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Teacher asks students to open their books, listen to the tape and point to the people.. Practice: - Teacher guides students to practise the convesation in groups of - Students listen a

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Week 2 UNIT 5

(Part 1, page 38)

I Objectives and requirements:

- Students learn how to ask and answer about their ages

- Students develop four language skills: Listening – Speaking – Reading – Writing

2 Cheking the previous lesson:

3 Teaching the new lesson:

 WARM UP AND REVIEW

1 Teacher puts the teacher’s cards

on the desk, and asks students to take

turn describing the people in the

pictures If he / she is correct, the

others repeat the sentences If not, the

others keep silent

2 Teacher guides students to play

“Command Lines” game

 PRESENTATION

1 Present the first part of the

dialogue.

a Teacher draws a birthday cake

and some gifts on the board, and says

“Happy birthday!”

b Teacher reviews the students

of the numbers from one to ten

- Teacher explains grammar

point through two examples

c Teacher uses two puppets and

two students to model the

convesation

- Students practise

- Students play a game

- Students listen

- Students listen and repeat

- Students review the numbers

- Students observe

Ex: S1: She’s young

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- Teacher asks students to ask and

answer about their ages

- Teacher guides students to get

farmiliar with the first part of the

conversation

2 Practice:

- Teacher guides students to

practise the conversation in class, in

groups of three

- Teacher moves around the class to

help weak students

 OPEN YOUR BOOKS

1 Teacher hangs the picture on

the board, and asks students to

describe the people in the picture.

2 Teacher asks students to open

their books, listen to the tape and

point to the people.

- Teacher plays the tape again

3 Teacher presents the paradigm

and contraction on page 38.

a Teacher writes the sentences

on the board, plays the tape, and

points them

b Teacher writes the contraction

on the board, and guides students to

practise

4 Practice:

practise the convesation in groups of

- Students listen and point

- Students listen and repeat the sentences one by one

- Students look at the sentences on the board and listen

Kate: Happy birthday, Jenny.John: How old are you?Jenny: I’m seven years old

Kate: Happy birthday, Jenny.John: How old are you?Jenny: I’m seven years old.Kate: Happy birthday, Jenny.John: How old are you?Jenny: I’m seven years old.Kate: Happy birthday, Jenny.John: How old are you?Jenny: I’m seven years old

How old are you?

I am seven years old

How old are you?

I am seven years old

- Students read the sentences on the board

- Students practise in pairs, using their information

5 Home assignments:

- Learn the lesson by heart at home

- Prepare some small gifts to give each other

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Week 2 (cont.) UNIT 5

(Part 2, page 38)

- Students learn how to talk when giving a gift and the birthday greetings

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets …

2 Students: Textbooks, gifts …

III.Teaching steps:

1 Class orders:

- Students practise the first part of the conversation in pairs (three pairs)

- Others listen and give remarks on their practice

- Teacher gives remarks and marks

- Teacher guides students to play

“Living Dialogues” game

“Bingo” game

 PRESENTATION

1 Present the second part of the

dialogue.

a Teacher uses two students to

model the convesation

b Teacher guides students to

groups and in pairs

- Students play game in three minutes

- Students play game

- Students observe and listen

- Students practise in groups,

Jenny: Thank you Wow! A

robot! Thank you!

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2 Practice:

- Teacher moves around the class

to help weak students

 OPEN YOUR BOOKS

- Teacher presents the complete

dialogue

- Teacher plays the whole

conversation

2 Practice:

practise the convesation in class, in

groups of three

- Teacher asks students to practise

taking role in front of others

 WORKBOOK

- Teacher asks students to find out

the ways to do the exercises on page

38

- Teacher asks students to do

exercises

- Teacher asks students to read the

complete sentences in class and

individual

- Students practise in pairs, then in front of other students

- Students listen

- Students practise in groups

of three

- Students practise talking

- Students practise talking, using their information and their gift

- Students talk

- Students do exercise

- Students read

John: This is for you

robot! Thank you!

John: This is for you

robot! Thank you!John: This is for you

robot! Thank you!Kate: Happy birthday, Jenny.John: How old are you?

Jenny: I’m seven years old.John: This is for you

robot! Thank you!

Kate: Happy birthday, Jenny.John: How old are you?

Jenny: I’m seven years old.John: This is for you

robot! Thank you!

A Write: Students read and complete the sentences

B Write and draw: Students write and draw the candles up

to their information

Answer keys: are, I’m seven

is, Thank (up to them)

4 Consolidation:

- Students practise in groups of three, using their information

5 Home assignments: Learn the lesson by heart and color page 38 at home.

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Week 3 UNIT 5

(The Happy Birthday Song)

- Students review how to ask and answer about their ages and the greetings to talk for a

birthday, and learn a new song

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets …

2 Students: Textbooks, gifts …

1 Class orders:

- Students practise the conversation in pairs (three pairs)

1 Teacher plays tape

- Teacher asks sts to practise talking

in groups of six (a five member family

and a friend of their child)

2 Teacher asks sts to practise the

conversation (Let’s Talk), use their

information and their prepared gifts

 PRESENTATION

1 Introduce the vocabulary.

Teacher uses a calendar and a

watch to teach the new words

- Students listen and sing along

- Students practise

- Students practise pronouncing the words

It’s my birthday today

It’s your birthday today.It’s my birthday today

Happy birthday, Jenny!One, two, three, four, five, six, Seven years old!

Now I’m seven years old Now, you’re seven years old.Now I’m seven years old Happy birthday, Jenny!

todaynow

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2 Present the possessive pronoun

pattern using my and your.

a Teacher uses the puppets to

model my and your.

b Teacher helps students get

accustomed to the structures (using a

birthday hat)

c Teacher moves around the

class to help weak students

3 Present the subject pronoun

pattern using I’m and You’re.

a Teacher draws a birthday cake

with seven candles on the board, and

uses the puppets to model I’m and

You’re.

b Teacher draws another cake

without candles

c Teacher moves around the

class to help weak students

 EXTENSION

1 Teacher draws a big sheet of

calendar on the board, asks students to

write their birthdays on the prepared

color papers, arranges and sticks them

ascendingly

- Teacher points to the papers

2 Teacher guides students to play

“Dialogue Musical Chairs”

- Students repeat chorally

- Students do controlled practice

- Students practise in pairs

- Students repeat chorally

- Student 1 draws the candles up to his/her age, and practises talking

- Students repeat

- Students write

- Students play a game

Pt A: It’s your birthday today

Pt B: Yes, it’s my birthday today

Pt A: It’s your birthday today.Sts : It’s my birthday today

T : It’s your birthday today.St1 : It’s my birthday today

…

Pt A: I’mseven years old

Pt B: You’re seven years old

St1 : I’m… years old

St2 : You’re … years old

St1: It’s my birthday!

Sts: Happy birthday!

…St1: It’s my birthday today!St2: It’s your birthday today!Or

St1: I’m … years old

St2: You’re … years old

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(The Happy Birthday Song)

- Students review how to ask and answer about their ages and the greetings to talk for a birthday, and learn a new song

“Scramble”

“Beanbag Circle”

 OPEN YOUR BOOKS

1 Teacher asks students to open

their books, and guides students to

describe the birthday party and the

- Students observe and talk

T: Robot and Teacher Scramble.

St1: It’s my birthday!Sts: Happy birthday!St2: (catching the ball) It’s my birthday!Sts: Happy birthday!

…

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2 Teacher plays the tape, and asks

students to listen to the song and point

to the words

- Teacher reads the song

- Teacher guides students to read

the song

3 Practice.

- Teacher devides the class into

two groups (my or your), and asks

them to sing along in groups

 EXTENSION

1 Free practice

2 Teacher guides students to play

“Dialogue Musical Chairs”.

 WORKBOOK

39

- Teacher asks students to do the

exercises

complete ones in class and individual

- Students practise singing

in pairs and in class, using their information

- Students talk

- Students do exercise

- Students read

It’s my birthday today

It’s your birthday today.It’s my birthday today

Happy birthday, Jenny!One, two, three, four, five, six, Seven years old!

Now I’m seven years old Now, you’re seven years old.Now I’m seven years old Happy birthday, Jenny!

Gr A: It’s my birthday today

Gr B: It’s your birthday today

Gr A: It’s my birthday today

Gr B: Happy birthday, Jenny!All : One, two, three, four, five, six, seven years old!

Gr A: Now I’m seven years old

Gr B: Now, you’re seven years old

Gr A: Now I’m seven years old

Gr B: Happy birthday, Jenny!

St1: It’s my birthday today!St2: It’s your birthday today!St1: I’m … years old

St2: You’re … years old

A Write: Students read and complete the sentences

B Write: Students write the numbers

Answer keys: 2.five, 3.six,

4.two

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- Students sing the song

- Students practise singing in groups of three, using their information

- Learn the song by heart and color page 39 at home

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Week 4 UNIT 5

(Part 1, page 40)

- Students learn how to ask and answer (guess) about something

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, gifts …

2 Students: Textbooks, objects …

1 Class orders:

- Others listen and give remarks

 PRESENTATION

1 Introduce the vocabulary

Teacher uses the teacher’s cards

to teach the new word

2 Present the

question-and-answer pattern

a Teacher guides students to get

used to the first pattern

- Teacher plays roles

- Teacher moves around to help

students

b Teacher guides students to get

used to the second pattern

- Students sing the song in class, using guestures

- Students observe, listen and repeat

St1: What is it?

St2: It’s a doll …

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3 Practice:

a Controlled practice.

practice the conversation in class, in

pairs

help weak students

b Free practice.

help weak students

 OPEN YOUR BOOKS

1 Teacher hangs the picture on the

board

their books (page 40), listen to the

tape and point to the people

3 Teacher presents the paradigm

and contraction on page 38

a Teacher writes the sentences on

the board, plays the tape, and points

them

b Teacher writes and explaines

the contraction on the board

c Teacher guides students to

- Students practise talking inpairs

- Students practise talking inpairs, using their prepared objects

- Students observe and describe the picture

Scott : What is it?

Jenny: I don’t know

Scott : What is it?

Jenny: It’s a doll

What is it? It is a doll

It is = It’s

It is a doll = It’s a doll

Teacher gives each group apacked gift, they pass this one, ask “What is it?” and answer

“I don’t know.”, but the last one open the gift and answer

“It’s a …”

- Students read the conversation

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(Part 2, page 41)

- Students learn some new words and how to ask and answer (guess) about something

II Preparation:

1 Class orders:

- Students practise the conversation in pairs

“Guessing” game

 PRESENTATION

a Teacher uses the teacher’s

cards to teach the new word

b Teacher puts the cards on the

board, points to them one by one and

reads the words

if the teacher reads correctly or keep silent if the teacher reads wrongly

Teacher draws just a very littlepart of objects, students look and try to guess what it is The student who has the correct answer will get one point The winning team is the one getting more points than the other

yo-yo, kite, car, ball

T : (point to a doll) dollSts : doll

T : (point to a kite) carSts : …

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practise the conversation in groups, in

pairs

 OPEN YOUR BOOKS

a Teacher asks students to open

tape and point to the pictures

b Teacher plays the tape

c Teacher plays the tape

- Students practice talking

in pairs, using their prepared objects

- Students listen and point tothe pictures

- Students listen and point toSam and Ginger

- Students play in groups (lines) of 9 to 10

St2: It’s a … / I don’t know

1 a yo-yo; 2 a kite; 3 a car

4 a ball; 5 a doll

Sam : What is it?

Ginger: It’s a yo-yo

1 What is it? It’s a yo-yo

2 What is it? It’s a kite

3 What is it? It’s a car

4 What is it? It’s a ball

5 What is it? It’s a doll

Teacher gives each group apacked gift, they pass this one, ask “What is it?” and answer

“I don’t know.”, but the last one open the gift and answer

“It’s a …”

- Students read the vocabularies on the board

- Students practise in pairs, using their prepared objects

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Week 5 UNIT 5

(Part 3, page 41)

- Students learn some new words and how to ask and answer (guess) about something

II Preparation:

1 Class orders:

- Students practise asking and answering in pairs

“Guessing” game

 PRESENTATION

reads the words

Teacher draws just a very littlepart of objects, students look and try to guess what it is The student who has the correct answer will get one point The winning team is the one getting more points than the other

puzzle; bat; bicycle

T : (point to a kite) kiteSts : kite

T : (point to a puzzle) carSts : …

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c Teacher points to the pictures and

asks

- Teacher reviews students of all

the vocabularies they learnt in the

previous lesson

2 Practice:

practice the conversation in groups, in

pairs

 OPEN YOUR BOOKS

- Students play in groups of 10

1 What is it? It’s a puzzle

2 What is it? It’s a robot

3 What is it? It’s a jump rope

4 What is it? It’s a bat

5 What is it? It’s a bicycle

Teacher gives each student

a word, the ones in the same group read the words, make the sentences and write their sentences on the board (one student writes his / her word only) The winning team is the group writing the most correct answers in the shortest time

- Students read the vocabulary on the board

- Students practise in pairs, using their prepared objects

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(Part 3, page 41)

- Students review the words and the question-and-answer pattern

- Students do execise on page 40, 41

II Preparation:

1 Class orders:

“Living Dialogue”

 PRESENTATION

- Teacher uses a packed gift to

present the “Guessing” game

- Students play in groups of 10

- Students observe and guess

Teacher gives each student

a word, the ones in the same group read the words, make the sentences and write their sentences on the board (one student writes his / her word only) The winning team is the group writing the most correct answers in the shortest time

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 OPEN YOUR BOOKS

 WORKBOOK

40, 41

exercises

- Students play game, using the teacher’s prepared gifts

- Students use their prepared gifts to play the game in groups of 5

- Students use their prepared gifts to play the game in 2 teams

Gr.1: What is it?

Gr.2: It’s a … / I don’t knowGr.1: You’re right / wrong

Boy: What is it?

Girl: It’s a kite

Boy: What is it?

Girl: It’s a bat

Boy: What is it?

Girl: It’s a bicycle

Boy: What is it?

Girl: It’s a ball

A Write: Students read and write the words

B Match: Students match the words with the pictures

C Circle and write: Students circle the appropriate words and write them

D Write: Students write the words

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Week 6 UNIT 5

(Part 1, page 42)

- Students learn some new adjectives and how to describe something

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, gifts

1 Class orders:

- Teacher guides students to

practise “File Grids”

 PRESENTATION

Teacher uses the teacher’s cards

to teach the new word

Teacher guides students to get

used to the new structure

2 Practice.

3 Present the

Teacher guides students to get

used to the pattern

- Teacher plays roles (puppets)

- Students sing the Happy Birthday Song in class, using guestures

- Students practise talking and draw in their file grids

- Students observe, listen and repeat

- Students practise talking about the objects they have,using “little”, “big”

St1: One What is it?St2: It’s …

little; big

It’s big / little.It’s a little yo-yo

Pt.A:Is it a ball?Pt.B: No, it isn’t.Pt.A: Is it a yo-yo?

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weak students

4 Present the complete dialogue

a Introduce the conversation.

b Substitute the words.

5 Practice

pairs

 OPEN YOUR BOOKS

their books (page 42)

2 Teacher plays the tape.

3 Teacher presents the paradigm

and contraction on page 42.

the board, plays the tape, and

points them

practise

- Students practise talking inclass, in groups and pairs

- Students listen

- Students practise talking inpairs

- Students practise talking inpairs, using their prepared objects

- Students observe and describe the picture

4 Consolidation: Students read the conversation.

5 Home assignments: Learn the lesson by heart at home.

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(Part 2, page 42)

- Students learn some new adjectives and how to describe something

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, objects …

1 Class orders:

- T guides students to play

“Guessing” game

 PRESENTATION

reads the words

Teacher gives some clues, students look and try to guess what it is The student who hasthe correct answer will get onepoint The winning team is the one getting more points than the other

Long; short; round; square

T : longSts : long

T : shortSts : …

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c Teacher says the sentences.

2 Review the

review the pattern by playing roles

(puppets)

3 Practice:

a Controlled practice:

- Teacher gives the objects

students

b Free practice:

help weak students

 OPEN YOUR BOOKS

their books (page 42)

2 Teacher plays the tape

3 Teacher plays the tape

 EXTENSION

“Guessing Game” in teams

- Students listen and raise the objects and repeat

- Students listen

- Students use the teacher’s objects to practise the conversation

- Students use their prepared objects to practise

in pairs

- Students practice talking individually

- Students play in three or four teams

T : It’s little Sts: It’s little

Gr.A/A: It’s little What is it?GR.B/B: Is it a ball?

Gr.A/A: No, it isn’t

- Prepare some objects to practise in the next period

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Week 7 UNIT 5

(Part 3, page 41)

- Students review the adjectives and how to describe something

- Students practise describing something

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, objects …

1 Class orders:

- Students practise describing the prepared objects

“Picture game”

“Find your Partner”

- Students play “Picture game” in three or four teams

- Students play

Teacher prepares the sentences and shows one by one to the representatives of the teams They go back to their seats, draw the pictures without saying anything, other students look and try to guess what it is by talking softly to their teacher The student who has the correct answer will get one point The winning team isthe one getting more points than the others

Teacher gives students the prepared words (little doll, big car, round ball) Students

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 PRESENTATION

1 Introduce the conversation

used to the conversation

2 Practice:

- Teacher guides students to practise

the conversation in groups, in

pairs

help weak students

- Teacher guides students to practise

more, using the pictures and the

real things

help weak students

 OPEN YOUR BOOKS

- Students observe, listen

- Students listen and point toSam and Ginger

in groups of 3 or 4, then in pairs

move around the class to find their partner by asking “Is it a

…?” They are successful at finding when their friends answer “Yes, it is.”

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- Students play in pairs.

- Students play in two teams

Is it a yo-yo? No, it isn’t It’s a short jump rope

5 Is it a ball? No, it isn’t It’s

adjectives if they can (It’s a short red pencil)

Teacher writes a sentence with the words and the sight words The team first having the correct sentence will get one mark The winning team isthe team having the most marks

T : This is a  Sts : This is a long pencil

- Students describe the things on page 43

- Students practise talking, using their prepared objects

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(Part 4, page 41)

- Students review the alphabet and the learn more about the letters “k, l, m, n”

- Students do execise on page 42, 43

- Students practice the conversation in pairs

a Teacher guides students to

review “The Alphabet Song” by

playing the song

b Teacher guides students to play

“Slap"

 PRESENTATION

1 Introduce the letters:

- Students play in groups of four to six

Teacher gives each group ten letter cards from A to J Students put the letters on the tables A caller (a student) callout a letter, others listen and slap their hands on the card The fastest one has one mark The winners are the ones having the most marks

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- Teacher helps students learn more

about the letter k in two cases “K”

and “k”

as many words beginning by letter

“k” as possible

- Teacher does the same with the

letters l, m, n

2 Writing practice:

a Teacher guides students to write

the letters k, l, m, n in two cases

b Teacher writes a conversation on

the board and guides students to read

c Teacher moves around to help

students practise writing the letters

 OPEN YOUR BOOKS

tape and point to the letters and

the words

 WORKBOOK

the ways to do the exercises on

page 42, 43

exercises

complete ones in class and

individual

- Students observe

- Students find out the words in groups of nine or ten, then they write the words on the board

- Students read the words

- Students listen and observe

- Students read in class

- Students go to the board and underline the letters k,

l, m, n

- Students practise writing

on their student boards

- Students practice reading

This is my fried, Nancy

Nancy : It’s nice to meet

you, Mrs Lee.Mrs Lee: It’s nice to meet

you, too

K, /k/, kite; L, /l/, lion; M, /m/, mother; N, /n/, notebook

A Connect and write: Studentsconnect and write the words

B Write: Students write the answer

C Circle and write: Students circle the appropriate words and write them

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 EXTENSION

- Teacher guides students to play a

game with the letters

- Students play the games

D Match and complete the words: Students match the letters with the pictures and the words, and complete the words by writing the letters.Answer keys:

A 1 big; 2 little; 3 long; 4 short; 5 round; 6 square

- Students sing “The Alphabet Song”

- Color the exercises on pages 42 and 43

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Week 8 UNIT 5

(Part 1, page 44)

- Students learn some new words, commands

- Students practise asking and answering about others’ abilities (can, cannot)

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, a pull-bell…

2 Students: Textbooks, a yo-yo, a ball, a puzzle, a jump rope…

1 Class orders:

- Students sing “The Alphabet Song” and write the letters

- Others listen, observe and give remarks

pictures (teacher’s cards from

61 to 68) one by one Students observe the pictures, run as fast as possible to knoll the bell, and tell the appropriate adjectives Then, he /she will make a sentence, using the adjectives The student who has the correct sentence will get one point The winning team is the one getting more points than the other

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 PRESENTATION

1 Present the commands

a Teacher uses the TPR to

model the imperatives

b Teacher gives commands

c Teacher helps students

used to the structure

- Teacher puts a yo-yo, a puzzle, a

ball, a jump rope in a bag, moves

around, asks students to take out

the things one by one and to

practise asking

- Teacher moves around the class,

asks students to take out the things

one by one and practise in pairs

help weak students

 OPEN YOUR BOOKS

1 Open your books

- Students observe, listen

- Students observe, listen, and imitate

- Students observe, listen, repeat, and do

- Students practise, using the teacher’s cards

- Students listen and answer

T : Yes, I can / No, I cannot.S2:(ball) Can you hit a ball?

T : …

S1:(ball) Can you throw a ball?S2: Yes, I can / No, I cannot.S3:(ball) Can you hit a ball?S4: …

1 play with a yo-yo

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c Teacher gives commands.

2 Demonstrate the meaning of can

or can’t

- Teacher uses two puppets to

demonstrate the meaning of can or

can’t

3 Present the paradigm and

contraction on page 44.

points them

practise

4 Practice:

- Teacher plays the tape

- Students listen, repeat and do

- Student listen and repeat

T : Can you play with a yo-yo?P1: (He is successful at playing

a yo-yo) Yes, I can

T : Can you play with a yo-yo?P2: (He is not successful at playing a yo-yo) No, I cannot

Can you play with a yo-yo?Yes, I can

- Students read the commands on the board

- Students practise giving commands and doing

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(Part 2, pages 43, 44)

- Students review the commands

- Students practise asking and answering about others’ abilities (can, cannot)

- Students do exercise on page 44

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets, …

1 Class orders:

- Students practise giving commands and talking about their abilities

a Teacher devides the class into

two groups, and asks them to take turn

to answer“Yes, I can.” or “No, I

- Students practise

- Students play “Please”

B: Yes, I can / No, I can’t Can you…?

A: …Teacher gives commands, students follow the commands

if they have “please”, students

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e Teacher guides students to play

“Walk and Talk" in two minutes

f Teacher guides students to play

“Board Race” in three or four groups

 WORKBOOK

page 42, 43

exercises

complete ones in class and

St.2: …Teacher sticks the teacher’s cards on the board and gives commands Students listen, run

to the board as fast as possible

to touch the cards The winning group is the group having the most correct touch

A Match: Students match the commands with the pictures

B Write: Students write the answer

C Write: Students write an answer to the question up to their abilities

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Week 9 UNIT 5

(Page 45)

- Students review unit 5

- Students do exercises on page 45

II Preparation:

1 Teacher: Lesson plan, teacher’s cards, cassette player, tape, puppets,…

1 Class orders:

- Teacher helps students review

- Students play the game

1 Let’s Talk.

2 Let’s Learn

Rule: One student can turn twoteacher’s cards (77-86) over Ifthe two cards are the same, thestudent gets one mark If the two cards are not the same, thestudent turn them over The winner is the one getting the most marks

Sts: What is it?

St1: It’s a (doll)Sts: What is it?

St2: It’s a (yo-yo)

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- Teacher puts the objects on the

table, call out the adjectives the

conversation in groups, in pairs

- Teacher gives commands

- Teacher helps students play

“Slap”

1 Present how to do the test

a Teacher sticks the prepared

test on the board

b Teacher uses a student to

explain how to do the test

c Teacher helps students get

used to the way to do the test

a Teacher asks students to open their

books (page 45), listen to the tape

and point to the pictures

- Students listen, repeat and do

- Students play “Slap”

- Students observe

- One student goes to the board, points to the picture which was talked to and circle the letter under the picture, other students observe

- Some students practise on the board, the rest observe

- Students listen and point topictures

- Students listen and circle the letters

3 Let’s Learn Some More

 OPEN YOUR BOOKS

1 He’s six years old

2 How old are you?

I’m seven years old

3 What is it? It’s a big kite

4 What is it?

It’s a short jump rope

5 Is it a ball? No, it isn’t It’s a yo-yo

6 Is it a doll? Yes, it is It’s a little doll

7 Can you hit a ball?

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45

exercises

B Circle and write: Students circle the word and write

Trang 37

(Page 46)

- Students learn how to ask and answer about the weather and do exercises on page46

1 Teacher puts the teacher’s cards

(77-98) around the class, and asks

students to move around the class

in pairs, to stop at the cards and to

read the words aloud

2 Teacher helps students sing and

take roles

 PRESENTATION

1 Present the first part of the

dialogue.

a Teacher puts a ball on the table,

looks out of the windows to

observe the weather and draws a

simple picture to describe the

weather Then teacher uses two

puppets to model the dialogue

- Students listen

(Toys, adjectives, commands)

P.1: How’s the weather?P.2: (Looking out of the window / Pointing to the picture) It’s (sunny).P.1: (Pointing to the ball) Let’splay!

P.2: OK

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2 Practice:

a Teacher guides students to

practise the conversation in two

groups

b Teacher guides students to

practise “Back-to-Back

Telephone”, then moves around

the class to help weak students

 OPEN YOUR BOOKS

1 Teacher hangs the picture on the

board, and asks students to

describe the people in the picture.

3 Present the paradigm and

contraction on page 46.

points them

b Teacher writes the contraction

on the board, and guides

students to practise

4 Practice:

a Teacher guides students to play

“Charades”

b Teacher asks students to

practise the conversation in pairs

c Teacher asks students to

practise taking role in front of

others

- Students take turn to practise

- Students observe

- Students sit back-to-back

to practise the conversation

- Students look at the picture, and describe it

- Students listen and repeat the sentences one by one

- Students look at the sentences on the board and listen

- Students practise

- Students play “Charades”

as many partners as possible

- Students practise in pairs, others observe, listen and give remarks

G.1: How’s the weather?G.2: It’s sunny

students whisper the sentencesone by one Others look and guess what they are

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 EXTENSION

“Beanbag Circle” game

b Teacher gives students the pairs

of phone numbers, guides them to

play “Find your partner” and

moves around to help them

 WORKBOOK

page 46

- Teacher asks students to do

exercises

complete sentences in class and

he will throw the ball and continues the conversation…

T : How’s the weather?St.1: It’s sunny

Answer keys: A weather

B (up to them)

- Learn the lesson by heart and color page 46 at home

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Week 10 UNIT 6

(How’s the Weather?) (Part 1, page 47)

- Students review how to ask and answer about the weather, practise more

- Students learn some new words about the weather

“Beanbag Circle” game

- Students play game in three minutes

- Teacher throws the ball into the air and say “How’s the weather?” The student who catches the ball will answer, begins by “It’s …” Then, she /

he will throw the ball and continues the conversation…

T : How’s the weather?St.1: It’s sunny

St.2: Let’s play!

St.3: OK……

Tiêu đề	Let’s Talk
Trường học	Unknown
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	Unknown
Thành phố	Unknown

Định dạng
Số trang	88
Dung lượng	680 KB