unit 1.let''''s talk

2: Ask and answer in pairs: open the book to page 4 - Play the recording of "Let's Learn" – Ss listen, point to the pictures and repeat.. 1: Chants: - Play the tape, "Let's chant, Let's

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How are you?

Fine, thank you

Good-bye

See you later

Resources:

SB/ p 2WB/ p 2

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Cards of English names

Cultural tip:

- When meeting a person,

we often greet each other and ask about health

- People wave their hands when saying hello/

goodbye

WARM-UP AND REVIEW:

- Greet Ss in English and introduce teacher's name: Hi,/ Hello, I'm (Ms…).

- Give each student a card of an English name Then call the names in turn

- Have Ss stand up & say "Hi/ Hello" when hearing their names

PRESENTATION:

Act 1: Review the first part of the dialogue:

- Model the dialogue with 2 puppets

Hi, (Ken) How are you?

Hello, (Mari) I'm fine, thank you.

- Call some pairs to practice the dialogue

Act 2: Present the second part of the dialogue:

- Use puppets to introduce the dialogue

- Ask a student to be Scott And have Ss repeat the dialogue several times

PRACTICE:

Act 1: Listen and repeat:

- Play the tape and stop by sentence

- Ask Ss to point to the characters and repeat

Act 2: Role play:

- Divide the class into 2 groups Practice the dialogue in SB/p.2

Act 3: Step Away Lines:

- Ss stand in 2 opposite lines Practice the dialogue in pairs

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Act 1: Pick and Speak:

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

- Ask the whole class to speak in chorus: "Hello,… How are you? Bye,

…

- Ask him/ her to answer: "Fine, thank you" "See you later."

- Then it's turn of the second student

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How are you?

I'm fine, thank you

Chain drill: Ss show their English names

- Hi How are you?  Fine, thank you

- Hi, (Kate), how are you?  Fine, thank you

PRESENTATION:

Act 1: Introduce the characters.

- Open the book to page 3, play the recording of "The Hi Song"

- Have Ss listen and point to the characters as they hear the names

Act 2: Introduce the song:

- Read the song line by line without music Have Ss repeat

- Use gesture to emphasize the meaning of each phrase

- Play the recording again and have Ss sing along

PRACTICE:

Act 1: Call and response singing:

- Divide the class into 2 groups

- Have Ss sing the song in two groups:

Group A: Hi, (Scott) How are you? Group B: I'm fine Thank you

- Ask Ss to repeat

PRODUCTION:

Act 1: Sing in groups:

- Divide class into 4 groups

- Have each group represent one of the characters in the song and sing

4 groups: Hi, Scott How are you? Group 1 (Scott): I'm fine Thank you

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4 groups: Hi, Jenny How are you? Group 2 (Jenny): I'm fine Thank you.

4 groups: Hi, John How are you? Group 3 (John): I'm fine Thank you

4 groups: Hi, Lisa How are you? Group 4 (Lisa): I'm fine

- Reverse roles and sing again

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- CD/ tape

- Cassette player

Teaching tip:

- "See you later, alligator."

is a children's rhyming expression used in fun when saying good-bye to friends In natural

conversation, however, it

is seldom used

- "See you later." is

always an appropriate choice

- Have Ss stand in groups of four

- Each group sings "The Hi Song" using students' own names

PRESENTATION:

Act 1: Introduce the new vocabulary:

- Show a picture of an alligator or the alligator puppet in Kate's hand (p.3)

- T says "alligator" Ss repeat several times

Act 2: Introduce the new expression:.

- Use puppets to model a new expression

Puppet A: Good-bye Puppet B: See you later, alligator.

- Have Ss repeat several times until they can say the phrase fluently

- Ss open the book to p.3, play the recording of "The Good-bye Song"

- Read the song line by line without music Have Ss repeat

- Use gestures to emphasize the meaning of each phrase

PRACTICE:

Act 1: Call and response singing:

- Divide class into 3 groups

- Have each group represent one of the characters in the song and sing

- Reverse roles and sing again

PRODUCTION:

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- Have Ss stand in groups of three.

- Each group sings "The Good-bye Song" using students' own names

Act 2: Workbook

- Have Ss get ready to finish the exercises at school

Trace and write: Read and complete the bubbles.

Week 3 - Period 6

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- Classroom objects/ realia

Act 1: Perform the song:

- Play the music (Let's chant, let's sing/ p 1+2) again

- A volunteer group comes in front of the class to perform the song

PRESENTATION:

Act 1: Review the classroom objects in Unit 1.

- Use TC 1-8 and 33-38 (Book 1)

- Ss listen and repeat

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

- Show the Ss one classroom object or a TC each time

T: What's this?  Ss (answer in chorus): It's (a book)

- Have Ss repeat the question, "What's this?"

PRACTICE:

Act 1: Group work:

- Divide the class into two groups

- Show Ss a classroom object or a TC each time Have them ask & answer

- Reverse roles – ask and answer with other classroom objects

Act 2: Pair work:

- Ask Ss to work in pairs

- Have Ss use their own classroom objects to ask and answer

- Feedback

PRODUCTION:

Act 1: Walk and talk:

- Place different (non-identical) pairs of Ss and Teacher Cards around the room

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- Have Ss walk around the class in pairs.

- At the signal Stop!, partners must use the cards to exchange

questions and answers

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UNIT 1:

LET'S LEARN (Cont.)

Lesson 2

Key language focus:

Learning new words

- Classroom objects/ realia

Grammar tip:

- this and that are used to distinguish between individual objects or people that are close to or far from the speaker

- Emphasize this in class

by holding up or touching individual objects near

you (this) and pointing to

individual objects far from

you (that)

Act 1: Show and tell:

- Stick TC 33-38 on the board Have Ss ask and answer: What's this?- It's…

PRESENTATION:

Act 1: Introduce the new vocabulary

- Use realia: point or touch the window in the classroom and say "a window"

- Have Ss listen and repeat Continue with "a door"

Act 2: Introduce the new question-and-answer pattern with "that".

- Use the puppets to introduce the pattern Have Ss repeat Puppet A: (point to the window) What's that?  Puppet B: It's a door

PRACTICE:

Act 1: Group work:

- Divide the class into 2 groups

- Point to other objects or TC from a distance Ask Ss to ask & answer

- Reverse roles – ask and answer with other classroom objects

Act 2: Ask and answer in pairs: (open the book to page 4)

- Play the recording of "Let's Learn" – Ss listen, point to the pictures and repeat

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

S1:(point to a pencil case in the book): What's this?  S2: It's a pencil case

S2:(point to a door in the book): What's that?  S1: It's a door

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- Divide the class into 2 big teams

- Play the tape Ask Ss to listen and repeat Q (Team A) and A (Team B)

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Teaching aids:

- CD/ tape

- Cassette player

- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)

- A small bag

Act 1: Chants:

- Play the tape, "Let's chant, Let's sing" book page 3

- Play the tape, Ss listen and repeat twice

PRESENTATION:

Act 1: Review the Yes/No question-and-answer pattern with this.

- Ask questions about nearby classroom objects or TC

- Have Ss answer in chorus, shaking their heads to indicate disagreement and nodding to show agreement

T: Is this a notebook? Ss (shaking their heads): No, it isn't T: Is this a book? Ss (nodding their heads): Yes, it is

Act 2: Present the rhythm:

- Clap the hands to make the question and answer in rhythm

- Ask Ss to listen and repeat the question and answer in rhythm

PRACTICE:

Act 1: Practice the rhythm in groups:

- Divide the class into 2 groups Have them ask and answer about the objects

- Clap their hands to make the rhythm

Act 2: Practice the rhythm in pairs:

- Clap their hands to make the rhythm In turn, ask and answer about the objects

PRODUCTION:

Act 1: Ask and answer

- Divide class into two teams and put small classroom objects in a bag

- Have S1 from team A reach in the bag & hold an object in his/her

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hand S1 keeps his/ her hand in the bag & asks Then have S1 reveal the object to S2 from team B.

S1: Is this (a marker)? S2 responds: Yes, it is./No, it isn't.

- Continue until all students have had a chance to ask and answer

Week 5- Period 9

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Teaching aids:

- CD/ tape

- Cassette player

Act 1: Make the rhythm:

- Ask 1- 2 Ss to come before the class, make the rhythm & the others clap hands

What's this/ that?  It's a crayon

Is this an eraser?  Yes, it is / No, it isn't

PRESENTATION:

Act 1: Introduce the Yes/No question-and-answer pattern with "that".

- Point to the window from a distance and model the pattern:

T: Is that a door? Ss: No, it isn't

T: Is that a window? Ss: Yes, it is

- Ask questions about other classroom objects or TC that are far from the teacher

- Have Ss answer in chorus (using appropriate gestures)

Act 2 : Ask and answer in groups

- Point to different classroom objects or TC at a time and have the

groups practice the Yes/ No question-and-answer pattern with that.

- Reverse roles after several exchanges

PRACTICE:

Act 1: Practice in pairs:

- Open the book to page 5

- Have Ss practice the patterns in pairs, using the pictures on page 5

as prompts

- Ask 2 Ss to come before the class, ask and answer

- Continue with other pairs

- Play the tape Have Ss point to the pictures, listen and repeat

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Act 1: Workbook: Have Ss get ready to finish the exercises

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Teaching aids:

- CD/ tape

- Cassette player

Act 1: Relay Race

- Divide the class into four teams, each team standing in a line

- Assign a sentence to the first student in each line, who then repeats the sentence to the next student in the line

- Continue until the information reaches the last student in the line Then the last student races to the board and write it The first team to finish

is the winner

PRESENTATION:

- Clap the hands to make the 4 question-and-answer patterns in rhythm

- Play "Look at that! What's that?", "Let's chant, Let's sing", p 4

- Have Ss clap their hands and repeat

PRACTICE:

Act 1: Question circles:

- Divide the class into groups, and have each group sit in a circle

- Half of the Ss in each group hold one of the student cards

- A student holding a card shows it to the group and asks, Is this (a pencil case)? The group answers, Yes, it is or No, it isn't.

- Place different pairs of TC and classroom objects around the room

- Have Ss walk around the class in pairs, exchange questions and

answers (What's this? and What's that?, Is this a crayon? and Is that an eraser?)

PRODUCTION:

Act 1: Guessing game

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- Ask one st to choose one classroom object (but not showing it to the class)

- Other students ask four Yes/ No questions to identify the object

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

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- Toy objects or pictures of toys in plural

Act 1: Pairs race

- Arrange the Ss in two lines and stick TC 77 – 86 on the board

- Say one of the words and have the first students in the lines race to the board to touch the correct picture card The student who touches the card first and names it correctly gets a point for his or her team

Act 2: Review the toy vocabulary and question-and-answer pattern with this:

- Show TC 77- 86 in random Have Ss ask & answer: What's this?

It's a yo-yo.

PRESENTATION:

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

- Use sets of toys or teacher-made pictures of toys in plural to

introduce new words: ball(s), yo-yo(s), car(s), puzzle(s).

- 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 Then ask Ss to play the roles

Puppet A: (point to the card 77) What's this?  Puppet B: It's a yo-yo Puppet A: (point to two yo-yos) What are these?  Puppet B: They're yo- yos.

PRACTICE:

Act 1: Practice in groups:

- Divide the class into 2 groups, distribute the toy objects/ pictures to

Ss in group A Have Ss in group A ask the questions, using these and Ss in group B answer

- Then reverse the roles

PRODUCTION:

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Act 1: Toy Shop:

- Have Ss draw pictures of pairs of toys and classroom objects they've learned

- Place the drawings at the front of the class and have Ss ask &

Teaching aids:

- CD/ tape

- Cassette player

- Teacher's cards (TC): 77– 86, 39–44(Book 1)

Grammar tip:

- these and those are

used to distinguish between objects or people

Act 1: Game: Tic-Tac-Toe:

- Divide Ss into 2 groups and draw a nine-square grid on the board Each square should be numbered

- Show a picture of toy in plural or singular, ask a student from group A

a question If the student answers correctly, the group can play an "X" or an

"O" on the grid in the location of their choice by stating the number

- Alternate asking questions to both teams The first team to earn three

"X" or "O" in a row on the grid wins

PRESENTATION:

Act 1: Introduce the question-and-answer pattern with those:

- Place the toys or pictures of toys randomly around the classroom

- Hold up two yo-yos and ask: What are these?  They're yo-yos

- Point to the toy cars from a distance and model the pattern:

T: What are those? They're cars.

- Point to other toys and ask: What are those?

- Have Ss answer in chorus They're (balls) & repeat the question

PRACTICE:

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What are those?

They're jump ropes

that are close to or far from the speaker

- Emphasize this in class

by holding up or touching individual objects near

you (these) and pointing

to objects far from you

(those)

Act 1: Listen and point: (open the book page 6)

- Play the tape

- Have Ss listen to the tape, point to the pictures and repeat

Act 2: Ask and answer:

- Have Ss to work in pairs, point to the pictures Then ask and answer: S1: What are these? S2: They're yo-yos

S2: What are those? S1: They're kites

PRODUCTION:

Act 1: Chain drill

- Cue Ss by pointing to various objects either near or away from the teacher

- Have Ss continue the chain by answering and asking the next friend a question

Act 2: Workbook: Have Ss get ready to finish the exercises

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Are these cats?

Yes, they are

No, they aren't

144(Book 1)

Act 1: Pairs race (review the vocabulary of animals in singular and plural forms)

- Arrange the Ss in two lines and stick TC 133 – 144 on the board

- Say one of the words and have the first students in the lines race to the board to touch the correct picture card The student who touches the card first and names it correctly gets a point for his or her team

- Then have Ss repeat the vocabulary of animals once

PRESENTATION:

Act 1: Review the Yes/ No question-and-answer pattern with these:

- Hold up the card 136 and ask: T: Are these cats? Ss: No, they aren't

T: Are these dogs? Ss: Yes, they are

- Use other cards or classroom objects to ask questions Have Ss answer

PRACTICE:

Act 2 : Ask and answer in groups

- Point to different classroom objects or TC (134, 136, 136, 140, 142, 144) at a time and have the groups practice the Yes/ No question-and-answer pattern

- Reverse roles after several exchanges

Act 2: Pair works:

- Have Ss practice the patterns in pairs, using the SC or objects as prompts

- Ask 2 Ss to come before the class, ask and answer Continue with

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other pairs

PRODUCTION:

Act 1: Lucky number:

- There are 10 numbers including 3 lucky numbers 2 groups take turn

to choose a number If they choose a lucky number, they'll get 2 points without asking or answering If they choose a normal number, they have to

practice the Yes/ No question with this or these, using TC 133 - 144 as

prompts Ss do it correctly gets a point for his or her team The team having more points is the winner

144(Book 1)

- Ask Ss to walk around the classroom in pairs

- When T says "Stop", Ss stop and in turn ask and answer about the

objects that are close to or far from them (What are these/ those?  They're (jump ropes)

PRESENTATION:

Act 1: Present the Yes/ No question-and-answer pattern with those:

- Place a handful of crayons on the table

- Use puppets to model the Yes/ No question-and-answer pattern with

those:

Puppet A (point to the crayons from a distance): Are those erasers?

Puppet B: No, they aren’t

Puppet A: Are those crayons? Puppet B: Yes, they are

- Use TC or classroom objects to ask questions

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Are these cats?

Yes, they are

No, they aren't

Are those cats?

Yes, they are

No, they aren't

- Have Ss answer in chorus (using appropriate gestures) Act 2 : Ask and answer in groups

- Point to different classroom objects or TC (134, 136, 138, 140, 142, 144) from a distance at a time and have the groups practice the Yes/ No

question-and-answer pattern with those Reverse roles after several

exchanges

PRACTICE:

Act 1: Listen and repeat (open the book to page 7)

- Ss work in pairs, look at their books and practice the patterns

- Ask 2 Ss to stand up, ask and answer Continue with other pairs

- Play the tape and have Ss listen and repeat

Act 2: Place a few set of toys or TC (134, 136, 138, 140, 142, 144) around the

classroom

- Have Ss come to the board in turn and alternate asking these and those questions by touching or pointing objects or TC from a distance S1: Are these/ those (puzzles)? S2: Yes, they are / No, they aren't.

Act 1: Board race

- Write assorted capital and small letters on the board

- Divide the class into 2 teams

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- Objects / pictures: hat, can, fan, van, cap, map

Tip:

- Have the Ss follow your

directions for writing f, h,

t, and p

- Draw parallel horizontal lines on the board Write the letters that go above

the top line: f, h, t.

- Write the letter that goes

below the bottom line: p

- Call out a letter and have the first student from each team run to the board, find the letter and cross it out Play until everyone has had a chance

to go to the board

PRESENTATION:

Act 1: Introduce the new words:

- Use classroom objects and pictures to introduce the new words: fat, hat, can, fan, van, cap, lap, map

- Have Ss repeat the new words several times

Act 2: Write:

- -at: cat, fat, hat

- -an: can, fan, van

- -ap: cap, lap, map

PRACTICE:

Act 1: Listen, point and repeat

- Play the tape Ask Ss to look at the book, listen and point to the suitable pictures

- Let Ss to listen again and repeat

Act 2: Give the commands and do the action:

- Divide the class into 3 teams and give each team a column of "Word Families"

- Let each team listen to the cassette and repeat

- Change their column and practice

PRODUCTION:

Act 1: Simon says:

- Divide the class into 3 teams and give each team a column of "Word Families".

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- Call out a word and ask Ss in the group which have that word to stand up Then sit down

- The group has the least bad mark is the winner

The fat cat is in the hat

The can and the fan are

Resources:

SB/ p 8WB/ p.8

Teaching aids:

- CD/ tape

- Cassette player

- Objects / pictures: hat, can, fan, van, cap, map

Act 1: Review the old words

- Using the pictures/ classroom objects: cat, fat, hat, can, fan, van, cap,

lap, map

- Have Ss repeat the words several times

Act 2: Present the new sentences:

- Use picture to introduce the sentences:

The fat cat is in the hat.

The can and the fan are on the van.

The cap and the map are on my lap.

- Have Ss repeat the words several times

PRACTICE:

Act 1: Practice the words:

- Ask Ss to look at the book Play the cassette "Let's Read, Word Families?"

- Listen and practice

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on the van.

The cap and the map are

on my lap

Act 2: Practice the sentences in rhythm:

- Play the cassette "Let's Read, can you read?" Ask Ss to listen and

practice

PRODUCTION:

Act 1: Perform the rhythm

- Ask Ss to work in group of 3

- Ask each group to memorize and practice the sentences in rhythm

- Call each group perform the sentences Give them good marks if they

do well

Act 2: Workbook:

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

A Write: Have Ss write the words to the correct blanks

B Circle and write: Circle the right words and write the words in the blanks.

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Teaching aids:

- CD/ tape

- Cassette player

- Teacher's Cards (TC): 1-8, 33- 38, 133-144 (Book 1)

- A bag

Act 1: Let's talk: Silent role plays

- Ask a pair of Ss to silently act out the greeting/ the parting in front of the class

- Have the class guess which is being portrayed and supply the language

- Allow several pairs to do this

Act 2: Let's Sing: Perform the songs

- Play the music (Let's chant, let's sing/ p 1+2) again

- A volunteer group comes in front of the class to perform the song

Act 3: Let's learn + Let's learn some more: Charades

- Place TC in a bag Have one student select a card and demonstrate the animal or the use of the object

- The class must guess the object, using the questions For example, S1 picks up a imaginary crayon and begins drawing Ss: Is that (a crayon)?

…

PRESENTATION:

Act 1: Open the book to page 9

- Have Ss open their books to page 9 and look at the pictures

- Have Ss identify all the objects in the pictures

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? / What are those? 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: 1A, 2B, 3A, 4B, 5B, 6A,

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7A, 8B

PRODUCTION:

Act 1: Ask and answer: Have Ss work impairs to ask and answer about the

pictures

Act 2: Work book: Have Ss get ready to finish the exercises at school or at home

A Circle: Ss look at the pictures and circle the correct word

B Write: Look at the pictures and write the sentences

That's too bad

Get better soon!

- Name Cards

Usage tip:

- The term sick is used for

illnesses or ailments (colds, stomachaches, headaches, etc ), but not for broken bones or external injuries

Dialogue Musical Cards: arrange 4 desks together to make a rectangle, give each

student a name card, students will put their name cards on the rectangle desks, they walk around the desks and sing the song "The Hi song" When the teacher says "stop", every student will pick up 1 name card and greet their opposite partner

by their name on the card and exchanging: "How are you, _? – Fine, thanks." Continue singing and stop several times

PRESENTATION:

Act 1: Present the first part of the dialogue:

- Use puppets to introduce the dialogue:

Hi, John! What's the matter?  I'm sick

- Have Ss repeat the dialogue several times

Act 2: Present the complete dialogue:

Act 3: Write:

- What's the matter?

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- I'm sick.

- That's too bad Get better soon!

- Thanks

PRACTICE:

Act 1: Listen and point:

- 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:

- Ask the Ss to work in pairs

S1: What's the matter?  S2: I'm sick  S1: That's too bad Get better soon! S2: Thanks

Teaching aids:

Act.1: Walk and Talk:

- Ss walk around the class in pairs, asking about their feeling

PRESENTATION:

Act 1: Introducing the new words

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- Teacher cards (TC): (151-155)

- Introduce the new words by body language:

Sick (review), sad, hot, tired, cold, today

- Have Ss repeat the new words several times

Act 2: Review the dialogue

Act 1: Act out the dialogue:

- Have Ss work in pairs

- Practice the dialogue by replacing the new words in SB/p 11

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

PRODUCTION:

Act 1: Charades:

- Let Ss work in 4 groups

- Call a student in each group to come to the board and look at the TC

in random and ask him/ her to act out the word by using gestures

- Ask another student in his/her group to answer the word and give mark

- Then it's turn of the second group to fourth group

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Are you OK?

I am very sick today

- Teacher card (TC): 151-155

Charades:

- Let Ss work in 4 groups

- Call a student in each group to come to the board and look at the TC

in random and ask him/ her to act out the word by using gestures

- Ask another student in his/her group to answer the word and give mark

- Then it's turn of the second group to fourth group

PRESENTATION:

Act 1: Review the dialogue:

- Introduce the characters

- Open the book on page 11, point to characters in the picture

T: What's the matter?  Ss: What's the matter?

T: Are you OK?  Ss: Are you OK?

T: I'm sick today  Ss: I'm sick today.

- Have Ss practice more with other feelings (sad, hot, tired, cold)

- Ask Ss open the book

- Ask Qs about the picture in the book: Who are they? How may people are there?

PRACTICE:

Act 1: Listen and point:

- 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

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- Ask Ss to sing the song in groups of 5: Lisa, John, Jenny, Scott, Andy

- Call some groups to sing aloud

Learning new words

Listening

Speaking

Vocabulary:

Miss, shopkeeper, a

cook, a taxi driver, a

nurse, a farmer, a police

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher cards (TC): 53 -60 (Book 1, Family members, friend)

- Teacher cards (TC): 156 -163

Re-ordering and singing: Divide the class into 5 groups Give each group 4

cards Ask them to re-order the cards to make the lyric of the song The first to find out the answer go to the board and sing the song and win

PRESENTATION:

Act 1: Introduce the nouns of jobs.

- Use the TC 53- 54 to remind Ss by using the old pattern:

Who's (he)? – (He's) my father

- Introduce 4 new words, using TC 156 - 159: a cook, a taxi driver, a nurse,

a farmer

- Have Ss practice more the new words

Act 2: Introduce the new pattern.

- Use TC 53-54 to teach the sentences

T: (point to father): He's a father / T: (point to mother): She's a mother T: (point to the TC): (He's) a (cook)

- Ask a student to practice the sentences

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Yes, (she) is

No, (she) isn't - Play the tape and ask Ss to look at the books, listen & point to the right picture

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

Act 2: Listen and repeat the sentences

- Play the tape and ask Ss to look at the books, listen & point to the right picture

- Note: He is = He's / She is = She's

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: Who's he?/ Who's she?

- Get the whole class to answer: He's……/ She's………

Learning new words

Listening

Speaking

Vocabulary: (Review)

Miss, shopkeeper, a

Resources:

SB/ p 12WB/ p 12

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher cards (TC): 53 -60 (Book 1, Family

Charades: Call a student to come to the board and look at the TC 53- 60 and

156-159 and ask him/ her to act out the picture by using gestures Ask another student

in the class to answer the word and give mark

PRESENTATION:

Act 1: Introduce the nouns of jobs.

- Use the TC 156-159 to remind Ss by using the old pattern:

Who's (he)? – (He's) my father.

- Introduce 4 new words, using TC 160-163: A shopkeeper, a student, a teacher, a police officer.

- Have Ss practice more the new words

Act 2: Introduce the new pattern.

- Use puppets and reality to teach the dialogue

T: (point to S1): Who's (he)? / (He's) (Minh)./ Who's (Minh)? / (He's) a

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Yes, (she) is

No, (she) isn't

members, friend)

student

T: (point to the picture of a shopkeeper with it's name card : Miss Wilson.) and say:

Who's she?/ She's Miss Wilson She's a shopkeeper

- Have Ss repeat the dialogue several times Call some pairs to practice the dialogue

Act 3: Write:

Who's (she)?

She's Miss Wilson She's a shopkeeper

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

PRODUCTION:

Act 1: Show and Tell: Teacher write the name to the TC on the board.

- Point to a TC on the board and ask: Who's (he)?

- Get the whole class to answer: (He's) a … …

10, Who's she?

Act 1: Writing game

Ask Ss in turn of 2 to come before the class, show the picture and ask: Who's (he)? The 2 Ss must write down the right word Who writes true and faster

is the winner He/She will be the caller for the next turn

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Learning new words

Listening

Speaking

Miss, shopkeeper, a

Yes, (she) is

No, (she) isn't

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Let's Chant, Let's sing, p10 (photocopies)

PRESENTATION:

- Use the puppets to teach the sentences

Puppet A:(point to the card 156) Who's (he)?  Puppet B: (He's) a cook

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

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

- Clap the hands to make the question and answer a rhythm

- Play the rhythm (Let's chant, let's sing/ p 10, Who's she?)

- Ask Ss to listen and repeat the question and answer

PRACTICE:

Act 1: Practice the rhythm in groups:

- Ask and answer about people in the TC 156-163

Act 2: Practice the rhythm in pairs:

- Divide the photocopies of Let's chant Let's sing, p.10

- In turn, ask and answer about the people in the TC 156-163

PRODUCTION:

Act 1: The best musician:

- Ask 1 or 2 volunteers to come before the class

- Make the rhythm and the class follow him/ her

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Learning new words

Listening

Speaking

Miss, shopkeeper, a

Yes, (she) is

No, (she) isn't

Resources:

SB/ p 13WB/ p 13

Teaching aids:

- puppets

- CD/ tape

- Cassette player

Act 1: Make the rhythm:

- Ask 1 or 2 volunteers to come before the class, make the rhythm: Who's she?

- The class clap their hands and follow him/ her

PRESENTATION:

Puppet A:(point to the card 156) Who's (he)?  Puppet B: (He's) a cook

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

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

- Use puppets to introduce the new pattern:

Puppet A (point to the picture 156): Is he a cook? – Puppet B: Yes, he is Puppet A (point to the picture 157): Is he a cook? – Puppet B: No, he isn't

- Have Ss repeat the pattern several times

- Call some pairs to practice the pattern

PRACTICE:

Act 1: Listen, repeat the pattern:

- Play the tape and ask Ss to listen

Act 2: Ask and answer:

- Ask Ss to work in pairs Then in turn, ask and answer about the TC 156-163

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S1:Is (he) a teacher?  S2: Yes, he is Or – No, he isn't

PRODUCTION:

Act 1: Guessing Game:

- Put TC 156-163 in a bag Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who's (he)?

- The student must guess the picture by asking: Is (he) a (Teacher)?

- The 1st student will answer yes or no to the class and the student has the correct answer will be the next to play the game

Act 1: Clap the board:

Stick TC 53-60 and 156-163 on the board Call 2 Ss to come to the board Call out

1 picture and the 2 Ss must clap on the right picture Who is right and faster wins and gets a mark

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Learning new words

Listening

Speaking

Miss, shopkeeper, a

Yes, (she) is

No, (she) isn't

- Let's chant let's sing, p11, Is

he a teacher?

(photocopies)

PRESENTATION:

Act 1: Review the pattern:

- Use the puppets and TC 156-163 to review the pattern

Puppet A (point to the picture 156): Is he a cook? – Puppet B: Yes, he is Puppet A (point to the picture 157): Is he a cook? – Puppet B: No, he isn't

- Have Ss ask and answer

Act 2: Present "No, (he) isn't (He's) a (taxi diver)." (Opened part It's optional.)

Puppet A (point to the pic157): Is he a cook? – Puppet B: No, he isn't He's a taxi driver.

- Have Ss repeat the pattern several times Call some pairs to practice it

PRACTICE:

Act 1: Listen and answer:

- Let Ss listen to the tape "yes or No" Ask them to write down the

answer

- Listen again and practice the sentences

Act 1: Ask and answer the questions:

- Have Ss work in pair to ask and answer the right jobs of each "NO"-

answer in part "Yes or No?" using the answer: No, (he) isn't (He's) a (cook).

- Call some pair to practice

PRODUCTION:

Act 1: Practice the rhythm:

- Divide the photocopies of Let's Chant, Let's sing, p11, Is he a teacher?

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- Listen and clap their hands to make the rhythm.

Act 2: The best musician:

- Ask 1-2 Ss to come before the class, clap their hands to make the rhythm

Act 2: Workbook: Ss get ready to finish the exercises at school or at home

Learning new word in

terms of plural nouns

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher cards (TC): 156-171

Cultural tip:

In general, the words Mr., Mrs., Miss., and Ms.,

precede family names,

not given names: Mrs

Long, but Mari Mrs

indicates a married

woman, and Miss

Act 1: Rhythm: Play the music (Let's chant, let's sing, p.11) Ask Ss to listen to

the music and repeat the chant

Act 2: Review the old sentences in Unit 1: (TC 156-163) Who's (he)?  Ss:

(He's) (a cook).

PRESENTATION:

Act 1: Introduce the plural forms of the words.

- Give out TC 162 and say: a student Then give out TC 170 and say: students.

- Do the same with shopkeeper(s), using TC 156, 164

- Stick TC 156, 162 and 164, 170 on the board

- Ask Ss to write the words in their notebooks and practice speaking the words

Act 2: Introduce the question and answer pattern.

Puppet A: (point to 2 Ss) Who are they?Puppet B: They're Ba&An They're students

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

Act 3: Write:

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Are they (teachers) ?

Yes, they are

No, they aren't

indicates a single woman

Ms Precedes a woman's

surname without specifying her marital status, but is used less

frequently Mr precedes a

man's surname and is also non-specific of marital status

Who are they? – They are Mr and Mrs Long They're teachers

Shopkeeper(s), nurse(s), student(s), teacher(s).

PRACTICE:

Act 1: Listen and repeat.

- Play the tape and ask Ss to look at the books, listen and repeat the words

- 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: They are = They're

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: Who's (he)? Who are they? Get the whole class to answer: (He's)……/ They're………

Learning new word in

Resources:

SB/ p 14 WB/ p 14

Teaching aids:

- puppets

- CD/ tape

Review the numbers from 1- 10.

Find your partner: give each student a card (2 Ss have the cards related to each

other), students will walk and find their partner which has the same card E.g.: cook

and cooks

PRESENTATION:

Act 1: Review the pattern:

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terms of plural nouns.

Are they (teachers) ?

Yes, they are

No, they aren't

- Cassette player

- Teacher cards (TC): 156-171

Cultural tip:

In general, the words Mr., Mrs., Miss., and Ms.,

precede family names,

not given names: Mrs

Long, but Mari Mrs

indicates a married

woman, and Miss

indicates a single woman

Ms Precedes a woman's

surname without specifying her marital status, but is used less

frequently Mr precedes a

man's surname and is also non-specific of marital status

Puppet A (point to the picture 156): who's (he)? – Puppet B: (He's) a shopkeeper

Puppet A (point to the picture 164): Who are they? – Puppet B: They're shopkeepers

- Do the same with other pictures, singular or plural

- Divide the class into 2 teams, in turn, repeat the question and the answer

Act 2: Introduce the new words :

Puppet A (point to the picture 157): who's (he)? – Puppet B: (He's) a taxi driver

Puppet A (point to the picture 165): Who are they? – Puppet B: They're taxi drivers

- Do the same with other pictures, singular or plural Practice in team

Act 3: Write:

Who are they ? – They taxi drivers/ taxi driver(s), farmer(s), cook(s), police officer(s)

PRACTICE:

Act 1: Practice the pattern:

- Play the tape and Ask Ss to listen and practice

Act 2: Practice without tape:

- Ask Ss to practice without tape the new plurals of jobs.

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