lesson plan LET''''S GO 1B

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 PRODUCTION: Act.. 1: Listen and repeat the rhythm: - Play the music L

Happy birthday, (Jenny)

How old are you?

I’m (seven) years old

This is for you

Wow! A (robot) Thank

- TC 69-76)

(53-60-77-86 A box and a robot

- Posters

WARM-UP AND REVIEW:

Act 1: Describe the pictures:

- Put TC on Ss’ table and call some Ss to look at the TC and describe before the class If the sentence is true, the class repeats If it is false, the class keeps silent

PRESENTATION:

Act 1: Present the first part of the dialogue:

T draws a birth-cake and some gifts on the board, then says: Happy birthday!

Use 2 puppets to modelDivide 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 make some beautiful gifts After finishing, ask Ss to say: This is for you.

PRACTICE:

Act 1: Listen and point:

- Play the tape

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

- Play the roles of Jenny and her friend

Happy birthday, (Jenny)

How old are you?

I’m (seven) years old

This is for you

Wow! A (robot) Thank

- TC 69-76)

(53-60-77-86 A box and a robot

- Posters

WARM-UP AND REVIEW:

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

- Have Ss repeat the dialogue several times

PRACTICE:

Act 1: Listen and repeat:

- Play the tape again and stop by sentence

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

- Have Ss sit in groups of 3

- Practise the dialogue in SB/p 38

PRODUCTION:

Act 1: Pick and Speak:

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

- Ask him/ her to bring some gifts to her/ his friends and say:

“Happy birthday, (Hoa),…This is for you.”

- Ask the whole class to speak in chorus:

“Thank you,…”

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

Act 2: Work book

A Write :

- Color the words

B Draw, trace and write:

- Color all the words in one sentence

- Ask Ss to write the word in the sentence and draw candles on the cake.

It’s my birthday today

It’s your birthday today

Now, I’m (seven) years

WARM-UP AND REVIEW:

Review the song: The Family Song

PRESENTATION:

Act 1: Introduce the vocabulary:

- Use real objects to teach the new word: today.

Act 2: Introduce the characters

- Open the book on page 39, point to Jenny and her friends in the picture

- Do the same with other characters

- Have Ss practice more with other characters

Act 2: Introduce the song:

- Ask Ss open the book

- Ask questions about the picture in the book

PRACTICE:

Act 1: Listen and point:

- Play the tape

- Ask Ss to listen and point to the charactersAct 2: : Sing the song without music:

- Sing sentence by sentence

- Ask Ss to repeat

PRODUCTION:

Act 1: Sing in groups:

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

G1: It’s my birthday today

G2: It’s your birthday today // Happy birthday, Jenny

G3: One, two three, four, five, six, seven years old…

WARM-UP AND REVIEW:

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 Happy Birthday song

1 It’s my birthday today

2 Happy birthday, Jenny

3 One, two three, four, five, six,seven years old

Act 1: Listen and sing along

- 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

PRODUCTION:

Act 1: Perform the song:

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

- A volunteer group comes before the class to perform the songAct 2: Workbook:

- Ask Ss to draw the pictures of their friends, then write the names in the blanks.

- Ask them to sing the song out loud

Ball, bat, car, bicycle,

doll, jump rope, kite,

puzzle, robot, yo-yo

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

- Ask Ss to listen to the music and sing the song Act 1: Game:

Divide the class into some groups Hang the TC 53-59 on the wall A student calls thename of 1 member in the family, other members will run to this picture and then describe other people in this picture

PRESENTATION:

Act 1: Introduce the vocabulary

- Introduce new words by using TC 77-86 Ask Ss to repeat new words several times

Act 2: Introduce the question and answer pattern

- Use the puppets to teach the sentences

- 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:

Act 1: Listen and repeat:

- 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 sentencesAct 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: What is this?

- Get the whole class to answer: It is………

Ball, bat, car, bicycle,

doll, jump rope, kite,

puzzle, robot, yo-yo

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

- Ask Ss to listen to the music and sing the song Act 1: Game:

Divide the class into some groups Hang the TC 53-59 on the wall A student calls thename of 1 member in the family, other members will run to this picture and then describe other people in this picture

PRESENTATION:

Act 1: Review the vocabulary

- Introduce new words by using TC Ask Ss to repeat new words several times.Act 2: Review the question and answer pattern

- Use the puppets to teach the sentences

- 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:

Act 1: Listen and repeat:

- 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 sentencesAct 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: What is this?

- Get the whole class to answer: It is………

- Have Ss practice in pairs and speak before the class

Week 5

WARM-UP AND REVIEW:

Act 1: Show and tell:

- Stick TC on the board

- Have Ss to ask and answer: What are they? - They’re (dolls)

PRESENTATION:

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

- Use TC to introduce words: doll(s), car(s), ball(s), kite(s)…

- Stick TC on the board

- Point to the pictures and say the words Then have Ss repeatAct 2: Review the question and answer pattern

- Use the puppets to teach the sentences

- 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:

Act 1: Write:

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

Act 2: Match:

- Ask Ss to match each picture with its name

- the word in the gap below

WARM-UP AND REVIEW:

Act 1: Show and tell:

- Stick TC on the board

- Have Ss to ask and answer: What are they? - They’re (dolls)

PRESENTATION:

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

- Use TC to introduce words: doll(s), car(s), ball(s), kite(s)…

- Stick TC on the board

- Point to the pictures and say the words Then have Ss repeatAct 2: Review the question and answer pattern

- Use the puppets to teach the sentences

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

PRACTICE:

Act 1: Write:

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

Act 2: Match:

- Ask Ss to match each picture with its name

Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the name of the thing in the picture, then write the word in the gap below

WARM-UP AND REVIEW:

Act 1: Singing: The Happy Birthday SongAct 2: Fine Grids:

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

PRESENTATION:

Act 1: Introduce the vocabulary:

- Introduce the new words by asking students to look at the pictures and TC

- Check if Ss can remember the words by asking them to repeat the meaning.Act 2: Introduce the sentence pattern:

- Do the same with other people in other pictures.

- Divide the class into some groups, in turn, repeat the sentences

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

- Have Ss repeat the words and make the same rhythm for the other wordsAct 2: Describe the things:

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

PRODUCTION:

Act 1: Describe other things in the class:

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

- Sub-board

- Real objects

WARM-UP AND REVIEW:

Act 1: Singing: The Happy Birthday Song

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

- 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 theyhave learnt and the other Ss by asking her/ his friend to redraw the picture

PRESENTATION:

Act 1: Review the vocabulary:

- Introduce the new words by asking students to look at the pictures and TC

- Check if Ss can remember the words by asking them to repeat the meaning.Act 2: Review the sentence pattern:

- Divide the class into some groups, in turn, repeat the sentences.

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

- Have Ss repeat the words and make the same rhythm for the other wordsAct 2: Describe the things:

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

WARM-UP AND REVIEW:

Act 1: Unscramble words:

1 dnour: ………….(round)

2 ltal:……….(tall)

3 hsotr:……….(short)

PRESENTATION:

Act 1: Introduce the vocabulary:

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

- Introduce the pictures and show students some words

Act 2: Introduce the sentence pattern:

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

Act 1: Trace and match:

- Ask students to color the words and match the words with the suitable picture.Act 2: Trace and write:

- Ask Ss to look at the pictures and read the questions, then write the word in the gap

Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the suitable word, then write it to the sentence bellow

Act 4: Trace and match:

- Ask students to match the beginning letter of the word with the thing in the pictures

- Ask students to complete the words

PRODUCTION:

Act 4: Describe things

- Ask students to describe things in the classroom

WARM-UP AND REVIEW:

Act 1: Describe things:

- Ask students to describe things in the classroom

PRESENTATION:

Act 1: Review the vocabulary:

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

- Introduce the pictures and show students some words

Act 2: Review the sentence pattern:

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

Act 1: Trace and match:

- Ask students to color the words and match the words with the suitable picture

Act 2: Trace and write:

- Ask Ss to look at the pictures and read the questions, then write the word in the gap

Act 3: Circle and write:

- Ask Ss to look at the pictures and circle the suitable word, then write it to the sentence bellow

Act 4: Trace and match:

- Ask students to match the beginning letter of the word with the thing in the pictures

- Ask students to complete the words

PRODUCTION:

Act 1: Describe things:

- Ask students to describe things in the classroomAct 2: Workbook:

- Have Ss get ready to finish the exercises

- Classroom objects

WARM-UP AND REVIEW:

Team game:

- Put a bell on the table Divide the class into 2 groups and call them look at the

TC and use the adjectives in TC to make sentence

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: play with a yo-yo Ss (do the action): play with a yo-yo.

Act 2: Present the sentence pattern:

- Can you (play with a yo-yo)?

- Yes, I can / No, I can’t

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 repeatAct 2: Give the commands and do the action:

- Divide the class into 2 teams and give 2 commands each time

- Ask team A to do the action 1 and team B to do the action2

T: Throw a ball! Catch a ballTeam A): Throw a bal Team B: Catch a ball

PRODUCTION:

Act 1: Charades:

- Have Ss sit in groups of 4

- Use TC, give each group at least 2 TC

- The groups take turns to come before the class and do the actions

- Get other groups to observe carefully and say the correct commands Act 2: Simon says:

- Give the commands and ask Ss to do the actions

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

- Ask 1-2 Ss to give the command and the class do the actions

LG grammar and listening

WARM-UP AND REVIEW:

Act 1: Review the commands: Simon says:

- Give the commands and ask Ss to do the actionsAct 2: Listen and repeat:

- Play the tape

- Ask Ss to listen and repeat

PRESENTATION:

Act 1: Present the rhythm of the commands:

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

- Ask Ss to listen, repeat and do the actions

- Get SS to give the commands, clap their hands and do the actions

PRACTICE:

Act 1: Practice the rhythm:

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

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

- Play the music many times and the class as a whole clap their hands and practice

T (play the music): Play with a yo-yo Ss (clap hands and say): Play with a yo-yoAct 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): Throw a ball Ss (say and do): Throw a ball

Act 1: Game: Robot

- Model the game: T gives many commands Ss do the actions as robots

- Divide the class into many small groups of 4 or 5 students

- Ss in the group take turns to play the role of the robot and the others give commands

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards Sticker

WARM-UP AND REVIEW:

Act 1: Let’s talk:

- Ask Ss to play the roles of Jenny and her friendsAct 2: Let’s learn:

- Give S1 some pictures and ask her/ him to describe them to her/ his friend.Act 3: Let’s learn some more:

- Ask Ss to describe the things in some pictures

Act 4: Let’s move:

- Make a quick drill Give commands and ask Ss to do the actions

PRESENTATION:

Act 1: How to do a listening task:

- Stick 2 TC on the board, write letters A, B… and circle them

- Ask S1 to go to the board T: He is six years old S1: point to TC and circle A

or B

PRACTICE:

Act 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answer

T: How old is he? / What is it? 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

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

PRODUCTION:

Act 1: Ask and answer:

- PW: ask and answer about the pictures, and give commands with the pictures Act 2: Pick and Speak:

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

- Ask him/ her to point to another student and tell the class about one of member in family

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

Act 3: Workbook: Have Ss get ready to finish the exercises at school or at home

- TC (77-98)

- A ball

- Posters

WARM-UP AND REVIEW:

Act 1: Walk and talk:

- Put TC on the table around the class

- Ask Ss work in groups to walk and say the word they see in TCAct 2: Review the song: The Happy Birthday Song

- Ask Ss to role play when they are saying

PRESENTATION:

Act 1: Present the first part of the dialogue:

- Put a ball on the table, if it is not sunny, T draws a sun on the board

- Use 2 puppets to model:

 Puppet A: How is the weather? Puppet B: It is sunny.

 Puppet A: Let’s play! Puppet B: OK!

- 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 take the ball and practice the dialogue

Act 3: Write:

- Weather, sunny

- How is the weather? It ‘s sunny

PRACTICE:

Act 1: Listen and point:

- Play the tape , ask Ss to look at the book and point to the charactersAct 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: How is the weather? S2: It ‘s sunny.

How is the weather?

It’s (rainy) today

- TC (93-98)

- Posters

WARM-UP AND REVIEW:

Act 1: Ask and answer:

- Ask Ss to word in pairs to ask and answer using TC 93-98

Act 2: Review the dialogue:

- Ask Ss to work in pairs using the puppets to practise the dialogue:

S1: How is the weather? S2: It’s sunny.

S1: Let’s play S2: OK!

PRESENTATION:

Act 1: Introduce the vocabulary:

Draw some pictures on the board to teach the new word: Rainy, windy, snowy.Act 2: Review the dialogue:

- Open the book on page 47, point to pictures on the board:

T: How is the weather? Ss: It’s (sunny)

- Do the same with other characters

- Have Ss practice more with other words

Act 2: Introduce the song:

- Ask Ss open the book and answer the questions:

How many people are there in the picture? How is the weather?

PRACTICE:

Act 1: Listen and point:

- Play the tape

- Ask Ss to listen and point to the sun in the picture

Act 2: : Sing the song without music:

- Sing sentence by sentence

- Ask Ss to repeatAct 3: Listen and sing along

- Play the tape again

- Ask Ss to listen and sing along

How is the weather?

It’s (rainy) today

- TC (93-98)

- Posters

- Let‘s chant, let’s sing

WARM-UP AND REVIEW:

Re-ordering and singing: Divide the class into 3 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 3 sentences below

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

The family song

1 How’s the weather?

2 It’s sunny today

3 It’s sunny

FB: 1-3-1-3-1-3-2

PRACTICE:

Act 1: Listen and sing along

- 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 singAct 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:

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

- A volunteer group comes before the class to perform the songAct 2: Workbook:

- Ask Ss to draw the pictures of the weather, then match the words with suitable pictures

- Ask them to look at the pictures and read the questions, then write the word insentence

There are (six) (clouds)

Oh, no! There is one (big)

WARM-UP AND REVIEW:

Act 1: Count:

- Write the number from 1 to 10 on the board

- Ask Ss to look at the board and count from 1-10

PRESENTATION:

Act 1: Introduce the vocabulary

- Introduce new words by using TC 99, 101, 103, 105

- Ask Ss to repeat new words several times

Act 2: Introduce the question and answer pattern

- Use the puppets to teach the sentences

- Draw some pictures on the board

Puppet A:(point to the board ) How many clouds are there?

Puppet B: One, two, three There are three clouds on the board

- 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

Act 1: Listen and repeat:

- 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 sentencesAct 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: How many (clouds) are there?

- Get the whole class to answer: There are (six) (clouds)

There are (six) (clouds)

Oh, no! There is one (big)

WARM-UP AND REVIEW:

Act 1: Conversation Lines:

- Divide the class into 2 groups standing face to face and takes 10 rulers

- Ask Ss to practice asking and answering:

S1: How many rulers are there?

S2: there are (two) rulers.

- Ask Ss to take turns to practice

PRESENTATION:

Act 1: Review the vocabulary

- Introduce new words by using TC 99, 101, 103, 105

- Ask Ss to repeat new words several times

Act 2: Review the question and answer pattern

- Use the puppets to teach the sentences

- Draw some pictures on the board

- 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

Act 1: Listen and repeat:

- 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 sentencesAct 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue

PRODUCTION:

Act 1: Show and Tell:

- Point to a TC on the board and ask: How many (clouds) are there?

- Get the whole class to answer: There are (six) (clouds)

There are (six) (clouds)

Oh, no! There is one (big)

WARM-UP AND REVIEW:

Act 1: Show and tell:

- Stick some pictures on the board

- Have Ss to ask and answer: How many (clouds) are there?

There are (six) (clouds).

- Ask Ss to continue asking and answering

PRESENTATION:

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

- Use TC to introduce words: cloud(s), flower(s), puddle(s), tree(s)…

- Stick TC on the board

- Point to the pictures and say the words Then have Ss repeatAct 2: Review the question and answer pattern

- Use the puppets to teach the sentences

- Puppet A:(point to the card ) How many (clouds) are there? Puppet B: There are (six) (clouds)

- 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:

Act 1: Trace:

- Ask Ss to read and then color the words.(in singular and plural form)

Act 2: Circle and write:

- Ask Ss to look at the pictures and circle the quantity of things in the picture, then write the phrase in the gap below.

PRODUCTION:

Act 1: Guessing Game:

- Put pictures in a bagAsk one student to choose one card (but not showing it to the class) and ask How many (clouds) are there?

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

There are (six) (clouds)

Oh, no! There is one (big)

WARM-UP AND REVIEW:

Act 1: Show and tell:

- Stick some pictures on the board

- Have Ss to ask and answer: How many (clouds) are there?

There are (six) (clouds).

- Ask Ss to continue asking and answering

PRESENTATION:

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

- Use TC to introduce words: cloud(s), flower(s), puddle(s), tree(s)…

- Stick TC on the board

- Point to the pictures and say the words Then have Ss repeatAct 2: Review the question and answer pattern

- Use the puppets to teach the sentences

- Puppet A:(point to the card ) How many (clouds) are there? Puppet B: There are (six) (clouds)

- 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:

Act 1: Circle:

- Ask Ss to look at the pictures and circle the right word

Act 2: Count and write:

- Ask Ss look at the pictures and write the quantity of these things

Act 1: Guessing Game:

- Put pictures in a bagAsk one student to choose one card (but not showing it to the class) and ask How many (clouds) are there?

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

Where is the (kite)?

It’s (in) the (tree)

Where are the (books)?

They are (under) the

(table)

Resources:

SB/ p 50Let’s chant, let’s sing

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW:

Act 1: Name the things:

- Stick TC 34-36-38-100-102-104 on the board(TC face to the board)

- Ask Ss to go to the board and choose a TC to name the thing in it Others sayschorally: There is one (crayon)

Act 2: Ask and answer:

- Have Ss sit in pairs, give each pair some TC, ask and answer:

S1: How many (flowers) are there?

S2: There are (6 flowers)

PRESENTATION:

Act 1: Introduce the vocabulary:

- Introduce the new words by a ball

- Put the ball in different positions.(on /in /under/by the table)

- Check if Ss can remember the words by asking them to repeat the meaning.Act 2: Introduce the sentence pattern:

- Where is the (kite)?

- It’s (in) the (tree).

- Where are the (books)?

- They are (under) the (table).

- Do the same with other people in other pictures

- Divide the class into some groups, in turn, repeat the sentences

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

- Have Ss repeat the words and make the same rhythm for the other wordsAct 2: Describe the things:

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

PRODUCTION:

Act 1: Describe other things in the class:

- Ask Ss to describe things in class and say where they are

Where is the (kite)?

It’s (in) the (tree)

Where are the (books)?

They are (under) the

(table)

Resources:

SB/ p 50Let’s chant, let’s sing

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW:

Act 1: Name the things:

- Stick TC 34-36-38-100-102-104 on the board(TC face to the board)

- Ask Ss to go to the board and choose a TC to name the thing in it Others sayschorally: There is one (crayon)

Act 2: Ask and answer:

- Have Ss sit in pairs, give each pair some TC, ask and answer:

S1: How many (flowers) are there?

S2: There are (6 flowers).

PRESENTATION:

Act 1: Review the vocabulary:

- Introduce the new words by a ball

- Put the ball in different positions.(on /in /under/by the table)

- Check if Ss can remember the words by asking them to repeat the meaning.Act 2: Review the sentence pattern:

Where is the (kite)?

It’s (in) the (tree).

Where are the (books)?

They are (under) the (table).

- Do the same with other people in other pictures

- Divide the class into some groups, in turn, repeat the sentences

PRACTICE:

Act 1: Listen and repeat the rhythm:

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

- Have Ss repeat the words and make the same rhythm for the other wordsAct 2: Describe the things:

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

PRODUCTION:

Act 1: Describe other things in the class:

- Ask Ss to describe things in class and say where they are

Where is the (kite)?

It’s (in) the (tree)

Where are the (books)?

They are (under) the

(table)

Resources:

SB/ p 50Let’s chant, let’s sing

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW:

Review the Alphabet:

- Ask Ss to stand up and say all letters of the alphabet

- Put all the TC of the alphabet on the T’s table and say aloud each card, if which Ss go to the T’s table, slap on the TC and say it correctly, he/ she can take the card

PRESENTATION:

Act 1: Introduce the vocabulary:

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

- Introduce the pictures and show students some words

Act 2: Introduce the sentence pattern:

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

Where is the (kite)?

It’s (in) the (tree).

Where are the (books)?

They are (under) the (table).

PRACTICE:

Act 1: Trace and match:

- Ask students to write the words and match the words with the suitable picture.Act 2: Circle and write:

Ask Ss to look at the pictures and circle the suitable word, then write it to the sentence bellow

PRODUCTION:

Act 1: Talk about the positions of things:

- Ask students to talk about the position of the things in the classroom

Where is the (kite)?

It’s (in) the (tree)

Where are the (books)?

They are (under) the

(table)

Resources:

SB/ p 50Let’s chant, let’s sing

- Sub-board

- Real objects

- Posters

WARM-UP AND REVIEW:

Review the Alphabet:

- Ask Ss to stand up and say all letters of the alphabet

- Put all the TC of the alphabet on the T’s table and say aloud each card, if which Ss go to the T’s table, slap on the TC and say it correctly, he/ she can take the card

PRESENTATION:

Act 1: Introduce the vocabulary:

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

- Introduce the pictures and show students some words

Act 2: Introduce the sentence pattern:

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

Where is the (kite)?

It’s (in) the (tree).

Where are the (books)?

They are (under) the (table).

PRACTICE:

Act 1: Trace and match:

- Ask students to write the words and match the words with the suitable picture.Act 2: Write:

- Ask Ss to look at the pictures and read the questions, then write the preposition in the gap

Act 3: Circle and trace:

- Ask students to match the beginning letter of the word with the thing in the pictures

- Ask students to complete the words.

PRODUCTION:

Act 1: Talk about the positions of things:

- Ask students to talk about the position of the things in the classroom

Climb a tree, play

baseball, read a book, play

tag, ride a bicycle, fly a

kite

Sentences:

Can (he) (climb a tree)?

Yes, (he) can

No, (he) can’t

- Classroom objects

WARM-UP AND REVIEW:

Review:

- Using TC 93-98 to review some commands in playing games

- Ask Ss: Can you…?

- Using class objects to review some prepositions

PRESENTATION:

Act 1: Present the commands:

- Give commands and do the actions (TPR) once or twice

- Give commands and ask Ss to do the actionsAct 2: Present the sentence pattern:

- Can (he) (climb a tree)?

- Yes, (he) can./ No, (he) can’t.

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 repeatAct 2: Give the commands and do the action:

- Divide the class into 2 teams and give 2 commands each time

- Ask team A to do the action 1 and team B to do the action2

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

Climb a tree, play

baseball, read a book, play

tag, ride a bicycle, fly a

kite

Sentences:

Can (he) (climb a tree)?

Yes, (he) can

No, (he) can’t

- Classroom objects

WARM-UP AND REVIEW:

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

PRESENTATION:

Act 1: Review the commands:

- Give commands and do the actions (TPR) once or twice

- Give commands and ask Ss to do the actionsAct 2: Review the sentence pattern:

- Can (he) (climb a tree)?

- Yes, (he) can./ No, (he) can’t.

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 repeatAct 2: Give the commands and do the action:

- Divide the class into 2 teams and give 2 commands each time

- Ask team A to do the action 1 and team B to do the action2

PRODUCTION:

Act 1: Simon says:

- Give the commands and ask Ss to do the actions

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

- Ask 1-2 Ss to give the command and the class do the actions

Climb a tree, play

baseball, read a book, play

tag, ride a bicycle, fly a

kite

Sentences: (Review)

Can (he) (climb a tree)?

Yes, (he) can

No, (he) can’t

- Classroom objects

WARM-UP AND REVIEW:

Act 1: Review the commands: Simon says:

- Give the commands and ask Ss to do the actionsAct 2: Listen and repeat:

- Play the tape

- Ask Ss to listen and repeat

PRESENTATION:

Act 1: Present the rhythm of the commands:

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

- Ask Ss to listen, repeat and do the actions

- Get SS to give the commands, clap their hands and do the actions

PRACTICE:

Act 1: Trace and circle:

- Ask Ss to look at the book, color the phrase suitable with the picture

- Ask Ss to circle the correct answer

Act 2: Trace and write:

- Ask students look at the pictures and complete the sentence

Act 3: 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

PRODUCTION:

Act 1: Game: Robot

- Model the game: T gives many commands Ss do the actions as robots

- Divide the class into many small groups of 4 or 5 students

- Ss in the group take turns to play the role of the robot and the others give commands

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards 33-44, 111-116

- Sticker

WARM-UP AND REVIEW:

Act 1: Let’s talk: Dialogue Musical Chairs:

Using the dialogue in the song: How’s The Weather

Act 2: Let’s learn:

- Stick TC on the board

- Ask Ss work in groups

- Ss have to go to the board and slap the TC, then repeat T’s saying correctly

T: There are (five crayons).

Act 3: Let’s learn some more:

- Ask Ss to describe the things in some pictures

Act 4: Let’s move:

- Make a quick game Give commands and ask Ss to do the action

- Ask Ss to work in 2 big groups to play this game

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: How’s the weather? It’s cloudy.S1: point to TC and circle A or B

PRACTICE:

Act 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answer

T: How’s the weather? 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

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