giao an let go 1b

Divide the class into small groups, each group 6 Sts to role play (Sts, Mother, Father, Sister, Bother and a friend) to sing again the song.. Divide the class into small groups, each gr[r]

Week 1: ( Period 1&2 ) : Revision and Introduction

II/ Language contents

1 Vocabulary: happy birthday, old, year, robot.

2 Structure: Ask and answer about age.

- How old are you?

I’m years old

- This is for you

III/ Teaching techniques

- Modeling, work in pair, in groups

IV/ Teaching aids

- Present, old newspaper, robot, pictures, book, cassette

V/ Teaching procedure

arrangement Warm – up

Teacher uses flash cards and guide them to practice with the other Sts

S1: Who is he?

S2: He is my grandfather.

Pair work

Presentation

Present the first part of the dialogue (draw a picture or draw a gift)

Teacher says “happy birthday” Sts repeat in chorus

Say and write the number 1- 10 in order on the board Make model the

pattern with two Sts

T :( points to the number 7 and S1)

Seven (Nam) is seven years old.

T :( points to the number 8 and S2)

Eight (Hoa) is eight years old.

Use the puppets to practice with two Sts to make question and answer

PA: (point to the S1)

How old are you?

PB: (stand by S2)

Whole class

I’m (seven) years old.

PA: (point to the S2)

How old are you?

PB: (stand by S2)

I’m (eight) years old.

Divide the class into two groups; give each St in each group a puppet Ask

them to repeat again the dialogue several times Each time point to the

number on the board Change role to continue practicing

Present the second part of the dialogue.

Call on two Sts to go on the board to make model Teacher stands

opposite and takes a gift

T: Happy birthday, (Nam).

Do as the same with the other Sts

Divide the class into small groups to practice the same dialogue Call on

some groups to practice before class

Teacher gives feedback

Individual work

Present the complete dialogue.

Use the puppets to make model

PA: Happy birthday, Nam! How old are you?

PB: I’m seven years old.

PA: This is for you.

PB: Wow! A robot! Thank you.

Have them work in pair to practice all the dialogue Change role to

continue practicing

Pair work

Practice

Conversation lines

Have Sts make two lines to stand opposite to work in pair Ask and

answer following the structure by using real their names Teacher listens

and gives help if necessary

S1: Happy birthday, Hung! How old are you?

S2: I’m nine years old.

S1: This is for you.

S2: Wow! A pen! Thank you.

Pair work

Open your books Whole class

Use the pictures to practice Point to the characters in the pictures

Recognize and describe these characters

Play the tape more than once if necessary

Get Sts to listen to the tape and point to the character when listen from the

tape

Call on some Sts to read aloud the dialogue

Kate: Happy birthday, Jenny!

John: How old are you?

Jenny: I’m seven years old.

John: This is for you.

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

Play the tape again Stop sentence by sentence and ask all class to repeat

in chorus

Present the paradigm and contraction

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

Sts repeat in chorus

Explain the contraction Instruct Sts to read both form

How old are you?

I’m seven years old.

Notes

I am = I’m

Practice

Call on some pair to go to the board to practice the dialogue by using real

their names Teacher goes around and gives help if necessary

Extension

Bingo

Guide them to draw a table on the paper and gap filling from 1 to 10

Teacher says a sentence about age Sts mark the parallel table

Ex: I’m (ten) years old

Which team has three “X” or “O” on the line is the winner

Team work

Consolidation

Summarize main points

Assign homework: Do exe At page 38 in workbook

Prepare: Let’s sing

- By the end of the lesson, Sts will be able to sing “The Happy Birthday Song”

fluently and know how to say their ages

II/ Language contents

1 Vocabulary: now, today.

2 Structure: It’s my birthday today

It’s your birthday today

Now I’m seven years old

III/ Teaching techniques

Set the scene, individual, groups work, pair work

IV/ Teaching aids

Real objects in classroom, newspapers, puppets, a small cake, pictures, book,

cassette

V/ Teaching procedure

arrangement Warm – up

Have them sing the following tape more than once if necessary “The

Family Song”

Divide the class into small groups, each group 6 Sts to role play (Sts,

Mother, Father, Sister, Bother and a friend) to sing again the song

Divide the class into small groups, each group three Sts deliver each St a

small thing ex: a book, a pen, a ruler

Have Sts work in groups to practice the dialogue in part “Let’s talk” by

using real their names

S1: Happy birthday, Nam!

S2: How old are you?

S3: I’m nine years old.

S1 – S2: This is for you.

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

Group work

Presentation

Introduce the vocabulary.

Point at the calendar on the wall to teach the word "today”, and then point

to the watch to teach the word “now” Sts repeat following.

Present the possessive pronoun pattern using my and your Use the

puppets to make model my and your by pointing in my breath and say my.

Point to a St and say your.

PA: (give a gift to PB and say)

Pair work andwhole class

It’s your birthday today.

PB: Yes, It’s my birthday today.

Sts repeat several times

Have Sts work in pair to practice this dialogue Change role to continue

practicing

Call on some pairs to practice in front of the class

Feedback and give help if necessary

Present the subject pronoun pattern using I’m and you’re.

Draw a cake with seven candles Use the puppets to make model

PA: (point to the cake)

I’m seven years old.

PB: You’re seven years old.

Sts repeat in chorus several times

Ask them to work in pair to practice this structure

Open your books

Teacher opens the book and shows the page to Sts so that Sts can see

Point at the picture and instruct Sts to recognize the character

Play the tape more than once if necessary

Sts listen and point at the pictures

Read the song without music word by word Sts repeat in chorus

The tape

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!

Play the tape again Stop sentence by sentence and ask them to sing

following in chorus

Whole class

Practice the song

Divide the class into two groups and sing following the tape Role play to

sing the song

GA: It’s my birthday today.

GB: It’s your birthday today.

GA: It’s my birthday today.

Pair work

GB: Happy birthday, Jenny!

All: One, two, three, four, five, six, seven years old.

GA: Now I’m seven years old.

GB: Now you’re seven years old.

GA: Now I’m seven years old

GB: Happy birthday, Jenny!

Call on some pairs to sing again the song in front of the class

Week 4 &5: ( Period: 7,8,9,10 )

II/ Language contents

1 Vocabulary Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo.

2 Structure What is this?

It is a (doll)

III/ Teaching techniques

Modeling, work in pair, in groups

IV/ Teaching aids

T’s cards, Sts’ cards, real objects, book, cassette

V/ Teaching procedure

arrangement Warm – up

Divide class into small groups Hang Teacher’s cards (53-59) on the wall

around classroom Call one St to go on to call the name of member

family The other Sts have to find out the picture and stand below it’s and

describe about its

S1: (He’s) my (grandmother) S2: (He’s) (tall) S3: (He’s) (thin) S4:

(He’s) (old).

Sing following “The Happy Birthday Song” Sts point at their breath

while say my and point to the other while say your.

Group work

Presentation

Introduce the vocabulary by using the T’s cards 77 – 86 (toys) Show the

picture to Sts and say the parallel word Sts listen and repeat several times

Sts 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 Sts listen and repeat in chorus

Use T’s cards 77 – 86 to practice with the new words

T: What’s this?

Sts: It’s a (ball).

Present the question and answer pattern

Put a present on the table (have a doll in it’s) and make the model question

and answer

T (point to the present and ask) What’s it? I don’t know.

On the other hand, shake head and say I don’t know.

Point to the present and ask question several times Sts listen and answer

the question

T: What’s it?

Sts: (shake head and say) I don’t know.

Open the present and make the model question and answer

Have Sts role play to practice following structure several times

T: (point to the gift and give question)

Whole class

What is this?

It’s a doll.

Call on some pairs to practice again in front of class

Practice

Divide the class into three groups Give each group some Sts’ cards A St

in group A takes a card and shows the picture to group B

St in group A: What’s it?

GB: It’s a car.

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

Group work

Open your book

Show the picture to Sts that Sts can see and recognize the character,

describe the picture

Play the tape more than once if necessary

The tape

Scott: What’s it?

Jenny: I don’t know.

Scott: What’s it?

Jenny: It’s a doll.

Play the tape sentence by sentence Ask Sts repeat in chorus

Present the paradigm and contraction

Write the pattern on the board Point at the words while play the tape

Sts listen and repeat

Explain the contraction Instructs Sts to read both form

Sam: What’s it?

Ginger: It’s a yo-yo

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

book

S1: What’s this?

S2: It’s a kite On the other hand, I don’t know

Call on some pairs to practice in front of class

Pair work andgroup work

Homework

- Do exercises at page: 40.41.

- Prepare: Let’s learn some more

Week 6 & 7 ( Period : 11,12,13,14 )

Teaching day : 05 – 16 /10 /2009

Unit5: Let’s learn some more.

I/ Objective

By the end of the lesson, Ss will be able to understand of adjectives

To make sure that they can pronounce the alphabet

II/ Language contents

1 Vocabulary: big, little, long, short, square, round.

2 Structure: Is it a little ball?

Yes, it is

No, it isn’t

III/ Teaching techniques

Modeling, work in pair, in groups

IV/ Teaching aids

T’s cards, Sts’ cards, pictures, real objects in classroom, book, cassette

V/ Teaching procedure

Steps Work

arrangement

Warm – up.

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

Group work

Presentation

Introduce the vocabulary by using pictures or real objects in classroom to

explain how to use the adjectives

Vocabulary.

Big: having largeness of size

Little: smaller than average

Long: having length

Short: not long, having brief

Round: circle

Square: the corner or angle

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

Answers.

Big, little, long, short, round, square

Present the pattern

Put the T’s cards in the board groove and use the puppets to explain the

pattern and give example

PA: Is it a ball?

PB: No, it isn’t

PA: Is it a yo-yo?

PB: Yes, it is

Do as the same several times Sts repeat the following the Teacher

Present the complete dialogue

Ask some pairs to play role to practice all the dialogue in front of the

class

Individual work and group work

Open your book

Show the pictures in page 42 to Sts so that Sts can see and describe its

Play the tape sentence by sentence Sts listen and point at the characters

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

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 Sts

listen and repeat

It is little It is a little yo-yo.

Say these

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

listening to the activities

Play the tape again Sts repeat in chorus

Divide the class into two groups to describe the picture in turn while

pointing at the picture in order

GA: Is it a ruler?

GB: Yes, it is It is a long ruler

Have Sts work in pair by using pictures or real objects in classroom

Teacher goes around and gives help if necessary

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

Sts open the book and listen to the tape while pointing at the letters at the

end of the page 43 Play the tape again Stop by sentence Sts listen and

repeat

K, /k/, kite; L, /l/, lion; M, /m/, mother; N, /n/, notebook

Writing practice

Write a dialogue on the board Ask them to read the dialogue in chorus

Call on son Sts 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

Individual work and group work

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

Extension Memory Chain

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

………

Group work

Homework.

Assign homework.: Do exercises at page: 42,43 in workbook

Prepare: Let’s Move

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

II/ Language content

1 Vocabulary: Play with a yo-yo, Throw a ball, Catch a ball, Hit a ball, Do a

puzzle, Jump rope

2 Structure: Can you (hit a ball)?

Yes, I can

No, I cannot

III/ Teaching techniques

Ask and answer, pair work, group work

IV/ Teaching aids.

T’s cards, Sts’ cards, a bell, a bag, cassette

V/ Teaching procedure

arrangement

Warm – up Noughts and Crosses

Team work

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

Presentation

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: Throw a ball, Catch a ball, and Hit a ball

Make the commands, all Sts do as commands

Whole class

Practice

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

(93-98) Group A make a command Group B do as the same Change role to

continue practicing

GA: Throw a ball

GB: Acting out the same the command

Pair work

Open your book

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

Play the tape again Sts listen and act out while repeating

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

1 play with a yo-yo

Whole class and group work

Demonstrate the meaning can or can’t.

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

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

Present the paradigm and contraction

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

Can you play with a yo-yo?

Yes, I can / No, I 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, I can.” Group

B answer “No, I can’t”

T: Can you play with a yo-yo?

GA: (glass to answer) Yes, I can

GB: (get felling sad) No, I can’t

Change role to continue practicing with the other cards

Extension

Please

The teacher says the commands If the command is begun with the word

“Pease”, Sts do as commanded If not, Sts do nothing

Board Race

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

Group work

Consolidation & Homework

Summarize main points

Assign homework : - Learn the vocabulary by heart

- Do all exercises in workbook at page: 42 and 43

- Prepare : Let’s Move

To make sure that Sts know how to do a listening test

II/ Language content

1 Vocabulary: Review all

2 Structure: Review all

III/ Teaching techniques

Modeling, verbal techniques

IV/ Teaching aids

T’s cards, Sts’ cards, toys, real objects in classroom

Walk and talk.

Sts walk around the classroom in one minute to practice the way to greet

each other To be relaxed, play the tape “The Happy Birthday”

Self introduction

Using puppets to make the model dialogue

Whole class, group work and pair work

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

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

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 this?” by using

Call on some pair to practice in front of the class

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

Make commands Sts do as commanded If the teacher says the

commands begun with “please” Sts do as commanded If not, Sts do

nothing

Call some Sts volunteer to stand up and male two commands to the whole

class Sts listen to the two commands at the same time before doing

Presentation

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) St points at the parallel picture

Whole class

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

test

Open your book.

The teacher opens the book and shows the picture to Sts so that Sts can

see Sts recognize the objects from 1 to 6 and gives question

T: What’s this? Is this (a pencil)? vv

Sts recognize the active pictures 7 – 8

Play the tape Sts listen and point at the parallel picture

Play the tape again Sts do this exercise as a writing test

The answer key

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

Whole class

Extension 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

Charades

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

command is

Group work

Consolidation & Homework

Summarize main points

Assign homework : - Learn by heart the vocabulary

- Do exercises in workbook at page:

- Prepare: UNIT:6 ( Let’s talk )

The end

-Week 10 ( Period: 19-20 )

Teaching day : 02 / 11 / 2009

Unit 6: Let’s talk I/ Objective

Through the lesson, Sts will be able to ask and answer about the weather

II/ Language content

1 Vocabulary:

2 Structure: How is the weather?

It’s sunny Let’s play

III/ Teaching techniques

Modeling, pair work, group work

IV/ Teaching aids

T’s cards, Sts’ cards, puppets, pictures, book, cassette

V/ Teaching procedure

arrangeme nt

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

Practice

Divide the class into two groups Give each group one puppet and make

Whole classand pair work

clear which puppet says whether sentence Puppets of each group practice

the dialogue each other Change role to continue practicing

GA: How’s the weather?

GB: It’s sunny.

Chain Drill

Sts walk around the classroom Greeting each other by using their names

S1: How’s the weather??

S2: It’s sunny.

Introduce the whole dialogue

Use the Puppets to make the modeling second part of the dialogue Ask

them to repeat PA’s words Arouse Sts to say PB’s words Practice several

times Change role to continue practicing

PA: How’s the weather?

PB: It’s sunny.

PA: Let’s play

Practice

Divide the class into two groups to practice Walk around and give help if

necessary Call on some pair to practice in front of the class

Open your book

Show the page to Sts so that Sts can recognize the characters and describe

them

Sts open the book and listen the tape and then point at the characters

Play the tape again Stop sentence by sentence Sts repeat again

John: How’s the weather?

Lisa: It’s sunny

John: Let’s play

Lisa: OK

Introduce the paradigm and contraction.

Write the paradigm on the board Play the tape and point at the words Sts

listen and repeat in chorus

How’s the weather?

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

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

Consolidation & Homework

Summarize main points

Assign homework : Learn by heart vocabulary and structure

Do exercises: A & B In workbook

At the end of the lesson, Sts will be able to master the way to ask and answer about

the weather through the song “How’s the weather?”

II/ Language content

1 Vocabulary: Names of Sts and characters.

2 Structure: How’s the weather?

It’s sunny

III/ Teaching techniques

Modeling, group work, pair work

IV/ Teaching aids

Puppets, pictures, cassette

V/ Teaching procedure

arrangement

Warm – up

Sing again the song “The Happy Birthday Song”

Sts sing the song with the music

Call on some pairs to sing without music, alter Sts’ names into the song,

sing the song while playing roles, waving hands while greeting

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.

Pair work

Presentation

Review the Question – Answer the pattern by using the puppets to make

modeling the question and answer pattern Sts repeat in chorus

Practice

Use the Puppets to make the modeling dialogue Sts work in pair to

Pair work

practice by using their real names.

Play the tape

Step away lines

S1: How’s the weather?

S2: It’s sunny.

Open your book

Show the pictures in the book so that Sts can see Point at the characters

and objects in the pictures Sts recognize them

Play the tape more than once if necessary Sts listen and point at the

Ask them to sing again the song but not play the tape Use the property

gesture to emphasize the meaning Sts repeat

Play all the song Sts listen and sing following the tape in chorus

How’s the weather?

It’s sunny.

How’s the weather?

It’s sunny.

How’s the weather?

It’s sunny It’s sunny today.

Whole class and group work

Practice

The teacher sings the first part of the song Sts sing the rest part

T: How’s the weather?

Sts: It’s windy.

Divide the class into two groups Each group sings one part of the song

Change role to continue practicing

S1: How’s the weather?

Extension Back to back

Sts work in pairs (back to back) and phone each other

S1: How’s the weather?

S2: It’s rainy.

Change role to continue practicing

Consolidation & Homework

Summarize main points

Assign homework : Learn by heart the song

Do exercises A & B in workbook

Prepare : LET’S LEARN

- The

end-Week 12-13 ( Period: 23,24,25,26 )

Teaching day :16-27/11/2009

Unit 6: Let’s learn I/ Objectives

By the end of the lesson, Ss will be able to ask and answer about the weather

To make sure that they can count 1 to 20 and describe a situation

II/ Language content

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

2 Structure: How many (clouds) are there?

There is one (cloud)

There are (six) (clouds)

III/ Teaching techniques

Modeling, pair work, group work

IV/ Teaching aids

T’s cards, Sts’ cards, real objects, book, cassette

V/ Teaching procedure

arrangement 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

Feedback and give correct Answers:

1 f) 2 e) 3 d)

4 c) 5 b) 6 a)

Group work

Presentation 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 Sts and say the parallel word Sts

listen and repeat several times Sts 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 Sts 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

Present the question and answer pattern with plural nouns.

Draw 6 clouds 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

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

Group work

Divide the class into two groups Give each group some Sts’ 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.

Open your book

Show the picture to Sts that Sts 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 Sts repeat in chorus

Present the paradigm and contraction

Write the pattern on the board Point at the words while play the tape

Sts listen and repeat

Explain the contraction Instructs Sts to read both form

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

Pair work andgroup work

Consolidation & Homework

Summarize main points.

Assign homework : Do all exe In workbook

Prepare: Unit 6 ( Let’s learn some more )

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

II/ 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)

III/ Teaching techniques

Modeling, work in pair, in groups

IV/ Teaching aids

T’s cards, Sts’ cards, pictures, real objects in classroom, book, cassette

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

Groups with more correct words first will be the winner

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

Individual work and group work

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

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

Open your book

Show the pictures in page 50 to Sts so that Sts can see and describe its

Play the tape sentence by sentence Sts 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 Sts

listen and repeat

Notes:

Where is = Where’s

It is = It’s

They are = They’re

Instructs them to read both forms

Whole class

Learn the alphabet

Individual work and

Review the alphabet.

Sing again the song “The Alphabet Song”

Slap.

Divide the class in to small groups Each group is four Sts

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

Sts 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 Sts listen and

Write a sentence on the board by using sight words

Ex: Where is the … ? (ruler, pencil)

Group work

Consolidation & Homework

Summarize main points

Assign homework: - Learn by heart vocabulary

- Do exe A,B,C,D in workbook

- Parepare: Let’s Move

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

II/ Language content

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.

III/ Teaching techniques

Ask and answer, pair work, group work

IV/ Teaching aids.

T’s cards, Sts’ cards, a bell, a bag, cassette

V/ Teaching procedure

arrangement 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 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

Team work

Presentation

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 Sts do as commands

Whole class

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 Sts listen and answer

T: Can you (climb a tree)/

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 Group

A make a command Group B do as the same Change role to continue

practicing

Pair work

GA: climb a tree

GB: Acting out the same the command

Open your book

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

Play the tape again Sts listen and act out while repeating

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

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

Whole class and group work

Extension

Group work

The teacher says the commands If the command is begun with the word

“Pease”, Sts do as commanded If not, Sts do nothing

Consolidation & Homework

Summarize main points

Assign homework: - Learn by heart vocabulary & Do all exe.in workbook

- Prepare: Let’s Listen

To make sure that Sts know how to do a listening test

II/ Language content

1 Vocabulary: Review all

2 Structure: Review all

III/ Teaching techniques

Modeling, verbal techniques

IV/ Teaching aids

T’s cards, Sts’ cards, toys, real objects in classroom

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 Sts do as commanded If the teacher says the

commands begun with “please” Sts do as commanded If not, Sts do

nothing

Call some Sts volunteer to stand up and male two commands to the whole

class Sts listen to the two commands at the same time before doing

Whole class, group work and pair work

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) St points at the parallel picture

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

test

Whole class

Open your book.

The teacher opens the book and shows the picture to Sts so that Sts can

see Sts recognize the objects from 1 to 6 and gives question

T: What’s this? Is this (a pencil)? vv

Sts recognize the active pictures 7 – 8

Play the tape Sts listen and point at the parallel picture

Play the tape again Sts do this exercise as a writing test

The answer key

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

Whole class

Extension 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

Summarize main points

Assign homework: Do all exercises in workbook of Let’s Listen & Let’s

Review

- The