GIÁO án ANH văn k3 (1)

Key language Materials Key activitiesKate, Jenny, John, Scott, Lisa, Andy Teaching aids: - puppets - CD/ tape - Cassette player - Name tags WARM-UP AND REVIEW: Sing the song: * Ask some

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Date: Week 1 - Period 1 - 2: Prepare for the beginning of the academic year Week 1 - Period 3

Key language Materials Key activities

hello, hi, I, am, is,

what, your, name,

Teaching aids:

- puppets

- CD/ tape

- Cassette player

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 thedialogue

- Imitate different voices for thetwo puppets

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

- Repeat the words of Puppet A andguide Ss to say the words ofPuppet 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

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Act 2: Practice the dialogue:

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

- Two teams practice speaking and then change the role

Team A (Puppet A): Hello, I am Andy  Team B (Puppet B): Hi! My name is Kate.

PRODUCTION:

Act 1: Chain drill:

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

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

Act 2: Workbook: Have Ss get

ready to finish the task at school

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

Date: Week 1 - Period 4

hello, hi, I, am, is,

what, your, name,

Teaching aids:

- puppets

- CD/ tape

- Cassette player

Cultural tip:

- When introducing to each other, English people often point to thechest Boys

usually use the thumps and girls use the whole

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 thesecond part of the dialogue

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

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

PRACTICE:

- Divide the class into 2 teams, give each team a puppet and help

Ss identify its speech

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hands - Practice the dialogue, change the

- 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 toparticipate

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 bypointing 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

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Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Name tags

WARM-UP AND REVIEW:

Bean bag circle: Toss a bean bag

to S1, introduce yourself, and ask S1’s name S1 responds, then tossesthe 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:

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Kate, Jenny, John,

Scott, Lisa, Andy

- Give each St a name tag to wear:

Kate, Jenny, John, Scott, Lisa, Andy

- Have Ss repeat each name inchorus and individually

Act 2: Introduce the song:

- Show the page 3 to the class andintroduce the song

- Play the recording of “The hellosong”

- Read the words of the song, line byline without the music and have Ssrepeat

Act 2: Sing along the cassette player:

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

* Group 1: Hello, hello, hello What’s

Act 2: Musical game:

Ss pass 2 balls (red & blue) while the music is playing When the music stops, the St who keeps red ball will greet and ask name; the St who keeps blue ball will answer the question

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Kate, Jenny, John,

Scott, Lisa, Andy

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Name tags

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 chorusand individually

Act 2: Introduce the song again:

- Show the page 3 to the class andintroduce the song Play “The hellosong”

Group 1: Hello, hello, hello What’s

Act 1: I’m a musician:

- Have Ss work in groups to create

an original verse by inserting their own names

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

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- 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 schoolConnect and write: Have Ss to write the words, connect the balls with the children

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards

WARM-UP AND REVIEW: Act 1: Singing:

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

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

Act 2: Review the old sentences

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

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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 changethe 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

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards

Act 1: Singing:

- Play the music (Let’s chant, let’s sing) Ask Ss to listen to the music and sing the song

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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

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- Have Ss to ask and answer: What

is this? - This’s (rulers)

PRESENTATION:

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- Teacher’s cards (TC):

1-16, 33-44

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)

PRODUCTION:

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Guessing Game:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class)and ask: What’s this? / What are these?

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

- Teacher’s cards (TC):

1-16, 33-44

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

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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.

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

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’

cards Classroom real objects

WARM-UP AND REVIEW: 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; Team2: say hello

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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 and-answer pattern:

question 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

- 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

WARM-UP AND REVIEW: Act 1: Singing: The Hello Song

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- Students’

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

Team 1: introduce Sarah, John; Team2: 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 answer pattern:

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

ruler? No, it isn’t.

- 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:

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- Ask and answer about classroom objects

- Ask Ss to make a circle

- Take turns, ask and answer about the objects

UNIT 1: Resources:

WARM-UP AND REVIEW: Act 1: Count the objects:

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Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’

- Show TC in random and ask: Is this

a (uler)?

- Have Ss to count and answer: Yes,

it is/ No, it isn’t.

Act 2: Listen and repeat the rhythm:

- Have Ss repeat the Qs and answersseveral times

PRESENTATION:

Act 1: Introduce the and-answer pattern again:

question Hold up a ruler 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

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Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Students’

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.

Act 2: Listen and repeat the rhythm:

- Have Ss repeat the Qs and answersseveral times

PRESENTATION:

Act 1: Review the answer pattern again:

question-and Hold up a ruler 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

Review The Hello Song:

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Open your book

Close your book

- Teacher’s Cards Classroom objects

- 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 actions

T: 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

- 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

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Open your book

Close your book

LG grammar and listening/

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s Cards (TC):

17-32, Classroom objects

WARM-UP AND REVIEW: Act 1: Review the commands: Simon says:

- Give the commands and ask Ss to

do the actions

- Play the tape

- Ask Ss to listen and repeat

Act 1: Practice the rhythm:

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

- Play the music many times and theclass 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

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- 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 withweak 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 givingcommands

ate: Week 5 - Period 17

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards (TC):

1-8, 17- 24,

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

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hands at the back, give S1 some objects and him/her to put the objects in his/her friends’ hands, askand 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

PRACTICE:

Act 1: Look and answer:

- Ask Ss to look at the pictures in thebook, 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:

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

A Circle and write: Ss look at the

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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 inthe blanks

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Name cards

WARM-UP:

- Review: What’s this? - It’s

PRESENTATION:

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 thedialogue Imitate different voicesfor 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.

- Repeat the words of Puppet A andguide Ss to say the words of Puppet

B and vs

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

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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

Hi How are you?

I’m fine Thank

you

Resources:

SB/ p 11WB/ p 11Let’s chant, let’s sing/ p 8

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Use puppets to review the pattern

- Puppet A: Hi How are you? Puppet B: I’m fine

- Have Ss greeting in chorus andindividually

Act 2: Introduce the song :

- Show the page 11 to the class andintroduce the song

- Play the recording of “Hi, How AreYou?”

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sing/ p 8)

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

Group 1: Hi, how are you?

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

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 blueball will answer the question

Act 3: Work book:

- Have Ss get ready to finish the task at school

Write: Have Ss to write the missing words

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Objects: ared crayon

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 and answer pattern

question Use puppets to model the dialogue.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:

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Act 1: Group work:

- Divide the class into two groups

- Show the Ss the red crayon or the red others

Group A: ask - Group B: answer

- Reverse roles - ask and answer

Act 2: Pair work:

- Ask Ss to work in pairs

- Divide the class into 6 groups

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

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Objects:

color crayons

- Ask some pairs reading the dialogue

PRESENTATION:

- Use crayons to introduce: yellow, blue, white, pink, gray, red, black, green, purple, orange and brown

Act 2: Introduce the and- answer pattern

question Use puppets to model the dialogue.Puppet A: What color is this?

Puppet B: It’s (yellow)

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red, black, green,

PRACTICE:

- Show the Ss the color crayons or thecolor 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

- Objects:

color crayons

- 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

- Use puppets to model the dialogue

Puppet A: What color is this?

Puppet B: It’s (yellow)

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red, black, green,

- Show the Ss the color crayons or the color realia

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

- Ask Ss to work in pairs  Feedback

PRODUCTION:

Act 1: Color Race

- Write the colors on the board

- Divide the class into 2 teams, stand in

2 lines

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

Act 2: Work book

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

A Unscramble.

- re-order the words of colors

B Complete the words and color.

- write the missing letters and color thecans

white, red, black,

green, grass, cat,

skies, eyes, birds,

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.

- Show the page 13 to the class and introduce the song

- Play the recording of “The Black Cat Song”

PRACTICE:

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clouds Act 1: Sing the song with the

- 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

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.

- Show the page 13 to the class and introduce the song

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white, red, black,

green, grass, cat,

skies, eyes, birds,

- 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

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

C Color and write.

- Answer the questions and color the pictures

D Color.

- Color the picture

Teaching aids:

- puppets

- CD/ tape

Act 1: Review the pattern.

- Have some pairs ask-and-answer:

“What color is this?”; “It’s (white)”

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- Real objects

- This is a red and yellow book

- Do the same with other things

- Divide the class into some groups, repeat the sentences

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)

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Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Real objects

- 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

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

- Divide the class into 4 groups and take a bag

S1: This is a (ruler)

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Group 1: What color is this?

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

Book, bag, pencil,

ruler, eraser, pen,

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Real objects

- Teacher’s cards 1-8

- 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

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

-Divide the class into 4 groups and take a bag

S1: This is a (purple) (ruler)

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

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A Color and write.

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

pictures

Book, bag, pencil,

ruler, eraser, pen,

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Real objects

WARM-UP AND REVIEW: Act 1: Review the pattern.

- 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 and- answer pattern.

question 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

-Divide the class into 4 groups and take a bag

S1: This is a (purple) (ruler)

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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

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Teaching aids:

- CD/ tape

- Cassette player

- Real objects

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

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

- Have Ss listen and repeat in chorusand individually

Act 2: introduce the sounds of

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

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Raise your hand

Put your hand

Put your pencil

down Write your

name

Look at the board

Resources:

SB/ p 16WB/p.16

Teaching aids:

- puppets

- CD/ tape

- Cassette player

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:

- Give the commands and ask Ss to do the Acts

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

- Ask 1-2 Ss to give the command and sts do

Date: Week 8 - period 31

Raise your hand

Put your hand

Put your pencil

down Write your

name

Look at the board

Resources:

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

Teaching aids:

- puppets

- CD/ tape

- Cassette player

Act 1:Review the commands:

Simon says:

- Give the commands and ask Ss to dothe Act

- Play the tape

- Ask Ss to listen and repeat

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 thepencil 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 in the group take turns to play therole of the robot and the others give commands

Act 2: Workbook

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- 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

Date: Week 8 - period 32

Teaching aids:

- CD/ tape

- Puppets

- Cassette player

- Teacher’s cards 25-32(classroomcommands);

1-8 (classroom objects)

- 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 willstop 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;

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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)

LET’S REVIEW

Lesson 1

Resources:

SB/ p 18,19

Find your partner: give each

student a card (2 Ss have the same cards), students will walk and find

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