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TEACHING AIDS: Puppets, Wall chart, colored paper, Teacher cards 17-32, cassette and player.. WARM UP AND REVIEW..[r]

WEEK 1.

WEEK 2

PERIODS: 3+4

LET’S TALK

I AIMS:

Students can introduce the greeting and the name

II LANGUAGE KNOWLEDGE:

- Sentence patterns:

 Hello, I am (Andy)

Hi, My name is (Kate)

 What’s your name?

My name is (John)

- Vocabulary: Hello, Hi, Teacher’s and Students’ names

III TEACHING AIDS:

Puppets, cassette/CD, player, name tags, wall charts, ball or beanbag

- Greet the students in English

- Call the roll

2 PRESENTATION.

a) Introduce the greeting.

Hello, Hi

Ex: Hello, (Mari) Hi, (Ken)

b) Present the first part of the dialogue.

- Use puppets to model:

Puppet A: Hello, I am (Andy)

Puppet B: Hi, My name is (Kate)

- Have Ss to repeat the dialogue

c) Practice.

- Divide class into 2 groups Use puppets

to practice

Group A: Hello, I am……

Group B: Hi, My name is…

 Play Game : Chain Drill

d) Present the second part of the dialogue.

- Use puppets to model:

Puppet A: What’s your name?

Puppet B: My name is (John).

- Listen and repeat

- Look, listen

- Repeat in chorus, in pairs

- Look, listen and practice in groups, in pairs

- Play game

- Look, listen

10’

- Have Ss to repeat

e) Practice.

- Have Ss to practice in groups, in pairs

using the question and answer pattern, and

real names

3 OPEN YOUR BOOKS.

a) Open your book to page 2.

- Show the wall chart to the class

- Have Ss to open their books to page 2

- Play the recording:

Andy: Hello, I am Andy

Kate: Hi, My name is Kate

What’s your name?

John: My name is John

- Play the recording again Pause after

each line

b) Present the paradigm and contraction.

- Write the paradigm on the board

- Write the explaination of the contraction

on the board

What is = What’s

c) Practice.

- Call 3 Ss to model the dialogue using

their own names

- Ask Ss to practice in groups

4 EXTENSION

a) Game: Beanbag Circle

b) Reading practice: Circle the word

c) Workbook

- Repeat in chorus, in pairs

- Work in groups, in pairs

- Look and say the name of characters

- Open

- Listen and point to the characters

- Listen and repeat

- Look at the board and repeat the paradigm

- Listen and repeat

Students can sing a song

II LANGUAGE KNOWLEDGE:

- Sentence patterns:

Hello/ Hi What’s your name?

My name is (John)

Hello, (John)

- Vocabulary: Kate, Jenny, John, Scott, Lisa, Andy

III TEACHING AIDS:

Name tags, puppets, wall chart, cassette/CD

IV PROCEDURES:

10’

20’

1 WARM UP AND REVIEW:

a) Greeting and introducing yourself.

- Give each S a name tag to wear

- Have Ss to greet and introduce theirself

Hello, I am……

b) Practice in groups.

2 PRESENTATION.

a) Review the question and answer pattern.

- Have Ss to practice in pairs

S1: What’s your name?

S2: My name is…… What’s your name?

S1: My name is……

b) Combine the greeting with the question

and answer pattern.

- Use puppets to model

Puppet A: Hello, my name is (John)

What’s your name?

Puppet B: Hi, my name is (Kate).

- Have Ss to practice in pairs using their

own names

c) Introduce the characters’ names.

- Open your book to page 3 and introduce

the characters' names

Kate, Andy, Jenny, Lisa, Scott, John.

- Talk in groups, in individual

10’

- Call Ss to say the names and point to the

characters

 Game: Substitution Drill.

T: (point to Kate) Hello, my name is Kate

( point to Scott) What’s your name?

S1: Hello My name is Scott

What’s your name?

T: ( point to Jenny)

S2: Hi, my name is Jenny

3 OPEN YOUR BOOKS.

a) Show and explain the wall chart on the

board

b) Play the recording of “ The Hello Song”:

- Read the words to the song line by line

- Sing this lyrics without music

- Play the recording again

c) Practice.

- Sing in 2 groups

Group A: Hello, hello, hello.

What’s your name?

Hello, hello, hello

Group B: My name is John.

Students can learn about classroom objects (singular)

Hello, hello, hello!

What’s your name?

Hello, hello, hello

II LANGUAGE KNOWLEDGE:

- Sentence patterns: What’s this? – It’s (a ruler)

- Vocabulary: bag, book, cat, chair, desk, eraser, pen, pencil, ruler

III TEACHING AIDS:

Name tags, classroom objects, teacher cards 1-8, puppets, player and CD

1 WARM UP AND REVIEW.

a) Sing a song: The Hello song

b) Conversation Lines.

- Have Ss form 2 parallel lines facing

each other and practice the dialogue:

What’s your name?

My name is

2 PRESENTATION.

a) Introduce the vocabulary.

- Use classroom objects (or Teacher cards

1-8) to introduce the vocabulary

- Hold up each object (or teacher card) to

model the words:

Bag, book, cat, chair, desk, eraser, pen,

pencil, ruler.

- Ask 8 Ss to stand at the front of the

class holding teacher cards 1-8, say the

name of them

b) Practice.

- Hold up teacher cards 1-8

- Pass teacher cards 1-8 in random order

around the class, have Ss to identify it

and passes it on to the next Ss

3 OPEN YOUR BOOKS.

- Look, listen and repeat

- Practice in class or groups

- Listen and point to the pictures

on page 5

- Play the recording again Pause after

each item

b) Practice

- Play the recording

- Listen and repeat

- Point to black cat(Sam) and orange cat( Ginger)

1 a book, 2 a desk, 3 a chair, 4 a

ruler

5 a pencil, 6 a bag, 7 a pen, 8 an

eraser.

Sam: What’s this?

Ginger: It’s a book

- Play the recording again

- Play the next section of the recording

- Have Ss to practice in two groups using

2 cats, then do in pairs using the pictures

4 EXTENSION.

a) Board Race

b) Team Game

c) Workbook

- Listen and repeat

- Listen and point to the pictures

- Practice in groups, in pairs

- Play in groups

1 What’s this? It’s a book

2 What’s this? It’s a desk

3 What’s this? It’s a chair

4 What’s this? It’s a ruler

5 What’s this? It’s a pencil

6 What’s this? It’s a bag

7 What’s this? It’s a pen

8 What’s this? It’s an eraser

WEEK 5

PERIODS: 9+10

LET’S LEARN ( cont.)

I AIMS:

Students can ask and answer about objects (singular)

II LANGUAGE KNOWLEDGE:

- Sentence patterns: What’s this? – It’s a ruler

- Vocabulary: bag, book, cat, chair, desk, eraser, pen, pencil, ruler

III TEACHING AIDS:

Teacher cards 1-8, puppets, wall charts, cassette/CD and player

b) Game: Board Race

- Place teacher cards 1-8 along the chalk

and have Ss volunteer describe a picture

( It’s a book)

2 PRESENTATION.

a) Introduce the question and answer

pattern.

- Use puppets to model:

Puppet A: What’s this?

Puppet B: It’s a ruler.

Puppet A: What’s this?

Puppet B: It’s an eraser.

- Show 1 teacher card at a time and cue

the Ss with puppets

b) Practice.

- Divide the class into 2 groups

- Use teacher cards 1-8 to ask and answer

the question

Group A: What’s this?

Group B: It’s (a book).

- Have Ss take out classroom objects and

practice in pairs

3 OPEN YOUR BOOKS.

a) Open your book to page 4.

- Show the wall chart to the class

- Have Ss name the characters and

identify the classroom objects

T: What’s this?

Ss: It’s a ruler

- Play the recording

- Talk in chorus, individual

- Listen and point to the pictures

- Play the recording again Pause after

each line

b) Present the paradigm and contraction.

- Write the paradigm on the board

- Point to the words on the board as you

play the recording

- Write the explanations of the

contractions on the board

What is = What’s

It is = It’s

- Have Ss practice saying both:

What is this? – It is a ruler

What’s this? – It’s a ruler

- Point to the explanation on the board as

- Practice in chorus, in pairs

- Look at the board

- Play in groups

- In individual

Jenny: What’s this?

Scott: It’s a ruler

John: What’s this? It’s a cat

Cat: Meow!

What’s this? It is a ruler

WEEK 6

PERIODS: 11+12

LET’S LEARN SOME MORE

I AIMS:

Students can identify objects ( singular)

II LANGUAGE KNOWLEDGE:

- Sentence patterns: Is this (a book)?

Yes, it is

No, it isn’t It’s (a chair)

- Vocabulary: review of classroom objects ( bag, book, chair, desk, eraser, pen, pencil, ruler)

III TEACHING AIDS:

Teacher cards 1-8, realia, puppets, wall charts, cassette/CD and player

IV PROCEDURES:

10’

20’

1 WARM UP AND REVIEW

a) Hold up teacher cards 1-8.

- Arrange Ss in 2 lines facing each other

Line A: What’s this?

Line B: It’s (a pen)

- Reverse roles after a few exchanges

b) Game: Walk and Talk.

- Have Ss walk around in pairs using the

cards to ask and answer

S1: ( point to the card): What’s this?

S2: It’s a pencil (point to the other card):

- Use puppets to model the question and

the positive answer

Puppet A: ( point to the book):

Is this a book?

Puppet B: ( nod its head): Yes, it is.

- Cue Ss with puppet B

T: ( point to the remaining objects):

Is this (a pencil)?

Ss: ( nod their heads) : Yes, it is.

- Ask and answer in lines

- Play in pairs

- Look, listen

- Listen and answer

- Cue Ss with puppet A

- Have Ss ask the question T and puppet

B give the answer

b) Practice.

- Divide the class into 2 groups

- Listen and ask the question

- Sit in groups

- Model and help Ss ask the question.

T: Is this a bag?

Ss: Is this a bag?

- Hold up Teacher cards 1-8 and have Ss

practice in groups

- Then, divide the groups into pairs and

have Ss use teacher cards 1-8 to practice

c) Present the negative (No) question and

answer pattern.

- Use puppets to model the question and

the negative answer

Puppet A: ( point to the bag):

Is this a book?

Puppet B: ( shake its head):

No, it isn’t It’s a bag

Puppet A: ( point to the book)

Is this a bag?

Puppet B: ( shake its head):

No, it isn’t It’s a book

- Cue the class with puppet B and ask

questions about the remaining cards

d) Practice.

- Divide the class into 2 groups:

Hold up 2 teacher cards at a time and

have the groups practice the negative

question and answer pattern

- Pair off the students:

Have them use either classroom objects

to practice

S1: ( show an eraser): Is this a ruler?

S2: No, it isn’t It’s an eraser

S2 asks the next question

- Place teacher cards 1-8 upside down on

the chalk Have Ss form 2 lines in front

of the board

S1: (in line A touches a card):

- Listen and repeat

- Practice in groups

- Practice in pairs

- Look, listen and repeat

- Answer and shake their heads to indicate disagreement

S2:( line B): No, it isn’t It’s (an eraser).

Continue to the end student

3 OPEN YOUR BOOKS.

a) Open your book to page 6.

- Show the wall chart to the class

- Have Ss name the characters in the

picture and identify the classroom objects

- Play the recording

- Look

- Say in individual

- Listen and point to the picture

- Play the recording again Pause after

each line

b) Present the paradigm and contraction.

- Write the paradigm on the board

- Point to the words and play the

recording

- Write the explanation of the contraction

- Have Ss practice saying both “Yes/ No”

c) Practice.

- Play the recording

Sam: Is this a pen?

Ginger: No, it isn’t It’s a pencil.

- Play the recording again

- Play the next section of the recording

1 Is this a pen? No, it isn’t It’s a pencil

2 Is this a bag? Yes, it is

3 Is this an eraser? No, it isn’t It’s a

book

4 Is this a chair? Yes, it is

5 Is this a book? No, it isn’t It’s a ruler

- Listen and repeat

- Look and copy down

- Listen and repeat

6 Is this a pen? Yes, it is

7 Is this an eraser? Yes, it is

8 Is this a chair? No, it isn’t It’s a desk

- Divide the class into 2 groups ask and

answer the questions

- Have Ss practice in pairs

WEEK 8

PERIODS: 15+16

LET’S MOVE

I AIMS:

Students can learn the classroom commands

II LANGUAGE KNOWLEDGE:

- Sentence pattern: Stand up, sit down, open your book, close your book, point

to the teacher, touch your desk, please be quite, listen carefully

- Vocabulary: review the classroom objects

III TEACHING AIDS:

Name tags, cloths, realia, teacher cards 17-24, cassette/ CD and player

IV PROCEDURES:

10’

20’

1 WARM UP AND REVIEW.

a) Sing “ The Hello song” in 6 groups.

b) Review the question and answer

pattern.

- Ask the class to guess each object

T: ( point to one object): What’s this?

a) Present the commands.

- Use TPR techniques to say the

command while performing the action

T: Stand up ( stand) Sit down ( sit)

- Say the commands in the book

- Repeat the commands

b) Practice.

- Divide the class into 2 groups

- Give a pair of commands to one

group and alternate between groups

T: ( to group A): Stand up Sit down

( to group B): Open your book

Close your book

- Look, listen and repeat

- Perform the actions

- Repeat and perform the actions

- Sit in groups

- Each group perform the action andrepeat the command

- Play game

20’ 3 OPEN YOUR BOOK.

a) Open your book to page 8.

- Show the page to the class and say the

commands

- Play the recording

- Look, listen and do the action

- Listen and point to each action

- Play the recording again

b) Practice.

- Have Ss volunteer point to a picture

and give the command

- Continue with a new volunteer

- Then, model new commands

T: Point to your ruler/eraser/pencil

Touch your book/bag/pencil

Open your bag Close your bag,.ect

Stand upSit downOpen your bookClose your bookPoint to the pictureTouch your deskPlease be quiteListen carefully

WEEK 9

PERIODS: 17

LET’S LISTEN

I AIMS:

Students can review and check the listening skill

II LANGUAGE KNOWLEDGE:

- Sentence pattern: Unit review

- Vocabulary: Unit review

III TEACHING AIDS:

Puppets, stopwatch, name tags, Teacher cards 1-8, 17-24, realia, cassette and player

IV PROCEDURES:

15’ 1 WARM UP AND REVIEW.

a) Let’s talk.

Walk and Talk:

- Have Ss go around the class and practice

the greeting

Self – Introductions:

- Model the dialogue

T: Hi, I’m (Ms Lee)

Puppet A: Hi, I’m (Scott)

Puppet B: Hello, I’m (Jenny)

- Have Ss greet and introduce themselves

in groups

Modeling the question:

T: What’s your name?

- Give Ss one of the teacher cards 1-8

- Have Ss greet and ask in groups using

the cards as prompts:

c) Let’s learn some more.

- Divide the class into small groups Give

each group a bag with the classroom

object

- Have Ss guess the classroom object in a

- Prepare the game

- Practice in groups

- Give the class commands from the unit

and include some variations

- Perform the action at the same time the

- Teach Ss how to do the test Put two of

the teacher cards 1-8 on the chalk Draw a

circled letter A under the first card and a

circled letter B under the second

- Have one student stand by the cards and

identify one of the cards

T: It’s a pencil

- Repeat as necessary until students

understand

3 OPEN YOUR BOOKS

a) Open your book to page 9.

- Show the page to the class

- Have Ss identify the items and the

actions in numbers 1-8

T: What’s this?- It’s a pencil., ect

- Play the recording

- Listen and do actions

- Look, listen

- Listen, point to the correct card and circle the letter

- Look

- Listen and answer the question

- Listen and point to the appropriate picture

5’

- Play the recording again

- Correct the test with the students

Key: 1.a ; 2.b ; 3.a ; 4.a ; 5.b ; 6.b ;

7.a; 8.a

b) Use the page for further review.

- Pair off the students

- Have partners ask the questions and say

3 What’s this? It’s an eraser.

4 What’s this? It’s a bag.

5 Is this a ruler? Yes, it is.

6 Is this a chair? No, it isn’t It’s a desk.

7 Point to the book.

8 Please be quiet.

b) Charades.

c) Workbook

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