruler Then give out the card and say: rulers.

- Stick the card on the board

- Ask Ss to write the words in their notebooks

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and then practise speaking the words

Act 3: Introduce the question and answer pattern.

Puppet A: (point to the card) What are these?

Puppet B: They are

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

- Play the tape again and ask Ss to listen and repeat the sentences

- Ask Ss to work in pairs, practice the dialogue

- Note: This is = This’s

PRODUCTION:

Show and Tell:

- Point to a the card on the board and ask: What’s this?/ What are these?

- Get the whole class to answer: It’s……/ They’re………

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Act 1: Show and tell:

- Stick the cards on the board

- Have Ss to ask and answer: What is this? - This’s (rulers)

PRESENTATION:

Act 1: Introduce the singular and plural forms of the words.

- Use the cards to introduce new words:

book(s), desk(s), chair(s),pencil(s)….

Stick the cards on the board

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

Act 2: Review the question and answer pattern.

Date of preparing: 15/9/2012 Week 5 Period 10 Date of teaching : 21/9/2012

Act 1: Show and tell:

- Stick TC on the board

- Have Ss to ask and answer: What is this? - This’s (rulers)

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- Stick TC on the board.

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

Act 2: Review the question and answer pattern.

- Use the puppets to teach the sentences.Puppet A: (point to the card) What’s this?

Puppet B: It’s a book

Puppet A: (point to the card) What are these?

Puppet B: They’rebooks

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

- Divide the class into 2 groups, practise the sentences Then change the role

PRACTICE:

Act 1: Listen, repeat and point:

- Play the tape and ask Ss to look at the books, listen and point to the objects

- Play the tape again and ask Ss to listen and repeat the words

Act 2: Ask and answer:

- Ask Ss to work in pairs Then in turn, ask and answer about the objects

S1: (point to a book in the book): What’s this? S2: It’s a book.

S1: (point to books in the book): What are these? S2: They’re books.

- The student who has the correct answer will

be the next to play the game

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Date of preparing: 23/9/2012 Week 6 Period 11 Date of teaching : 27/9/2012

Teaching aids:

- puppets

- CD/ tape

Act 1: Singing: The Hello Song

- Ask Ss to make 2 teams, listen to the music and sing the song

Team 1: introduce Sarah, John; Team 2: say hello

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

What’s this? It’s (a pencil) What are these? They are pencils

PRESENTATION:

Act 1: Introduce the vocabulary:

- Introduce the numbers 1 to 10 by writing the numbers and the words on the board

- Point at a number and say the word

T (point to number 1): one

- Have Ss practice more on the numbers with their two hands

- Check if Ss can remember the numbers by asking them to count classroom objects

Act 2: Introduce the question-and-answer pattern:

- Hold up a ruler and ask: Is this a ruler?

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Act 1: Listen and repeat the rhythm:

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

- Ask Ss to open the book, ask and answer follow the pattern

Act 3: Learn the alphabet:

- Play the tape

- Ask Ss to listen to the tape and repeat

Act 1: Singing: The Hello Song

- Ask Ss to make 2 teams, listen to the music and sing the song

Team 1: introduce Sarah, John; Team 2: say hello

Act 2: Guessing game:

(Teacher’s book, p 16)

PRESENTATION:

Act 1: Review the vocabulary:

- Introduce the numbers 1 to 10 by writing the numbers and the words on the board

- Point at a number and say the word

T (point to number 1): one

- Have Ss practice more on the numbers with

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their two hands.

- Check if Ss can remember the numbers by asking them to count classroom objects

Act 2: Review the question-and-answer pattern:

- Hold up a ruler and ask: Is this a ruler?

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

- Ask Ss to open the book, ask and answer follow the pattern

Act 3: Learn the alphabet:

- Play the tape

- Ask Ss to listen to the tape and repeat

PRODUCTION:

Ask and answer about classroom objects

- Ask Ss to make a circle

- Take turns, ask and answer about the objects

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Date of preparing: 28/9/2012 Week 7 Period 13

Act 1: Count the objects:

- Show TC in random and ask: Is this a (ruler)?

- Have Ss to count and answer: Yes, it is/ No,

it isn’t.

- Have Ss repeat the Qs and answers several times

Act 2: Introduce the objects:

- Get Ss to open the book and have their interest in the objects by asking questions:T: What is this? Ss: This is a pencil

PRACTICE:

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No, it isn’t Act 1: Circle and answer:

- Ask Ss to read the model first

- Ask Ss to circle the correct answer

Act 2: Write:

- Ask Ss to write the correct answer under each question

Act 3: Trace Connect the letters.

- Ask Ss to connect the letters to review the alphabet

PRODUCTION:

Perform the song of alphabet

- Divide Ss into 4 groups

- Perform the song before the class

Act 1: Count the objects:

- Show TC in random and ask: Is this a (ruler)?

- Have Ss to count and answer: Yes, it is/ No,

it isn’t.

- Have Ss repeat the Qs and answers several times

Act 1: Circle and answer:

- Ask Ss to read the model first

- Ask Ss to circle the correct answer

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Act 2: Write:

- Ask Ss to write the correct answer under each question

Act 3: Trace Connect the letters.

- Ask Ss to connect the letters to review the alphabet

PRODUCTION:

Perform the song of alphabet

- Divide Ss into 4 groups

- Perform the song before the class

objects

Review The Hello Song:

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

- Sing the song in chorus

PRESENTATION:

Act 1: Present the commands:

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

- Give commands and ask Ss to do the actionsT: Stand up Ss (do the action): Stand up

PRACTICE:

Act 1: Listen, point and repeat

- Play the tape

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Close your book

Point to the teacher

Touch your desk

Please be quiet

Listen carefully

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

to the suitable pictures

- Get Ss to listen again and repeat

Act 2: Give the commands and do the action:

- Divide the class into 2 teams and give 2 commands each time

Open your book

Close your book

Resources:

SB/ p 8WB/ p 8Let’s chant, let’s sing

LG grammar andlistening/

Act 1: Review the commands: Simon says:

- Give the commands and ask Ss to do the actions

- Play the tape

- Ask Ss to listen and repeat

PRESENTATION:

Act 1: Present the rhythm of the commands:

- Ask Ss to listen, repeat and do the actions

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

PRACTICE:

Act 1: Practice the rhythm:

Point to the teacher

Touch your desk

hands and practice

T (play the music): open your book Ss (clap hands and say): open

your book.

Act 2: Give commands:

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

- Have the class give the commands (maybe use classroom objects)

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and do the actions

S1 (point to the picture): Close your book

Ss (say and do): Close yourbook

PRODUCTION:

Act 1: Game: Robot

- Model the game: T gives many commandsSs do the actions asrobots

- Divide the class into many small groups of 4

A Connect and write:

- Have Ss connect the pictures to the commands and complete each

command Then practice giving commands

Act 1: Let’s talk: Who said it?

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- Magnet

- Sticker

- Red scarf orhandkerchief

- Write the conversation on the board, and have S2 introduce S1 to

S3

- Ask S1 to give the name of S3 If S1 can’t tell the right name,

(s)he asks S3 more

S2: Hi, I am (Andy).S3: Hi, my name’s (Kate) What is your

nameS1: Hi, my name’s

Act 2: Let’s learn:

- Get Ss to make a circle, put their hands at the back, give S1 some

objects and him/her to put the objects in his/her friends’ hands, ask

and answer in the circle

S1: What’s this?/ What are these? S2 (feel the object): It’s (a ruler)/

They’re (rulers).

Act 3: Let’s learn some more:

- T points to some classroom objects and ask

Ss: Is this a book?

- Ss answer: Yes, it is/ No, it isn’t.

Act 4: Let’s move:

- Make a quick drill Give commands and ask

Ss to do the actions

PRESENTATION:

Act 1: How to do a listening task:

- Stick 2 TC on the board, write letters A, B and circle them

- Ask S1 to go to the board T: This is (a pencil) S1: point to TC

and circle A or B

PRACTICE:

Act 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answer

T: What’s this? / What are these? / How many ? Ss: (answer)

Act 2: Listen and circle:

- Play the tape and ask Ss to listen and circle the letter A or B

- Play the tape again and check the answers: 1.a; 2.b; 3.a; 4.a; 5.b;

6.b; 7.a; 8.a

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- PW: ask and answer about the pictures 1-6, and give commands

with the pictures 7-8

Act 2: Work book:

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

with weak Ss)

A Circle and write: Ss look at the pictures and circle the suitable

word, then write this word in the blank

B Write: Look at the pictures, choose the right word and fill in the

Act 1: Introduce the greetings:

- Wave the hand or shake the hand of the puppet or of a student and

say: “Hello, Huyen How are you?”

Answer: “I’m fine Thank you.” (Note: I

am = I’m)

- Ask S1and S2 to stand up, face to face and

greet: S1: Hi, (Lan).

How are you? S2: I’m fine Thank you How are you? S1: I’m fine.

Thank you.

Act 2: Present the dialogue:

- Use puppets to model the dialogue Imitate different voices for the two puppets

Puppet A: Hi, Andy How are you?

Puppet B: I’m fine How are you?

Puppet A: I’m fine Thank you.

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to say the words of Puppet B and vs.

PRACTICE:

- Ask Ss to listen carefully and repeat the dialogue

- Divide the class into two teams Team A keeps Puppet A and team B keeps Puppet B

PRODUCTION:

Act 1: Find your partner:

- Give Ss a picture that is cut off 2 pieces, Ss take a piece and find

- Have Ss get ready to finish the task at school

A Write: Look at the picture and write the answer

B Write Answer the question

WARM-UP:

- Review “The Hello Song”

PRESENTATION:

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fine Thank you.

Let’s chant, let’ssing/ p 8

- Use puppets to review the pattern

Puppet A: Hi How are you? Puppet B: I’m fine

- Have Ss greeting in chorus and individually

Act 2: Introduce the song :

- Play the recording of “Hi, How Are You?”

PRACTICE:

- Divide the class into 2 groups, play the tape and ask them to sing

the songGroup 1: Hi, how are you?

Group 2: I’m fine (How are you?)Group 1: (I’m fine I’m fine I’m fine.)

PRODUCTION:

Act 1: Back-to-back

- Have Ss work in pairs to greet their friend

by phoning

ball and blue ball) while themusic is playing When the music stops, the

St who keeps red ball willgreet; the St who keeps blue ball will answer the question

Act 3:Work book:

- Have Ss get ready to finish the task at schoolWrite: Have Ss to write the missing words

Date of teaching: 26/10/2012

Key language Materials

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- Objects: ared crayon.

Act 1: Sing the song:

PRESENTATION:

Act 1: Introduce the vocabulary.

- Use a red crayon to introduce: Red and color

- Ss listen and repeat

Act 2: Introduce the question-and answer pattern

Puppet A: What color is this?

Puppet B: It's red

- Have Ss repeat the question, "What color is this?" then the

answer “It’s red”

PRACTICE:

Act 1: Group work:

- Divide the class into two groups

- Show the Ss the red crayon or the red others.Group A: ask – Group B: answer

- Reverse roles – ask and answer

Act 2: Pair work:

- Ask Ss to work in pairs

- Divide the class into 6 groups

- Have group to group look around and find the red things, point and

say: It’s red

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Date of preparing: 26/10/ 2012 Week 11 Period 21

Act 1: Introduce the greetings:

- Wave the hand or shake the hand of the puppet or of a student and

say: “Hello, Huyen How are you?”

Answer: “I’m fine Thank you.” (Note: I am = I’m)

- Ask S1and S2 to stand up, face to face and

greet: S1: Hi, (Lan).

How are you? S2: I’m fine Thank you How are you? S1: I’m fine.

Thank you.

Act 2: Present the dialogue:

- Use puppets to model the dialogue Imitate different voices for the

two puppets

Puppet A: Hi, Andy How are you?

Puppet B: I’m fine How are you?

Puppet A: I’m fine Thank you.

to say the words ofPuppet B and vs

PRACTICE:

- Ask Ss to listen carefully and repeat

- Divide the class into two teams Team A keeps Puppet A and team

B keeps Puppet B

PRODUCTION:

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Act 1: Find your partner:

- Give Ss a picture that is cut off 2 pieces, Ss take a piece and find

- Have Ss get ready to finish the task at school

A Write: Look at the picture and write the answer

B Write Answer the question

Date of preparing: 28/10/ 2012 Week 11 Period 22

- Use puppets to review the pattern

Puppet A: Hi How are you? Puppet B: I’m fine

- Have Ss greeting in chorus and individually

Act 2: Introduce the song :

- Play the recording of “Hi, How Are You?”

PRACTICE:

- Divide the class into 2 groups, play the tape and ask them to sing

the songGroup 1: Hi, how are you?

Group 2: I’m fine (How are you?)Group 1: (I’m fine I’m fine I’m fine.)

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Act 1: Back-to-back

- Have Ss work in pairs to greet their friend

by phoning

ball and blue ball) while themusic is playing When the music stops, the

St who keeps red ball willgreet; the St who keeps blue ball will answer the question

Act 3:Work book:

- Have Ss get ready to finish the task at schoolWrite: Have Ss to write the missing words

- Objects: ared crayon

PRESENTATION:

- Use a red crayon to introduce: Red and color

Act 2: Introduce the question-and answer pattern

Puppet B: It's red

answer “It’s red”

PRACTICE:

- Show the Ss the red crayon or the red others.Group A: ask – Group B: answer

Reverse roles – ask and answer

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- Divide the class into 6 groups.

- Have group to group look around and find the red things, point and

say: It’s red

Teaching aids:

- puppets

- CD/ tape

- Cassetteplayer

- Objects:

color crayons

- Ask some pairs reading the dialogue

PRESENTATION:

- Use crayons to introduce: yellow, blue, white, pink, gray,

red, black, green, purple, orange and brown

Act 2: Introduce the question-and- answer pattern

Puppet B: It's (yellow)

- Show the Ss the color crayons or the color realia

- Have Group A ask and Group B answer

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Then exchange the roles

- Feedback

PRODUCTION:

Act 1: Color Race.

- Write the colors on the board

- Divide the class into 2 teams, stand in 2 lines

- T reads out the word –Ss run and Slap that word

Act 2: Walk and Talk.

- Ss walk around the class

- T says “Stop”, Ss ask and answer: S1: What color is this? 

Teaching aids:

- puppets

- CD/ tape

- Cassetteplayer

- WARM-UP AND REVIEW:

- Ask some pairs reading the dialogue

PRESENTATION:

Act 1: Review the vocabulary.

- Use crayons to introduce: yellow, blue, white, pink, gray,

red, black, green, purple, orange and brown

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Act 2: Review the question-and- answer pattern

Puppet A: What color is this? Puppet B:

It's (yellow).

PRACTICE:

- Show the Ss the color crayons or the color realia

- Have Group A ask and Group B answer Then exchange the roles

- Ask Ss to work in pairs Feedback

PRODUCTION:

Act 1: Color Race.

- Write the colors on the board

- Divide the class into 2 teams, stand in 2 lines

- T reads out the word –Ss run and Slap that word

Act 2:Work book

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

A Unscramble.

- re-order the words of colors

B Complete the words and color.

- write the missing letters and color the cans

- Ask some pairs using the crayons and practise the pattern

- Use the photo of the pictures on P.13 to

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red, black, green,

grass, cat, skies,

eyes, birds, clouds

picture

- Cassetteplayer

introduce thevocabulary: grass, cat, skies, eyes, birds, clouds

Act 2: Introduce the song.

- Play the recording of “The Black Cat Song”

PRACTICE:

Act 1: Sing the song with the music in chorus.

PRODUCTION:

- Divide the class into 2 groups: Group 1 sings the lead; Group 2 sings the echo, play the tape and ask them to sing the songGroup 1: Green grass Group 2: blue skies Group 1: Black cat

Chorus: yellow eyes

Group 1: Red birds Group 2: blue skies Group 1: Black cat

Chorus: yellow eyes

Group 1: White cloud Group 2: blue skies Group 1: Black cat

Chorus: yellow eyes

Group 1: Black cat Group 2: blue skies Chorus:

yellow, yellow eyes

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red, black, green,

grass, cat, skies,

eyes, birds, clouds

Resources:

SB/ p 13WB/p.13

Teaching aids:

- CD/ tape

- A photo of thepicture

- Cassetteplayer

- Ask some pairs using the crayons and practise the pattern

PRESENTATION:

Act 1: Review the vocabulary.

- Use the photo of the pictures on P.13 to introduce the

vocabulary: grass, cat, skies, eyes, birds,

clouds.

Act 2: Review the song.

- Play the recording of “The Black Cat Song”

PRACTICE:

Act 1: Sing the song with the music in chorus.

- Divide the class into 2 groups: Group 1 sings the lead; Group 2 sings the echo, play the tape and ask them to sing the song

PRODUCTION:

Act 1: Color the picture

- Stick the picture on p.13 on the board Sing the song (replace

the color)

- Have Ss listen and color the picture

Act 2:Work book

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

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C Color and write.

- Answer the questions and color the pictures

Book, bag, pencil,

ruler, eraser, pen,

Act 1: Review the pattern.

- Have some pairs reading the dialogue

PRESENTATION:

Act 1: Review the vocabulary:

- Use cards 1-8 or real objects to review the vocabularies

- Review the words of colors

- Have Ss listen and repeat in chorus and individually

Act 2: Review the question-and- answer pattern.

- Use puppet to model the pattern

Puppet: This is a red and blue bag

PRACTICE:

Act.1: Practice in pairs

- Using pictures on page 15 to ask and answer

- T goes around the class and help Ss

S1: What’s this?

This is a (red) and

(blue) (bag)

S2: It’s a (bag)

S1: What color is this?

S2: It’s (blue) and (red)

S1: This is a (red) and (blue) bag

- Then reverse the role

PRODUCTION:

Act 1: Memory Chain.

- Put some classroom objects in some bags

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- Divide the class into 4 groups and take a bag.

S1: This is a (purple) (ruler)

S2: This is a (purple) (ruler), and this is a (pink) and (white) (eraser), and this is a (green) and (brown) (book)

Act 2: Work book

B Color and write

- Have Ss look at the pictures, complete the sentences and color the pictures

Teaching aids:

- CD/ tape

- Cassette player

- Real objects

Act 1: Review the pattern.

- Have some pairs practicing the sentences using pictures on p.15

PRESENTATION:

Act 1: Introduce the vocabulary:

- Use card and real objects to introduce the vocabularies

- Introduce letters : A/a; B/b; C/c

- Have Ss listen and repeat in chorus and individually

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Act.1: Writing Practice

- Teach Ss how to write the lower case of a:

a; then upper case of a:

A.

- Do the same with the letters B and C

- Practice writing on Ss paper

PRODUCTION:

Act 1: Rebus Sentence.

- T writes a sentence on the board

- Ss read the sentence

Ex: S1: This is (an) (apple)

Act 2: Work book

C Complete the words.

- Have Ss look at the pictures, write the right letters in the blanks

Teaching aids:

- puppets

- CD/ tape

- Cassetteplayer

- Teacher’scards 25-32

Review:

- Using TC 19-31 to review some commands

in playinggames

PRESENTATION:

Act 1: Present the command:.

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

- Ss listen and repeat (T: Raise your hand _

Ss (do the action):

Raise the hand.)

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Raise your hand.

Put your hand

Write your name

Look at the board

- Give commands and ask Ss to do the actions

PRACTICE:

Act 1: Listen, point and repeat:

- Play the tape

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

to the suitable pictures

- Get Ss to listen again and repeat

Act 2: Give the commands and do the action:

- Divide the class into 2 teams and give two commands each time

- Ask team A to do the action 1 and team B to

do the action 2

T: Raise your hand! Put your hand down _

Team A (do the

action): Raise the hand.

_ Team B (do the action):

Put the hand down.

PRODUCTION:

Act 1: Charades:

- Have Ss sit in pairs

- Use TC, give each group at least 2 TC

- S1 has to use the action to express, don’t use sound to help

her/his friend can say the action

- Get other groups to observe carefully and say the correct

commands

Act 2: Simon say:

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

commands

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

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Raise your hand.

Put your hand

- Teacher’scards 25-32

Act 1:Review the commands: Simon says:

- Play the tape

PRESENTATION:

Act 1: Present the rhythm of the commands:

- Play the music (Let’s chant, Let’s sing p.13)

- Ash Ss to listen, repeat and do the actions

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

PRACTICE:

Act 1: Give the commands:

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

- Have the class give the commands(maybe use classroom objects) and do the actions

Write your name

Look at the board

S1 (point to the picture): Put your pencil down _ Ss (say and do):

Put the pencil down

PRODUCTION:

Act 1: Game: Robot

- Model the game: T gives many commands _

Ss do the actions as robots

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- Divide the class into many small groups of 4 Ss

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

Teaching aids:

- CD/ tape

- Puppets

- Cassetteplayer

- Teacher’scards 25-

Act 1: Let’s talk: Step Away Lines (p.17 teacher’s book)

S1: Hi, (Ken) How are you? S2: I’m fine, (Mari) How are you?

S1: I’m fine Thank you.

Act 2: Let’s learn: Color interview

- T models the game:

T (touches the white shirt) & asks: What color is this? S1: It’s white.

- Ask Ss go around the class and interview in 2-3 minutes

Act 3: Let’s learn some more: Walk and Talk

- Ask Ss work in pairs and have pairs go around the class

Sentences:

(Review the whole

unit)

- When hearing T

say “Stop”, pairs

will stop and make

dialogue

32(classroomcommands);

1-8 (classroomobjects)

- Stickers

PRESENTATION:

Act 1: How to do a listening task:

- Stick 2 TC on the board, write letters A, B… and circle them

- Ask S1 to go to the board

T: What color is this? It’s red _ S1: point to

the TC and circle A or B

PRACTICE:

Act 1: Look and answer:

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- Ask Ss to look at the pictures in the book, listen to the teacher and answer

T: What’s this? Or What color is this? _ Ss :

(answer)

Act 2: Listen and circle:

- Play the tape and ask Ss to listen and circle the letter A or B

- Play the tape again and check the answers (AK: 1b; 2a; 3a; 4a; 5b; 6a; 7a; 8b)

PRODUCTION:

- PW: ask and answer about the pictures and give commands with the pictures

Find your partner: give each student a card

(2 Ss have the same cards),

students will walk and find their partner which has the same card

PRESENTATION:

Act 1: Review songs: “The Hello Song” and “Hi, How are you?”

- Ask Ss to open the book

- Listen to the tape and sing aloud

Act 2: Review vocabulary:

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