Lets go.doc

- Language function: to enable the students to talk about their school things.. Aims and objectives: - Language content: To review the students the vocabulary about the school things and

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GIÁO ÁN TIẾNG ANH

Năm học: 2008-2009

Week 1 Date of preparation: SEP 1 st , 2008

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Period 1 Date of teaching: SEP 6 th , 2008

PREPARE FOR THE BEGINNING OF THE ACADEMIC YEAR

I Aims and objectives:

- To help the students to know about the new subject: ENGLISH

- To introduce textbook: Let’s Go (Book 1)

- To help them to prepare necessary things for the English subject

II How to learn the new subject effectively:

- Asks the students to prepare textbook, workbook and notebook

- Listen to the teacher carefully in the class

- Learn by heart all the new words at home

- Do exercises after class

- Encourages the students usually listen to music, watch TV, listen to English songs every time and every where

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Lesson 2: LET’S TALK (Part 1)

- Language content: by the end of the lesson, the students will be able to understand some structures to greet others and introduce themselves

- Language function: Greetings and introducing yourself

- Educational aim: To help the students to be polite with the others

1 Language:

a Vocabulary: hello, hi, teacher and students’ name

b Grammar: Hello, I am …(Andy) Hi! My name is…(Kate)

What’s your name? My name is …(John)

2 Skill: integrated skill

II Teacher and students’ preparation:

1 Method: Communicative approach

2 Techniques: using picture, listen and repeat, pair work

3 Materials needed: puppets, textbook, workbook, picture, teacher’s book

4 Students’ preparation: get ready for the lesson

5 Previous exercise:

III Procedure in class:

1 Stabilization (2’)

a Greeting: Greet the class

b Checking absence: Who’s absent today?

2 Checking up previous knowledge: no checking up

3 Presentation of the new materials:

(3’) 1 Lead-in:

Leads the students to the new lesson in Vietnamese Listen to the teacher(10’) 2 Pre-practice:

a.Introduce the greeting:

b Introduces teacher’s name with the class in

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d Greets the students and calls their names, uses

Hello/Hi

b Present the first part of the dialogue:

Uses two puppets to introduce the dialogue

A: Hello, I am Andy

B: Hi! My name is Kate

Models the structure three times Has the student

listen and repeat after open their books

Look at the teacher and listen

Copy down

Open the textbook, listen and repeat

(14’) 3 Controlled practice:

e Divides the class into two groups Gives two

puppets to two groups and asks them to practice

f Asks the students to chain drill: the students

practice with their real names in 1-2 minutes

Work in groups

Practice greeting the others with their real names

4 Consolidation:

Has the students review the lesson by playing game: Beanbag circle

5 Home work:

Gives the students homework: A Trace, page 2

6 Self evaluation:

………

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Lesson 3: LET’S TALK (Part 2)

- Language content: To help the students to understand the second part of the dialogue and thestructure: What’s your name? My name’s John

- Language function: Asking and answering names

1 Language:

a Vocabulary: what, your, name

b Structure: What’s your name? My name is …(John)

2 Skill: integrated skill with a focus on Speaking.

2 Techniques: rub out and remember, using picture, listen and repeat, pair work.

3 Aids: puppets, textbook, workbook, picture, teacher’s book

4 Students’ preparation: get ready for the lesson

5 Previous exercise: Trace, page 2.

a Greeting: Greet the class

b Checking attendance: Who’s absent today?

2 Checking up previous knowledge:

a Calls two students to introduce their names to the class

b Suggested answer: Hello, I’m Mai Hi, my name’s Nam

(5’) 1 Lead-in:

g. Use the picture of John and Andy to set the

situation

h. Tells the aims of the lesson: ask and answer

about name of someone

Listen to the teacher

Look at the teacher and listen

A: What’s your name?

B: My name is John

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j Models with a student to ask and answer this

structure

Ss: What’s your name?

T: My name is John

Practice with the teacher

a Asks the students to open their books, page 2

k plays the cassette, asks the students to listen and

repeat after the cassette

l Presents the paradigm and contraction on page 2

What’s your name?

My name is John

Note: What is = What’s

b Asks the students to work in groups of three people

and practice the dialogue

- goes around the class and helps the students if

necessary

Open the book Listen and repeat

Listen and copy down

Work in groups and practice

(5’) 4 Free-practice

Has the students play: Beanbag Circle T (ask S1): What’s your name?

S1: My name’s…

S1(ask S2): What’s your name?

4 Consolidation: (3’)

Retells the content of the lesson by asking situational questions

5 Home work: (1’)

Ask the students to do exercise 1, 2 (Page 2 – Workbook)

………

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Lesson 4: LET’S SING

- Language content: To help the students to sing the hello song with the structure: What’s yourname? My name’s John

- Language function: to enable the students to sing the song

1 Language:

a Vocabulary: private names: Kate, Jenny, John, Scott, Lisa, Andy

b Structure: Hello/Hi What’s your name? My name is …(John)

2 Skill: integrated skill with a focus on Listening and Speaking.

2 Techniques: group work, using picture, listen and repeat.

3 Aids: puppets, name cards, picture, cassette player

4 Students’ preparation: prepare name cards

Warm-up and review: Lets the students use their name cards to introduce their names in

front of the class, using: Hello, I am… or Hi, my name is…

(2’) 1 Lead-in:

a.Tell the aim of the lesson: review some English

friends’ names and sing the hello song

(12’) 2 Pre-practice

a Review the question and answer pattern:

Has the students make the dialogue in two rows,ask and answer about names

Goes around the class to help the students

b Combine the greeting with the question and answer

pattern: use the puppets to models the dialogue

Asks the students to practice in pair, using theirreal names

Make the dialogue:

S1: What’s your name?

S2: My name is (Kate) What’s your name?

S1: My name’s (John)

S1: Hello, my name’s… What’s your name?

S2: Hi, my name’s….

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c Introduces the characters’ names:

Teacher use the picture to introduce the characters’

names: Jenny, Scott, Lisa Asks the students to

repeat the names of the characters

d Substitution drill: uses the characters’ names, asks

the students to practice

Go to the board and retell the characters’ names

Practice

a Asks the student to open their book, page 3,

explains about the picture and the song

b Plays the cassette player, has the students listen

and show the characters in the books

- Let them read the song (without music)

- Models the song, asks the students to repeat and

using gestures

c Asks the students to divide the class into two

groups and practice

- calls each group to present the song

Open the books and listen to the teacher

Listen and show the characters

Read the song Repeat

Practice Present (5’) 4 Free-practice

Has the students sing individually Sing the song individually

Has the students play the game: Rhythm

5 Home work: (1’)

Do “Connect and write” (P.3)

………

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Lesson 5: LET’S LEARN

- Language content: To introduce the students some new words about school things and thestructure: “What’s this? It’s a (ruler)”

- Language function: to enable the students to talk about their school things

- Education aim: to make sure them to preserve their school things

1 Language:

a Vocabulary: ruler, cat, bag, book, chair, pencil, pen, eraser

b Structure: What’s this? It’s a (ruler)

2 Techniques:

3 Aids: puppets, name cards, teacher’s card, picture, cassette player

4 Students’ preparation: collect some school things they have.

5 Previous exercise: sing the hello song

a Warm-up: greet and sing a song

(5’) 1 Lead-in:

a Uses some school things to set the situation

b Tells the aim of the lesson:

- New words about the school things

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 book

 pen

- Structure

 What’s this? It’s a (ruler)

b Checks understanding of the new words (rub out

and remember), the structure (question drills)

Mèo Sách Bút

Do their tasks (10’) 3 Controlled practice:

a Asks the student to open their book, listen to the

cassette and show the things

b Presents the paradigm and contraction on page

4

What is = What’s

It is = It’s

c Asks the student to work in pairs and practice

with the words given

d Corrects and marks

Open the books and do what the teacher requires

Work in pairs Listen

Let the students use their own school things to ask

and answer with their friends

Goes around and checks

Asking and answering about their school things

Listen

Has the students play: “Board race”

5 Home work: (1’)

Ask the students to do exercise A Trace, P.4 in the workbook

………

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Lesson 6: LET’S LEARN (Cont’d)

- Language content: To introduce the students some new words about school things and thestructure: “What’s this? It’s a (ruler)”

- Language function: to enable the students to talk about their school things

1 Language:

a Vocabulary: ruler, cat, bag, book, chair, pencil, pen, eraser

b Structure: What’s this? It’s a (ruler)

2 Techniques: using picture, slap the board, pair work, question drill.

3 Aids: puppets, real things, teacher’s card, picture, cassette player.

4 Students’ preparation: collect some school things they have.

5 Previous exercise: connect the pictures with the right letters.

2 Checking up previous knowledge: (4’)

a Question: asks two students to ask and answer about school things: book, pen, ruler

b Suggested answer: What’s this? – It’s a ruler (a pen, a bag)

(2’) 1 Lead-in:

a Uses the question to set the situation: What’sthis? – It’s a pen

- New words about the school things and reviewthe structure: What’s this?

Answer the teacher’s questions

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 desk

 chair

 eraser

 pencil

- Check understanding of the new words (slap the

board)

b Review the structure:

What is this? – It’s a book

c Plays the cassette again, asks the students to

show Sam and Ginger when listening to the models:

Sam: What’s this?

Ginger: It’s a book

- plays the cassette again, asks the students to

listen and repeat

Cái bàn Cái ghế tựa Cục tẩy Bút chì

Do their tasks

Listen and copy

Do what the teacher requires

Listen and repeat

a Lets them work in pairs in three minutes

b Calls the students to practice asking and

answering about the school things (picture drills)

– Goes around and helps.

Work in pairs Practice

Has the students play: “Team game” with the

school things Play game.

Ask some questions, using the structure: “What’s this?” to consolidate the lesson

5 Home work: (1’)

Asks the students to do exercise B, P.4 in the workbook

………

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- Language content: To review the students the vocabulary about the school things and thestructure “What’s this? – It’s a ruler”

- Language function: to enable the students to ask and answer about their school things

1 Language:

a Vocabulary: review the vocabulary about the school things

b Structure: review the structure: “What’s this?” and article : a, an

2 Skill: integrated skill with a focus on Writing.

2 Techniques: question and answer, pair work, repetition, slap the board, team game.

3 Aids: textbook, picture, real things.

4 Students’ preparation: prepare the exercise.

5 Previous exercise: connect the pictures with the right letters.

a Question: asks two students to ask and answer about school things: chair, desk, eraserand write on the board

b Suggested answer: What’s this? – It’s a chair (a desk, an eraser)

(3’) 1 Lead-in:

a Uses the previous knowledge to lead to the newlesson Listen to the teacher(8’) 2 Pre-practice

a Has the students review the vocabulary by slapthe board

b Asks the students about some school things toreview the question: “What’s this?”

Divide the class into two groupsand play “Slap the board”

Answer

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a Gives some school things, asks the students to

work in groups and practice

b Calls the students to practice, using the

structure: What is this? – It’s a (an)…

c Takes note the students about the article: “a, an”

Ex: a table, a desk, an eraser, an apple

Work in group and practice

Has the students play: “Team game” Divide the class into two teams

- a student (team A) pick out a

card and ask: “What’s this?”

- a student (team B) answer:

“It’s…(a pencil) The score will be given to the team which is sooner than the other one

Ask situation questions to retell the main content of the lesson

5 Home work: (1’)

Asks the students to do exercise B, C, D - P.4, 5 in the workbook

………

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- Language content: To help the student to do the exercise exactly

- Language function: to enable the students to do the exercise

1 Language:

a Vocabulary: review the vocabulary about the school things

b Structure: review the structure: “What’s this?”

2 Techniques: question and answer, pair work.

3 Aids: textbook, picture, extra board.

4 Students’ preparation: prepare the exercise.

2 Checking up previous knowledge: will check up in the lesson.

(5’) 1 Lead-in:

a Tells the aim of the lesson:

- Review the vocabulary and the structure

- Do the exercises P4, 5 (workbook)

- Explains how to do the exercise

Activity one: write

- listen to the teacher

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- Asks the students to prepare

- Corrects and remarks

- Answer: 1 a bag 2 a chair

3 a desk 4 an eraser

b Exercise C write

- asks the students to work in groups

- teacher gives four real things, asks them to ask

and answer about there with “What is this? It is

a pencil (a book, a bag, an eraser

- Answer: - what is this?

- it is a pencil (a book, a bag, an eraser)

- prepare

- present and correct

Work in groups Practice with friends Present and correct

Do their task

- lets the students draw and write in exercise D

- goes around and guides

- collects some pictures and remarks

Ask the students some questions, using the structure: “What’s this?” to consolidate the lesson

5 Home work: (1’)

Has them do the exercises again at home

………

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Lesson 1: LET’S LEARN SOME MORE

- Language content: To help the student to review the school things vocabulary and introducenew structure

- Language function: to enable the students to know about the new structure

- Education aim: to teach the students how to preserve their school things safely

1 Language:

c Vocabulary: review (bag, book, chair, eraser, pen, pencil, ruler)

d Structure: Is this a book? Yes, it is No, it isn’t It’s a chair

2 Techniques: question and answer, pair work, using real things.

3 Aids: teacher’s cards, real objects, picture, cassette player.

4 Students’ preparation: collect some school things such as: ruler, eraser, pen, pencil III Procedure in class:

- asks two students to answer the question: “What’s this?” with some school things thenwrite down the answer on the board

- Suggested answer: It’s (a bag, a pen…)

(4’) 1 Lead-in:

a Has the students stand in two rows, face to face:

- Gives the teacher’s cards to the sts, one to one

- Guides the sts to review the vocabulary

a Present the positive (yes) question and answer

- Positive question-answer:

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a Orders some school things on the table, models

the questions and answers:

A: Is this a book?

B: Yes, it is

b Models with a good student then change role.

b Presents the negative (no) question and answer

B: No, it isn’t It’s a book

- Guides the students to play role of A or B to

practice

Listen and repeatWork with the help of theteacher

- Negative question-answer:Listen to the teacher, repeat

Play roles

a Practice asking and answering with “Yes”:

- Uses the teacher’s cards and real objects in the

class Guides the sts to practice in pairs

- Calls them to present and corrects

b Practice asking and answering with “No”

- Give two teacher’s cards at the same time, asks

the sts to work in pairs, ask and answer with

“No” Then change role and continue

Work in groups then in pairs,practice asking and answeringwith “Yes”

- present and correct

Practice question and answerwith “No”

- lets the students play game: “Guessing game”

Divides the class into two groups Preparessome school things on the table and cover it

- Helps the sts to take part in the game

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Lesson 2: LET’S LEARN SOME MORE (Cont’d)

- Language content: To help the student to review the school things vocabulary and introduce theparadigm and contraction pattern

- Language function: to enable them to ask and answer the question with Yes and No

1 Language:

a Vocabulary: review (bag, book, chair, eraser, pen, pencil, ruler)

b Structure: Is this a book? Yes, it is No, it isn’t It’s a chair

2 Techniques: question and answer, pair work, using real things.

3 Aids: teacher’s cards, real objects, picture, cassette player.

4 Students’ preparation: collect some school things such as: ruler, eraser, pen, pencil III Procedure in class:

- Uses some school things to ask some questions and asks the students to answer

Is it… (a book)? – Yes, it is / No, it isn’t

(3’) 1 Lead-in:

a Asks situational questions to lead to the newlesson

- Practice: Yes-No questions

- The paradigm and contraction

Answer the teacher’s questions

a Has the students look at the picture P.6 and callthe name of characters in the picture as well asthe school things in the class

c Plays the cassette.

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b Presents the paradigm and contraction on p.6:

- Write the model on the board:

Is this a bag? Yes, it is /No, it isn’t.

Repeat after the teacher

a Plays the cassette and has the students listen:

Sam: Is this a pen?

Ginger: No, it isn’t It’s a pencil

- Asks them to listen and repeat

b Plays the cassette (the next part) and asks the

students to continue

c Divides the class into two groups and plays role

d Lets the students practice in pairs

Listen to the cassette and show

to Sam and Ginger whenlistening

- Repeat

- Listen and show to the picture

- Two groups play roles of Samand Ginger practice asking andanswering about the picture

- Work in pair

- Has the students move around the class and

practice asking and answering with Yes/Noabout their school things

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- Language content: To introduce the alphabets in English

- Language function: to enable them to read the alphabets and sing the alphabet song

1 Language:

a Vocabulary: the alphabets

2 Techniques: repetition, pair work, group work, sequencing, find the letter.

3 Aids: the alphabets, picture, cassette player.

4 Students’ preparation: prepare the alphabets in Vietnamese.

5 Previous exercise: learn about the structure.

- Calls two students to go to the board, answer the questions then write down:

What’s this? Is this (a book)?

Suggested answer: It’s a ruler / No, it isn’t It’s a ruler.

(2’) 1 Lead-in:

a Do you know the alphabets in English? To helpyou know and sing about the alphabet song, wecome to this lesson Let’s begin

a Introduces the alphabet:

d Uses the alphabet to introduce the letters in

groups: A-B-C-D-E-F-G H-I-J-K

L-M-N-O-P K-R-S-T-U-V-W

Listen and repeat

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X-Y-Z

Writes the letters on the board, read aloud and asks

the students to repeat

T: A/ei/ B/bee/ C/see/

b Has them open their books and repeat after the

a Plays the cassette “The alphabets song” twice

b Asks the students to work in groups and sing the

alphabet song

c Calls some students to present the song

d Corrects and marks

Sing the song after the cassetteand show the letters

Work in groupsPresent the alphabet song

- Guides the students to play “Sequencing”: put

the alphabets-cards between two students, asksthem to reorder the letters in the correct order

- Goes around the class to help the students

Work in pairs and practicesequencing

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- Language content: To help the students to review the vocabulary about the school things andthe Yes-No questions

- Language function: to enable them to do the exercise exactly

1 Language:

a Vocabulary: the school things

b Structure: Is this a pencil? Yes, it is / No, it isn’t

2 Techniques: pair work, group work.

3 Aids: picture, hand papers.

4 Students’ preparation: prepare the exercise in advance.

5 Previous exercise: the alphabet song.

- Calls some students to present the alphabet song in front of the class

- Gives remarks and marks

(3’) 1 Lead-in:

a Uses the school things to set the situation

e Review the vocabulary

f Do exercises in the textbook.

a Has the students review the vocabulary by “Slapthe board”

b Asks some questions to revise the structure:

Is it (a bag)? Yes, it is / No, it isn’t

Do their tasks (steps of slap theboard)

Answer the questions

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c Guides the students to do the exercises in the

textbook Prepare the exercise 1.

a Exercise one: Circle the answer

g explains the students how to do.

h Models

i Asks them to work in pair.

j Calls the students to present and corrects

Answer: 2 No, it is not

3 No, it is not

4 Yes, it is

b Exercise two: Write

k guides the students how to do

l asks them to work in groups

m calls four groups to hang their task on the board

n corrects and marks

c Exercise three: Trace Connect the letters

o asks the students to read the alphabet again.

p Let them connect the letters

q Corrects the exercise.

1 Activity one: circle theanswer

- Listen

- Look at the teacher

- work in pair-present

2 Activity two: Write

- listen

- work in groups

- present

- listen and copy down

3 Activity three: connect theletters

- revise the alphabets

- connect the letters

- listen to the teacher(5’) 4 Free-practice

- Has the students sing the Alphabet song in

chorus and individually Sing the alphabet song.

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Lesson 1: LET’S MOVE

- Language content: To help the students to know and do some commands in class

- Language function: the student will be able to use the commands in class

1 Language:

a Vocabulary: revise the school things

b Structure: Stand up Sit down Open your book Point to the teacher Touch yourdesk Please be quiet Listen carefully

2 Techniques: using TPR, pair work, board race.

3 Aids: cards’ names, school things, teacher’s cards, cassette player

4 Students’ preparation: prepare the cards’ name.

5 Previous exercise: the alphabet song.

a Warm-up: greet and sing the Hello song

2 Checking up previous knowledge: (5’) review the structure: ask – answer.

- Put the school things on the table, cover on them Asks the class to look and guess thethings inside:

T: What’s this? Ss: It’s a pencil

T: Is this (a pen)? Ss: Yes, it is / No, it isn’t

- Gives remarks and marks if the students well done

(3’) 1 Lead-in:

a Uses the picture to set the situation

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b Uses the TPR to model the commands Retells

the commands three times:

T: Stand up (T stands up)

Sit down (T sits down)

c Gives the commands and asks the class to do

after the commands

d Retells the commands and has the students

repeat and do after the teacher

Look at the teacher and do thecommands

Listen and repeat

Repeat and do the commands

a Divides the class into two groups Each time the

teacher gives two different commands for twogroups and asks them to do the commandsT: (Group A) Stand up Sit down

(Group B) Open your book Close your book

b Guides the students to play game “Board race”

(uses the teacher’s cards 17-24)

t Remarks the game.

Divide the class into two groupsand do their tasks

Play game with the help of theteacher (follow the steps ofBoard Race techniques)

- Gives the students the papers (photo exercise A

in the textbook, P.8) and let them connect thepicture with the right picture

- Corrects their mistakes if necessary

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Lesson 2: LET’S MOVE (cont’d)

- Language content: To help the students to know and practice some classroom commands

- Language function: to enable them to use the classroom commands

1 Language:

c Vocabulary: commands

d Structure: Stand up Sit down Open your book Point to the teacher Touch yourdesk Please be quiet Listen carefully

2 Skill: integrated skill with a focus on Writing and Listening.

2 Techniques: pair work, group work, please!

3 Aids: teacher’s cards, cassette player.

4 Students’ preparation: get ready for the lesson.

5 Previous exercise: connect and write.

(3’) 1 Lead-in:

u To help you know the classroom commands we

continue the lesson: “Let’s move” Listen to the teacher(8’) 2 Pre-practice

a Has the students open their books to page 8

- plays the cassette twice, asks the students to listenand point to the right commands

Open the book and do theirtask

*Commands classroom:

1 Stand up

2 Sit down

3 Open your book

4 Close your book

5 Point to the teacher

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- Read the commands again.

6 Touch the desk

a Calls the students to volunteer, point to the

picture in the book and give commands Therest do the commands and repeat these

b Chains the commands, using the words in this

lesson with the help of the teacher:

T (point to the school things): Touch your

book/bag/pencil… Close your bag…

Do their tasks

Put the school things on thedesk Listen to the teacher,repeat and do the commands

- Lets the students play “Please!”

- Remarks

Follow the teacher’s commands

if having “Please!” They willsit down if the commandswithout having “please”

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Lesson 3: LET’S LISTEN

- Language content: To help the students to improve their listening skill

- Language function: the students will be able to revise the school objects and the commandsclassroom

1 Language:

a Vocabulary: review

b Structure: review

2 Skill: integrated skill with a focus on Listening.

3 Aids: card’s names, school things, teacher’s cards (1-8 and 17-24), cassette player.

4 Students’ preparation: prepare the cards’ names.

5 Previous exercise: Let’s move.

- revise the vocabulary and the classroomcommands

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a Teaches the students how to do a test with the

teacher’s cards 1-8:

T: It’s a pencil

b Asks the student to open their books to page 8

and explain how to do

Listen to the teacher’s guide

Open the book and listen

a Asks the students to identify the school objects

from 1-6 and the command classroom 7-8

- plays the cassette and has the students listen and

show in the pictures

- Plays the cassette again and asks them to listen

and do the listening exercise

- Corrects and remarks

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

b Asks the students to work in pairs and practice

asking with 1-6 then give commands with 7-8

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- Language content: To help the students to revise all the knowledge they’ve learnt in Unit 1

- Language function: the students will be able to do the English test

I Chọn câu trả lời đúng khoanh tròn: (3’)

A Hello, I am Andy B Hi, I am a Andy C Hello, I’m a Andy

A What’s you name? B What is you name? C What is your name?

A My name is Lisa B My name Lisa C I am a Lisa

What’s this?

A It’s an ruler B It’s an eraser C It’s an eraser

Is this a book?

A Yes, is this B Yes, it is C Yes, is it

II Trả lời các câu hỏi sau: (2’)

a What’s your name?

1 Hi, I’m Lan a It’s a chair

2 What’s your name? b My name’s Hoa

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3 What is this? c No, it isn’t It’s a bag

4 Is this a desk? d Hello, Lan I’m Mai

IV Sắp xếp các từ xáo trộn thành câu hoàn chỉnh: (3’)

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Lesson : LET’S TALK

- Language content: To help the students to review the command classroom and the structure:

“How are you?”

- Language function: the students will be able to ask and answer about the health

- Education aim: to make the students to be polite

1 Language:

a Vocabulary: review the command classroom

b Structure: Hi, John How are you? I’m fine, thank you

3 Aids: names’ cards, picture, cassette player.

4 Students’ preparation: prepare the cards’ names.

5 Previous exercise: Test.

2 Checking up previous knowledge: no checking up (the previous period was a test).

(5’) 1 Lead-in:

a Has the students give and do the commandclassroom in Unit 1

- Structure: How are you? I’m fine, thank you

A: Hi, Mary How are you?

B: I’m fine, thank you

- asks the students to listen and repeat

Listen and repeat

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b Introduces the whole dialogue:

B: I’m fine How are you?

A: I’m fine, thank you

Play roles and practice

a Asks the students to open their books, listen and

repeat after the teacher

b Introduces the structure and the abbreviation:

 How are you? I’m fine, thank you

 I’m = I amAsks the student to practice the structure

c Calls some couples to play role Goes around

the class and helps

Open the books, listen andrepeat after the teacher

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Lesson : LET’S TALK (cont’d)

- Language content: To help the students to review the command classroom and the structure:

“How are you?”

- Language function: the students will be able to ask and answer about the health

- Education aim: to make the students to be polite

1 Language:

a Vocabulary: review the command classroom

b Structure: Hi, John How are you? I’m fine, thank you

3 Aids: name’s cards, picture, cassette player.

4 Students’ preparation: prepare the name cards.

Question: asks the students: Hi, how are you?

Suggested answer: I’m fine, thank you How are you?

Remarks and marks.

(3’) 1 Lead-in:

a Has the students give and do the commandclassroom in Unit 1

- Structure: How are you? I’m fine, thank you

Tiêu đề	Lets go
Trường học	Unknown University
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2008-2009
Thành phố	Unknown

Định dạng
Số trang	71
Dung lượng	713 KB