Lets go 4

Ask students to read the words again E. Aims and objectives:.. - To introduce the students some new words about the things 1. Vocabulary: ball, bat, car, bicycle, jump rope, kite[r]

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Week 1 Period 1 Date of teaching: August , 2010

PREPARE FOR THE BEGINNING OF THE ACADEMIC YEAR

A Aims and objectives:

- To help the students to know about ENGLISH

- To introduce textbook: Let’s Go 1B

B Preparation:

1 Method: Communicative approach

2 Teaching aids:textbook, workbook, picture

2 Introduce textbook: Let’s go 1B

- The textbook includes student book and work

book

- There are 4 units

- Each unit has many sections:

+ Let’s talk + Let’s sing

+ Let’s learn + Let’s learn some more

+ Let’s move + Let’s listen

+ Let’s review

- Each unit helps students to develope four skills:

Listening- speaking-reading-writing

2 How to learn the new subject effectively:

- Asks the students to prepare textbook,

workbook and notebook

- Listen to the teacher carefully in the class

- Learn by heart all the new words at home

- Do exercises after class

- Encourages the students usually listen to music,

watch TV, listen to English songs every time and

+ A book for writing lesson in class

+ A book for doing exercise at home

+ A book for learning vocabulary and pattern

Respond by answer the questions

Listen to the teacher

Listen to the teacher and remember

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PREPARE FOR THE BEGINNING OF THE ACADEMIC YEAR (cont.)

- To review some knowledge in let’s go 1a

B Preparation:

2 Teaching aids: Textbook, workbook

2 Review some structures and grammar

a - What’s your name?

My name is (name)

b - What’s this?

It’s a/an object (in singular) .

c - What are these?

They are object (in plural)

d -What color is this?

No, it is not / No it isn’t

i -This is a/an (color) (object)

3 Review the command in the class

Ask students to review some commands

- Sit down - Stand up

- Listen carefull - Please be quiet

- Open your book - Close your book

- Touch your desk - Point to the teacher

- Come here - Go to the door

- Count the boys - Count the girls

- Give me the crayon - Raise your hand

- Put your hand down - Take out your book

Deviding class into 6 groups

Ask students to practise the command in groups

Play game “Do as I say”

Respond by answer the questionsListen to the teacher and rememberThen practise with the partner

Ex: -What’s your name?

My name is Hong

Ex: -What’s this?

It is a book

Ex: -What are these?

- They are books

Ex: - What color is this?

It’s red Ex: - How many rulers?

Ex: -This is a red pencil

Remind the commands

Practise in groupsJoin into the game

D Consolidation:

E Home-duty:

Learn by heart the structures and commands

Prepare for new lesson: Unit 5: Let’s talk

F Experience

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UNIT 5

LET’S TALK

By the end of the lesson, the students will be able to review the way how to ask and answer about age and know the birthday greeting

1 Language:

a Vocabulary: Happy birthday, robot

b Grammar: How old are you? I’m seven years old

This is for you

2 Skill: speaking , listening and writing skills

B Preparation:

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

3 Teaching aids: puppets, textbook, workbook, picture, teacher’s book

C Procedures :

I Before-talking:

1 Warm-up:

4’ * Chain drill: Teacher asks and students answer

T: What’s your name?

S: My name’s Lan

T: How are you?

S: Fine, thank you

T:How old are you?

S: I’m nine years old

Listen to the teacherAnswer the questions

2 Presentation 10’ a Present the first part of the dialogue

- Draw a birthday cake and a packet of gift on

the board Then say:

+ Happy birthday!

+ Robot

- Review the number 1-10

- Review the pattern ( asking and answering age)

b Present the second part of the dialogue

- Give student the gift to introduce the new

S1: How old are you?

S2: I’m seven years old How old are you?

S3: I’m eight years old.

II While- talking:

1 Open the book 5’

- Ask students to open the book on page 38

- Showing the wall charts and read the dialogue

- Asking students work in pairs and pratise

following the dialogue

- Open the textbook, listen and repeat

( Choral repetition & pairrepetition)

Ký duyệt

Kate: Happy birthday, Jenny

John: How old are you?

Jenny: I’m seven years old

John: This is for you

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- Playing the tape

- Role play (Kate, John andJenny)

- Listen and repeat

2 Practice

10’ - Write the pattern on the board

Note: I am = I’m

- Model the structure three times Have the

students listen and repeat after open their books

- Divide Ps into 3 groups Name for each group

G1: Jenny G2: Kate G3: John

Chain Drill

- Asking students to pratise in greeting and

introduce using their real names

- Teacher says with S1, S1 says with S2, S2 says

with S3,…

T : How old are you?

S1 : I’m _ years old How old are you?

S2 : I’m

S3 : _

- Practice in groupG1: Hello, I’m AndyG2: Hi, My name’s KateG3: Hello, My name’s Jonh(change the words)

- Look at the T’s activities Look atthe T’s book, listen and repeatfollowing the T

III After-talking:

Extension 6’ * Beanbag Circle

-Guiding sts to stand in the circle, throwing a ball

to S1 and asking age S1 S1 answers,the class say

“ Happy birthday” then throws this ball to S2 and

asks age S2, go on until the last st in the circle.

T(asks S1): How old are you?

S1: I’m seven years old

Class: Happy birthday

S1 (asks S2): How old are you?

Learn by heart new words

Prepare for new lesson : Unit 5: Let’t talk (cont.)

F Experience

UNIT 5

How old are you?

I am seven years old.

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By the end of the lesson, the students will be able to to review the way how to ask and answer about age and the birthday greeting by doing exercise

1 Language:

a Vocabulary: Happy birthday

b Grammar: How old are you? I’m seven years old

This is for you

2 Skill: Speaking, listening, writing skills

B Preparation:

S2: How old are you?

S3: I’m seven years old

S2: This is for you

S3: Thank you.Wow!A robot! Thank you

2 Presentation

10’ - Using the wall charts and modelling

- Reminding the sentence of A

- Asking sts to say the sentence of B

- Getting sts to practise this dialogue some times

A : How old are you?

B : I’m seven years old

- Asking sts to open their books to page 2

- Playing the tape

- Playing the tape again, stopping at each part and

asking sts to repeat

- While playing the tape, showing the words on

the board

- Writing the short form on the board

- Getting sts to repeat in 02 forms: full form &

short form I am = I’m

- Look at the wall charts andListen

- Choral repetition

- Look at the board

- Look at the board, Listen andchoral repetition

- Copy down

- Choral repetition

G1: How old are you?

G2: I’m seven years old

How old are you?

G3 I’m seven years old

How old are you?

G1: I’m seven years old.

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speaking by using their real names.

Monitoring and helping sts when they need

- Calling 03 sts come in front of the class to

model

Deviding class into groups of 03 sts, asking

them to pratise in using their real names

- Pratise in using the model

A: How old are you?

B: I’m seven years old

Listen the teacher’s guide and practise

- Happy birthday, Jenny!

- How old are you?

- I’m seven years old

- This is for you.

- Wow!A robot!

Thank you

B Write and draw:

- Ask students to answer their ages then draw a

number of candles that aqual with their ages

- Complete the blank

- Practise to read the complete the conversation

- Write the age and draw the candles

Retells the content of the lesson by asking situational questions

E Home-duty:

Learn by heart the new words and structures

Prepare for new lesson: Unit 5: Let’s sing

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- To help the students to sing “ The happy birthday song”

1.Language:

a Vocabulary: One, two,three,

b Structure: Happy birthday

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

B Preparation:

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

3 Aids: picture, cassette player

C Procedures :

I Before-singing:

1 Warm-up:

3’ - Asking sts to hang their name tags, calling some

sts to introduce their name

- Deviding class into groups of 04 sts Asking

them to greet and introduce themselve

 Hi ! My name is (Minh)

I’m seven years old

 Hello! I am (Huy) I’m nine

Hi ! My name is (Lan) I’m seven years old

- Asking sts to stand in 02 opposite lines and

pratice in asking - answering

greeting with the question and answer

pattern:

- Using the puppets to model the dialogue

- Reoder in 02 lines and pratise

S1: How old are you?

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

S1: I’m seven years old

- Look at the puppets and listen

PA: Happy birthday!This is for you.

S1: Thank you

Puppet B: How old are you?

S2: I’m seven years old

II While- singing:

1 Open the book 4’ - Showing the book and explaining about the

picture & the song

- Introduces the characters’ names: Teacher use

the picture to introduce the characters’ names:

Jenny, Scott, Lisa Asks the students to repeat the

names of the characters

- Substitution drill: uses the characters’ names,

asks the students to practice

:“ The birthday Song”

- Plays the cassette player, has the students listen

and show the characters in the books

- Let them read the song (without music)

- Models the song, asks the students to repeat and

using gestures

- Look at the book and listen

- Retell the characters’ name

August ,2010

- Practice Choral repetition

- Sing following the tape Fill theirname in the last sentence

2 Practice

It’s my birthday today.

It’s your birthday today.

It’s my birthday today.

Happy birthday, Jenny!

One, two, three, four, five, six, Seven years old!

Now I’m seven years old Now you’re seven years old Now I’m seven years old Happy birthday, Jenny!

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12’ - Deviding class into 02 groups, asking them to

practise in singing

- Ask students to sing sentence by sentence in

small group

- Calls each group to present the song

- Correct the mistakes

Have the students sing individually

Call a student to role Jenny

Sing ( Roleplay)

Group A: It’s my birthday today.

It’s your birthday today It’s my birthday today.

Happy birthday, Jenny!

Chorus: One, two, three, four, five, six, Seven years old!

Group B: Now I’m seven years old Now you’re seven years old Now I’m seven years old

Happy birthday, Jenny!

- Each group sing one sentence

- Sing individual (other Ps remark)Jenny: It’s my birthday today.

It’s my birthday today.

Now I’m seven years old Now I’m seven years old

Chorus: other sentences

III After-singing:

Play game

Reordering 06 chairs into a row Calling 07 sts

to come in front of the class Asking them to

listen to music and practise in greeting When

the music stopping, they must sit on the chairs

quickly If any st doesn’t have a sit, they will be

ruled out Choosing other st to replace At the

end of the game, all losers will be punished

Listen

Join into the game

     

      

loser

Sing this song chorus again

E Home-duty:

Learn by heart “the happpy birthday song”

Prepare for next lesson: Unit 5: Let’s sing (cont.)

F Experience

Week 3 Period 6 Date of teaching: September , 2010

UNIT 5

- To help the students to sing “ The happy birthday song”

1.Language:

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a Vocabulary: One, two, three,

b Structure: Happy birthday

B Preparation:

Giving instruction ( When S1 hear music, he/she

passes the ball to S2 and go on until T stops music.

If the ball is belong to st, that st will stand up and

greet, introduce hisself/ herself All other sts will

reply the greeting Hi/Hello, ( _))

Listen and join game

10’  Introduce the characters’ names:

Openning the book to page 39, showing the

characters that sts have known

Getting feedback

 Substitution Drill:

Showing a character on the page 3, modeling in

greeting and introducing

T: Happy birthday!

S 1 : Thank you

S 2 : How old are you?

S1: I’m seven years old

Look at the book and remember thecharacters’ names

Raise hands and say out thecharacters’ name

Look at the character and listen.Practise

II While-singing:

Practice

12’ Ask students to open the book on page 39

Show the book and explain about the picture &

the song “ the happy birthday song”

Play the tape

Play the tape again ( Notting using their

gestures)

Devide class into 02 groups, asking them to

practise in singing

Look at the book and listen

Listen and show the characters in thebook

Sing following the tape Fill theirname in the last sentence

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9’ A Write:

Asking sts to write the missing words in the

sentences base on “ the happy birthday song”

Getting feedback

* Answer keys:

1 It’s my birthday today.

It’s your birthday today.

2 I’m seven years old

Happy birthday, Jenny!

B Wite:

Ask students to look at the birthday cake and

write a number of candles

Read the complete dialogue

Look at picture and write the number

Ask students to remind how to say birthday greeting

E Home-duty:

- Learn by heart the structures

- Prepare the next lesson: Unit 1: “ Let’s learn”

F Experience

UNIT 5

Ký duyệt

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LET’S LEARN (lesson 1)

- To introduce the students some new words about some things.

1 Language:

a Vocabulary: doll

b Structure: What’s it? I don’t know It’s a (doll)

2 Skill: integrated skill with a focus on reading, speaking, and writing.

B Preparation:

2 Presentation

II While- learning:

1 Open the book 5’ Ask students to open their books to page 40:

Playing the tape

Playing the tape again Stopping each sentence to

ask sts to repeat

Listen and repeat

Practice

12’ 1 Introduce the vocabulary:

Using real objects to introduce vocabulary

- Holding real objects and modeling

Elicit students to introduce new pattern

+ I don’t know: Tôi không biết

+ doll: búp bê

Ask students to practise for reading

2 Introduce the question and answer pattern:

Puppet A: What’s it?

Puppet B: It’ a ( ruler )

Andy: What is it?

Jenny: I dont’t know Andy: What is it?

Jenny: It’s a doll

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8’ Write the patterns on the board

Explaining the short form, getting sts to read 02

forms

Note: It is = It’s

Deviding class into 4 groups

- Asking each group to hold 4 real objects

- Ask & answer about school items

- One st from each group come infront of the class and practise

S2: It’s a book What is it?

S3: I don’t know What is it?

S2: It’s a doll.

Practise in groups

- Ask students to read the new words again

- Teacher says structure “ What’s it?”

E Home-duty:

Learn by heart new words and structure

Prepare the new lesson: “ Let’s learn ( cont.)”

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LET’S LEARN (Lesson 2)

- To introduce the students some new words about some things

1 Language:

a Vocabulary: ball, bat, car, bicycle, jump rope, kite, puzzle, yo-yo

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

2 Skill: integrated skill with a focus on Speaking.

B Preparation:

3 Teaching aids: puppets, textbook, workbook, picture, teacher’s book collect some

school things they have

- Calling a st to model, this st holds any object in

the secret bag, asks the class: What’s it? Other sts

guess the object and say aloud the name of object

Who guess the right object will be a winner

Listen and join into the game

Slap their hands to congratulation

the winner S1 : What’s it?

S2 : It’s a ruler.

S3 : It’s a book.

S4 : It’s a pen.

2 Presentation 10’ 1 Introduce the vocabulary

Using real objects or pictures to introduce vocab

- Holding real objects, showing items and

pronounce the words

- Writing out

+ ball : quả bong + bat : gậy đánh bóng chày

+ car : xe hơi + bicycle : xe đạp

+ jump rope : dây + kite : con diều

+ puzzle : trò chơi gáp hình

+ yo-yo : trò chơi yo-yo

- Guide how to read

* Checking Vocabulary: Slap the board

Calling three pairs of sts go to the board

- Giving instruction

- Deciding who is the winner

2 Review the question & answer pattern:

Asking sts to recall the question

Showing the picture card

Look at these objects and say inVietnamese

- Repeat ( Choral & Individual

repetition)

- Copy down

Make in two lines

- Listen and run quickly to the board, slap the word they hear

Say out: What’s it?

Answer: It’s a (car).

1 Open the book

yo-yo bicycl e

puzzle bat

car

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5’ Ask students to open their books to page 41:

Playing the tape the next part

Playing the tape and stopping each sentence

Show Sam (con mèo đen) , Ginger (con mèo da cam)

Listen and repeat

Listen, show the objects and repeat Listen and repeat

Practice

12’ - Using the picture cards, modeling

T(shows a ball): It’s a ball.

(shows a car): What’s it ?

S1: It’s a car.What’s it ?

(shows a bat) S2: It’s a bat.

- Deviding class into 2 groups

- Asking each group to use the pictures

-Asking sts to practice and getting feedback

* Guess

- Asking sts to guess what there is in the gift

- Give feedback

* Answer keys: - It’s a kite - It’s a bat

- It’s a bicycle - It’s a ball

Look at the picture cards, listen and practise

Look at the book, listen and show the objects on the picture

Choral repetition Group1: What is it?

Group 2: It’s a bicycle What is it?

Group1: It’s a kite

Work in pairs to guess S1: What is it? S2: It’s a kite / I don’t know

Listen to the tape and correct III After-learning: Time Teacher’s activities Students’ activities Play game 5’ Pass the word ( Team game) Calling sts to make two lines (include 5 sts) Two of the first sts in each line come near by T, listen teacher’s sentence, then come back their line and pass this sentence to S2, S2 passes S3, … the last st will choose the right picture card, show up and read aloud the sentence (1mark for the winner) Make two lines Join into the game T  

 

 

 

*

 

D Consolidation: Ask students to read the new words again Teacher says structure “ What’s it?” E Home-duty: Learn by heart new words and structure Prepare the new lesson: “ Let’s learn ( cont.)” F Experience Week 5 Period 9 Date of teaching: September , 2010

UNIT 5

1.a yo-yo 2.a kite 3.a car 4.a ball 5.a doll 6.a puzzle

7 a robot 8 a jump rope 9 a bat 10 a bicycle

Sam: What’s it?

Ginger: It’s a yo-yo.

Ký duyệt

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- To introduce the students some new words about the things

1 Language:

b Structure: What’s it? It’s a (car)

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

B Preparation:

jump rope kite puzzle

bat, yo-yo doll

- Giving instruction

- Asking sts to write down on their paper 9 words

following the model Reading any word, sts hear

and cross (x) on the word If they cross 03 words

on the straight line, they will say aloud “ Bingo”

- Listen

- Join into the game

2 Presentation 8’ 1 Review the question and answer pattern:

S1 (shows the picture): What’s it ?

S2: It’s a ( bicycle).What’s it?

- Giving a picture card for S1 to see and asking

- Make two lines

- Ask and answer:

- S1 answer and turn into S2 torepeat this action

1 Open the book 5’ Ask students to open their books to page 41 Listen and identify school items

Listen and repeat

What’s it? It’s a yo-yo.

What’s it? It’s a kite.

What’s it? It’s a car.

What’s it? It’s a ball.

What’s it? It’s a dolll.

What’s it? It’s a puzzle What’s it? It’s a robot.

What’s it? It’s a jump rope.

What’s it? It’s a bat.

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Playing the tape

Playing the tape again

2 Practice 10’ A.Write:

- Ask students to write the words suitable with the

pictures

- Give feed back and correct

* Answer keys:

1 a ball 2 a car 3 a kite 4 a doll

B.Match:

- Ask students to look at the pictures carefully

and match the words with the suitable pictures

- Give feedback and correct

- Look at the pictures and write the words

- Look at the pictures and connect

III After-learning:

Play game 4’ Pass the word ( Team game)

- Giving instruction ( Period 06)

T

 

 

 

 

*

 

- Make two lines - Join into the game ( 01 mark for the winner) D Consolidation: Ask students to read the words again E Home-duty: Prepare for next lesson : Unit 1 : Let’s learn (lesson 4) F Experience Week 5 Period 10 Date of teaching: September , 2010

UNIT 5 LET’S LEARN (Lesson 4)

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- To introduce the students some new words about the things

1 Language:

b Structure: What’s it ? It’s a (kite)

2 Skill: integrated skill with a focus on speaking and writing.

B Preparation:

- Deviding class into 04 groups

- Showing the poster on the board Asking sts to

look at the poster quickly and try to remember all

these words

-Hiding the poster Asking 04 groups to write

down those words as many as possible on their

papers, the stick on the boad

- Counting the number of right words and

deciding which group is winner

- Sitting in groups

- Listen and practise

- Write out the words

- Stick on the board

- Congratulation

2 Presentation 6’ * Review the question and answer pattern:

S1 (shows the picture): What’s it ?

S2: It’s a ( doll).What’s this ?

S1: It’s a ( bat )

* Practice:

Deviding class into 02 teams Each team choose

08 members to make in two lines

- Running through 08 pictures cards and words,

sticking on the board

- Asking sts to listen and run quickly to find the

word, then stick next to the picture cards

- Deciding who is the winner

Make two lines

Ask and answer:

Choose the members

Read out the words

Listen and find the match

1 Open the book

book pencil pen

ruler chair table eraser

bag

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5’ - Ask students to open their books to page 41

- Playing the tape

- Playing the tape again

Listen and identify items

Listen and repeat

2 Practice 14’ C Circle and write:

- Asking sts to choose the suitable words and

write the answer in the blanks

- Collectting their books and giving marks

- Give feedback and correct

* Answer keys:

1)It is a puzzlel 2) It is a bicycle 3) It is a robot.

D Write:

- Asking sts to write the answer in the blanks, the

first sentence is done for them

* Answer keys:

1) What is it? It is a kite

2) What is it? It is a ball.

3) What is it? It is a car

4) What is it? It is an bat

Look at the picture and write down

3 students write out on the board

Look at the pictures and guess what

Giving each st a word card

- Asking sts to go around the classroom to find

partner, who have the same word with him/her

and practise in speaking

Keep secrect their word card

- Say aloud: Pencil? Ruler?

- Ask and answer:

What’s it? It’s a ( car).

Week 6 Period 11 Date of teaching:September , 2010

1 What’s it? It’s a yo-yo.

2 What’s it? It’s a kite.

3 What’s it? It’s a car.

4 What’s it? It’s a ball.

5 What’s it? It’s a dolll.

6 What’s it? It’s a puzzle

7 What’s it? It’s a robot.

8 What’s it? It’s a jump rope.

9 What’s it? It’s a bat.

10 What’s it? It’s a bicycle.

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UNIT 5

By the end of the lesson, the students will be able to understand of adjectives and to make sure that they can pronounce the alphabet

1 Language:

a Vocabulary: big, little, long, short, square, round

b Grammar: Is it a little ball?

Yes, it is / No, it isn’t

2 Skill: integrated skill with focus on speaking , writing

B Preparation:

C Procedures :

I Before-learning:

1 Warm-up:

6’ - Divide the class into two groups Each group

sings a part of the song “The Happy Birthday

Song”

- File Gird

Draw a table with 9 squares on the board Each

table belong to each student

- Work in groups to sing

- Practise in pairs S1(draw an object in their square) S2 asks: What is it?

S1 answers: It’s a (bat)

2 Presentation

10’ * Present the words:

- Introduce the vocabulary by using pictures or

real objects in classroom to explain how to use

the adjectives

Vocabulary.

+ Big: to + Little: nhỏ

+ Long: dài + Short: ng ắn, thấp

+ Round: tròn + Square: vuông

* Checking technique: jumbled words

- Write the new words in the wrong order:

gib, title, lnog, sorth, ruodr, queras

- Have Sts work in groups and rearrange the

letters in good order to make the right words

Group who get the highest score with the shortest

time will be the winner

* Present the pattern

- Put the T’s cards in the board groove and use the

puppets to explain the pattern and give example

- Do as the same several times

- Present the complete dialogue

- Ask some pairs to play role to practice all the

dialogue in front of the class

- Look at the things and describe

- Write down

- Listen and repeat

- Go to the board and write down

- Sts repeat the following the Teacher

PA: Is it a ball?

PB: No, it isn’t.

PA: Is it a yo-yo?

PB: Yes, it is.

Ký duyệt

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1 Open the book

- Show the pictures in page 42 to Sts

- Showing the wall chart

- Play the tape sentence by sentence

Jenny: It’s little What’s it?

Scott: Is it a ball?

Jenny: No, it isn’t.

Scott: Is it a yo-yo?

Jenny: Yes, it is It is a little yo-yo.

- Writing the model

-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

It is little It is a little yo-yo

- Call characters’ names on thepicture and identify items in thepicture

- See and describe its

- Listen and listen and point at thecharacters in the pictures

- Copy down

- Listen and choral repetition

2 Practice

8’ Say these

Play the tape Sts point at Sam (black cat) and

Ginger (yellow cat) while listening to the

activities

1 It’s big box It’s little box

2 It’s long box It’s short box

3 It’s round box It’s square box

Play the tape again

- Ask and answer:

- Calling a st to model, this st holds any object in

the secret bag, asks the class: What’s this? Other

sts guess the object and say aloud the name of

object Who guess the right object will be a

winner

- Listen

- Slap their hands to congratulationthe winner

S1: It’s long What’s it?

S2: Is it a pen ? S1: No, it isn’t S2: Is it a ruler?

S1: Yes, it is It’s a long ruler

E Home-duty:

- Learn by heart new words and structure

- Prepare for next lesson:Unit 5: “Let’s learn some more” (cont.)

F Experience

UNIT 5:

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LET’S LEARN SOME MORE (Lesson 2)

By the end of the lesson, the students will be able to understand of adjectives and to make sure that they can pronounce the alphabet

1 Language:

a Vocabulary: big, little, long, short, square, round

b Grammar: Is it a little ball?

Yes, it is / No, it isn’t

2 Skill: integrated skill with focus on speaking, writing, reading

B Preparation:

Divide the class into four groups Give the bag to

each group Sts in each group take the objects

from the bag and describe them

S1: It’s a square book.

S2: It’s a round ball.

S3: It’s a long ruler ………

Join into the game

Slap their hands to congratulation the winner

2 Presentation

Use the real object to review

T: It’s little What is it?

S: Is it a ball?

T: No, it isn’t.

S: Is it a yo-yo?

T: Yes, it is.It’s a little yo-yo

- Do as the same several times

- Present the complete dialogue

- Ask some pairs to play role to practice all the

dialogue in front of the class

- Present the paradigm and contraction

- Write the pattern on the board Point at this

word while play the tape

It is little It is a little yo-yo

- Make the questions to guess and describe

- Sts repeat the following the Teacher

1 Open the book

- Play the tape sentence by sentence

Jenny: It’s little What’s it?

Scott: Is it a ball?

Jenny: No, it isn’t.

Scott: Is it a yo-yo?

Jenny: Yes, it is It is a little yo-yo.

Open the book page 42

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2 Practice

8’ Play the tape Sts point at Sam (black cat) and

Ginger (yellow cat) while listening to the

activities

GA: Is it a pencil ?

GB: Yes, it is It is a long pencil.

Play the tape again

Divide the class into two groups to describe the

picture in turn while pointing at the picture in

order

Have Sts work in pair by using pictures or real

objects in classroom Teacher goes around and

gives help if necessary

- Asking Ss to practise in pairs

- Monitoring ( Help Ss, if they need)

9’ A.Connect and write.

- Asking sts to look at the pictures and connect

with suitable adjectives in the blanks

- Collectting their books and giving marks

* Answer keys:

1 big 2 little 3 long

4 short 5 round 6 square

B Write.

- Ask students to look at the pictures and write

the answer in the blank

* Answer keys:

1 Yes, it is 2 No, it isn’t

3 No, it isn’t 4 Yes, it is.

C Circle and write:

- Asking sts to look at the pictures and circle the

suitable adjectives then write in the blanks

* Answer keys:

1 It is a long ruler 2 It is a little doll

3 It is a round box 4 It is a big ball

E Home work:

- Prepare for next lesson: “Let’s learn some more” (cont.)

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By the end of the lesson, the students will be able to learn the Alphabet and TheAlphabet Song

1 Language:

a Vocabulary: Letters

b Grammar: Is it a desk? Yes, it is/ No it isn’t

2 Skill: integrated skill with focus on reading, listening

B Preparation:

One student takes a thing and asks “What’s it”

Other student names and describes it

S1: What is it?

S2: It’s a short ruler What is it?

S3: It’s a round box

Ss: Is this a book?

- Practise

2 Presentation 10’ 1 Introduce the Alphabet:

- Introduce the alphabet following the group of

letters A/ei/, B/bee/, C/see/.

THE APHABET

- Showing on each letter, read aloud

-Asking Ss to practise in reading the Alphabet

-Going around the class and helping Ss if they

need

Play “ The Alphabet Song”:

- Giving each st an alphabet card, asking Ss to

listen the song again When they hear the letter,

they show up their card

- Look at the board and listen

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- Listen and sing following thetape, show the letters on the books.

- Remember their lettter

- Listen and show up

1 Open the book

6’ - Ask student to open their books to page 43:

- Getting Ss to read the Alphabet

* Slap.

- Divide the class in to small groups Each group

is four Sts

- Put the letters (A-J) on the table Call on the

name of the letter Who is the first to touch the

letter is winner

- Open the book and listen to thetape while pointing at the letters atthe end of the page 43

- Look at the book, listen andchoral repetition

- Listen and slap the correct letter

- Asking Ss work in pairs, putting the pile of

alphabet cards in front of them Asking Ss to put

the alphabet cards in the right order

Work in pairs

- Choose and put the alphabet cards

in the right order

- Read the alphabet again

E Home-duty:

- Learn by heart the structure

- Prepare for next lesson: “Let’s learn some more” (cont.)

F Experience

Week 7 Period 14 Date of teaching: October , 2010

UNIT 5

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By the end of the lesson, the students will be able to learn the Alphabet and TheAlphabet Song.

1 Language:

a Vocabulary: (Review)

b Grammar: Is it a desk? Yes, it is/ No it isn’t

2 Skill: integrated skill with focus on reading

B Preparation:

- Showing on each letter, read aloud

- Asking Ss to practise in reading the Alphabet

- Going around the class and helping Ss if they

need

- Look at the board and listen

- Choral repetition

- Read in pairs

1 Open the book

6’ Ask student to open their books to page 43:

- Getting Ss to read the Alphabet - Open the book and listen to thetape while pointing at the letters at

the end of the page 4

Write a dialogue on the board Ask them to read

the dialogue in chorus Call on some students to

go on the board to underline these letters, K, L,

M, m, N, n

Ken: Hi, Mom I’m home! This is my friend,

Nancy.

Nancy: It’s nice to meet you, Mrs Lee.

Mrs Lee: It’s nice to meet you, too, Nancy.

Listen and repeat

- Go to the board and underline theletters

- Repeat after the teacher

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Time Teacher’s activities Students’ activities

Do exercise 6’ D Match and complete the words.

- Ask students to match the letter with suitable

picture and complete the words

- Learn by heart the alphabet

- Prepare for next lesson: Unit5: “Let’s move ”

F Experience

UNIT 5

Ký duyệt

Trang 27

By the end of the lesson, the students will be able to ask and answer about abilities.

C Procedures :

I Before-moving:

1 Warm-up:

7’ * Noughts and Crosses

- 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 Sts 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

- Work in group to play game

2 Presentation

10’ * 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

- Make the commands, all Sts do as commands

* Present the pattern

- Elicit the students to introduce

T: Can you play with a yo-yo?

- Use the Puppets to make modeling the

answer

PA: Yes, I can.

PB: No, I can’t.

- Demonstrate the meaning can or can’t

- Look at the teacher

- Write down

- Repeat

- Listen and answer

1 Open the book

5’ - Ask student to open their books to page 44 - Open the book on page 44

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- Show this page so that Sts can see to read and

act out the commands

- Play the tape Sts listen and point at the

parallel action

- Call on some volunteer to point at the picture

in the book Sts make the commands following

the pictures and act out Continue calling the

other Sts to practice

- Present the paradigm and contraction

- Write the pattern on the board

Can you play with a yo-yo?

Yes, I can / No, I can’t.

- Play the tape again Explain how to use the

short form

Note: cannot = can’t

- Point at the words while playing the tape

- Listen and repeat in chorus

- Write down

2 Practice

8’ - Have them work in pair Put some toys or real

objects in classroom in a bag Teacher goes

around class and call on one St to take out a toy

or a jump rope Teacher gives a question Sts

listen and answer

T: Can you (do a puzzle)?

Sts: 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 (93-95) Group A make a

command Group B do as the same Change

role to continue practicing

“Yes, I can.” Group B answer “No, I can’t”

- Change role to continue practicing with the other

cards

- Join the game

T: Can you play with a yo-yo? GA: (glad to answer) Yes, I can GB: (get felling sad) No, I can’t.

- Remind the way how to use the new structures

E Home-duty:

- Learn by heart the new words and structures

- Prepare for next lesson: “Let’s move ” (cont.)

F Experience

UNIT 5 LET’S MOVE (Lesson 2)

By the end of the lesson, the students will be able to ask and answer about abilities

1 Language:

Trang 29

a Vocabulary: Play with a yo-yo, Throw a ball, Catch a ball, Hit a ball, Do a puzzle, Jump rope.

b Grammar: Can you (hit a ball)? - Yes, I can./ No, I cannot

2 Skill: integrated skill with focus on speaking, listening

B Preparation:

- T asks to S1, S1 asks to S2, S2 asks to S3,…

- T :can you play with yo-yo?

- S1 :Yes, I can Can you play throw a ball?

- S2 : No, I can’t _

- S3 : -

- Listen and practise

2 Presentation

10’ * 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

- Make the commands, all Sts do as commands

* Review the pattern

- Point at the pictures at the end of the book

and give question

- Look at the teacher

- Write down

- Repeat

- Listen and answer

1 Open the book

4’ - Ask student to open their books to page 44

- Show this page so that Sts can see to read and

act out the commands

- Play the tape Sts listen and point at the

parallel action

- Call on some volunteer to point at the picture

in the book Sts make the commands following

the pictures and act out Continue calling the

other Sts to practice

- Open the book on page 44

- Point at the words while playing the tape

2 Practice

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7’ - Have them work in pair Put some toys or real

objects in classroom in a bag Teacher goes

around class and call on one St to take out a toy

or a jump rope Teacher gives a question Sts

listen and answer

- Do as the same and change role to continue

practicing

group some T’s cards (96-98) Group A make a

command Group B do as the same Change role

- Divide the class into four groups Put the T’s

cards “93-98” 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

- Listen and join the game

- Ask students to write their answers

1 Yes, I can 2 No, I can’t

- Learn by heart the new words and structures

- Prepare for next lesson: “Let’s listen”

F Experience

UNIT 5 LET’S LISTEN

Ký duyệt

Trang 31

By the end of the lesson, the students will be able to review all lessons, do exercise.

C Procedures :

I Before-listening:

1 Warm-up and review 10’ 1 Let’s talk “Walk and talk”-9

- Using puppets to make the model dialogue

T: It’s my birthday today.

PA: It’s your birthday today.

PB: It’s my birthday today.

- Divide the class into three groups Ask them to

greet themselves and introduce each other by

using their real names

- Call on some volunteer to practice the

following exercise

2 Let’s learn.

- Have Sts work in groups 3 or 4 Give each St

one St’s cards (1 – 8) Each St, after greeting the

other, must make question “What’s it?” by

using Sts’ cards

- Call on some pair to practice

3 Let’s learn some more.

- Have Sts work in small groups Each group

has a little bag Each St, in turn, puts one real

object into the bag, and then passes the bag to

the next St (S1 doesn’t tell their friends what is

put into the bag) When all the objects were put

into the bag and recognize the objects by

touching at them

4 Let’s move “Please”

- Make commands Sts do as commanded If the

teacher says the commands begun with“please”

Sts do as commanded If not, Sts do nothing

- Sts walk around the classroom in oneminute to practice the way to greet each other To be relaxed, play the tape “The Happy Birthday”

Self introduction

T: (point to S1 and give question)

How old are you?

S1: I’m nine years old.

S1: (point to S2 and give question)

How old are you?

S2: I’m ten years old.

S2 answers the question and does the same S1 to the end

S1: Yes, it is / No, it isn’t.

- Listen to the two commands at thesame time before doing

2 Presentation

8’ - Teach Sts 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)

- Do like step above until all Sts understanding

- Listen

- Look at the poster

- Points at the parallel picture

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the way to do a listening test.

II While- listening:

1 Open the book

2 Practice

- Open the books

- Listen and show the objects

- Listen and circle

- Say out the number

- Divide the class into small groups Each

group sits around a table Put one or some

unions of cards (classroom objects,

commands)

- T says aloud one word or group of words Sts

who slap at the right word will get ten marks

Then that Sts will say another word and the

other slap The group who get the most cards

will be winner

- Sts acts out one command The whole class will guess what that command is

- Look at the picture, read the

question, write the answer: Yes, it is

By the end of the lesson, the students will be able to say about the weather

1 Language:

a Vocabulary:Weather , sunny

3’ - Ask sts to look at the pictures

T: What’s this? Is this (a pencil)?

- Recognize the active pictures 7 – 8

- Listen & point at the parallel picture

1.He’s six years old.

2 How old are you? I’m seven years old.

3 What is it? It’s a big kite.

4 What is it? It’s a short jump rope.

5 Is it a ball? No, it isn’t It’s a yo-yo.

6 Is it a doll? Yes, it is It’s a little doll.

7 Can you hit a ball? Yes, I can.

8 Can you play the piano? No, I can’t

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b Grammar: How’s the weather? It’s sunny Let’s play Ok

2 Skill: speaking , listening and writing skills

B Preparation:

C Procedures :

I Before-talking:

1 Warm-up:

4’ - Ask sts to hang the name cards Walk around the

class and greet their friends

“Please”

- Ask sts to make and act out the commands they

have leant in Unit 1

- Hang their name tags, go around the class and greeting

- Give classroom commands (unit 1) and practice

2 Presentation 10’ 1 Introduce the first part of the dialogue

- Use the puppets to make modeling the

dialogue

PA: How ‘s the weather?

PB: It’s sunny.

- Ask them to repeat PA’s words Arouse Sts to

hold PB and say PB’s words Change role to

continue practicing several times

2 Practice

group one puppet and make clear which puppet

says whether sentence Puppets of each group

practice the dialogue each other Change role to

- Change the role and practise more

GA: How’s the weather?

GB: It’s sunny.

1.Open the book 5’

- Ask students to open the book on page 46

- Using the wall charts and read the dialogue

- Show the page to Sts so that Sts can recognize

the characters and describe them

- Play the tape again Stop sentence by sentence

Sts repeat again

- Asking students work in pairs and pratise

following the dialogue

- Describe those characters ( Lisaand Andy)

Look at the book, listen and show

on the characters when they hearcharacters’names

- Listen and repeat

2 Practice 10’ *Introduce the paradigm and contraction.

- Write the paradigm on the board Play the tape

and point at the words Sts listen and repeat in - Listen and repeat in chorus

John: How’s the weather?

Lisa: It’s sunny.

John: Let’s play.

Lisa: OK.

Trang 34

How’s the weather?

It’s sunny.

- Write the contraction on the board Sts practice

speaking with two forms

Notes:

How is = How’s

It is = It’s

* Practice

- Call on some pairs to go on the board to play

role again the dialogue by using real their names

- Teacher goes around giving help if necessary

- Practice speaking with two forms

III After-talking:

Extension 6’ Living Dialogues

- Divide the class into small groups Each group

is four Sts

- Give each group a flash card having a sentence

1) OK; 2) Let’s play

3) How’s the weather? 4) It’s sunny

- Each group discusses together and rearranges these sentences to make a

dialogue

- Summarize main points

E Home-duty:

- Learn by heart new structures

- Prepare for new lesson : Unit 6: “Let’s sing”

- To help the students to master the way to ask and answer about the weather through the song “How’s the weather?”

Ký duyệt

Trang 35

a Vocabulary: rainy, windy, cloudy, snowy

b Structure: How’s the weather?It’s rainy today

B Preparation:

C Procedures :

I Before-singing:

1 Warm-up:

3’ - Sing again the song “The Happy Birthday Song”

- Call on some pairs to sing without music, alter

Sts’ names into the song, sing the song while

playing roles, waving hands while greeting

- Sing the song with the music.

- Practice the dialogue in groups.

GA: It’s my birthday today.

GB: It’s your birthday today GA: It’s my birthday today.

GB: Happy birthday, Jenny.

2 Presentation 10’ - Review the Question – Answer the pattern by

using the puppets to make modeling the question

and answer pattern

Practice

- Use the Puppets to make the modeling dialogue

- Play the tape

- Step away lines

S1: How’s the weather?

S2: It’s sunny.

- Repeat in chorus

- Work in pair to practice by using their real names

1 Open the book 4’ - Show the pictures in the book so that Sts can

see

- Play the tape more than once if necessary

- Teacher reads the song (line by line) without

music

T: How’s the weather?

Sts: It’s sunny.

- Ask them to sing again the song but not play the

tape Use the property gesture to emphasize the

meaning Play all the song

It’s sunny.

It’s sunny It’s sunny today.

- Point at the characters and objects

in the pictures Sts recognize them

- Listen and point at the parallel words

- Sts repeat

- Listen and sing following the tape

in chorus

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2 Practice 12’ - The teacher sings the first part of the song

Sts: It’s windy.

Divide the class into two groups Each group

sings one part of the song Change role to

- Sts sing the rest part

- Group A: Sing the first of the song

- Group B: Sing the second of the song

- Sts work in pairs (back to back)

and phone each other

- Change role to continue practicing.

- Sing this song chorus again

E Home-duty:

- Learn by heart “How’s the weather?”

- Prepare for next lesson: Unit 6: Let’s sing (cont.)

- To help the students to master the way to ask and answer about the weather through the song “How’s the weather?”

1.Language:

Trang 37

a Vocabulary: rainy, windy, cloudy, snowy

b Structure: How’s the weather?It’s rainy today

B Preparation:

S1: How’s the weather?

S2: It’s sunny How’s the weather?

S3: It’s sunny

- Practice

2 Presentation 10’ - Review the Question – Answer the pattern by

using the puppets to make modeling the question

and answer pattern

Practice

- Use the Puppets to make the modeling dialogue

- Play the tape

- Step away lines

S2: It’s sunny.

- Repeat in chorus

- Work in pair to practice by using their real names

1 Open the book 4’ - Ask them to sing again the song but not play the

tape Use the property gesture to emphasize the

meaning Play all the song

It’s sunny.

It’s sunny It’s sunny today.

- Listen and sing following the tape

in chorus

2 Practice 12’ - The teacher sings the first part of the song

Sts: It’s windy.

Divide the class into two groups Each group

sings one part of the song Change role to

continue practicing

S2: It’s sunny.

- Sts sing the rest part

- Group A: Sing the first of the song

- Group B: Sing the second of the song

Trang 38

- Learn by heart “How’s the weather?”

- Prepare for next lesson: Unit 6: Let’s learn

F Experience

Week 11 Period 21 Date of teaching: , 2010

UNIT 6

- By the end of the lesson, students will be able to count

1 Language:

a Vocabulary: cloud

b Structure: How many clouds are there? There are six clouds

B Preparation:

Ký duyệt

Trang 39

C Procedures :

I Before-learning:

1 Warm-up:

3’ - Ask students to count number from 1 to 10

-Then ask students to count number from10 to 1 - Practise

2 Presentation 10’ 1 Introduce the vocabulary

Using or pictures to introduce vocabulary

- Writing out

+ cloud: mây

- Guide how to read

2 Present the questions-and-answer pattern

with singular nouns

- Draw one cloud on the board

- Use the puppet to model

PA: How many clouds are there?

PB: One There is one/a cloud

3 Present the questions-and-answer pattern

with plural nouns

- Draw six clouds on the board

- Use the puppet to model

PA: How many clouds are there?

PB: One, two, three, four, five, six There are

six clouds

Distinguish between the singular&plural nouns

- Repeat ( Choral & Individual

repetition)

- Copy down

- Repeat the dialogue

- Listen carefully

1 Open the book 5’ Ask students to open their books to page 48:

Playing the tape the next part

Playing the tape again Stopping each sentence

to ask sts to repeat

Explain the short form There is = There’s

- Call the characters’ names

- Listen and write down Practice

12’ - Using the real objects, modeling

T(shows a pen ): How many pens are there?

S1: There is a pen.

T:(shows 3 pens): How many pens are

there?

S1: There are three pens

- Look at the teacher, listen andpractise

- PractiseChoral repetitionGroup1:How many books are there?

Scotte:How many clouds are there?

John: There are six clouds.

Lisa: Oh, no! There’s one big cloud!

Trang 40

- Deviding class into 2 groups.

- Asking each group to use the object

- Giving the instruction

- Calling sts to make two lines (include 5 sts)

Two of the first sts in each line come near by T,

listen teacher’s sentencewith “there is / there

are, then come back their line and pass this

sentence to S2, S2 passes S3, … the last st will

show up and read aloud the sentence

Make two lines

( 01 mark for the winner)

- Teacher says structure

E Home-duty:

- Prepare the new lesson: “ Let’s learn ( lesson 2)”

F Experience

Week 11 Period 22 Date of teaching: , 2010

UNIT 6

- By the end of the lesson, students will be able to count

1 Language:

a Vocabulary: flower, tree, puddle

b Structure: How many flowers are there? There are three clouds

B Preparation:

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Lets go 4

Presentation 10’ 1. Review the singular and plural question