Tài liệu GA Let''''s Go 1B

Use the puppets to make modeling the question and answer pattern with plural.. Make modeling and ask them to repeat in chorus.Ex: T: point to T’s card 100 There are three flowers.. - Di

UNIT6: Let’s Learn (Period 20- 24 )

A Aim: By the end of the lesson, Ss will be able to

B Language contents:

1 Vocabulary: Cloud(s), flower(s), puddle(s), tree(s).

2 Structure: How many (clouds) are there? - There are (six) (clouds).

Oh, no! There is one (big) (cloud)

C Teaching aids: puppets, CD/ tape, cassette player, teacher’s cards (99-106)

D Teaching techniques: Modeling, pair work, group work

E Content:

I Warm – up :

* Matching: Divide class into small groups.Give groups a piece of paper consisting 2

columns: A (new words) and B (Vietnamese meanings)

- Ask ss match the words in A with the meanings in B

New words Meaning

1 Introduce the vocabulary:Introduce the vocabulary by using the T’s cards 99– 101,103, and

105(real things in the nature) Show the picture to ss and say the parallel word Ss listen and repeat several times Ss can show the parallel picture

- Put T’s cards on the board groove in reorder Point to any picture and say the name of the picture Ss listen and repeat in chorus

- Use T’s cards to practice with the new words

T: (point to T’s card) Flower A flower One flower.

T: (point to T’s card 100, and raise three fingers) Three flowers Three flowers.

- Ask them to repeat several times Do as the same with the other words

A cloud = clouds A puddle = puddles A tree = trees

2 Present the question and answer pattern with plural nouns: Draw a cloud on the board Use

the puppets to make modeling the question and answer pattern with plural

PA: (point to picture) How many clouds are there?

PB: one, two, three, four, five, six There are six clouds.

- Ask them to repeat in chorus the following puppets Do as the same to teach with the

other words (flower, puddles, trees)

- Have them work in pairs to practice with structure Change role to continue practicing

3 Present the question and answer pattern with singular nouns:

- Raise the picture’s 99 use the puppets to make modeling

PA: (point to picture) How many flowers are there? PB: There is one flower.

- Do as the same with the other words (cloud, puddle, tree).Have them repeat following the puppets Change role to continue practicing Explain the different between plural and singular Make modeling and ask them to repeat in chorus.

Ex: T: (point to T’s card 100) There are three flowers.

T: (point to T’s card 99) There is one flower.

4 Practice:

*Chain Drill: Divide the class into two groups Give each group some ss’ cards A st in group A

takes a card and shows the picture to group B, and then gives question

St in group A: How many flowers are there ? St in group B: There is one flower.

- When group A finishes, change role to continue practicing Have them work in pair to practice with pattern Teacher goes around and gives help if necessary

S1 How many clouds are there ? S2 There are four clouds.

III.Open your book: Show the picture to ss that ss can see and recognize the character, describe

the picture Play the tape more than once if necessary

The tape:

Scott: How many clouds are there? John: There are six clouds.

Lisa: Oh, no! There’s one big cloud!

- Play the tape sentence by sentence Ask ss repeat in chorus

* Present the paradigm and contraction: Write the pattern on the board Point at the words

while play the tape Ss listen and repeat Explain the contraction Instructs ss to read both form

*Note: There is = there’s

* Practice: Play the tape Ss point to Sam and Ginger while listen the pattern and repeat in

chorus

The tape : Sam: How many flowers are there ? Ginger: There’s one flower.

- Divide the class into two groups to practice the pattern with pictures in the book

S1: How many clouds are there? S2: There are four trees.

- Call on some pairs to practice in front of class

V Consolidation: Summarize main points and assign homework

Planning date: Sunday, December 27th 2009

UNIT6: Let’s learn some more (Period 25- 29 )

A Aim: By the end of the lesson, Ss will be able to describe a situation Ask about location and specify location.To make sure that they can pronounce the alphabet

B Language contents:

1.Vocabulary in, on, under, by, table.

2 Structure Where is the (kite)? - It’s (in) the (tree).

Where are the (books)? - They are (under) the (table)

C Teaching aids: Teacher’s cards and Ss’ cards, real objects.

D Teaching techniques: Modeling, work in pair, in groups

E Content:

I Warm- up

Jumbled words

Write the words whose letters are not in good order on the board or on the card

Ask Ss to work in groups and arrange the letters to make complete word

Groups with more correct words first will be the winner

1 Introduce the vocabulary.

- Introduce the vocabulary by using a bag and a ball to describe location Put the bag on the table

in front of class Put the ball on location (on, in, under, by) Teacher calls the name of the

location Ss repeat word by word in chorus

- Divide class into small groups to practice with prepositions (on, in, under, by).

- Present the singular question and answer pattern

Put a ball on the bag Use the puppets to make modeling

PA: (point to the ball) Where is the ball?

PB: (point at the ball and the bag) The ball is on the bag

- Do as the same step with the other prepositions (under, in, by) Change role to continue

practicing.Divide class into two groups Each group uses the ball or real thing in classroom to practice with structure

T: (put the ball under the bag) GA: Where is the ball? GB: It’s under the bag

- Present the plural question and answer pattern

- Raise two books and put its on the table Use the puppets to make modeling the pattern

PA: (point to the books) Where are the books?

PB: (point at the books and the table) They are on the table

- Do as the same step with the other prepositions (in, under, by) Change role to continue

practicing

2 Walk and Talk:

- Call a st volunteer to put some objects around class Ask them to work in pair

S1: Where are the rulers? S2: They are on the desk

Teacher goes around and give help if necessary

III Open your book: Show the pictures in page 50 to ss so that ss can see and describe its Play the tape sentence by sentence Ss listen and point at the characters in the pictures

Lisa: Where is the kite? Scott: It’s in the tree

John: Where are the books? Lisa: They are under the table

- Play the tape again Stop by sentence and ask them to repeat in chorus

- Present the paradigm and contraction

Write the pattern on the board Point at this word while play the tape Ss listen and repeat

Notes: Where is = Where’s; It is = It’s; They are = They’re

Instructs them to read both forms

* Learn the Alphabet: Review the alphabet: Sing again the song “The Alphabet Song”

* Slap: Divide the class in to small groups Each group is four ss.

- Put the letters (A-N) on the table Call on the name of the letter Who is the first to touch the letter is winner Ss open the book and listen to the tape while pointing at the letters at the end of the page 51 Play the tape again Stop by sentence Ss listen and repeat

O, /o/, octopus; P, /p/, pencil; Q, /kw/, question; R, /r/, ruler

* Writing practice: Show them to know how to write with these letters: O o, P p, Q q, R r.

- Ask them to write ten times in the notebook

IV Extension:

* Rebus Sentence: Write a sentence on the board by using sight words

Ex: Where is the … ? (ruler, pencil)

V Consolidation:Summarize main points and assign homework

Planning date: Sunday, January 3rd 2010

UNIT6: Let’s move (Period 30- 31 )

A Aim: At the end of the lesson, Sts will be able to ask and answer about abilities.

B Language contents:

1.Vocabulary climb a tree, play baseball, read a book, play tag, ride a bicycle, fly a kite.

2 Structure Can he (climb a tree)?

Yes, he can./ No, he cannot

C Teaching aids: T’s cards, Sts’ cards, a bell, a bag, cassette.

D Teaching techniques: Ask and answer, pair work, group work

E Content:

I Warm- up:Divide the class into two teams and have them to play game “Noughts and

Crosses” Draw a table contain 9 words or phrases in each cell Ask ss to choose a word in the

cell and make a sentence with that word A correct sentence with the given word will get one O

or X the group with 3 O or 3 X vertically, horizontally or even diagonally will be the winner

II Presentation

1 Present the commands: Use technique Total Physical Response to model the commands Say

the commands while acting out the commands

- Model the way using verbs as directed in the book

T: ride a bicycle, climb a tree

- Make the commands, all ss do as commands

2 Practice: Have them work in pairs Put some pictures or real objects in classroom in the bag

Teacher goes around class and calls on one st to take out a picture Teacher gives a question Ss listen and answer

T: Can you (climb a tree)? Ss: Yes, I can / No, I cannot

- Do as the same and change role to continue practicing Divide the class into two groups Give each group some T’s cards Group A make a command Group B do as the same Change role to continue practicing

GA: climb a tree GB: Acting out the same the command

III Open your book: Show this page so that ss can see to read and act out the commands.

- Play the tape Ss listen and point at the parallel action

- Play the tape again Ss listen and act out while repeating.Call on some volunteer to point at the picture in the book Ss make the commands following the pictures and act out Continue calling the other ss to practice

1 play baseball 2 climb a tree 3 read a book

4 ride a bicycle 5 fly a kite 6 play tag

- Demonstrate the meaning can or can’t

- Point at the pictures at the end of the book and give question

T: Can he climb a tree?(Use the Puppets to make modeling the answer.)

PA: Yes, he can PB: No, he can’t

- Present the paradigm and contraction

- Write the pattern on the board Point at the words while playing the tape

Can he climb a tree? Yes, he can / No, he can’t.

Yes, she can./ No, she can’t

- Play the tape again Sts listen and repeat in chorus Explain how to use the short form

Note: cannot = can’t

* More practice : Divide the class into small groups Group A answer “Yes, he can.” Group B

answer “No, he can’t”

T: Can he play baseball? GA: (glass to answer) Yes, he can

GB: (get felling sad) No, he can’t

- Change role to continue practicing with the other cards

IV Extension:

* Please: The teacher says the commands If the command is begun with the word “Pease”, ss do

as commanded If not, ss do nothing

* Board Race: Divide the class into four groups Put the T’s cards “111-116” on the board

groove The teacher says aloud one command or group of commands The st, who slap at the right command, will get ten marks Then that st will say another command and the other slap The group who get the most cards will be winner

V Consolidation: - Summarize main points and assign homework

Planning date: Sunday, January 10th 2010

UNIT6: Let’s listen (Period 32 )

A Aim: By the end of the lesson, students will be able to review all the vocabularies and the patterns in the Unit 6

B Language contents:

1 Vocabulary: All the vocabularies.

2 Structure: All the patterns in Unit 6.

C Teaching aids: T’s cards, Ss’ cards, toys, real objects in classroom

D Teaching techniques: Modeling, verbal techniques

E Content:

I Warm up and Review:

1 Let ’ s talk: Dialogue Musical Chairs

- Put the chairs (back to back) to make two lines The number of the chair must be less than the number of the Ss (one) Teacher plays the song “How’s The Weather?” Ss walk around the class and ask about the weather to each other in funny music when the music is stopped Ss must quickly find a chair and sit down The st who can’t find a chair will be off the game

2 Let ’ s learn : Board Race

Divide the class into four groups Put the T’s cards “33-34” and Ss’ card “99-106” on the board groove The teacher describes a picture T: There are (four trees) The St is in the first line to run the board and touch the picture Who slap at the right picture, will get one mark Then that St will say another word and the other slap The group who get the most cards will be winner

3 Let ’ s learn some more

Divide class into two groups Put a bell in front of class Put some real objects around classroom.When teacher give question Ss in each group listens and then run to the board and ring the bell and answer the question The right answer will get one point Continue practicing with other thing Which group get more points will be winner

T: where is (the yellow pencil)?

4 Let ’ s move.

*Please: - Make commands Ss do as commanded If the teacher says the commands begun

with “please” Ss do as commanded If not, ss do nothing Call some ss volunteer to stand up and male two commands to the whole class Ss listen to the two commands at the same time before doing

II Presentation: - Teach ss the way to do a listening test Hang one the similar picture in the

book Put T’s cards 1 – 8 on the board line Write A under the first card and circle its Draw B under the second card and circle its Call one st stand beside the card and recognize one of those cards

T: It’s (a pencil) St points at the parallel picture

Do like step above until all ss understanding the way to do a listening test

III Open your book:

1 O pen your book page 53 :The teacher opens the book and shows the picture to ss so that ss can see Ss recognize the active pictures from 1 to 8 and gives question

T: How the weather? Where is the kite? vv

2 Students open their book to page 53:

- Play the tape Ss listen and point at the parallel picture

- Play the tape again Ss do this exercise as a writing test

*The answer key: 1.b; 2.a; 3.b; 4.a; 5.b; 6.b; 7.b; 8.a

IV Extension:

1 Slap the board - Divide the class into small groups Each group sits around a table Put one

or some unions of cards (classroom objects, commands)

- The teacher says aloud one word or group of words The st who slap at the right word will get ten marks Then that st will say another word and the other slap The group who get the most cards will be winner

2 Charades.- Ss acts out one command The whole class will guess what that command is

V Consolidation: - Summarize main points and assign homework

Planning date: Sunday, January 31st 2010

Let’s review (UNITs 5-6) (Period 33- 35 )

C Teaching Techniques: Pair works, ask and answer

D Teaching Aids: T Cards; Cassette and tape; textbook; pictures

* Objects: ruler, pencil, pen, bag, robot, jump rope, ball.

* Pictures: kite, yo-yo, bicycle, doll,car,bat

2 Open your book :

A Play a game :

- T raises a blue ruler and asks: “What’s this?”, “What color is it?”

- Students answer : “It’s a ruler” , “It’s blue.”

Continue to ask students

T: “Is this a blue ruler?”

Students: “Yes, it is.”

- T points to the pictures

- Students recognize and read the words loudly

- Ask students to practice in pair to ask and answer

- T goes around and help

- Get feedback

* Answer: It’s a big flower, It’s a litter flower, It’s a long jump rope, It’s a short jump rope, It’s

a round box, It’s a square box, It’s a big bicycle, It’s a little bicycle, It’s a big tree, It’s a big tree

B Answer the question:

- Ss practice asking and answering in pairs (use the pictures in book page 54)

S1: How many car are there? S2: There are six car

C Say and act :

- Ask students to look at their book T says: “How old are you?” then ask students to give the answer (key: I’m seven years old.)

Continue to do with another pattern

- Call a students go to the board to do modeling

- Ask them practice in pairs

- Get feedback and correct their mistakes

1.

2.

C Ask your partner :

T: Can you climb a tree? S: Yes, I can.

T: Can you play with a yo-yo? S : No, I can’t.

3 Extension :

- Ask students to prepare next lesson (unit 7: Let’s Talk)

TEST (Time: 35 minutes)

I Give the name of the following objects in the correct form (2pts)

3 How many flowers are there?

4 How’s the weather?

5 Where is the kite?

6 How old are you?

7 Where are the books?

8 Is it a pen?

a) Yes, it is

b) I’m ten years old

c) It’s on the desk

d) It’s a bicycle

e) They are on the desk

f) There are three flowers

g) I’m Lan

h) It’s snowy

III Complete the sentences Use the words in the box (3pts)

1 Can you ……… a puzzle? 2 Can he ……… a tree?

Yes, I can No, he can’t

3 Can you ……… rope? 4 Can she ………… with a yo-yo?

No, I can’t Yes, she can

5 Can she ………… a bicycle? 6 Can he ………… a ball?

No, she can’t Yes, he can

IV Give the corrrect responses (2pts)

1 How many trees are there?

………

2 How is the weather?

………

V Find the mistake, underline and correct it (1pt)

1 They are book

2 There is four clouds

Planning date: Sunday, February 7th 2010

Unit 7: LET’S TALK (Period 36-37)

A Aim:

Through the lesson, students will be able to express hunger and thirst about food and drink

B Language Contents:

1 Vocabulary: Hungry, thirsty, apple, juice.

2 Pattern: Here you are.

Thank you.

You are welcome.

C Teaching Techniques: Modeling, pair work, group work.

D Teaching Aids: T’s cards, Sts’ cards, puppets, pictures, book, cassette.

E Content:

I Review :

Have ss sing again, the song “How’s The Weather?” All classes sing again the song to review Encourage Ss using gesture to model the situation After that divide class into small groups and sing again the song Each group sings a line

All class: How’s the weather? GA: It’s sunny.

Do as the same with the other groups

II Presentation:

1 Introduce the vocabulary: Raise a box or a bottle to teach the new words.

T: juice, juice.

- Do as the same to introduce the other words (apple)

- All class repeat in chorus several times

-Raise a bottle to introduce the word “Thirsty” T: Thirsty Thirsty I’m thirsty.

- Ss repeat, and act out the same action

- Raise an apple to introduce the word “Hungry” T: Hungry Hungry I’m hungry.

Ss repeat, and act out the same action

2 Present the first part of the dialogue.

Put an apple and the bottle on the table Make gesture and say “Hungry” Use the puppets to model the dialogue

PA: (point to the apple and say) I’m hungry I want an apple.

PB: (point to the bottle and say) I’m thirsty I want juice.

Have them repeat the pattern several times Divide the class into two groups Give group A an apple and group B a bottle

GA: I’m hungry I want an apple GB: I’m thirsty I want juice.

Have st volunteers come to the board to practice again the dialogue.

3 Present the second part of the dialogue.

Use the puppets to model the second part of the dialogue

PA: (give an apple to PB) Here you are PB: Thank you.

PA: You are welcome.

- Have ss work in pair Change role to continue practicing several times

III Open your book:Show the page or wall chart to ss, so that ss can recognize the characters and describe the pictures.Ss open the book and listen the tape and then point to the characters as they speak

Play the tape again Pause after each sentence for the class to repeat

Tape scripts: Lisa: I’m hungry I want an apple Jenny: I’m thirsty I want juice.

Lisa: Here you are Jenny: Thank you.

Lisa: You are welcome.

1 Present the paradigm and contraction.

Write the paradigm on the board Play the tape and point to the words on the board Ss listen andrepeat in chorus: Here you are Thank you You are welcome.

Write the explanation of the contraction on the board Have Ss practice saying both forms Point

to the explanation on the board as they practice

Notes: How is = How’s It is = It’s

2 Practice: Call on some pairs to go on the board to play role again the dialogue by using real

objects Teacher goes around giving help if necessary

IV: Extension:

*Slap: Divide the class into three groups Give each groups a set of pictures cards, placed on the

table When the caller (Teacher or volunteer) say: I want a pen The first st in each group to slap

the correct card and produce the content of the dialogue is the winner

*Find your partner:Use the word cards in multiple sets so that all ss have cards and every card

has at least one duplicate Deal out one card to each st Do not allow ss to show their cards to one another.Have the ss walk around and look for another st holding the same card To find theirpartners, ss must ask appropriate questions related to the items on their card

Example: S1: I want a (book) S2: Here you are.

S1: Thank you S2: You are welcome.

V Consolidation: - Summarize main points and assign homework

Planning date: Sunday, February 21st 2010

UNIT7: Let’s Sing (Period 38- 39 )

A Aim: At the end of the lesson, ss will be able to master the way to ask what someone wants through the song “Peaches, Apples, and Plum.”

B Language contents:

1 Vocabulary: peach, apple, plum.

2 Structure: What do you want?

I want a (peach).

C Teaching aids: T’s cards, Ss’ cards, puppets, pictures, book, cassette

D Teaching techniques: Modeling, pair work, group work

E Content:

I Warm - up: Sing again the song “How the Weather?” Ss sing the song with the music

Call on some pairs to sing without music Practice in pairs

S1: How old are you? S2: I’m ten years old.

II Presentation:

1 Review the Question - Answer the pattern by using the puppets to make modeling the

question and answer pattern Ss repeat in chorus

P.A: What do you want? P.B: I want an apple.

2 Practice: Use the Puppets to make the modeling dialogue Ss work in pair to practice.

III Open your books: Play the tape

- Show the pictures in the book so that ss can see Point at the characters and objects in the pictures Ss recognize them

- Play the tape more than once if necessary Ss listen and point at the parallel words

Teacher reads the song (line by line) without music Ss listen and repeat in chorus

T: Peaches, apples, and plums Ss: Peaches, apples, and plums.

- Ask them to sing again the song but not play the tape Use the property gesture to emphasize the meaning Ss repeat

- Play all the song Ss listen and sing following the tape in chorus

Peaches, apples, and plums.

Peaches, apples, and plums.

What do you want?

I want an apple.

Peaches, apples, and plums.

(Repeat)

* Practice: The teacher sings the first part of the song Ss sing the rest part.

T: How’s the weather? Ss: It’s sunny.

- Divide the class into two groups Each group sings one part of the song Change role to

continue practicing

GA: What do you want? GB: I want an apple.

IV Extension: *Go Fish! Ss work in groups Give ss Some T’s cards 1-8, 33-38 and 77-86.

S1: What do you want? S2: I want an apple.

S1: What do you want? S2: I want a book.

- Change role to continue practicing

V Consolidation: - Summarize main points and assign homework

Planning date: Sunday, February 28th 2010

UNIT7: Let’s Learn (Period 41- 43 )

A Aim: By the end of the lesson, Ss will be able to ask and answer about what someone wants.

B Language contents:

1 Vocabulary: beard, cake, fish, ice cream, milk, rice.

2 Structure: What do you want?

I want (cake) and (ice cream).

C Teaching aids: T’s cards, Sts’ cards, real objects, book, cassette

D Teaching techniques: Modeling, pair work, group work

E Content:

I Warm – up :

* Matching: Divide class into small groups.Give groups a piece of paper consisting 2

columns: A (new words) and B (Vietnamese meanings)

- Ask ss match the words in A with the meanings in B

New words Meaning

1 Introduce the vocabulary: Introduce the vocabulary by using the T’s cards 117– 124 and 129

(real things in the nature) Show the picture to ss and say the parallel word Ss listen and repeat several times Ss can show the parallel picture Put T’s cards on the board groove in reorder Point

to any picture and say the name of the picture Ss listen and repeat in chorus

Use T’s cards to practice with the new words

T: (point to T’s card) Cake, cake, cake T: (point to T’s card) Bread, bread, beard.

Ask them to repeat several times Do as the same with the other words

2 Present the question and answer pattern: Show the pictures on the wall chart Use the puppets

to make modeling the question and answer pattern with plural

PA: (point to picture) What do you want? PB: I want (cake).

Ask them to repeat in chorus the following puppets

Do as the same to teach with the other words (bread, milk, rice, fish…).

Have them work in pairs to practice with structure Change role to continue practicing

3 Present the last pattern: Raise the picture 123-124 Use the puppets to make modeling.

PA: (point to picture) What do you want? PB: I want (cake) and (fish).

Do as the same with the other words

Have them repeat following the puppets Change role to continue practicing

III.Open your book: Show the picture to Sts that Sts can see and recognize the characters,

describe the pictures Play the tape more than once if necessary

*The tape scripts: Scott: I’m hungry John: What do you want?

Scott: I want cake What do you want? John: I want ice cream.

Scott: Oh! I want cake and ice cream.

Play the tape sentence by sentence Ask ss repeat in chorus

* Present the paradigm and contraction: Write the pattern on the board Point at the words

while play the tape Ss listen and repeat Explain the contraction Instructs ss to read both form

* Practice: Play the tape Ss point to Sam and Ginger while listen the pattern and repeat in

chorus

The tape : Sam: What do you want? Ginger: I want milk.

- Divide the class into two groups to practice the pattern with pictures in the book

S1: What do you want? S2: I want fish.

- Call on some pairs to practice in front of class

IV Extension: Memory Chain: Divide the class into groups of eight Model the chain and

have ss continue, using the vocabulary and structures from this unit

S1: I want (chicken) S2: I want chicken and rice S3: I want chicken and rice and fish.

V Consolidation: Summarize main points and assign homework

Planning date: Sunday, March 14th 2010