PHAN PHOI CT LG 2B

1: Listen and point: - Play the tape - Ask Ss to look at the book and point to the characters Act.. 3: Sing in groups with the music: - Play the music Let‘s chant, let’s sing again - Ask

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NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

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

LET’S GO 2B (Ấn bản lần 2)

LỚP 5

TP Hồ Chí Minh, tháng 04 năm 2009

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LET'S GO 2B_SUGGESTED SYLLABUS

LET'S GO 2B (4 UNITS) _ 35 WEEKS/ 70 LESONS

THE FIRST TERM

5 1 1 - 2 Revision and Introduction.

2 3 - 4 Let’s Talk Do you want (spaghetti)?

Yes, please No, thank you

What about (Scott)?

What does (he) want/like?

(He) wants (an egg)

(He) likes (hamburgers)

Does (he) want (a salad)?

Does (he) like (sandwiches)?

Yes, (he) does No, (he) doesn’t

38 Asking about wants/likesExpressing wants/likesDescribing wants/likes of others

6 9-10 18-19 Let’s Talk Whose (watch) is that?

It’s (Andy’s) (watch)

Whose (books) are those?

They’re (Jenny’s) (books)

What do you have in your (bag)?

I have (a notebook)

Do you have (a key) in your (bag)?

Yes, I do No, I don’t

What does (he) have in (his) (hand)?

He has (a frog)

Does (she) have (a pen) in (her) (bag)?

Yes, (she) does No, (she) doesn’t

46 Asking about possessionExpressing possession

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

THE FIRST-TERM TEST

54-55

THE SECOND TERM

It’s (six o’clock)

What do you do (in the morning)?

I (wash my face)

Do you (watch TV) (in the afternoon)?

Yes, I do No, I don’t

What does (he) do (in the evening)?

(He) (eats dinner)

Does (he) (watch TV) (at night)?

Yes, (he) does No, (he) doesn’t

56 Asking the timeStating the timeAsking about daily routineDescribing daily routine

I’m (combing my hair)

(Nod) your (head)

What ‘s (he) doing?

Describing where someone is

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Week 1- Period 1, 2: Revision and Introduction.

- Cards in different colors

- TC & SC (117-124, )

- Posters

- Realia

WARM - UP AND REVIEW:

Describe the pix:

- Put TC (117-124) on Ss’ table and call some Ss to look at the TC and answer T’s questions:

T: What do you want? Ss: I want (milk).

PRESENTATION::

Act 1: Present the first part of the dialogue:

a T draws a watch pointing at 12 o’clock and puts a bowl of spaghetti (if possible) on the table.

b T teaches new words:

T: (point to the watch): lunch T: (point to the bowl of spaghetti): Spaghetti

c Use 2 puppets to model:

Puppet A: What's for lunch? Puppet B: Spaghetti.

Puppet A: That's good I like spaghetti Puppet B: I do, too.

d Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times Act 2: Present the complete dialogue:

- Call 2 other Ss to practice the complete dialogue

- Ask Ss to practice with other kinds of food

Act 3: Write: Sentences:

 What's for (lunch)? (Spaghetti)  That's good I like (spaghetti)

 I do, too Do you want (spaghetti)?  Yes, please/ No, thank you.

PRACTICE:

Act 1: Listen and point:

- Play the tape

- Ask Ss to look at the book and point to the characters

Act 2: Listen and repeat:

- Play the tape again and stop by sentence

- Ask Ss to repeat

PRODUCTION:

Act 1: Role play: Divide the class into 2 groups

- S1: What's for (lunch)? S1: That's good I like (spaghetti)

S2: (Spaghetti) S2: I do, too.

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What's for (lunch)? (Spaghetti)

That's good I like (spaghetti)

- TC & SC(117-124, )

- Posters

- Realia

Act 1: Role- play: Ask some students go to the board to act out the dialogue again Act 2: Chain Drill

- Use the TC 117-124, ask Ss to ask and answer:

S1: I want (rice) What do you want?

S2: I want pizza What do you want?

S3: I want cake.

PRESENTATION::

Present the complete dialogue again:

- Use puppets to introduce the dialogue

- Ask a student to be Jenny and other Ss to be her friends

- Have Ss repeat the dialogue several times

PRACTICE:

- Ask Ss to repeat Act 2: Act out the dialogue:

- Have Ss sit in groups of 3 Practise the dialogue in SB/p 38

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

PRODUCTION:

Act 1: Pick and Speak:

- Call a student in random and ask him/ her to stand upAsk him/ her to ask his/ her partner: What's for (lunch)?, other Ss has to choose a TC and

answer: (pizza).

- Then it’s turn of the second student to say

Act 2: Work book

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

A Trace and Write :

- Ask Ss to read the questions and write the answers to complete the dialogue

Answers: Do you want spaghetti? Yes, please.

Do you want chicken? No, thank you.

Do you want rice? No, thank you.

Do you want ice cream? Yes, please.

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Walk and talk:

- Ask Ss work in pairs

- Give Ss the TC 117-124, let them go around the class, when the T says: Stop, Ss practice the dialogue on page 38 with their partner

PRESENTATION::

Act 1: Review the dialogue:

- Use the puppets to review the dialogue again

Puppet A: Do you like spaghetti?

Puppet B: (exciting) Yes, I do.

Puppet A: I do, too I like spaghetti, too.

- Use the puppets to introduce next

Act 2: Introduce the song:

- Ask Ss open the book

- Ask questions about the picture in the book:

How many people are there in the picture? What can you see in the picture?

PRACTICE:

- Play the tape

- Ask Ss to listen and point to the characters

Act 2: : Sing the song without music:

- Sing sentence by sentence

- Ask Ss to repeat

Act 3: Listen and sing along

- Play the tape again

- Ask Ss to listen and sing along

PRODUCTION:

Act 1: Sing in groups:

- Ask Ss to sing the song in 4 big groups:

G1: Do you like spaghetti?

G2: Yes, I do.

G3: I do, too.

G4: I do, too.

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Re-ordering and singing: Divide the class into 4 groups Give each group 4 cards Ask them

to re-order the cards to make the name of the song The first to find out the answer go to the board and write the name of the song The last have to sing the song

PRESENTATION::

Act 1: Re-present the song:

- Ask Ss to sit in 4 groups and give each group 6 sentences below

- Ask them to make a song( 1 sentence can be used several times)

The Spaghetti Song

1 Do you like spaghetti?

2 Do you want spaghetti?

3 Yes, I do

4 I do, too

5 I like spaghetti, too

6 I want spaghetti, too

FB: 1-3-4-4-1-3-5-2-3-4-4-2-3-6.

PRACTICE:

- Play the tape Ask Ss to open the books, listen and sing along Act 2: : Sing the song with the music:

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

- Ask Ss to listen to the music and sing

Act 3: Sing in groups with the music:

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

- Ask Ss to listen to the music and sing the song in 3 big groups

PRODUCTION:

Act 1: Perform the song:

- A volunteer group comes before the class to perform the song

Act 2: Workbook:

A Check and write (Kiểm tra và viết).

- Ask them to read the questions, tick the answer and write their answer to complete thesentences below

B Draw and write (Vẽ và viết).

- Ask Ss to draw a kind of food they like best and write its name in the sentence

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Key language focus:

Learning new words

Listening

Speaking

Vocabulary:

an egg, an orange, a banana, a

hot dog, a sandwich, a

hamburger, a salad, a cookie

Sentences:

What do you want?

I want (an egg)

(John) wants (an orange) What

about (Scott)? What does (he)

want?

(He) wants (an egg), too Does

(she) want (a salad)? Yes, (she)

does.

No, (she) doesn't.

Resources:

SB/ p 40,41WB/ p.40,41Let’s chant, let’s sing

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

Act 2: Conversation Lines:

- Use the TC 117-124, ask Ss to practice the dialogue in Let’s talk

PRESENTATION::

Act 1: Introduce the vocabulary.

- Introduce new words by using TC 200-207, (show Ss the difference between a, an)

T: Banana, banana, banana.

Ss: Banana.

T: A banana, a banana, a banana.

Ss: A banana.

Act 2: Introduce the question and answer pattern.

- Use the puppets to teach the sentences

Puppet A: What do you want?( What does he want?)

 Puppet B: I want a banana.(He wants a banana.)

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

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

PRACTICE:

- Play the tape and ask Ss to look at the books, listen and point to the characters

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

Act 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue

Note: Don’t = Do not.

PRODUCTION:

Tic-Tac-Toe:

- T says the name of a kind of food without “a/ an”, ask Ss to repeat with a/ an

- Who says correctly will get 1 mark

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Learning new words

Listening

Speaking

Vocabulary: (review)

Sentences: (review)

What do you want?

I want (an egg)

want?

does.

Resources:

Show and tell:

- Point to some TC and ask: What do you want?

- Get the whole class to answer: I want (an egg).

PRESENTATION::

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

- Use TC to introduce words: egg(s), orange(s), banana(s), sandwich(s)…

- Stick TC on the board

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

Act 2: Review the question and answer pattern.

Puppet A: What do you want?

 Puppet B: I want (an egg)

PRACTICE:

Act 1: Ask and Answer:

- Ask Ss look at the pix and use the structure to ask answer:

Puppet A: What do you want?

Ss: I want (an egg) What about you?

Puppet A: I want (an orange).

Act 2: Yes or No:

- Ask Ss to look at the pix to ask and answer:

T: Do you want a hamburger?

Puppet A: Yes, I do.

T: Do you want a cookie?

Puppet A: (point to the salad on the TC) No, I don't.

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- Other Ss will answer and their partner will give them the TC if they say correctly.Week 5 - Period 9

UNIT 5:

LET’S LEARN

Lesson 3

Learning new words

Listening

Speaking

What do you want?

I want (an egg)

want?

does.

Resources:

- Ask Ss to work in pairs to guess what they want

S1: Do you want (an egg)? Leader: Yes, I do./No, I don't

- Ask Ss to ask and answer to find their partner’s card

S1: Do you want (a sandwich)?

S2: Yes, I do./No, I don't.

PRACTICE:

Act 1: What about you?

- Use some TC to practice

- Ask Ss to ask and answer about their interests.

S1: What do you want?

S2: I want (an egg)

S1: What do you want?

S2: I want (an egg)

S1: What about (Scott)?

S2: (He) wants (an egg), too.

PRODUCTION:

Worksheet Activity

- Photo the exercise page: " BJ's Christmas List Memory Game!" on page 85to practice more.

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Learning new words

Listening

Speaking

What do you want?

I want (an egg)

want?

does.

Resources:

Show and tell:

- T shows TC, then asks Ss some questions:

T: What do you want?

Ss: I want (a hamburger).

- Continue with others

PRESENTATION::

Review the question and answer pattern.

Puppet A: (point to the bag) What do you want?

 Puppet B: I want (an egg).

PRACTICE:

Act 1: Trace and Write:

- Ask Ss look at the pix and write the name of these things

Answers: 2 What does he want? He wants an orange.

3 What does he want? He wants a salad.

4 What does she want? She wants an egg.

Act 2: Check, trace and write:

- Ask Ss to look at the pix, read the questions

- Ask Ss to check the correct answer, then write the answers in the gaps below Answers: 1 Yes, he does.

2 No, she does not.

3 Does she want an egg? Yes, she does.

4 Does he want a banana? No, he does not.

5 Does she want an orange? Yes, she does.

6 Does he want a hot dog? Yes, he does.

PRODUCTION:

Guessing Game:

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and others ask:

Do you want (an egg)? to guess what TC their partner is holding

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

hamburgers, hot dogs, oranges,

sandwiches, bananas, salads,

eggs, cookies.

Sentences:

What does (John) like?

(He) likes (hamburgers) What

about your (father)? Does (he)

like (hamburgers)?

Yes, (he) does.

No, (he) doesn't.

Resources:

SB/ p 42,43WB/ p 42,43Let’s chant, let’s sing

200 Sub200 board

- Real objects

Act 1: Singing: Whose Watch Is That?

- Ask Ss to sing the song

Act 2: Echoing Sentences

- Use TC 200-207 to ask and answer

PRESENTATION::

Act 1: Review the vocabulary:

- Review words by asking students to look at the pix and TC

- Check if Ss can remember the words by asking them to repeat the meaning

Act 2: Introduce the sentence pattern:

 What does (John) like?

 (He) likes (hamburgers)

 What about your (father)?

 Does (he) like (hamburgers)?

 Yes, (he) does.

 No, (he) doesn't.

PRACTICE:

Act 1: Listen and repeat the rhythm:

- Have Ss repeat the words and make the same rhythm for the other words

Act 2: Describe the things:

- Ask Ss to look at the book and describe each thing in the pix

PRODUCTION:

Describe other things in the class:

- Ask Ss to describe things in class and guess what it is

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eggs, cookies.

Sentences:

Yes, (he) does.

No, (he) doesn't.

Resources:

Act 1: Introduce the vocabulary:

- Tell the students all the words they need to do these exercises

- Introduce the pix and show students some words

Get Ss to open the book and introduce some sentence patterns:

 What does (John) like?  He likes (hamburgers).

 What about your (father)? Does (he) like (hamburgers)?

 Yes, (he) does./No, (he) doesn't.

Act 3: Present the Yes/No question and answer patterns.

- Use a book to introduce.

T: Does (he) like (hamburgers)?

Ss: Yes, (he) does.

No, (he) doesn't.

PRACTICE:

Act 1: Ask and answer:

- Write the model on the board

What does he like?

(He) likes (hamburgers).

- Ask Ss to listen and point to the pix.

Does (he) like (hamburgers)?

Yes, (he) does.

No, (he) doesn't.

- Notice: Doesn’t = does not

PRODUCTION:

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- Ask students to say what they like.

eggs, cookies.

Sentences:

Yes, (he) does.

No, (he) doesn't.

Resources:

- Review the words by asking students to look at the pix and TC

Act 2: Review the sentence pattern:

PRACTICE:

Act 1: Connect, Trace and write (Vẽ đường nối, tô và viết).

- Ask Ss to read the questions,connect and write the word in the gap.

Answers :

2 She likes cookies

3 She likes bananas.

4 He likes oranges.

Act 2: Worksheet Activity

Photo the exercises of “Restaurant Menu" on page 86 to practice more.

PRODUCTION:

- Teach Ss the song "Hungry Boy Chant" on page 25

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eggs, cookies.

Sentences:

Yes, (he) does.

No, (he) doesn't.

Resources:

PRACTICE:

Act 1: Trace and write (Tô và viết).

- Ask students to read the first question, color the words and write other answers in the gaps below

Answers:

3 Does he like sandwiches? Yes, he does.

4 Does she like hot dogs? No, she does not.

Act 2: Write (Viết).

- Ask Ss to write their answer to complete these 2 sentences

Answer: (optional), e.g.: Yes, I do./No, I do not.

PRODUCTION:

- Teach Ss some more vocabulary about sports, then ask and answer more:

S1: What does (she) like?

S2: (She) likes soccer.

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Game, cake, crayon, name,

make, gray, same, snake, play.

Sentences:

(review)

Resources:

Spell the word:

- Put the letter cards on the table

- Ask Ss to stand in some groups and give each group some cards

- T spells the word and asks Ss to arrange the cards into a correct word

PRESENTATION::

Act 1: Present the vocabulary:

Act 2: Introduce homophones (Giới thiệu từ đồng âm).

- Draw some pix on the board to introduce words and write the words under these pix.: ice

cream, tree, và me

T: game, game /ei/

Cake,cake /ei/

Crayon, crayon /ei/

Act 3: Introduce the –ame, ake and -ay word family.

- Write the words with ame, ake and ay on the board, let Ss repeat several times.

- Ask Ss to read the word and point to the picture in their book.

PRACTICE:

Act 1: Listen, point and repeat:

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

- Get Ss to listen again and repeat

-ame-: game, name, same.

-ake-: cake, make, snake

-ay: crayon, gray, play

Act 2: Can you read:

- Ask Ss to answer some questions:

T: What's this? Ss: It's a crayon.

T: Can you play with a crayon? Ss: Yes, I can.

T: What's this? Ss: It's a game

T: Can you name the game?

- Ask Ss to listen and repeat

Can you play with a crayon?

Can you name the game?

PRODUCTION:

- Ask Ss to practice more in pairs

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Game, cake, crayon, name,

make, gray, same, snake, play.

Sentences:

(review)

Resources:

PRESENTATION::

Act 1: Read the words:

- Use things that T makes and realias to teach the words game, cake and gray again.

Act 2: Introduce the –ame, ake and -ay word families again:

- Write ee and e on the board, let Ss repeat several times.

PRACTICE:

Act 1: Repetition Drill:

- Ask Ss to close their books and repeat the words

Act 2: Trace (Tô từ).

- Ask Ss to look at the pix and write the missing letters in the words on the ropes, then connect the suitable ones together

Act 3: Circle and write (Khoanh tròn và viết).

- Ask Ss to look at the sentence, circle the word and complete the sentence

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Act 1: Let’s talk:

- Give Ss some objects and ask Ss to role play:

S1: Do you want an orange? S2 (with TC 206) No, thank you

S3: Do you want a salad? S2: Yes, please.

Act 2: Let’s learn:

- Give Ss Teacher’s Cards 117-124, 200-207 and ask them to practice the dialogue:

S1 with S2: What do you want? S2: I want (a salad)

Others Ss point to S2: (He) wants (a salad)

S2 with S3: What do you want?

Act 3: Let’s learn some more:

a divide the class into 3 groups, use the TC 200-207 and ask Ss to role play.

S1: What do you like? S2: I like (salad), (eggs) and (hamburgers).

b Practise with:Yes/No Does (S1) has (a frog) and (a hamburger) in (her) bag?

PRESENTATION::

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: He wants a sandwich.S1: point to TC and circle A or B

PRACTICE:

Act 1: Look and answer:

- Ask Ss to look at the pictures in the book to recognize all the objects in the pix

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

Keys : 1.a; 2.a; 3.b; 4.b; 5.b; 6.a; 7.b; 8.b.

PRODUCTION:

- PW: ask and answer about the pictures, and give commands with the pictures

Act 2: Work book:

- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)Circle: Ss look at the pictures and circle the suitable word

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Is it (Jenny's) watch? No,

(her) watch is (blue)

Whose watch is it?

I know! It's (Andy's)

- Cards in different colors

- TC &

Ss’C(1-8)

- Posters

- A watch,crayons

Cultural tip:

People often shake their head when saying;

I don’t know.

Color drill:

- Draw a rainbow with different colors on the board, ask Ss to name the colors

- Ask Ss to do individually and then in groups

- Point to objects in the class and ask Ss to name the colors

T: Red  S1: A red marker.

PRESENTATION::

Act 1: Present the first part of the dialogue:

e T puts the watch on the table and uses the puppets to introduce the dialogue.

 Puppet A: (point to the watch) Whose watch is that?

 Puppet B: (not sure) I don't know.

f Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times Act 2: Present the complete dialogue:

- Call 2 other Ss to practice the complete dialogue

- Ask Ss to continue the dialogue:

 A Is it Jenny's watch?

 B No, her watch is blue.

Act 3: Write:

- Whose watch is that? I don't know

- Is it (Jenny's) watch? No, (her) watch is (blue)

- Whose watch is it? I know! It's (Andy's) watch

PRACTICE:

- Play the tape Ask Ss to look at the book and point to the characters

- Ask Ss to repeat

PRODUCTION:

Role play:

- Divide the class into 2 groups

S1: Whose watch is that? S1: Is it (Jenny's) watch?

S2: I don't know S2: No, (her) watch is (blue)…

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Whose watch is it?

I know! It's (Andy's) watch

- TC & SC(1-8)

- Posters

- A watch,crayons

Role- play: Ask some students go to the board to act out the dialogue again.

PRESENTATION::

Act 1: Present the complete dialogue again:

- Use puppets to introduce the dialogue

- Ask a student to be Jenny, a student to be Andy and other Ss to be her friends

- Have Ss repeat the dialogue several times

PRACTICE:

- Ask Ss to repeat Act 2: Act out the dialogue:

- Have Ss sit in groups of 4

- Practise the dialogue in SB/p 46

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

PRODUCTION:

Act 1: Pick and Speak:

- Give each Ss some crayons and ask them to remember their colors

- Ask Ss to answer T’s questions

T: Is it (Sue's) (crayon)?

Ss: No, (her) (crayon) is (green)

- Ask Ss to work in pairs to practice

Act 2: Work book

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

B Trace and Write :

- Ask Ss to look at the pix and write the words in the blanks

Answers: 1 It is Andy’s watch.

2 It is John's watch.

3 It is Kate's watch.

C Check and write:

- Ask Ss to read the questions, look at the pix and choose the correct answer Answer: 1 No, it is not.

2 No, it is not.

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It's (Jenny's) cat

Whose (books) are those?

They're (Jenny's) books.

Review the dialogue: Divide the class into groups of 4 to practice the dialogue again.

PRESENTATION::

Act 1: Introduce the sentences:

- Use real objects to teach the sentences:

It's (Jenny's) cat

Whose (books) are those? They're (Jenny's) books.

Act 2: Introduce the objects.

- Open the book on page 47, point to objects in the picture

T: Whose (book) is that?  Ss: It’s (Jenny's) books.

- Do the same with other objects

- Have Ss practice more with other objects

Act 2: Introduce the song:

- Ask Ss open the book

- Ask questions about the picture in the book:

How many objects are there in the picture? What are they?

PRACTICE:

- Play the tape

- Ask Ss to listen and point to the characters

Act 2: : Sing the song without music:

- Sing sentence by sentence

- Ask Ss to repeat

- Play the tape again

- Ask Ss to listen and sing along

PRODUCTION:

Act 1: Sing in groups:

- Ask Ss to sing the song in 2 big groups:

G1: Whose watch is that?  G2: It's Jenny's watch.

G1: Whose hat is that?  G2: It's Jenny's hat………

G1: It's Jenny's cat  G2: It's Andy's watch………

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It's (Jenny's) cat Whose

(books) are those? They're

(Jenny's) books.

Resources:

SB/ p 47WB/ p 47

Re-ordering and singing: Divide the class into 4 groups Give each group 4 cards Ask them

to re-order the cards to make the name of the song The first to find out the answer go to the board and write the name of the song The last have to sing the song

PRESENTATION::

Act 1: Re-present the song:

- Ask Ss to sit in 4 groups and give each group 8 sentences below

- Ask them to make the first part of the song

Whose Watch is that?

1 Whose watch is that?

2 Whose hat is that?

3 Whose books are those?

4 Whose cat is that?

5 It's Jenny's watch.

6 It's Jenny's hat.

7 They're Jenny's books.

8 It's Jenny's cat.

FB: 1-5-2-6-3-7-4-8

- Continue with the second part of the song

PRACTICE:

- Play the tape

- Ask Ss to open the books, listen and sing along Act 2: : Sing the song with the music:

- Ask Ss to listen to the music and sing

Act 3: Sing in groups with the music:

- Ask Ss to listen to the music and sing the song in 4 big groups

PRODUCTION:

Act 1: Perform the song:

- A volunteer group comes before the class to perform the song

Act 2: Workbook:

- Ask Ss to write correct words in the sentences

Answers: 2 Whose notebook is it? It is Sue's notebook.

3 Whose bag is it? It is Ted's bag.

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4 Whose hats are they? They are Bob's hats.

Learning new words

Listening

Speaking

Vocabulary:

a brush, a candy bar, a coin, a

comb, a comic book, a key, a

paper clip, a tissue

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

Act 2: Game: Walk and talk.

- Divide the class into some groups

- Ask Ss to draw some pix of class objects, then practice to ask and answer

S1: (look at the picture) Whose (watch) is that?

S2: I don't know.

S3: I know It's (Ken's) (watch).

PRESENTATION::

Act 1: Introduce the vocabulary.

- Introduce new words by using TC 208-215, 4-8, 33-38 Ask Ss to repeat new words several times

Act 2: Introduce the question and answer pattern.

Puppet A: (point to the bag) What do you have in your (bag)?

 Puppet B: I have a (notebook).

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

Note: Don’t = Do not.

PRODUCTION:

Show and Tell:

- Point to some objects in Ss’ bag and ask: What do you have in your (bag)?

- Get the whole class to answer: I have a (notebook).

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Learning new words

Listening

Speaking

Show and tell:

- Point to some objects in Ss’ bag and ask: What do you have in your (bag)?

- Get the whole class to answer: I have a (notebook).

PRESENTATION:

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

- Use TC to introduce words: brush(s), candy bar(s), coin(s), combs)…

- Stick TC on the board

- 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 bag ) What do you have in your (bag)?

PRACTICE:

Act 1: Ask and Answer:

- Ask Ss look at the pix and use the structure to ask answer:

Puppet A: What do you have in your bag?

T: I have a (brush) What do you have?

Puppet A: I have a (candy bar)

- Ask Ss to look at the pix to ask and answer:

T: Do you have a key in your bag?

Puppet A: Yes, I do.

T: Do you have a coin in your bag?

Puppet A: (point to the coin on the table) No, I don't.

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

Learning new words

Listening

Speaking

- Ask Ss to work in pairs to guess what they have

S1: Do you have a (comic book) in your (desk)? Leader: Yes, I do./No, I don't

- Ask Ss to ask and answer to find their partner’s card

S1: One Do you have a (key)?  S2: Yes, I do./No, I don't.

PRACTICE:

Act 1: What about you?

- Use some class objects to practice

- Ask Ss to ask and answer about their real objects they have in their bags S1: I have (a tissue) in my bag.

S2: I have (a paper clip) in my bag.

S1: What do you have in your bag?

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Worksheet Activity Photo the exercise page: "Do you have ? Go Fish!" on p 87to practice more.

Learning new words

Listening

Speaking

Show and tell:

- T shows a bag and some objects, then asks Ss some questions:

T: What do I have in my (bag)?

Ss: You have (a note book).

- Continue with others

PRESENTATION::

Review the question and answer pattern.

Puppet A: (point to the bag) What do you have in your (bag)?

PRACTICE:

Act 1: Trace and Write:

- Ask Ss look at the pix and write the name of these things

Answers: 2 I have a brush

3 I have a candy bar.

4 I have a comic book.

Act 2: Draw and write:

- Ask Ss to look at the pix, draw a thing and write the name of this in the gap below

Act 3: Write:

- Ask Ss look at the pix and write missing words in the gaps

Answers: 2 Do you have a key in your bag? No, I do not

3 Do you have a tissue in your bag? Yes, I do

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(He) has a (frog).

Does (she) have a (frog) in

Act 1: Singing: Whose Watch Is That?

- Ask Ss to sing the song

Act 2: Fine Grids:

- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture

PRESENTATION::

- Review words by asking students to look at the pix and TC

 What does (he) have in (his) hand?

 (He) has a (frog).

 Does (she) have a (frog) in (her) hand?

 Yes, (she) does No, (she) doesn't.

PRACTICE:

Act 1: Listen and repeat the rhythm:

- Have Ss repeat the words and make the same rhythm for the other words

Act 2: Describe the things:

- Ask Ss to look at the book and describe each thing in the pix

PRODUCTION:

- Ask Ss to describe things in class and guess what it is

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Act 1: Introduce the vocabulary:

- Tell the students all the words they need to do these exercises

- Introduce the pix and show students some words

Get Ss to open the book and introduce some sentence patterns:

o What does (he) have in (his) hand?

o (He) has a (frog).

o Does (she) have a (frog) in (her) hand?

o Yes, (she) does No, (she) doesn't.

Act 3: Present the Yes/No question and answer patterns.

- Use a book to introduce.

T: Does he have a notebook in his bag?

T: No, he doesn't (point to the book) Does he have a comic book in his bag? Yes, he does.

PRACTICE:

What does he have in his hand? He has a yo-yo

What does she have in her hand? She has a yo-yo

Does he have a pen in his bag? Yes, he does No, he doesn't.

Does she have a pen in her bag? Yes, she does No, she doesn't.

- Notice: Doesn’t = does not

PRODUCTION:

- Ask students to say what they have

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PRACTICE:

Act 1: Trace and write

- Ask Ss to read the questions and write the word in the gap.

Answers :

2 She has a coin.

3 What does she have in her hand? She has a tissue.

4 What does he have in his hand? He has a watch.

Act 2: Draw and write

- Ask Ss to look at the book and draw a thing in the hand, then write its name in the gap Answer: (optional) e.g: I have a pencil in my hand.

PRODUCTION:

- Ask Ss to use class objects to practice more

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PRACTICE:

Act 1: Trace and write

- Ask students to read the first question, color the words and write other answers in the gaps below

Answers:

1 Yes, he does.

3 Yes, he does.

Act 2: Write and draw:

- Ask Ss to draw a thing or more in the box to answer the question in the book

Answer: (optional), e.g.: Yes, I do./No, I do not.

PRODUCTION:

- Ask students to describe some things in their school bag

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eat, ice cream, read, green,

sleep, tree, he, she, me

Sentences:

(review)

Resources:

SB/ p 52Let’s chant, let’s sing

Spell the word:

- Put the letter cards on the table

- Ask Ss to stand in some groups and give each group some cards

- T spells the word and asks Ss to arrange the cards into a correct word

PRESENTATION::

Act 1: Present the vocabulary:

Act 2: Introduce homophones

- Draw some pix on the board to introduce words and write the words under these pix.: ice

cream, tree, và me

T: ice cream, ice cream, /e/

tree, tree, /e/

me, me, /e/

Act 3: Introduce the -ea- word family.

- Write ea and eat on the board, let Ss repeat several times.

PRACTICE:

Act 1: Listen, point and repeat:

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

- Get Ss to listen again and repeat

-ea-: eat, ice cream, read -ee-: green, sleep, tree

-e: he, she, me

Act 2: Can you read:

- Ask Ss to answer some questions:

T: What's this?  Ss: It's a book.

T: Can you read a book?  Ss: Yes, I can.

T: What's this?  Ss: It's ice cream

T: Can you read and eat ice cream?

- Ask Ss to listen and repeat

PRODUCTION:

- Ask Ss to practice more in pairs

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eat, ice cream, read, green,

sleep, tree, he, she, me

Sentences:

(review)

Resources:

SB/ p 52Let’s chant, let’s sing

PRESENTATION::

Act 1: Read the words:

- Use things that T makes to teach the words eat, ice cream and read again.

Act 2: Introduce the -ee and -e word families again:

- Write ee and e on the board, let Ss repeat several times.

PRACTICE:

Act 1: Repetition Drill:

- Ask Ss to close their books and repeat the words

Act 2: Trace

- Ask Ss to look at the pix and write the missing letters in the words on the kites, then connect the suitable kites together

Act 3: Circle and write.

- Ask Ss to look at the sentence, circle the word and complete the sentence

Answers:

1 She can eat ice cream.

2 The bird sleeps in the tree.

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Act 1: Let’s talk:

- Give Ss some objects and ask Ss to role play:

S1: Whose key is that?

S2: I don't know (look at the object) I know! It's (Kate's) (key).

Act 2: Let’s learn:

- Give Ss some objects in a bag and ask them to practice the dialogue:

S2: What do you have in your hand? Do you have a (paper clip)?

S1: Yes, I do./No, I don't.

Act 3: Let’s learn some more:

a divide the class into 3 groups, use the TC 1-16, 133-144, 200-215 and ask Ss to role play.

S2: What does (S1) have in (her) bag?  S3: (She) has (a frog) and (a hamburger).

b Practise with:Yes/No Does (S1) has (a frog) and (a hamburger) in (her) bag?

PRESENTATION::

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: He has a candy bar in his hand.S1: point to TC and circle A or B

PRACTICE:

Act 1: Look and answer:

- Ask Ss to look at the pictures in the book to recognize all the objects in the pix

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

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

PRODUCTION:

- PW: ask and answer about the pictures, and give commands with the pictures

Act 2: Work book:

- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)Circle: Ss look at the pictures and circle the suitable word

Week 17 - Period 33

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Key language Materials Key activities

LET’S REVIEW (UNIT 5,6)

- Teacher’s cards and Students’ cards

118-124, 200-207 208-215, 156-163

Find your partner: give each student a card (2 Ss have the same cards), students will walk

and find their partner which has the same card

PRESENTATION::

Act 1: Review songs: "The Spaghetti Song" and "Whose Watch Is That?".

- Ask Ss to open the book

- Ask Ss to listen to the tape and sing aloud

Act 2: Review vocabulary:

- Let Ss to stand in a circle

- Use the T’s cards to review vocabulary

- Have Ss repeat the words several times

PRACTICE:

Act 1: Play a game:

- Ask Ss to open the book and show the page 54 in front of Ss

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

Do you have a comic book?

Yes, I do./ No, I don’t.

- The winner has to ask and answer about all these pix, he or she will get 1 mark with a correct picture

Act 2: Answer the question:

- Ask Ss to work in pairs to ask and answer

S1: What do you have in your bag?

S2: I have (a crayon).

Act 3: Say and act:

- T reads first: Do you want spaghetti?

- Ask Ss to answer: (Yes, please.)/ (No, thanks.)

PRODUCTION:

Review the 2 songs above:

- Divide the class into 3 groups to sing these songs

Week 17- Period 34

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118-124, 200-207 208-215, 156-163

Walk and Talk: Ss walk around the class in pairs, introducing to each other.

PRESENTATION::

File Grids:

- Divide the class into small groups

- Use the Ss’ cards 156-163, 208-215.

- Each group will choose a card and practice to ask and answer:

S2: One Is he a (shopkeeper)?

S1: Yes, he is./No, he isn't.

S2: Does he have a (candy bar)?

S1: Yes, he does./No, he doesn't.

PRACTICE:

Act 1: Ask your partner:

- Ask Ss to look at the book and work in pairs to practice the dialogue

S1: Do you want (a salad)?

S2: Yes, I do./No, I don't

- Ask Ss to circle yes/ no after listening to the question.

Act 2: Listen carefully:

- Have Ss look at the book and listen to the tape

- Ask Ss to choose the correct answer

1 Does he have a yo-yo in his hand? Yes, he does.

2 Does she like bananas? No, she doesn't.

Act.3: Listen and read Circle the word

- Ask Ss to listen, read silently and circle the word they hear

PRODUCTION:

Pick and Speak:

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

- Ask him/ her to point to a card and introduce:

“I want (spaghetti).,…”

- Ask the whole class to speak in chorus:

“I want (spaghetti).,…”

- Then it’s turn of the second student to introduce another one

Week 18 - Period 35

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118-124, 200-207 208-215, 156-163

Ask and answer:

- Ask Ss to practice to ask and answer about the TC they have in their school bag

S1: Do you want a pencil?

S2: Yes, I do./ No, I don’t.

PRESENTATION::

Review vocabularies:

- Ask Ss to look at the book at page 54:

T: What's this? S1: It's a comic book.

- Continue with other objects to review words:

Answers: a comic book, a tissue, a paper clip, a watch, a key, a hot dog, a hamburger,

a sandwich, an orange.

PRACTICE:

Act 1: Circle, trace and write

- Ask Ss to circle the word and write in the gap

Answers: 2 She wants a salad.

3 He wants a sandwich.

Act 2: Circle

- Ask Ss to circle the meaningful words

Act 3: Connect, trace and write

- Ask Ss open the book to connect the pix with people and complete the sentences.Answers: 2 She likes cookies.

3 He likes oranges.

Act 4: Unscramble and write

- Ask Ss to rearrange the words in a correct order

Answers: 2 It is Meg's key.

3 They are Sue's candy bars.

PRODUCTION:

Show and Tell:

- Point to a TC on the board and ask: What do you want?

- Get the whole class to answer: I want (a banana).

Tiêu đề	Suggested Lesson Plan – Let’s Go 2 B
Trường học	University of Oxford
Chuyên ngành	English Language Teaching
Thể loại	lesson plan
Năm xuất bản	2009
Thành phố	Ho Chi Minh City

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