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Read the word several times as pointing .T: thin, thin, thin, - Have the students open their books to page 26 and point to the picture of the name of Ted and say the word again.. Read th[r]

UNIT 1: LET’S TALK

I - AIMS AND OBJECTIVES:

- Review greetings

- Help the students know how to greet and ask about their health

- Help the students know how to say farewells

II - LANGUAGE MATERIALS:

1 Vocabularies: Hi, teacher’s and students’ names

2 Patterns: Goodbye See you later

III - TEACHING AIDS:

Name tags, puppets, CD and player

Iv- procedure:

A Warm up and review ( 10 Minutes )

1 Greet the students in English as they arrive and

introduce myself.

T: Hi / Hello I’m (Ms Hien) ( My name’s Hien)

- Give each student a name tag with her or his name clearly

printed on it in English

2 Call the roll ( điểm danh)

T: Hải, Loan,

3 Chain drill: Review self- introductions.

T:( to S1) Hi! I’m Ms Thuy What’s your name?

Divide the class into 4 groups Have them do a separate chain

drill

4 Conversation lines:

Have the students stand into two lines facing together

“ Make two lines face to face, greet each together, introduce

yourselves and shake hands.”

T: Hi! I’m Ms Thuy What’s your name?

S2: My name’s (Tuan)

T: It’s nice to meet you ,(Tuan)

S1: It’s nice to meet you, too

B Presentation :( 25 Minutes )

1 Review the first part of the dialogue

a Remind the greeting was learned in Let’s go Book 1

Use the puppets to model the question and the answer

Puppet A: (wave in greeting) Hi! How are you?

Puppet B: Fine, thank you

- Listen

- Each student stand up

as listen her or his nameand wave and say “Hi”

or “hello” to the class.S1: My name’s ( Kate).What’s your name?

S2: I’m (Jonh) What’s your name?

Teacher’s activities Student’s activities.

b Repeat in the Puppet A’s part

T: Hi! How are you?

Reserve roles

T: I’m fine, thank you

2 Practise

a Divide the class into two groups

- Give a Puppet to one student from each group to cue which

part to repeat

- Have the students say the dialogue

Model: Group A: Hi! How are you?

Group B: Fine, thank you

Reserve roles after several exchanges

b Chain drill: Divide the class into 4 groups

- Have the students display their names tags They ask the

question using their classmates’ names

T: Hi! (John) How are you?

J: Fine, thank you Hi! (Kate) How are you?

K: I’m fine, thank you

3 Present the second part of the dialogue

a Use the Puppets to model ( Puppets wave as it speak)

Model: Puppet A: Goodbye, ( Kate)

Puppet B: See you later

b Repeat Puppet A’ part T: Goodbye (Kate)

Reserve roles

4 Practice :

a Divide the class into two groups

- Give a puppet to one student from each group to cue which part

to repeat

b Have the students stand and move around the room Have

them repeat both part of the dialogue with as many other

students as possible

T: Hi! How are you?

S1: Fine, thank you

T: Goodbye ( Kate)

S1: See you later

C- Experience: ( 5 Minutes )

Encourage the students

Ss: Fine, thank you

Ss: Hello! How are you?

Repeat

Work in group ten in 2 Minutess

Practice simultanneuosly

Look and listen

Repeat B’ part Ss: See you later

-Work into 2 groupsGroup A: Goodbye (Kate)

Group B: See you later

- Reserve roles

- Stand and move to repeat the dialogue when greeting each other, they either wave

or shake hands

(Goodbye)

School: Nguyen Ngoc Binh 23The end rd ,August, 2012

Teacher:Do Thi Mong Hien

Week : 1

Period 2:

UNIT 1: LET’S TALK ( Con’t)

I - AIMS AND OBJECTIVES:

- Help the students practice the patterns

- Practice their writing about the patterns

II - LANGUAGE MATERIALS:

1- Vocabularies: Hi, teacher’s and students’ names

2- Patterns: Goodbye See you later.

III - TEACHING AIDS:

- Name tags, puppets, CD and player

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Have the students sing the song “Hi, How are you?”

2 Chain drill:

T: Hi! How are you?

S1: Fine, thank you

B.Open the book.( 20 Minutes )

1 Open the book to page 2: Show the page to the students

- Elicit each name chorally as I point to the characters.( Point to

the characters in the pictures and state their names clearly.)

T: This is the teacher, this is Scott, these are Jenny, John, Sarah,

Kate, Andy and Scott

- Have the students describe the picture

2 Have the students open their book to page 2.

a Play the recording

- Have the students listen and point to the characters in their

books

Scott: Fine, thank you

All: Good-bye, Scott

Scott: See you later

b Play the recording again Pause after each line for the class to

repeat

3 Present the paradigm on page 2

- Write the paradigm on the board

- Play the recording

- Read the sentences aloud several times as point to the words

- Have the class repeat

- Sing the song

- Chain drill

- Choral repeatition the name of the characters

- Describe the picture

- Open the book

- Listen and point to thebook

- Listen and repeat

- Look and listen

- Choral repetition

Good-bye See you later

4 Practice: Step away lines.

- Have the students stand in two lines facing each other Each

pair practice the complete dialogue

Model: T: Hi, Scott How are you?

S1: Fine, thank you

T: Good- bye, ( S1)

S1: See you later

C Exercise :( 10 Minutes )

D. Have the students open their books to do the

exercises on 2

a Trace and Write

- Have the students read and trace the words in the speech

bubbles, and then write the missing words

- Correct the exercise Call the students read aloud the answer

and then write them on the board

D Consolidation: ( 5 Minutes )

- Have the students race to the board and write the patterns

Good-bye See you later.

- Encourage the students

- Have the students practice their writting at home

- Say good- bye to the class: T: Good-bye class!

T: See you later - Make to lines face to face Make the complete dialogue - Do exercises - Read and trace the words in the speech bubbles, and write the missing words Answers: Hi, Andy How are you?- Fine, thank you.- Good-bye, Andy.- See you later - Race board -Ss: Good-bye teacher! See you later School: Nguyen Ngoc Binh 24 th ,August, 2012

Teacher:Do Thi Mong Hien

Week : 1

Period 3

UNIT 1: LET’S TALK ( Con’t)

I - AIMS AND OBJECTIVES:

The end

- Help the students extent the patterns.

- Practice their writing and listening about the patterns

II - LANGUAGE MATERIALS:

1 Vocabularies: Hi, teacher’s and students’ names

2 Patterns: Goodbye See you later

III - TEACHING AIDS: - Name tags, puppets, CD and player

Iv- procedure:

A- Warm up and review:( 5 Minutes )

1 Have the students sing the “Hello song”

B- Extention:( 25 Minutes )

1. Have the students review the structuers for self-introductions

and greetings Create a dialogue with the students and write the

languege on the board as a model

A: Hello, My name is (John)

B: Hi, I’m Scott

A: It’s nice to meet you

B: It’s nice to meet you , too

- Have the student volunteers model the dialogue for the class

2 Beanbag circle.

- Toss (ném) a ball to S1 T: What’s your name?

S1: My name is (Kate)

T: Hi, (Kate) How are you?

S1: Fine, thank you

- Have the students continue until all students have had a chance

to participate

3 Have the students practice the whole dialogue.

- Model with a volunteer student:

T: Hi, My name is (Thuy) What’s your name?

S1: My name is (Tuan)

T: How are you?

S1: Fine, thank you

T: It’s nice to meet you

S1: It’s nice to meet you , too

T: Good- bye.( Tuan)

S1: See you later

C Practice listening and writing.( 10 Minutes )

-Sing the song (book 1)

- Self- introduce and greet

- Help the students understand and speak fluently about the greetings and the farewells.(lời tạm biệt)

- Help the students get to know the songs and how to sing the first one

II - LANGUAGE MATERIALS: Two the songs.

1 Vocabularies: Alligator

2 Patterns: Hi How are you? Good-bye See you later, alligator

III - TEACHING AIDS: - Recording instrumental music, puppets CD and player.

Iv- procedure:

A- Warm up and review.( 5 Minutes )

1 Have the students sing the “hello song”

2 Play some instrumental music Have the students repeat the

dialogue from Let’s Talk with as many classmates as possible

- Stop the music and ask: T: How many ?

- Stop the music and ask How many? Several times tomake this

more challenging

B- Presentation: ( 15 Minutes )

1 Introduce the new vocabulary.

- Show students a picture of an alligator ande say: T: alligator,

alligator, alligator

- Have the each student say the word again

2 Present the new expression.

a Use puppets to model the new expression.( Make the puppets’

dialogue playful and fun-sounding.)

- Puppet A: Good-bye

- Puppet B: See you later, alligator

b Have the students repeat the expression several times until

they can say the phrase without hesitation

T: Good-bye

T: See you later, alligator

- Sing the song

- Repeat the dialogue from Let’s Talk with many classmates-S1: Hi,(John).How are you?

-S2: Fine, thank you.-S1: Good-bye(John).S2: See you later

- Count how many classmates they each talk with and call out the number

- Ss: repeat

- S1: say

- S2, S3, S4

- Listen and look

- Repeat the expression several times

- Ss: See you later, alligator

- Ss: Good-bye

3 Practice: a.Divide the class in half and practice the

expression

b Have the students practice the expression in pair

S1: Good-bye

S2: See you later, alligator

c Step away lines: Have the students take turn saying both parts

C- Open the book:( 15 Minutes )

1 Open the book to page 3: Show the page to the students

2.Have the students open their book to page 3.

a Play the recording of “The Hi Song” Have students listen and

point to the characters as they hear the names

** Hi, Scott How are you?

I’m fine.Thank you.

Hi, Jenny How are you?

I’m fine.Thank you

Hi, John.How are you?

I’m fine.Thank you

Hi, Lisa How are you?

I’m fine.

b Read the words to the song line by line and without music

T: Hi, Scott How are you?T: I’m fine.Thank you .

c Read the words to the song line by line and without music use

gestuers to emphasize the meaning of each phrase (waving the

hand for Hi! and lifting up the head or raising the eyebrows for

How are you?)

d Play the recording and have the students sing along

3 Practice: - Have the students sing the song in chorus

- Have the students sing the song in roles

(S1: Scott, S2: Jenny,S3: John, S4: Lisa.)

Ss: Hi, Scott How are you?S1: I’m fine Thank you.

Ss: Hi, Jenny How are you?S2: I’m fine Thank you.

Ss: hi, John How are you?S3: I’m fine Thank you.

Ss: Hi, Lisa How are you?

S4: I’m fine.

D.Consolidation.( 5 Minutes )

Have the students sing the song again in chorus

- Encourage the students

- Have the students sing the song by heard at home

- Practice in 2 groups

- GroupA: Good- bye

- GroupB: See you later, alligator

- Practice the expression in pair

- Identify the characters and describe the pictire

-Listen and point to the characters as they hear the names

- Repeat

Ss: Hi, Scott How are

you?.

Ss: I’m fine.Thank you.

- Look and listen

- Sing along

- Sing in chorus

- Sing the song in roles

-Sing the song again in chorus

-Sing the song by heard

UNIT 1: LET’S SING ( Con’t)

“The Hi Song” and “The Goobye Song”

I - AIMS AND OBJECTIVES:

- Help the students understand and speak fluently about the greetings and the farewells.(lời tạm biệt)

- Help the students know how to sing the second and sing them well

II - LANGUAGE MATERIALS: Two the songs.

III - TEACHING AIDS: - Recording instrumental music, puppets CD and player.

Iv- procedure:

A- Warm up and review:( 5 Minutes )

- Have the students sing the song: “Hi song” in chorus

- Have the studendts sing the song in roles

Ss: Hi, Scott How are you?

S1: I’m fine Thank you.

Ss: Hi, Jenny How are you?

S2: I’m fine Thank you.

Ss: hi, John How are you?

S3: I’m fine Thank you.

Ss: Hi, Lisa How are you?

S4: I’m fine.

B- Presentation:( 15 Minutes )

1 Have the students open their book to page 3.

a Play the recording of “ The good-bye song”

- Have the students listen and point to the characters as they

heard the names

See you later, alligator!

See you later

See you later

Good-bye, Scott

b Read the words to the song line by line without music

T: Good-bye, Scott

T: See you later, alligator!

c Read the words to the song line by line without music and use

gestures to emphasize the meaning of each phrase

d Play the recording and have the students sing along two times

-Sing the song in chorus-Sing the song in roles

- Open the book to page 3

-Listen and point to the characters as they heardthe names

-Listen and repeat

2.Practice: a Have the students sing the song in chorus.

b Have the students sing the song in roles

Ss: Good-bye, Scott.Scott: See you later, alligator!

Ss: Good-bye, Kate.Kate: See you later, alligator!

Ss: See you later See you later Good-bye, Scott.

c Call and response Singing

-Have the students sing “the Hi song” in two groups

Group A: Hi, Scott How are you?

Group B: I’m fine Thank you.

d Divide the class into groups of three and sing “ The Good-bye

song” again

- Have each group represent one of the characters in the song

C- Extention: ( period 3)( 15 Minutes )

1.a Have the students stand in groups of four, sing “the Hi song”

using students’ own names

Ex: Ss: Hi, Tuan How are you?

Tuan: I’m fine Thank you.

b Have the students form new groups of three and sing “The

Good-bye song” and using their own names

Ex: Ss: Good-bye, Tai

Tai: See you later, alligator!

Ss: Good-bye, Thi.

Thi: See you later, alligator!

Ss: See you later See you later Good-bye, Tai

2 Rhythm:

- Form a circle with the students Establish a one- two rhythm:

two slaps to the thighs; two claps twice; right hand snaps thump

and finger once

- Begin by calling out Hi on the right hand snap, then a student’s

names on the left hand snap(John) responds by calling another

name in the next round

Ex: All: (two slaps, two claps)

T: Hi (snap), John (snap)

All: (two slaps, two claps)

John: Hi(snap), Kate (snap)

All: (two slaps, two claps)

Kate: Hi,(snap), Jenny ( snap)

- Continue until all student’s names have been called

-Sing the song in chorus

- Sing the song in roles

- Sing “the Hi song” in two groups

- Sing the song and

wave as they say

- Form new groups of three and sing “The Good-bye song” and using their own names

- Rhythm:

All: (two slaps, two claps)

T: Hi(snap),John (snap)All: (two slaps, two claps)

John: Hi(snap), Kate (snap)

All: (two slaps, two claps)

Kate: Hi,(snap), Jenny ( snap)

D- Exercises:( 5 Minutes )

1.Workbook. Prepare students for the assignment on page 3, to

be done in class (or at home)

- Have the students read, trace the words in the speech bubbles,

and write in the missing words

- Correct the exercises

2 Let’s go grammar and listening: Use page 9 to supplement

the lesson

Do exercises on page 3

- Answers: Hi, John

How are you?

- I’m fine Thank you

School: Nguyen Ngoc Binh 4 th , Septembert, 2012 Teacher:Do Thi Mong Hien

Week : 3

Period 7, 8

UNIT 1: LET’S LEARN

I - AIMS AND OBJECTIVES:

- Review some vocabularies about classroom objects

- Review the pattern: What’s this?

- Help the students know how to ask and answer about classroom objects which is long distance

The end

- Provide the students to some vocabularies about classroom objects.

II - LANGUAGE MATERIALS:

1: Vocabulary: a bag, a book, a cassette, a cat, a chair, a crayon, a desk, an eraser, a

maker, a notebook, a pen, a pencil, a pencil case, a ruler, a table, a window, a door.

2 Patterns: What’s this/ that? - It’s (a bag)

III - TEACHING AIDS: - Teacher and student Cards 1-8(classroom objects), Classroom

realia, cloth, CD and player

Iv- procedure:

A Warm up and review:( 5 Minutes )

1 Have the students greet as many classmates as possible in

one Minutes, using the dialogue from Let’s talk.

Ex: T: Hello, Khanh How are you?

K: Hi, I’m fine, thank you

T: Good- bye, Khanh

K: See you later

2 Board Race: Place the Teacher Cards 1-8 and 33-38( Book 1,

classroom objects) along the chalk or maker rail Call out the

name of the objects pictured on each card

B Presentation:( 10 Minutes )

1 Present the Wh- question and answer patterns.

a Partially hide one of the Teacher’s card 1-8 and

33-38( classroom objects) under a cloth as reviewing the question

and answer pattern with this.

T: What’s this?

- Show the students one TC at a time and ask

T: What’s this?

- Have the class repeat the question and the answer in two

groups( showing a different TC each time.)

+group A: What’s this?

+group B: It’s (a notebook)

+group B: What’s this?

+group A: It’s (a pencil case)

- Listen to the music and make conversationswith as many

- Ss: It’s a bag.

- Answer in chorus-Ss: It’s (a book)

-Repeat the question and the answer into twogroups

b Point to the window from a distance and model the

question-and-answer pattern with that

T: What’s that? It’s a window

-Point to other TCs from a distance and ask:

T: What’s that?

- Have the class repeat the question : What’s that? Provide the

answer, pointing to a different TC each time

c Have the students work in pair to practice the pattern with that

S1: What is that?

S2: It is a (pencil) What’s that?

S1: It’s a ruler

2 Practice: Chain Drill:

-Divide the class into two groups and begin the drill with the first

student in each group

- Point to the card and ask the S1 What’s that? Have the class

continue the chain (each student should ask both questions).

T: What’s that?

S1: It’s a desk

T(hold up a notebook) What’s this?

S1: It’s a notebook

C Open your book.( 25 Minutes )

1 Open the book to page 4 -Show the page to the students

Point to the characters and have the students identify the picture

2 Have the class open their books to page 4.

a Play the recording Have the class listen and point to the

pictures in their books

Jenny: What’s this?

John: It’s a bag.

Jenny: what’s that?

John: It’s a pencil case.

b Play the recording again Pause after each line for the class to

repeat

3 Vocabulary: Play the recording Have the class point to the

pictures on page 4 as they listen to the vocabulary

1 a pencil case; 2 a book; 3 a bag; 4 a desk; 5 a door; 6 a

window; 7 a table; 8 a chair

- Answer in chorus.Ss: It’s (a chair)

- S2: It’s a pencil

-The class continue the drill

- Identify the picture

- Open their books to page 4

-Listen and point to the pictures in their books

- Repeat

- Point to the pictures

on page 4 as they listen

4 Ask and answer.

a Write the paradigm on the board Play the recording

What’s this? It’s a pencil case

What’s that? It’s a pencil case

- Read the questions and the answers aloud several times as

pointing to the words

b Write the explanation of the contractions on the board:

What is = What’s

It is = It’s

- Point to the explanation on the board as they practice

c Play the recording Have the class listen to the questions and

answers and point to the pictures

1 What’s this? It’s a pencil case.

2 What’s this? It’s a book

3 What’s this? It’s a bag

4 What’s this? It’s a desk

5 What’s that? It’s a door

6 What’s that? It’s a window

7 What’s that? It’s a table

8 What’s that? It’s a chair

d Divide the class into two groups practice the question and

answer pattern in the contracted form

- Reverse roles after sevseral exchanges

- Have the class practice in pairs, using the pictures on page 4 as

prompts

- Experience

- Encourage the students

- Have the students learn the lesson by heart at home

- Practice both the forms

-Listen to the questions and answers and point

to the pictures

-Practice in group

GroupA: What’s this? GroupB : It’s a pen

Group A: What’s that? Group B: It’s chair

- Practice in pairs

School: Nguyen Ngoc Binh 7 h , Septembert, 2012

Teacher:Do Thi Mong Hien

Week : 3

Period 9, 10

The end

UNIT 1: LET’S LEARN ( Con’t)

I - AIMS AND OBJECTIVES:

- Review some vocabularies about classroom objects

- Help the students identify objects (singular)

II - LANGUAGE MATERIALS:

1: Vocabulary: a bag, a book, a cassette, a cat, a chair, a crayon, a desk, an eraser, a

maker, a notebook, a pen, a pencil, a pencil case, a ruler, a table, a window, a door.

2 Patterns: Is this/ that a ruler? Yes, it is./ No, itsn’t

III - TEACHING AIDS: - Teacher and student Cards 1-8 (classroom objects), Classroom

realia, a bag, CD and player

Iv- procedure:

A Warm up and review.( 5 Minutes )

1.Have the students sing “the Hi song” in chorus.

2 Have the students chain drill the pattern: What’s this/ that?

1 Present the Yes/ No question-and-answer patterns.

a Hold up the textbook and show it to the students as reviewing

the question and answer pattern with this.

T: Is this a notebook?

T: Is this a book?

- Ask question about other nearby classroom objects or the TCs

- Have the students answer in chorus (shaking their heads to

indicate disagreement and nodding to show agreements

T: Is this (a chair)?

b Divide the class into 2 groups Hold up 2 different TCs at a

time and have the groups practice the Yes/ No question

Group A: Is this (a crayon)?

Group B: No, it isn’t

-Reverse roles

c Point to the window from a distance and model the question-

and answer- pattern with that.

- Ask questions about other TCs that are far from me Have the

students answer in chorus

d Divide the class into 2 groups Point to the different classroom

object or the TCs at a time and have the class groups to practice

the Yes/ No question with that.

2 Practice Question circles.

-Divide the class into 2 groups and have the students sit in a

circle Half of the students in each group hold one of the SCs 1-8

and 33-38(book 1, classroom objects)

- A student hold up a card show it to the group and asks:

S1: Is this (a cassette)?

The group answer: Yes, it is / No, it isn’t

- Then the student without card, point to another student’s card

and asks: S1: Is that a (ruler)?

Group 1: Yes, it is./ No, it isn’t

C Open your book.( 25 Minutes )

* Yes or No?

a Write the paradigm on the board Play the recording

Is this a ruler? - Yes, it is./ No, it isn’t

Is that a ruler? - yes, it is./ No, it isn’t

- Read the question and answers aloud several times as pointing

to the words Have the students repeat

b Wtite the explanation of the contractions on the board

What is = What’s

It is = it’s

- Have the students practice the both forms Point to the

explanation on the board as they practice

c Play the section of the recording Have the students point to

the pictures as they listen to the questions and the answers

1 Is this a ruler? Yes, it is

2 Is this an eraser? No, it isn’t

3 Is this a cassette? Yes, it is

4 Is this a notebook? Is this a cassette? Yes, it is

4 Is this a notebook? Yes, it is

5 Is that a crayon?Yes, it is

6 Is that a pencil? No, it isn’t

7 Is that a pen? Yes, it is

8 Is that an eraser? Yes, it is

d Divide the class into two groups Have the class practice the

Yes/ No patterns in the contracted form

- Answer in chorus.-Group A: Is that a ruler?

- Group B: Yes, it is./

No, it isn’t

- Sit in a circle, hold one of the SCs 1-8 and 33-38

- S1 holds the card and asks

- Reverse roles after several exchanges.

- Have the class practice in pairs.Using the pictures on page 5 as

prompt

- Experience

- Encourage the students

- Have the students sing “the Goodbye song”

- Have the students learn the lesson by heart at home

- Practice the Yes/ No patterns

GroupA: Is this a ruler?.

Group B: No, it is not.

Period 11, 12

UNIT 1: LET’S LEARN ( Con’t)

I - AIMS AND OBJECTIVES:

- Help the students review the whole the lesson

- Practing asking and identifying about objects (singular)

( What is this? What is that? Is this a ? Is that a ? )

- Extenting the patterns and vocabularies with some games and exercises

II - TEACHING AIDS: - - Teacher and student Cards 1-8 (classroom objects), Classroom

realia, a bag, CD and player

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Have the students sing “the Hi song” in chorus.

B Extention.( 15 Minutes )

1 Have the students chain drill with the pattern What’s

this?/ What’s that?

2 Divide the class into two teams to practice the Yes/ No

pattern with This.

- Put small classroom objects (marker, eraser, pencil, pen ) in

the bag

- Have a student from team A reach in the bag and hold an object

in his or her hand S1 keeps his or her hand in the bag while

asking: Is this (a marker)? S1 reveal the object to a student from

team B S2 respond: Yes, it is/ No, it isn’t

3 Divide the class into two teams to practice the Yes/ No

pattern with that.

- Place TCs 1-8 and 33-38( book 1) on the board

- One student from each team comes to the front of the class and

asks and answers questions on the board Each the correct

question or answer earns one point

S1: Is that (a ruler)?

S2: Yes, it is/ No, it isn’t

4 Walk and talk (10’) Have the students walk around the class

in pairs as listening music When they hear the music is stopped,

they practice the patterns: What’s this? / What’s that? / Is this (a

crayon)? /Is that (an eraser)?

- Sing the song

- Chain drill with the pattern What’s this?/ What’s that?

- Practice the Yes/ No

pattern with This.

- Listen to the teacher explains how to practicethe patterns

- Practice the Yes/ No

pattern with that.

- Listen to the teacher explains how to practicethe patterns

- Walk around the class

in pairs , then practice the patterns, using the classroom objects close

or far from them

C Workbook.( 5 Minutes )

Have the students open the workbook on page 4 Explain the

students how to do the exercises

a Trace and write Have the students read and trace the

words in the sentences

- Have the students look at the pictures and complete the

questions and the answers

b Trace, check, and write.

- Have the students read and trace the names of the classroom

objects

- Have them look at the pictures and check the correct ansers

- Have them complete the question and write the missing

answers

D Let’s chant, let’s sing ( 5 Minutes )

Use one of the chants to supplement the lesson.(page 3:‘What’s

this?, What’s that?”)

-Substitute classroom objects for spider, cat, baseball, and bat to

practice the new vocabulary

E Let’s go grammar and listening ( 5 Minutes )

Have the students do exercises on page 10-11.Explain how to do

the exercise to the students

F Consolidation.( 5 Minutes )

- Experience

- Encourage the students

- Have the students sing “the Goodbye song”

- Have the students learn the lesson by heart at home

( What’s this/ that? It’s little pink eraser)

-Open the workbook on page 4 then listen to the teacher

- Do the exercises

2.What is that? It is a window

3 What is this? It is an erasrer

4 What is that? It is a door

- Read and trace

- Look at the pictures and check

-Complete and write themissing answers

Period 13, 14

UNIT 1: LET’S LEARN SOME MORE

I - AIMS AND OBJECTIVES:

- Review some vocabularies about toys

- Review the patterns: What’s this? What’s that?

- Help the students know somes vocabularies about toys

- Help the students know how to ask and answer about toys with plural words

II - LANGUAGE MATERIALS:

1: Vocabulary: balls, jump ropes, yo-yos, puzzels, cars, bicycles, bats, kites

2 Patterns: What are these? What are those? They are (balls)

III - TEACHING AIDS: - Classroom objects, sets of toys( three balls, two yo-yos, two toy

cars, three jump ropes, two puzzles, two dolls, CD and player)

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Have the class sing the Hi song.

2 Have the students place small classroom objects in various

places aroud the room.

- Divide the class into two groups, have the volunteer students

from both groups walk around and ask the opposite group

What’s this? and What’s that? (holding up objects for this, and

point to objects for that.

3 Substitution Drill: Perform a substitution drill to review the

1 Present the Wh- question and answer patterns.

a Hold up several pictures Have the students review the patern

using these.

T: What are these?

Ss: They’re (balls)

-Divide the class into two groups Distribute the pictures to the

students in Group A and have the group A ask, group B answer

- Have the class review the pattern in pair.(S1; S2)

- Sing the Hi song

- Walk and ask

- Review the toy vocabulary

- Listen and repeat

-Answer the question

- Practice into two groups

-Group A: What are these?

-Group B: They are (puzzles)

- Work in pair

-Listen and repeat

b Collect the picture from group A and play them randomly

aroud the classroom Point to the picture and model the question

and the answer using those.

T: What are those? They are (cars) Read two times

-Point to the other picture and ask:

T: What are those? Have the class answer

-Point to the other picture and ask : What are those?

- Have the class repeat the question

T: They’re (puzzles)

Have the two volunteer students repeat

-Provide the anwser, pointing to the classroom objects

2.Practice:

a Work in pair.

- Have the students work in pair Call the volunteer students to

model

S1: What are those?

S2: They’re (balls) What are those?

S1: They’re (bicycles)

b Chain Drill.

- Cue students by pointing to various objects ether near or away

from me

T: What are these?

S1: They are (cars) What are those?

S2: they are (cats) What are these?.S3:

C Open your book.( 20 Minutes )

1 Show the page to the students Have them identify the

characters and describe the pictures

2 Play the recording Have the students listen and look at the

board.

a.

John: What are these?

Andy: They’re balls

John: What are those?

Andy: They’re jump ropes

b Play the recording again

Pause after each line for the class to repeat

Ss: They are (dolls)

- anwser in chorus.Ss: They are (cars)

- repeat the question: Ss: What are those?

-Repeat

S1: What are those?S2: They are (balls)What are those?

S1: They are (cars)-Work in pair

- Continue the chain by answering and then asking the next classmate a question

-Identify the characters and describe the

pictures

-Listen and look at the word on the board

- Listen and repeat

3 Ask and answer.

a Write the paradigm on the board, play the recording.

What are these? They’re (yo-yos)

What are those? They’re (yo-yos)

Read the questions and answers aloud several times as pointing

to the words Have the students repeat

b Write the explanation of the contraction on the board:

They’re = they are

c Have the class practice both forms of the contraction with

the students card.

S1: What are these? S2: They are(cats) What are those?

S1: They are ( dolls)

D Consolidation

- Game: Find and match: (Hiểu ý đồng đội)

- Have the class play in two teams There are two students in

each team take in turn to go to the board , S1 takes out one card

and describe it by his or her gesture, and can ask: What are

these?/ those?,the other one guess and pick up the same card ,

each team plays in two Minutess ,Which group have more the

same cards than the other ones, that group win the game

- Experience

- Encourage the students

- Have the students learn the lesson by heart at home

- Have the class sing the “goodbye” song

-Listen and repeat

-Work in pair with the student cards

- Play the game

Sing the song

School: Nguyen Ngoc Binh 19 th , Septembert, 2012 Teacher:Do Thi Mong Hien

Week : 5

Period 15

The end

UNIT 1: LET’S LEARN SOME MORE ( Con’t)

I - AIMS AND OBJECTIVES:

- Review the patterns: What are these? What are those?

- Help the students practice the paterns

- Help the students review some vocabularies about the animals

- Help the students get to know the paternts : Are these (cats)? Are those (dogs)?

II - LANGUAGE MATERIALS:

1: Vocabulary: cats, dogs , frogs, rabbits, spiders, flowers, trees, birds

2 Patterns: Are these (rabbits)? Are those (trees)? Yes, they are./ No, they aren’t (are not)

III - TEACHING AIDS: - Classroom objects, sets of toys( three balls, two yo-yos, two toy

cars, three jump ropes, two puzzles, two dolls, CD and player), TCs about animals

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Have the class sing the Hi song.

2 Chain Drill.

- Cue students by pointing to various objects either near or away

from me

T: What are these?

S1: They are (cars) What are those?

S2: they are (cats) What are these?.S3:

B Presentation.( 15 Minutes )

1 Present the Yes/ No question and answer patterns.

a Hold up the cat puppets and show them to the students, and

review the question and the answer using These.

T: Are these cats?

Ss: Yes, they are

T: Are these books?

Ss: No, they aren’t

-Ask questions about other toys or classroom objects close to me

T: Are these notebooks?

Ss: Yes, they are (shaking their heads)

T: Are these yo- yos?

Ss: No, they aren’t.(nodding)

b Divide the class into two groups Hold up sets of toys or

classroom objects and have the class practice the Yes/No

question and answer patterns Reverse roles after several

exchanges

Group A: Are these kites?

Group B: Yes, they are Are these bats?

Group A: No, they aren’t

- Sing the Hi song

- Continue the chain by answering and then asking the next classmate a question

- Answer the teacher’s question

- Answer the question

in choruss( shaking their heads to indicate disagrement and nodding to show agreement

-Practice the Yes/No question and answer patterns into two groups

c Place a handful of crayons and a handful of erasers on the

chalk rail Point to the crayons from a distance and model the

question and answer patern using those.

T: Are those erasers? No, they aren’t

T: Are those crayons? Yes, they are.

-Ask questions about other toys or classroom objects that are

from me Have the class answer in chorus, (shaking their heads

to indicate disagreement and nodding to show agreement)

d Divide the class into two groups and practice the pattern using

those Reverse roles after several exchanges.

2 Practice.

a Place a few sets of yo- yos, small balls, and jump ropes on the

chark rail and place a few sets of dolls and puzzles around the

classroom Have the class practice the question and answer

patterns in pair with those.

S1: Are those puzzle?

S2: Yes, they are./ No, they aren’t.

b Question Circles

Divide the class into many small groups and have each group sits

in a circle Half of the students in each grpoup hold two same

type of toys (yo-yos, balls, doll ) a student holding a pair of toys

showw them to the group and asks the question

S1: Are these yo- yos?

The group answer: Yes, they are/ No they aren’t

-Then a student without toy points to another student’s toys and

asks: S2: Are those dolls?

The group answer: Yes, they are / No they aren’t

C Open your book.( 20 Minutes )

- Write the paradigm on the board, play the recording

 Are these cats? Yes, they are / No, they aren’t

Are those cats? Yes, they are / No, they aren’t.

- Play the recording again Pause after each line for the class to

repeat

- Read the question and answer sevseral times as pointing to the

words Have the class repeat

- Write the explanation of the contraction on the board:

are not = aren’t

- Have the class practice both forms of the contraction with the

students card

S1: Are those (rabbits)? -S2: Yes, they are / No,They aren’t

- Answer in chorus, (shaking their heads to indicate disagreement and nodding to show agreement)

- Practice into two groups

-Practice in pair

- Work in the small group in the circle

-S1: Are these yo- yos?

-The group answer:

Yes, they are/ No they aren’t.

-S2: Are those dolls?

-The group answer:

Yes, they are / No they aren’t.

- Listen and repeat

- Practice with the SCs.-Play the game

D Consolidation.( 5 Minutes )

- Game: guessing game: explaint how to play the game

- Experience

- Encourage the students

- Have the students sing “the Goodbye song”

- Have the students learn the lesson by heart at home

- Have the class sing the “goodbye” song

- Sing the song

School: Nguyen Ngoc Binh 24 th , Septembert, 2012 Teacher:Do Thi Mong Hien

Week : 6

The end

Period 16-18

UNIT 1: LET’S LEARN SOME MORE ( Con’t)

I - AIMS AND OBJECTIVES:

- Help the students ask and identify plural objects influently

- Review the patterns: What are these? What are those? Are these / those ?

- Help the students review some vocabularies about the animals and toys

II - TEACHING AIDS: - Classroom objects, sets of toys (three balls, two yo-yos, two toy

cars, three jump ropes, two puzzles, two dolls, CD and player), TCs about animals

III- procedure:

A Warm up and review.( 5 Minutes )

1 Have the class sing the Hi song.

2 Chain Drill.

- Cue students by pointing to various objects either near or away

from me

T: What are these?

S1: They are (cars) What are those?

S2: they are (cats) What are these?.S3:

S3: Are those puzzle?

S4: Yes, they are./ No, they aren’t

S5: Are these kites?

S6: Yes, they are Are these bats?

S7: No, they aren’t

B Open your book.( 20 Minutes )

1.a Have the students open their book, listen to the recording

and point to the picture on page 6

2 What are these? They’re puzzles

3 What are these? They’re cars

4 What are these? They’re balls

5 What are those? They’re kites

6 What are those? They’re bats

7 What are those? They’re bicycles

8 What are those? They’re jumps

b Divide the class into two groups Practice the patterns in the

contracted form Reverse roles after severvel exchanges

Group 1: What are these?

Group 2: They’re (balls) What are those?

Group 1: They’re (bicycles)

- Have the class practics the patterns in pair

2.a Play the next section of the recording Have the student

listen and point to the picture

- Sing the Hi song

- Continue the chain by answering and then asking the next classmate a question

- Open their book and listen to the recording

- Practice the patterns inthe contracted form in group Reverse roles after severval

1- Are these cats? No, they aren’t.

2- Are these dogs? No, they aren’t

3 Are these cats? Yes, they are

4 Are these frogs? Yes, they are

5 Are those flowers? No, they aren’t

6 Are those trees? Yes, they are

7 Are those flowers? Yes, they are

8 Are those rabbits? No, they aren’t

b Have the class repeat into two groups Reverse roles after

severral times

- Have the class practics the patterns in pair, using the pictures

on page 7 as prompts

C Extension.( 15 Minutes )

1 Divide the class into two teams , place grouping of small toys

or classroom objects on a table at the front of the class and by the

door Practice the Yes/ No patterns with these/ those and are/

aren’t

2 Pet shop: Have the students draw pictures of pair of animals

and insects ( cats, dogs, spiders, frogs, rabbits, birds).Place the

drawings at the front of the class Then have the class play

shopkeeper and customers as they practice the Wh- question

S1: What are these?

S2: They’re spiders

3 Work activities.

a Give one set of cards to each group

b Model the activity with one group as orther students watch

* Spread the cards on the table, face up

* Choose the close- up picture of the cat Build a question using

the words and punctuation, Is this a dog? Prompt students to

build, No, it isn’t Continue by modeling a few more questions

and having students build the answers

c when students understand the activity, have them work in

groups and make questions and answers by arranging the

pictures, words, and the punctuation

D Exercise.( 5 Minutes )

Let’s go grammar and listening

Use pages 12-13 to supplement the lesson

- Repeat into two groups

- Draw pictures of pair

of animals and insects

- Play shopkeeper and customers

T: Is this a dog?

Ss: No, it isn’t

- Work in groups and make questions and answers by arranging the pictures, words, and the punctuation

The end

School: Nguyen Ngoc Binh 1 st , October, 2012 Teacher:Do Thi Mong Hien

Week : 7

Period 19-20

UNIT 1: LET’S READ

I - AIMS AND OBJECTIVES:

- Held the students know some new words go along with (-at,-an, -ap)

- Practice reading skill for the students

II - LANGUAGE MATERIALS: 1: Vocabulary: cat; fat; hat; can; fan; van; cap; lap; map.

2 Patterns: Unit review

III - TEACHING AIDS: - Multiple sets of teacher- made capital and small- letter alphabet

cards, realia for new vocabulary, blank cards for making student word cards teacher made consonant cards ( c; f; h; l; m; v) and word family cards ( at; an; ap) Cd and player

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Sing the song: Hi, song.

2 Board race: Write assorted capital and small letters on the

board ( A, a, B, b, C, c, r, R, T, t, u, U )

-Vary the size and color of the letters, and make the board look

like a jumped field of teams.( Viết lên bảng những chữ cái, chữ

hoa, chữ thường, thay đổi kích cỡ và màu của chữ cái làm cho

bảng trở thành một cánh đồng chữ cái đầy màu sắc)

- Call out a letter, and have the first student from each team run

to the board, find the letter, and cross it Play until everyone has

a chance to go to the board

3 Repitition drill:

- Use a set of teacher- made alphabet cards Hold up one letter

card at a time, pronounce its initial- letter sound, and have the

1 Introduce the new vocabulary.

a Use realia to introduce the new vocabulary Hold up a hat and

say: hat, have the class repeat the word three times Continue the

procedure with can, fan, cap, lap, and map.

b Hold up one item at time, and have the class say the word in

chorus

2 Introduce the -at word family.

a Write -at on the board Read the -at combination aloud as

drawing my finger under both letters Have the class say the

word in chorus several times

- The first student from each team run to the board, find the letter, and cross it Play until everyone has a chance

to go to the board

- Listen and repeat

- Repeat the word three times

- The class say the word

in chorus

- Say the word -at in chorus

- Read the word several times as pointing

T: -at, -at, -at Have the students repeat.

Ss: -at, -at, -at.

b Write c next to the - at combination (cat) Point to the c and

quickly draw the finger under the at Read the word several times

as pointing T: cat, cat, cat.

Ss: cat, cat ,cat.

- Have the class open their books to page 8 and point to the

picture of the cat Have them say the word again.

c Beneath cat on the board, again write - at Have the students

sound out at.

- write f next to the at combination (fat) Point to the f and

quickly draw your finger under the at.

- Read the word several times as pointing T: fat, fat, fat.

- Have the students repeat

-Then have the students open their books to page 8 and point to

the picture of the fat pencil Have them say the word again.

d Beneath fat on the board, again write - at Have the students

sound out - at Write h next to the at combination (hat) Point to

the h and quickly draw your finger under the at Read the word

several times as pointing T: hat, hat, hat.

- Have the students open their books to page 8 and point to the

picture of the hat and say the word again.

3 Practice.

Read the words: Use the teacher- made word cards for cat, fat,

hat Point to the words and have the students read aloud.

4 Introduce the an and the ap word families.

* Introduce the an word family.

a Write -an on the board Read the -at combination aloud as I

draw your finger under both letters Have the Ss repeat in chorus

several times

b Write c next to the - an combination (can) Point to the c and

quickly draw the finger under the an Read the word several

times as pointing T: can, can, can.

Ss: can, can, can

- Have the class open their books to page 8 and point to the

picture of the can Have them say the word again

c Beneath canon the board, again write - an Have the students

sound out an.

- write f next to the an combination (fan) Point to the v and

quickly draw your finger under the an.

- Repeat

-Open their books to page 8 and point to the picture of the cat of the cat

- Repeat-Open their books and point to the picture and say the word again

- Repeat

- Open their books to page 8 and point to the picture of the hat and say the word again

- practice the words

- Repeat in chorus several times

- Open their books to page 8 and point to the

picture of the can, say

the word again

- Sound out an.

- Repeat

- Read the word several times as pointing T: fan, fan, fan.

- Have the students repeat

-Then have the students open their books to page 8 and point to

- Open their books to page 8 and point to the

the picture of the fan Have them say the word again.

d Beneath fanon the board, again write - an Have the students

sound out - an Write v next to the at combination (van) Point to

the v and quickly draw your finger under the an Read the word

several times as pointing T: van, van, van.

- Have the students open their books to page 8 and point to the

picture of the van and say the word again.

- Folow the procedures in steps 2 and 3 to introduce the -ap word

families

C Consolidation: Games ( 10 Minutes )

- Have the students listen and choose the correct answers

1 a can b van c fat

2 a lap b map c hat

3 a cat b cap c fan

picture of the fan, say

the word again

- Open their books to page 8 and point to the

picture of the van and

say the word again

- Play the game individually, raise your hand to answer the correct answer

School: Nguyen Ngoc Binh 3 rd , October, 2012 Teacher:Do Thi Mong Hien

Week : 7

Period 21

UNIT 1: LET’S READ ( Con’t)

The end

I - AIMS AND OBJECTIVES:

- Help the students practice reading skill the words go along with (-at,-an, -ap)

- The students are able to read long sentences with the word families (-ap, -at, -an)

II- procedure:

A Warm up and review.( 5 Minutes )

1 Sing the hi song

2 Have the students listen and choose the correct answers.

1 a can b van c fat

2 a lap b map c hat

3 a cat b cap c fan

B Open your book.( 20 Minutes )

1 open the book to page 8.

Show the page to the students Point to the animals and objects

and say the words Have the students repeat

2 Have the students open their book to page 8.

a Play the recording Have students listen and point to the words

in their books

-at: cat, fat, hat

-an: can, fan, map

-ap: cap, lap, map

b Play the recording again Pause after each word family for the

class to repeat

c say the words on random order Have the Ss listen and point

d Have the Ss continue the practice in pairs S1 say the words in

random order; S2 listens and points Reverse roles

3 Can you read ?.

a Use learned language and elicit the vocabulary as answers

T: What this? Ss: It’s a cat

T: Is it fat or thin? Ss: It’s fat

T: Where’s the fat cat? Ss: The fat cat is in the hat

- Use similar questions for the remaining pictures

b Play the recording Have the students listen and read along

 The fat cat is in the hat

The fan and the can are on the van

The cap and the map are on my lap

c Have the Ss work in pair, practice reading the sentences

- Sing the song

- Listen and choose the correct answers

- Answer the question

- Listen and read along

- Work in pair, practice reading the sentences

C Extension.( 10 Minutes )

1 Find your word family.

- Give each student a teacher-made consonant card( c, h, l, m, or

a word ending card (-at, -an, -ap)

- Have the Ss search for the card that can be combined with one

card to make a word

2 Have the Ss make a new sentence that is similar to some

sentences from Can you read? Section.

Ex: The fat cat is in the van

D Exercise:( 5 Minutes )

1.Workbook.

a Trace and write

b Circle, trace, and write

2 Let’s go grammar and listening.

Have the Ss practice writing in this book and do exercies

- Search for the card

- Make new sentence

- Do exercise at home

School: Nguyen Ngoc Binh 8 th , October, 2012 Teacher:Do Thi Mong Hien

The end

Week : 8

Period 22-24

UNIT 1: LET’S LISTEN

I - AIMS AND OBJECTIVES:

- Help the Ss review the whole vocabularyes and patterns in Unit 1

- Help the Ss practice their listening

II - LANGUAGE MATERIALS:

- Review.

III - TEACHING AIDS:

- TCs and SCs 1-16 and 33-44 (Book 1, classroom objects)Cd and player.

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Let’s sing Have the class sing the hi song and goodbye

song.

2 Let’s talk.

a Have the Ss walk around the class and greet each other when

the music stop

b Silent role plays Have the Ss work in pair, silently act out

either the greeting or the parting in front of the class Have the

class guess

3 Let’s learn

a Divide the class into small groups to practice this and that

using Wh- questions (use the SCs 1-8, 33-38 faceup on the

board, TCs aroun the room) S1: What’s this? What’s that?

Group answer: It’s a (ruler)

b Have the class practice this and that with Yes/ No question in

pair

4 Let’s learn some more.

a Place the SCs 9-16 (classroom objects) faceup on the desk TCs

39-44(classroom objects) around the room, have the Ss work in

small groups

T: They’re (desks)

Group A: What are these?/What ear those? (earn one point)

Have the Ss point to the Teacher cards or touch the Student cards

to reinforce the difference between these, those.

b Have the class practice these and those with Yes/ No question

in pair

B Presentation (10 Minutes )-Teach the Ss how to do the test.

C Open your books.( 15 Minutes )

1 Open my book to page 9

Show the page to the Ss Have them identify all the ojects in the

pictures

- Sing the song

- Greeting each other

- Work in pair

S1: Is this a(car)? S2: Yes, it is./ No it isn’t

- Each group raise their hand and make

questions

What are these?/What are those?.

- Practice these and

those with Yes/ No

question in pair

2 Have the Ss open their book to page 9.

a Play the recording Have Ss listen and point to the correct

picture

1 This is a table

2 That’s an eraser

3 These are cars

4 Those are puzzles

5 Is that a marke? No, it isn’t

6 What’s that? It’s a door

7 What are those? They’re flowers

b play the recording again Have each student do the exercise as

a written test

c Correct the test with the Ss

3 Use the page for futher review.

Pair off the Ss, have partners ask each other questions about

pictures 1-8

D Extension.( 10 Minutes )

1 Using the vocabulary on page 4 as a model, have the Ss make

lables for classroom objacts ( desk, door, book, chair, ) on index

cards Attach the cards to the correcsponding objects and practice

reading the words

2 Charades Place TCs 1-8 and 33-38 (classroom objects,

singular) in a bag Have one student selects a card and

demonstrate the use of the objects The class must guess the

objects, using the question

S1: (picks up an imaginary crayon and bigins drawing).Ss: Is that

a (crayon)?

E Exercise Let’s go grammar and listening

- Use the page 15 to supplement the lesson

- Identify all the ojects

- Guess the objects, using the question

School: Nguyen Ngoc Binh 15 th , October, 2012 Teacher:Do Thi Mong Hien

The end

Week : 9

Period 25-27

UNIT 2: LET’S TALK

I - AIMS AND OBJECTIVES:

- Help Ss know how to ask about someone’s health

- Expressing physical states, expressing concern

II - LANGUAGE MATERIALS:

1 Sentence Patterns: What’s the matter? I’m (sick) That too bad Get better soon!

2 Vocabulary: sick

III - TEACHING AIDS: - Name tags, Teacher and Student Card 151(sick), wall charts,

puppets, Cd and player

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Have the Ss sing the song.

2 Have the Ss role plays about doctor and a patien.

S1(doctor) Hi, What’s the matter? S2:(patien): I’m sick

B Open your books.( 20 Minutes )

1 Open the book to page 10.

Show the page to the students Have the students identify the

chracters and descrbe the picture

2 Have the Ss open their book to page 10.

a Play the recording Have the students listen and point to the

characters

John: I’m sick

Lisa: That’s too bad Get better soon!

John: Thanks

b Play the recording again Pause after each line for the class to

repeat

3 Present the paradigm and contractions on page 10.

a Write the paradigm on the board and point to the words Play

the recording

What’s the matter? I’m sick That’s too bad.

Read the question and the answer several times as pointing to the

words Have the class repeat

b Write the explanations of the contractions on the board:

What is = What’s

I am = I’m

That is = That’s

Have the Ss practice saying both the full and contracted forms

aloud Point to the explanations on the board as they practice

1 Secretly assign four students to be sick.

Have the class must walk around the class and find the “sick”

students in the class by asking What’s the matter? If the student

is not sick, he or she should not answer When a student

discovers a sick student, the two must say the complete dialogue

from let’s talk

2 Living Sentences.

Divide the class into groups and assign each group a sentence

from Let’s Talk Orally assign one word from the sentences to

each student in the group Have students stand and say their

words repeateddly as they arrange themselves to from the

sentence After each group completes its sentence, have the

group work together to re-create the dialogue

D Exercise ( 5 Minutes )

Let’s go grammar and listening

- Role-play the complete dialogue in pairs

- Walk around the class and find the “sick”

students in the class by

asking What’s the

Week : 10

Period 28-30

UNIT 2: let’s sing What’s the matter?

I - AIMS AND OBJECTIVES: - Help Ss know how to sing the song.

- Help the Ss sing the song well and know how to express meaning of the song

II - LANGUAGE MATERIALS:

1 Sentence patterns: Are you OK? I’m sick today

2 Vocabulary: sad tired, hot, cold

III - TEACHING AIDS: - TCs and SCs 151- 155(feelings) puppets, CD and player.

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Sing “The Hi Song” and “The Good-bye Song” in groups of

six Every student in each group sing one of the roles Have the

Ss use approprite gestures as they sing

2 Have the Ss let play the game “dialogue musical chair”

B Presentation.( 10 Minutes )

1.Introduce the vocabulary.

a Play the TCs 152- 155 (feelings) on the chalk rail to introduce

the new words Point to each card in turn and act out sad, tired,

hot, cold dramatically and vividly as I say the words Have the

class stand up and act out feelings Have the class repeat the

words several times at natural speed

b Divide the class into 4 groups Assign one vocabulary word to

each group Say each word in random order The students stand

and say their word, and then act it out as they hear their assigned

word

2 Review the dialogue while practicing the new vocabulary.

a Use the puppets to model the dialogue

P A: Hi, What’s the matter?

PB: I’m sad

PA: That’s too bad

Repeat the PA’s part Cue the Ss say the PB’s part Reverse roles

after three times exchanges

b Repeat the above procedure and substitute tired, hot, cold

3 Practice: Divide the class into two groups to practice the

dialogue Reverse roles after three times exchanges

C Open your books.( 15 Minutes )

1 Open the book to page 11.

Show the page to the students Have the students identify the

chracters and their feelings

2 Have the Ss open their book to page 11.

- Use approprite gestures as they sing

- Stand up and act out feelings

- Stand and say their word, and then act it out

as they hear their assigned word

a Play the recording Have the students listen and point to the

words and pictures in their books as they listen

b Read the words to the song line by line and without music

c Sing the lyrics line by line without the recording Have the Ss

repeat Act out sick to emphasize its meaning in the song

d Play the recording Have the Ss sing along

Alternate singing parts and substitute sad, tired, hot, and cold

b Divive the class into five groups and assign one feeling (sick,

sad, tired, hot, and cold) to each group As each group’sverse is

sung, those Ss stand and mine the feeling as they sing

D Extension.( 5 Minutes )

1 Picture race Divide the class into team of five and the

members in each group from 1-5 Have them take out paper and

pencils for drawing Tell the Ss to quickly illustrate the word I

call out if they hear their number Give the drawing command

first followed the number T: Draw sick, two; draw tired, four;

S2 and S4 draw the pictures Have the student with the same

number display their drawing together in front of the class

2 Concentration Have the class work in group four Hand out

SCs (151-155) for each group, placed facedown in random order

on a desk Ss take turns turning over two cards and try to find a

match As Ss turn over each card have them say, I’m (sick),

UNIT 2: let’s LEARN

I - AIMS AND OBJECTIVES:

- Provide the students to some vocabularies about professions

- Help the students know how to ask and answer about professions with singular

II - LANGUAGE MATERIALS:

1 Vocabulary: Miss, shopkeeper,a cook, a taxi driver, a nurse, a farmer, a police officer, a farmer, a teacher, a student

2 Patterns: Who’s she? She is Miss Wilson She’s a shopkeeper

III - TEACHING AIDS: - Teacher and student Cards 53-60 (family members, friend), TCs

and SCs 156- 163 (occupations), CD and player

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Have the class let sing the song

- Then have them sing “What’s the matter? Twice with the

recording, firt in chorus, then in groups Make sure students act

out their feelings as they sing

2 Stack duplicate sets of SCs (53-60 family members, friend)

facedown on each desk Have the student form small groups and

have group members pick up two card at a time to identify them

B Presentation.( 10 Minutes )

1 Introduce the new vocabulary.

a Use TCs 156- 163 to introduce the occupation vocabulary

Hold up one card at a time and say, (She’s) a (shopkeeper)

b Place the Tcs 156-163 randomly on the chalk rail Ponit to the

card at a time Have the Ss identify the occupations

2 Review the Wh-question and answer pattern for the

dialogue.

a Use Puppets and student volunteers to model the question and

answer pattern Hold up the Tc 156(shopkeeper)

P A: (ponit to the card)Who’s she?

P B: She’s Mrs Wilson

Ask the question and have the class answer Then reverse roles

and repeat

b Place the TCs 156, 162 and 163(occupations) on the chalk rail

Make up a name for each person and write the name above each

card Point to the cards in turn to cue students

- Look at the teacher

- Repeat

c Now combine names with occupations Point to the Tc 162

and the person’s name wtitten above it

T: who’s she? She’s (Jenny) She’s a (student)

- Have the class repeat.Then continue with the other two cadrs

C Open your book.( 25 Minutes )

1 Show the page to the students Have the students identify

the chracters and describe the picture.

2 Have the Ss open their book to page 12.

a Play the recording Have the students listen and point to the

pictures in their books as they listen

Play the recording again Pause after each line for the class

to repeat

3 Vocabulary.

Play the recording Have the students listen and point to the

pictures in their books on page 12 as they listen to the

He’s a cook She’s a cook.

Read the sentences aloud several times as pointing to the words

Have the class repeat

b Write the explanations of the contractions on the board:

He is = He’s

She is = She’s

Have the Ss practice saying both the full and contracted forms

aloud Point to the explanations on the board as they practice

c Play the next section of the recording Have the Ss point to the

pictures as they listen

1-8

d Divide the class into two groups Practice the statement with

the new vocabulary on page 12.Then have the students continue

the practice in pair, using the pictures on this page as prompts

C Consolidation

Have the class play the game Charades Divide the class into

two teams Each student in each group go to the board and

peforms an occupation The others guess the meaning of the

UNIT 2: let’s LEARN( Con’t) (Is he a cook?/ Is she a cook?)

I - AIMS AND OBJECTIVES:

- Review some vocabularies about professions

- Help the students know how to identify about professions with singular

II - LANGUAGE MATERIALS:

1 Vocabulary: (Review)Miss, shopkeeper,a cook, a taxi driver, a nurse, a farmer, a police officer, a farmer, a teacher, a student

2 Patterns: Is she a (shopkeeper)? Yes, she is / No, she isn’t

III - TEACHING AIDS: - Teacher and student Cards 53-60 (family members, friend), TCs

and SCs 156- 163 (occupations), CD and player

Iv- procedure:

A Warm up and review.( 5 Minutes )

1 Have the class let sing the song

- Then have them sing “What’s the matter?

2 Have the class play the game Charades.

B Presentation.( 10 Minutes )

Present the Yes/ No question-and-answer pattern.

a Place the Tc 159(farmer) on the chalk rail and use the puppets

to model the questions and answer

P A: (point to the card) Is he a cook?

PB: (point to the card) No, he isn’t

PA: Is he a farmer?

PB: Yes, he is

Ask the question and have the class answer Then reverse roles

and repeat

Read into two groups

Divide the class into two groups Have Group A take the role of

Puppet A, and have Group B take the role of Puppet B

b Pair practice Place SCs 156-163 facedown on each desk S1

turns over a card to begin the practice

S1 to S2: Is (she) a (shopkeeper)?

S2: Yes, (she)is No, (she) isn’t

- Sing the song

- Play the game

Charades

- Listen and look

Gr A: (point to the card)

Is he a cook?

Gr B: (point to the card) No, he isn’t