unit 5.let''''s talk

3: Sing in groups with the music: - Play the music Let‘s chant, let’s sing again - Ask Ss to listen to the music and sing the song in 3 big groups PRODUCTION: Act.. 1: Listen and repeat

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Week 1 – Period 1 & 2: Revision and Introduction.

Happy birthday, (Jenny)

How old are you?

I’m (seven) years old

This is for you

Wow! A (robot) Thank

- TC 86-69-76)

(53-60-77 A box and a robot

- Posters

WARM-UP AND REVIEW:

Act 1: Describe the pictures:

- Put TC (53-60) on Ss’ table and call some Ss to look at the TC and describe before the class If the sentence is true, the class repeats If it is false, the class keeps silent

T: (use TC 56) he is young Ss: he is young

PRESENTATION:

Act 1: Present the first part of the dialogue:

a T draws a birth-cake and some gifts on the board, then says: Happy

birthday!

b T says and writes the numbers from 1 to 10 on the board Model with 2

Ss:

T: (point to 7 and S1): Seven- (Mari) is seven years old.

T: (point to 8 and S2): Eight- (Ken) is eight years old.

c Use 2 puppets to model:

Puppet A: How old are you?  Puppet B: I’m (seven) years old.

d Divide the class into 2 groups and give 2 puppets to them to practice the

dialogue several times

Act 2: Present the complete dialogue:

- Call 2 other Ss to practice the complete dialogue

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

PRACTICE:

Act 1: Listen and point:

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- Play the tape

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

Act 2: Listen and repeat:

- Play the tape again and stop by sentence

- Ask Ss to repeat

PRODUCTION:

Act 1: Role play:

- Divide the class into 2 groups

- Play the roles of Jenny and her friend

Happy birthday, (Jenny)

How old are you?

I’m (seven) years old

This is for you

Wow! A (robot) Thank

- TC 86-69-76)

(53-60-77 A box and a robot

- Posters

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

PRESENTATION:

Act 1: Present the complete dialogue again:

- Use puppets to introduce the dialogue

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

- Have Ss repeat the dialogue several times

PRACTICE:

- Play the tape again and stop by sentence

- Ask Ss to repeat Act 2: Act out the dialogue:

- Have Ss sit in groups of 3

- Practise the dialogue in SB/p 38

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

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PRODUCTION:

Act 1: Pick and Speak:

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

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

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

- Ask the whole class to speak in chorus:

“Thank you,…”

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

Act 2: Work book

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

A. Write :

- Color the words

B Draw, trace and write:

- Color all the words in one sentence

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

Review the song: The Family Song

Divide the class into groups of 3 to practice the dialogue again

PRESENTATION:

Act 1: Introduce the vocabulary:

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

Act 2: Introduce the characters.

- Open the book on page 39, point to Jenny and her friends in the picture T: Jenny This is my mother  Ss: It’s nice to meet you

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Now, today

Sentences:

It’s my birthday today

It’s your birthday today

Now, I’m (seven) years

old

- Some gifts

- Posters

- Cassette player

- Do the same with other characters

- Have Ss practice more with other characters

Act 2: Introduce the song:

- Ask Ss open the book

- Ask questions about the picture in the book:

How many people are there in the picture? Who are they?

PRACTICE:

- Play the tape

- Ask Ss to listen and point to the characters

Act 2: : Sing the song without music:

- Sing sentence by sentence

- Ask Ss to repeat

Act 3: Listen and sing along

- Play the tape again

- Ask Ss to listen and sing along

PRODUCTION:

Act 1: Sing in groups:

- Ask Ss to sing the song in 4 big groups:

G1: It’s my birthday today

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

G3: One, two three, four, five, six, seven years old…

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It’s my birthday today.

It’s your birthday today

Now, I’m (seven) years

old

Resources:

SB/ p 39WB/ p 39Let’s chant, let’s sing

Re-ordering and singing: Divide the class into 4 groups Give each group 4

cards Ask them to re-order the cards to make the name of the song The first to find out the answer go to the board and write the name of the song The last have to sing the song

PRESENTATION:

Act 1: Re-present the song:

- Ask Ss to sit in 4 groups and give each group 6 sentences below

- Ask them to make a song( 1 sentence can be used several times)

The Happy Birthday song

1 It’s my birthday today

2 Happy birthday, Jenny

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

4 Now I’m sevenyears old

seven years old

6 It’s your birthday today

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

PRACTICE:

- Play the tape

- Ask Ss to open the books, listen and sing along Act 2: : Sing the song with the music:

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

- Ask Ss to listen to the music and sing

Act 3: Sing in groups with the music:

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

- Ask Ss to listen to the music and sing the song in 3 big groups

PRODUCTION:

Act 1: Perform the song:

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

Key language focus:

Learning new words

Listening

Speaking

Vocabulary:

Ball, bat, car, bicycle,

doll, jump rope, kite,

Resources:

SB/ p 41Let’s chant, let’s sing

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

Act 1: Game:

Divide the class into some groups Hang the TC 53-59 on the wall A student calls the name of 1 member in the family, other members will run to this picture and then describe other people in this picture

PRESENTATION:

Act 1: Introduce the vocabulary.

- Introduce new words by using TC 77-86 Ask Ss to repeat new words several times

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puzzle, robot, yo-yo.

Act 2: Introduce the question and answer pattern.

- Use the puppets to teach the sentences

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

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

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

PRACTICE:

- 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

Act 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue

- Note: What is= What’s

It is = It’s

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: What is this?

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

Week 4 – Period 8

UNIT 5:

LET’S LEARN (Cont.) Resources:SB/ p 41

Act 2: Singing:

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Lesson 2

Learning new words

Listening

Speaking

Vocabulary:

puzzle, robot, yo-yo

Sentences:

What is this?

I don’t know It is a (doll)

Let’s chant, let’s sing

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

Act 1: Game:

Divide the class into some groups Hang the TC 53-59 on the wall A student calls the name of 1 member in the family, other members will run to this picture and then describe other people in this picture

PRESENTATION:

Act 1: Review the vocabulary.

- Introduce new words by using TC 77-86 Ask Ss to repeat new words several times

Act 2: Review the question and answer pattern.

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

PRACTICE:

- Note: What is= What’s

It is = It’s

PRODUCTION:

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- Point to a TC on the board and ask: What is this?

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

- Have Ss practice in pairs and speak before the class

Act 1: Show and tell:

- Stick TC on the board

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

PRESENTATION:

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

- Use TC to introduce words: doll(s), car(s), ball(s), kite(s)…

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

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

PRACTICE:

Act 1: Write:

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

Act 2: Match:

- Ask Ss to match each picture with its name

Act 3: Circle and write:

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

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

PRESENTATION:

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

- Use TC to introduce words: doll(s), car(s), ball(s), kite(s)…

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

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

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- Ask Ss to match each picture with its name.

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

Teaching aids:

- puppets

Act 1: Singing: The Happy Birthday Song

- Ask Ss to sing the song

Act 2: Fine Grids:

- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture

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

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

Act 2: Introduce the sentence pattern:

- It is (little)

- Is it a (yo-yo)?

- No, it isn’t./ yes, it is

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

- Do the same with other people in other pictures

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

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

Act 2: Describe the things:

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

PRODUCTION:

Act 1: Describe other things in the class:

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

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Act 1: Singing: The Happy Birthday Song

- Ask Ss to sing the song

Act 2: Fine Grids:

- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture

PRESENTATION:

Act 1: Review the vocabulary:

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

Act 2: Review the sentence pattern:

- It is (little)

- Is it a (yo-yo)?

- No, it isn’t./ yes, it is

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

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PRODUCTION:

Act 1: Guessing game:

- Put TCs 77- 92 in a bag

- Ask 1 st to come before the class and choose 1 TC, but ask him/ her not

to show the picture to the class

- Have the class guess what it is

Act 1: Unscramble words:

1 dnour: ………….(round)

2 ltal:……….(tall)

3 hsotr:……….(short)

PRESENTATION:

- Tell the students all the words they need to do these exercises

- Introduce the pictures and show students some words

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

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Big, little, long, short,

Act 1: Trace and match:

- Ask students to color the words and match the words with the suitable picture

Act 2: Trace and write:

- Ask Ss to look at the pictures and read the questions, then write the word

in the gap

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

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

- Ask students to complete the words

PRODUCTION:

Act 4: Describe things

- Ask students to describe things in the classroom

Week 7- Period 14

UNIT 5:

LET’S LEARN SOME Resources:SB/ p 42-43

Act 1: Describe things:

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PRESENTATION:

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

- Ask students to color the words and match the words with the suitable picture

- Ask Ss to look at the pictures and read the questions, then write the word

in the gap

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

PRODUCTION:

Act 1: Describe things:

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- Classroom objects

Team game:

- Put a bell on the table Divide the class into 2 groups and call them look atthe TC and use the adjectives in TC to make sentence

PRESENTATION:

Act 1: Present the commands:

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

- Give commands and ask Ss to do the actions

T: play with a yo-yo  Ss (do the action): play with a yo-yo.

Act 2: Present the sentence pattern:

- Can you (play with a yo-yo)?

- Yes, I can / No, I can’t

PRACTICE:

Act 1: Listen, point and repeat

- Play the tape

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- 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

- Ask team A to do the action 1 and team B to do the action2

T: Throw a ball! Catch a ballTeam A): Throw a balTeam B: Catch a ball

PRODUCTION:

Act 1: Charades:

- Have Ss sit in groups of 4

- Use TC, give each group at least 2 TC

- The groups take turns to come before the class and do the actions

- Get other groups to observe carefully and say the correct commands

Act 2: Simon says:

- Give the commands and ask Ss to do the actions

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

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

LG grammar and listening

Teaching aids:

Act 1: Review the commands: Simon says:

- Play the tape

- Ask Ss to listen and repeat

PRESENTATION:

Act 1: Present the rhythm of the commands:

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

- 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:

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

- Play the music many times and the class as a whole clap their hands andpractice

T (play the music): Play with a yo  Ss (clap hands and say): Play with a yo

yo-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) and

Act 1: Game: Robot

- Model the game: T gives many commands Ss do the actions as robots

- Divide the class into many small groups of 4 or 5 students

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

Week 9- Period 17

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Key language Materials Key activities

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards Sticker

Act 1: Let’s talk:

- Ask Ss to play the roles of Jenny and her friends

Act 2: Let’s learn:

- Give S1 some pictures and ask her/ him to describe them to her/ his friend

Act 3: Let’s learn some more:

- Ask Ss to describe the things in some pictures

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: He is six years old 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: How old is he? / What is it? 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

Keys: 1a, 2a, 3a, 4b, 5b, 6a, 7a, 8b

PRODUCTION:

Act 1: Ask and answer:

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

Act 2: Pick and Speak:

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

- Ask him/ her to point to another student and tell the class about one of member in family

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

Act 3: Workbook: Have Ss get ready to finish the exercises at school or at

- TC (77-98)

- A ball

- Posters

Act 1: Walk and talk:

- Put TC on the table around the class

- Ask Ss work in groups to walk and say the word they see in TC

Act 2: Review the song: The Happy Birthday Song

- Ask Ss to role play when they are saying

PRESENTATION:

Act 1: Present the first part of the dialogue:

- Put a ball on the table, if it is not sunny, T draws a sun on the board

- Use 2 puppets to model:

• Puppet A: How is the weather?  Puppet B: It is sunny.

• Puppet A: Let’s play!  Puppet B: OK!

- Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times

Act 2: Present the complete dialogue:

- Call 2 other Ss to practice the complete dialogue

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- Ask Ss to take the ball and practice the dialogue.

Act 3: Write:

- Weather, sunny

- How is the weather?  It ‘s sunny

PRACTICE:

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

- Play the tape again and stop by sentence, ask Ss to repeat

PRODUCTION:

Act 1: Role play:

- Divide the class into 2 groups

S1: How is the weather?  S2: It ‘s sunny.

- Ask Ss to word in pairs to ask and answer using TC 93-98

Act 2: Review the dialogue:

- Ask Ss to work in pairs using the puppets to practise the dialogue:

S1: How is the weather?  S2: It’s sunny.

S1: Let’s play  S2: OK!

PRESENTATION:

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Rainy, windy, snowy.

Sentences:

How is the weather?

It’s (rainy) today

colors

- TC (93-98)

- Posters

Draw some pictures on the board to teach the new word: Rainy, windy, snowy

Act 2: Review the dialogue:

- Open the book on page 47, point to pictures on the board:

T: How is the weather? Ss: It’s (sunny)

- Do the same with other characters

- Have Ss practice more with other words

Act 2: Introduce the song:

- Ask Ss open the book and answer the questions:

How many people are there in the picture? How is the weather?

PRACTICE:

- Play the tape

- Ask Ss to listen and point to the sun in the picture

Act 2: : Sing the song without music:

- Sing sentence by sentence

- Ask Ss to repeat

- Play the tape again

- Ask Ss to listen and sing along

Re-ordering and singing: Divide the class into 3 groups Give each group 4

cards Ask them to re-order the cards to make the name of the song The first to find out the answer go to the board and write the name of the song The last

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How is the weather?

It’s (rainy) today

Act 1: Re-present the song:

- Ask Ss to sit in 4 groups and give each group 3 sentences below

- Ask them to make a song( 1 sentence can be used several times)

The family song

1 How’s the weather?

2 It’s sunny today 3 It’s sunny.

FB: 1-3-1-3-1-3-2

PRACTICE:

- Play the tape

- Ask Ss to open the books, listen and sing along Act 2: : Sing the song with the music:

- Ask Ss to listen to the music and sing

Act 3: Sing in groups with the music:

- Ask Ss to listen to the music and sing the song in 3 big groups

PRODUCTION:

Act 1: Perform the song:

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

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Learning new words

There are (six) (clouds)

Oh, no! There is one

Act 1: Count:

- Write the number from 1 to 10 on the board

- Ask Ss to look at the board and count from 1-10

PRESENTATION:

Act 1: Introduce the vocabulary.

- Introduce new words by using TC 99, 101, 103, 105

- Ask Ss to repeat new words several times

Act 2: Introduce the question and answer pattern.

- Draw some pictures on the board

 Puppet A:(point to the board ) How many clouds are there?

 Puppet B: One, two, three There are three clouds on the board

PRACTICE:

Note: (Singular) Flower  (Plural) Flowers

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- Point to a TC on the board and ask: How many (clouds) are there?

- Get the whole class to answer: There are (six) (clouds)

Learning new words

Act 1: Conversation Lines:

- Divide the class into 2 groups standing face to face and takes 10 rulers

- Ask Ss to practice asking and answering:

• S1: How many rulers are there?

• S2: there are (two) rulers.

- Ask Ss to take turns to practice

PRESENTATION:

Act 1: Review the vocabulary.

- Introduce new words by using TC 99, 101, 103, 105

- Ask Ss to repeat new words several times

- Draw some pictures on the board

 Puppet A:(point to the board ) How many clouds are there?

 Puppet B: One, two, three There are three clouds on the board

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(big) (cloud) - 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:

Note: (Singular) Flower  (Plural) Flowers

PRODUCTION:

- Point to a TC on the board and ask: How many (clouds) are there?

- Get the whole class to answer: There are (six) (clouds)

- Stick some pictures on the board

- Have Ss to ask and answer: How many (clouds) are there?

There are (six) (clouds).

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There are (six) (clouds)

- Ask Ss to continue asking and answering

PRESENTATION:

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

- Use TC to introduce words: cloud(s), flower(s), puddle(s), tree(s)…

- Puppet A:(point to the card ) How many (clouds) are there? Puppet B: There are (six) (clouds)

PRACTICE:

Act 1: Trace:

- Ask Ss to read and then color the words.(in singular and plural form)

- Ask Ss to look at the pictures and circle the quantity of things in the picture, then write the phrase in the gap below

PRODUCTION:

Act 1: Guessing Game:

- Put pictures in a bagAsk one student to choose one card (but not showing it to the class) and ask How many (clouds) are there?

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

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There are (six) (clouds).

- Stick some pictures on the board

- Have Ss to ask and answer: How many (clouds) are there?

There are (six) (clouds).

- Ask Ss to continue asking and answering

PRESENTATION:

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

- Use TC to introduce words: cloud(s), flower(s), puddle(s), tree(s)…

- Puppet A:(point to the card ) How many (clouds) are there? Puppet B: There are (six) (clouds)

PRACTICE:

Act 1 : Circle:

- Ask Ss to look at the pictures and circle the right word

Act 2: Count and write:

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

PRODUCTION:

Act 1: Guessing Game:

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- Put pictures in a bagAsk one student to choose one card (but not showing it to the class) and ask How many (clouds) are there?

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

Where is the (kite)?

It’s (in) the (tree)

Where are the (books)?

They are (under) the

(table)

Resources:

Act 1: Name the things:

- Stick TC 34-36-38-100-102-104 on the board(TC face to the board)

- Ask Ss to go to the board and choose a TC to name the thing in it Others says chorally: There is one (crayon)

- Have Ss sit in pairs, give each pair some TC, ask and answer:S1: How many (flowers) are there?

S2: There are (6 flowers)

PRESENTATION:

- Introduce the new words by a ball

- Put the ball in different positions.(on /in /under/by the table)

- Where is the (kite)?

- It’s (in) the (tree).

- Where are the (books)?

- They are (under) the (table).

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forefingers pointing to the ground when the sound is falling.(answer wh-questions)

PRACTICE:

PRODUCTION:

- Ask Ss to describe things in class and say where they are

- Sub-board

Act 1: Name the things:

- Stick TC 34-36-38-100-102-104 on the board(TC face to the board)

- Ask Ss to go to the board and choose a TC to name the thing in it Others says chorally: There is one (crayon)

- Have Ss sit in pairs, give each pair some TC, ask and answer:

S1: How many (flowers) are there?

S2: There are (6 flowers).

PRESENTATION:

- Introduce the new words by a ball

- Put the ball in different positions.(on /in /under/by the table)

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Where is the (kite)?

It’s (in) the (tree).

Where are the (books)?

They are (under) the (table).

PRACTICE:

PRODUCTION:

- Ask Ss to describe things in class and say where they are

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(table)

Resources:

- Sub-board

- Real objects

- Posters

Review the Alphabet:

- Ask Ss to stand up and say all letters of the alphabet

- Put all the TC of the alphabet on the T’s table and say aloud each card, if which Ss go to the T’s table, slap on the TC and say it correctly, he/ she can take the card

PRESENTATION:

Act 2 : Introduce the sentence pattern:

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

• Where is the (kite)?

• It’s (in) the (tree).

• Where are the (books)?

• They are (under) the (table).

PRACTICE:

- Ask students to write the words and match the words with the suitable picture

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

PRODUCTION:

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Act 1: Talk about the positions of things:

- Ask students to talk about the position of the things in the classroom

Resources:

- Sub-board

- Real objects

- Posters

Review the Alphabet:

- Ask Ss to stand up and say all letters of the alphabet

- Put all the TC of the alphabet on the T’s table and say aloud each card, if which Ss go to the T’s table, slap on the TC and say it correctly, he/ she can take the card

PRESENTATION:

Act 2 : Introduce the sentence pattern:

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

• Where is the (kite)?

• It’s (in) the (tree).

• Where are the (books)?

• They are (under) the (table).

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- Ask students to write the words and match the words with the suitable picture

Act 2: Write:

- Ask Ss to look at the pictures and read the questions, then write the preposition in the gap

Act 3: Circle and trace:

PRODUCTION:

Act 1: Talk about the positions of things:

- Ask students to talk about the position of the things in the classroom

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Climb a tree, play

baseball, read a book,

play tag, ride a bicycle,

- Classroom objects

Review:

- Using TC 93-98 to review some commands in playing games

- Ask Ss: Can you…?

- Using class objects to review some prepositions

PRESENTATION:

Act 1: Present the commands:

T: read a book  Ss (do the action): read a book

Act 2: Present the sentence pattern:

- Can (he) (climb a tree)?

- Yes, (he) can./ No, (he) can’t.

PRACTICE:

- Play the tape

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Can (he) (climb a tree)?

Yes, (he) can

No, (he) can’t

T: read a book! play baseball.Team A: read a book.Team B: play

baseball

PRODUCTION:

Act 1: Charades:

- Have Ss sit in pairs

- S1 has to use the action to express, don’t use sound to help her/ his friend can say the action

Climb a tree, play

- Classroom objects

Charades:

- Have Ss sit in pairs

- S1 has to use the action to express, don’t use sound to help her/ his friend can say the action

PRESENTATION:

Act 1: Review the commands:

T: read a book  Ss (do the action): read a book

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fly a kite

Sentences:

Yes, (he) can

No, (he) can’t

- Can (he) (climb a tree)?

- Yes, (he) can./ No, (he) can’t.

PRACTICE:

- Play the tape

T: read a book! play baseball.Team A: read a book.Team B: play

baseball

PRODUCTION:

Act 1: Simon says:

- 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

Act 1: Review the commands: Simon says:

- Play the tape

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Climb a tree, play

fly a kite

Sentences: (Review)

Yes, (he) can

No, (he) can’t

- Puppets

- CD/ tape

- Cassette player

- Teacher’s Cards 55,93-98,111-116

- Classroom objects

- 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: Trace and circle:

- Ask Ss to look at the book, color the phrase suitable with the picture

- Ask Ss to circle the correct answer

- Ask students look at the pictures and complete the sentence

Act 3: 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) and

do the actions

S1 (point to the picture): play baseball  Ss (say and do): play baseball

PRODUCTION:

Act 1: Game: Robot

- Model the game: T gives many commands Ss do the actions as robots

- Divide the class into many small groups of 4 or 5 students

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

Week 16 – Period 32

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Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards 33-44, 111-116

- Sticker

Act 1: Let’s talk: Dialogue Musical Chairs:

Using the dialogue in the song: How’s The Weather

Act 2: Let’s learn:

- Ask Ss work in groups

- Ss have to go to the board and slap the TC, then repeat T’s saying correctly

T: There are (five crayons).

Act 3: Let’s learn some more:

- Ask Ss to describe the things in some pictures

Act 4: Let’s move:

- Make a quick game Give commands and ask Ss to do the action

- Ask Ss to work in 2 big groups to play this game

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: How’s the weather? It’s cloudy.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: How’s the weather? 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

Keys: 1b, 2a, 3b, 4a, 5b, 6b,7b, 8a

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