Giao an Let''s go 1A

Key language Materials Key activitiesUNIT 1: LET’S LEARN Lesson 1 Key language focus: Learning new words - Play the music Let‘s chant, let’s sing - Ask Ss to listen to the music and sin

Trang 1

Suggested Lesson Plan – LET’S GO 1A- Second Edition

NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN THAM KHẢO

LET’S GO 1A (Ấn bản lần 2)

LỚP 2-3

TP Hồ Chí Minh, tháng 04 năm 2009

Trang 2

LET'S GO 1A (4 UNITS) _ 35 WEEKS/ 70 LESONS

1 1 1 - 2 Prepare for the beginning of the academic year

Hi! My name is (Kate)

What’s your name?

What’s this?/ It’s (a ruler)

Is this (a book)?

Yes, it is No, it isn’t

2 Greetings Introducing yourselfAsking somebody’s nameAsking about objects (singular)Identifying objects (singular)Classroom commands

9 18 Let’s Talk How are you?I’m fine Thank you.

What color is this?

It’s (red)!

This is a (blue) (book)

This is a (red) and (yellow) book

10 GreetingsAsking about colorsIdentifying colorsDescribing objectsClassroom commands

Trang 3

REVIEW 17-18 33-35 Let’s Review REVIEW

THE FIRST-TERM TEST

It’s nice to meet you

It’s nice to meet you, too

Who’s (she)?

(She’s) my (grandmother)

(She’s) (short)Don’t (watch TV)

28 Introducing family membersMeeting someone politelyAsking about peopleIdentifying peopleDescribe peopleNegative commands

36-37

Trang 4

What’s your name?

Resources:

SB/ p 2WB/ p 2

- Make sure Ss understand

that I’m and My name is are

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 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

Trang 5

What’s your name?

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).

PRACTICE:

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

- Practice the dialogue, change the role

Act 2: Speak:

- Have Ss sit in pairs, ask and answer the names

Kate: What’s your name?  John: My name is John.

- 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 in the lesson:

- Have Ss look at the scene, p 2 and review the names of the characters in the lesson

- Play the tape and ask Ss to listen and identify the words they hear by pointing to speech bubbles

- Have Ss to listen again and repeat the dialogue

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

Trang 6

Key language Materials Key activities

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?

PRESENTATION:

Act 1: Introduce the names of the characters:

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

- Have Ss repeat each name in chorus and individually

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

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 whokeeps red ball will greet and ask name; the St who keeps blue ball will answer the question

Trang 7

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

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 name?

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

Trang 8

UNIT 1:

LET’S LEARN

Lesson 1

Key language focus:

Learning new words

- 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 TC 1-8 and say: What’s this?  Ss: It’s (a pencil)

PRESENTATION:

Act 1: Introduce the singular forms of the words.

- Introduce 2 new words, using real classroom objects:

T (hold a ruler): a ruler T (point to a picture of a cat): a cat.

- Have Ss practice more on classroom objects

Act 2: Introduce the plural forms of the words.

- Give out TC 34 and say: a ruler Then give out TC and say: rulers.

- Stick TC 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 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 TC on the board and ask: What’s this?/ What are these?

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

Trang 9

Key language focus:

Learning new words

- Use TC 1-8 and say: What’s this?  Ss: It’s (a pencil)

PRESENTATION:

Act 1: Introduce the singular forms of the words.

- Introduce 2 new words, using real classroom objects:

T (hold a ruler): a ruler T (point to a picture of a cat): a cat.

- Have Ss practice more on classroom objects

Act 2: Introduce the plural forms of the words.

- Give out TC 34 and say: a ruler Then give out TC and say: rulers.

- Stick TC on the board

- Ask Ss to write the words in their notebooks 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 rulers

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

- Ask Ss to work in pairs, practice the dialogue

- Note: This is = This’s

PRODUCTION:

Show and Tell:

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

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

Trang 10

Act 1: Show and tell:

- 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 TC to introduce new words: book(s), desk(s), chair(s), pencil(s)….

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

Act 2: Review the question and answer pattern.

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’re books

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.

- Divide the class into 2 big teams

- Play the tape

- Ask Ss to listen and repeat the questions (Team A) and the answers (Team B)

Trang 11

Act 1: Show and tell:

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

PRESENTATION:

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

- Use TC to introduce new words: book(s), desk(s), chair(s), pencil(s)….

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

Act 2: Review the question and answer pattern.

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’re books

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

- 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.

Trang 12

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?  Yes, it is.

- Hold up a book and ask: Is this a ruler? No, it isn’t.

- Do the same with other classroom objects, singular or plural

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

PRACTICE:

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

PRODUCTION:

- Play Guessing game on page 16 teacher’s book

Trang 13

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 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 book and ask: Is this a ruler? No, it isn’t.

PRACTICE:

- 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

Trang 14

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

PRESENTATION:

Act 1: Introduce the question-and-answer pattern again:

- Hold up a book and ask: Is this a ruler?  No, it isn’t.

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:

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

Trang 15

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

PRESENTATION:

Act 1: Review the question-and-answer pattern again:

- Hold up a book and ask: Is this a ruler?  No, it isn’t.

PRACTICE:

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

Trang 16

Open your book

Close your book

Point to the teacher

Touch your desk

Please be quiet

Listen carefully

Resources:

SB/ p 8Let’s chant, let’s sing

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

- 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 action2T: Stand up Sit down.Team A (do the action): Stand up

Team B (do the action): Sit down

PRODUCTION:

Act 1: Charades:

- Have Ss sit in groups of 4

- Use TC 45-52, 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

Trang 17

Open your book

Close your book

Point to the teacher

Touch your desk

Please be quiet

Listen carefully

Resources:

SB/ p 8WB/ p 8Let’s chant, let’s sing

LG grammar and listening/

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:

- 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 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) and do the actions

S1 (point to the picture): Close your book  Ss (say and do): Close your book

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

Act 2: Workbook:

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

A Connect and write:

- Have Ss connect the pictures to the commands and complete each command Then practice giving commands

B Match:

- Have Ss connect the pictures to the commands Then practice giving commands

Trang 18

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards (TC): 1-8, 17- 24,

- Magnet

- Sticker

- Red scarf or handkerchief

Act 1: Let’s talk: Who said it?

- 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

PRODUCTION:

- PW: ask and answer about the pictures 1-6, and give commands with the pictures 7-8

Act 2: Work book:

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 blanks

Trang 19

Hi, (Andy) How are you?

I’m fine Thank you

Resources:

SB/ p 10WB/ p 10

Act 1: Introduce the greetings:

- Introduce himself/ herself to Ss in English

- 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.

PRACTICE:

- Play the tape and have Ss open the book

- 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

- Two teams practice speaking and then change the role

PRODUCTION:

Act 1: Find your partner:

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

S1: Hi,(Ken) How are you?  S2: I’m fine How are you?  S1:I’m fine Thank you.….

Act 2: Workbook:

- 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

Trang 20

Act 1: Review the question- and-answer pattern:

- 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:

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

- 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

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; 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

Trang 21

Act 1: Sing the song:

- Ask some volunteers to sing the song again

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

- Feedback

PRODUCTION:

Act 1: Find

- Stick some red pieces in the classroom around the room

- Divide the class into 6 groups

- Have group to group look around and find the red things, point and say: It’s red

Trang 22

Yellow, blue, white, pink,

gray, red, black, green,

purple, orange, brown

- 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 A: What color is this?

Puppet B: It's (yellow)

- Have Ss repeat the question, "What color is this?" then the answer “It’s yellow” Then practise with: blue, white, pink, gray, red, black, green, purple, orange and brown

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: Walk and Talk.

- Ss walk around the class

- T says “Stop”, Ss ask and answer: S1: What color is this?  S2: It’s green

Week 11 - Period 22

Trang 23

Yellow, blue, white, pink,

gray, red, black, green,

purple, orange, brown

- 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

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

A Unscramble.

- re-order the words of colors.

B Complete the words and color.

- write the missing letters and color the cans

Trang 24

Yellow, blue, white, red,

black, green, grass, cat,

skies, eyes, birds, clouds

Resources:

SB/ p 13WB/p.13

Teaching aids:

- CD/ tape

- A photo of the picture

- Cassette player

- Ask some pairs using the crayons and practise the pattern

PRESENTATION:

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

Group 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

Trang 25

Yellow, blue, white, red,

black, green, grass, cat,

skies, eyes, birds, clouds

Resources:

SB/ p 13WB/p.13

Teaching aids:

- CD/ tape

- A photo of the picture

- Cassette player

- 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

C Color and write.

- Answer the questions and color the pictures

Trang 26

This is a (blue) (book) This

is a (red) and (yellow)

(book)

Resources:

SB/ p 14Let’s Chant, Let’s Sing P.11, 12

Act 1: Review the pattern.

- Have some pairs ask-and-answer: “What color is this?”; “It’s (white)”

PRESENTATION:

Act 1: Introduce the sentence pattern:

- This is a blue book

- This is a red and yellow book

- Do the same with other things

- Divide the class into some groups, repeat the sentences

PRACTICE:

Act 2: Role play

- A (as Ms): This is a blue book B(as Kate): This is a red and yellow book.

- Then reverse the roles

Act.3: Practice in groups

- Have a volunteer taking a thing ex: a black pen, a white ruler

Group A: What’s this?

Group B: It’s a (pen)

Group A: What color is this?

Group B: It’s (black)Group A: (Yes) This is a (black) (pen)

- Then reverse the role

PRODUCTION:

Act 1: Show and tell.

- Put some classroom objects in 4 bags ex: pen, eraser, ruler, pencil…

- Divide the class into 4 groups and take a bag

S1: This is a (ruler)

Group 1: What color is this?

S1: It’s (purple) This is a (purple) (ruler)

Week 13 – Period 26

Trang 27

This is a (blue) (book) This

is a (red) and (yellow)

(book)

Resources:

SB/ p 14Let’s Chant, Let’s Sing P.11, 12

- Have some pairs ask-and-answer: “What color is this?”; “It’s (white)”

PRESENTATION:

Act 1: Review the sentence pattern:

- This is a blue book

- This is a red and yellow book

- Do the same with other things

- Divide the class into some groups, repeat the sentences

PRACTICE:

Act 2: Role play

- A (as Ms): This is a blue book B(as Kate): This is a red and yellow book.

- Then reverse the roles

Act.3: Practice in groups

- Have a volunteer taking a thing ex: a black pen, a white ruler

Group A: What’s this?

Group B: It’s a (pen)

Group A: What color is this?

Group B: It’s (black)Group A: (Yes) This is a (black) (pen)

PRODUCTION:

Act 1: Show and tell.

- Put some classroom objects in 4 bags ex: pen, eraser, ruler, pencil…

S1: This is a (ruler)

Group 1: What color is this?

S1: It’s (purple) This is a (purple) (ruler)

Trang 28

Book, bag, pencil, ruler,

eraser, pen, desk

Sentences:

This is a (purple) (pencil)

This is a (red) and (blue)

(bag)

Resources:

SB/ p 15WB/ p.14 & 15

- Have some pairs reading the dialogue

PRESENTATION:

- 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?

S2: It’s a (bag)

S1: What color is this?

S2: It’s (blue) and (red)

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

PRODUCTION:

Act 1: Memory Chain.

- Put some classroom objects in some bags

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)

A Color and write.

- Have Ss look at the pictures, write the sentences then color the pictures

Trang 29

Book, bag, pencil, ruler,

eraser, pen, desk

Sentences:

This is a (purple) (pencil)

This is a (red) and (blue)

(bag)

Resources:

SB/ p 15WB/ p.14 & 15

- Have some pairs reading the dialogue

PRESENTATION:

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

- Review the words of colors

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?

S2: It’s a (bag)

S1: What color is this?

S2: It’s (blue) and (red)

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

PRODUCTION:

Act 1: Memory Chain.

- Put some classroom objects in some bags

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)

B Color and write

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

Trang 30

Teaching aids:

- CD/ tape

- Cassette player

- Real objects

- 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

Act 2: introduce the sounds of A, B and C.

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)

C Complete the words.

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

Trang 31

Raise your hand

Put your hand down

Take out your book

Put your book away

Pick up your pencil

Put your pencil down Write

your name

Look at the board

Resources:

SB/ p 16WB/p.16

25-WARM-UP AND REVIEW:

Review:

- Using TC 19-31 to review some commands in playing games

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.)

- 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

Week 16 – period 31

Trang 32

Raise your hand

Put your hand down

Take out your book

Put your book away

Pick up your pencil

Put your pencil down Write

your name

Look at the board

Resources:

SB/ p 16WB/p.16Let’s chant, let’s sing / p.13

25-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:

- 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

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

- 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

Act 2: Workbook

- Have Ss get ready to finish the exercises at school or at home with weak Ss)Check: Ss look at the pictures and stick on the right commands

Week 16 – period 32

Trang 33

25 Stickers

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

- When hearing T say “Stop”, pairs will stop and make dialogue

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:

- 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

Act 2: Workbook

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

Trang 34

- Teacher’s cards andStudents’ cards 1-16

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:

- Let Ss to stand in a circle

- Use the T’s cards to review vocabulary

- Have Ss repeat the words several times

PRACTICE:

Act 1: Play a game:

- Ask Ss to open the book and show the page 18 in front of Ss

- Ask Ss to look at the book and answer T’s questions:

What is this? S1: It’s a (book).

Is this a (blue) (pencil)? S2: No, It isn’t It is a (green pencil).

Is this (a red cat)?

- Ask Ss to work in pairs and give them some dies Ask them to roll the die, move spaces and Ss have to recognize the objects they have

- The winner will be the person who recognizes all pix and he/ she will get 1 mark for each correct picture

Act 3: Say and act:

- Ask Ss to look at the book at page 18 and the T reads first: My name is John / Hi, how are you?

- Ask Ss to guess what Lisa is going to say ( What’s your name?/ I’m fine Thank you.)

PRODUCTION:

Review the 2 songs above:

- Divide the class into 3 groups to sing these songs

Week 17- Period 34

Định dạng
Số trang	69
Dung lượng	518,5 KB