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MOT NGAN A TOWN PRIMARY SCHOOL LESSON PLANS NGUYEN NGOC BICH

Week 1- Period 1, 2: Revision and Introduction.Week 2- Period 3

Key language Materials Key activities

UNIT 5: LET’S TALKLesson 1

Key language focus:SpeakingListening

Vocabulary:lunch, spaghetti

Sentences:What's for (lunch)? (Spaghetti). That's good. I like (spaghetti). I do, too. Do you want (spaghetti)? Yes, please. No, thank you.

Resources:SB/ p. 38

Teaching aids:- puppets- CD/ tape- Cassette

player- Cards in

different colors

- TC & SC (117-124, )

- Posters.- Realia

WARM - UP AND REVIEW:Describe the pix:

- Put TC (117-124) on Ss’ table and call some Ss to look at the TC and answer T’s questions: T: What do you want? Ss: I want (milk).

PRESENTATION::Act. 1: Present the first part of the dialogue:

a. T draws a watch pointing at 12 o’clock and puts a bowl of spaghetti (if possible) on the table.b. T teaches new words:T: (point to the watch): lunchT: (point to the bowl of spaghetti): Spaghetti c. Use 2 puppets to model: Puppet A: What's for lunch? Puppet B: Spaghetti. Puppet A: That's good. I like spaghetti. Puppet B: I do, too.d. Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times.

Act. 2: Present the complete dialogue:- Call 2 other Ss to practice the complete dialogue.- Ask Ss to practice with other kinds of food.

Act. 3: Write: Sentences: What's for (lunch)? (Spaghetti). That's good. I like (spaghetti). I do, too. Do you want (spaghetti)? Yes, please/ No, thank you.

PRACTICE:Act. 1: Listen and point:

- Play the tape - Ask Ss to look at the book and point to the characters

Act. 2: Listen and repeat:- Play the tape again and stop by sentence- Ask Ss to repeat

PRODUCTION: Act. 1: Role play: Divide the class into 2 groups.

- S1: What's for (lunch)? S1: That's good. I like (spaghetti). S2: (Spaghetti). S2: I do, too.

Week2 – Period 4Key language Materials Key activities

WARM - UP AND REVIEW:

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Vocabulary:lunch, spaghetti

Sentences:What's for (lunch)? (Spaghetti). That's good. I like (spaghetti). I do, too. Do you want (spaghetti)? Yes, please. No, thank you.

Resources:SB/ p. 38

Teaching aids:- puppets- CD/ tape- Cassette player- Cards in different

colors

- TC & SC(117-124, )- Posters.- Realia

Act. 1: Role- play: Ask some students go to the board to act out the dialogue again.Act. 2: Chain Drill

- Use the TC 117-124, ask Ss to ask and answer:

S1: I want (rice). What do you want?S2: I want pizza. What do you want?S3: I want cake.

PRESENTATION::Present the complete dialogue again:

- Use puppets to introduce the dialogue- Ask a student to be Jenny and other Ss to be her friends.- Have Ss repeat the dialogue several times

PRACTICE:Act. 1: Listen and repeat:

- Play the tape again and stop by sentence- Ask Ss to repeat

Act. 2: Act out the dialogue:- Have Ss sit in groups of 3. Practise the dialogue in SB/p. 38- Ask Ss to come before the class and act it out.

PRODUCTION:Act. 1: Pick and Speak:

- Call a student in random and ask him/ her to stand upAsk him/ her to ask his/ her partner: What's for (lunch)?, other Ss has to choose a TC and answer: (pizza).- Then it’s turn of the second student to say.

Act. 2: Work book- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)A. Trace and Write : - Ask Ss to read the questions and write the answers to complete the dialogue.

Answers:

Do you want……….. ? Yes, please.

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Do you want………. ? No, thank ……..

Do you want rice?

ice cream?

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Week 3 – Period 5


UNIT 5: LET’S SINGLesson 1

Key language focus:SingingListening

Vocabulary: (review)

Sentences: Do you like(want) spaghetti? Yes, I do.I do, too.I like(want) spaghetti, too.

Resources:SB/ p. 39WB/p.39

Teaching aids:- puppets- color papers- a small cake.- Some gifts.- Posters- Cassette player

- TC & SC (117-124,)

WARM - UP AND REVIEW:Walk and talk:

- Ask Ss work in pairs.- Give Ss the TC 117-124, let them go around the class, when the T says: Stop, Ss

practice the dialogue on page 38 with their partner.

PRESENTATION::Act. 1: Review the dialogue:

- Use the puppets to review the dialogue again.Puppet A: Do you like spaghetti?Puppet B: (exciting) Yes, I do.Puppet A: I do, too. I like spaghetti, too.

- Use the puppets to introduce next.Act. 2: Introduce the song:

- Ask Ss open the book- Ask questions about the picture in the book:

How many people are there in the picture? What can you see in the picture?


- Play the tape - Ask Ss to listen and point to the characters

Act. 2: : Sing the song without music:- Sing sentence by sentence- Ask Ss to repeat

Act. 3: Listen and sing along- Play the tape again- Ask Ss to listen and sing along

PRODUCTION:Act. 1: Sing in groups:

- Ask Ss to sing the song in 4 big groups: G1: Do you like spaghetti?G2: Yes, I do.G3: I do, too.G4: I do, too.

Week 3 – Period 6Key language Materials Key activities

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Sentences: Do you like(want) spaghetti? Yes, I do.I do, too.I like(want) spaghetti, too.

Resources:SB/ p. 39WB/p.39

Teaching aids:- puppets- color papers- a small cake.- Some gifts.- Posters- Cassette player

- TC & SC (117-124)

WARM - UP AND REVIEW:Re-ordering and singing: Divide the class into 4 groups. Give each group 4 cards. Ask them to re-order the cards to make the name of the song. The first to find out the answer go to the board and write the name of the song. The last have to sing the song.

PRESENTATION::Act. 1: Re-present the song:

- Ask Ss to sit in 4 groups and give each group 6 sentences below - Ask them to make a song( 1 sentence can be used several times)

The Spaghetti Song1. Do you like spaghetti?2. Do you want spaghetti?3. Yes, I do.

4. I do, too.5. I like spaghetti, too.6. I want spaghetti, too..

FB: 1-3-4-4-1-3-5-2-3-4-4-2-3-6.

PRACTICE:Act. 1: Listen and sing along

- Play the tape. Ask Ss to open the books, listen and sing along Act. 2: : Sing the song with the music:

- Play the music (Let‘s chant, let’s sing)- Ask Ss to listen to the music and sing

Act. 3: Sing in groups with the music:- Play the music (Let‘s chant, let’s sing) again- Ask Ss to listen to the music and sing the song in 3 big groups

PRODUCTION:Act. 1: Perform the song:

- Play the music (Let‘s chant, let’s sing) again- A volunteer group comes before the class to perform the song

Act. 2: Workbook:A. Check and write. (Kiểm tra và viết).

- Ask them to read the questions, tick the answer and write their answer to complete the sentences below.

B. Draw and write. (Vẽ và viết).- Ask Ss to draw a kind of food they like best and write its name in the sentence.

Week 4 - Period 7Key language Materials Key activities

UNIT 5: Resources:WARM - UP AND REVIEW:

Act. 1: Singing:

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LET’S LEARNLesson 1

Key language focus:Learning new wordsListeningSpeaking

Vocabulary: an egg, an orange, a banana, a hot dog, a sandwich, a hamburger, a salad, a cookie

Sentences: What do you want? I want (an egg). (John) wants (an orange). What about (Scott)? What does (he) want? (He) wants (an egg), too. Does (she) want (a salad)? Yes, (she) does. No, (she) doesn't.

SB/ p. 40,41WB/ p.40,41Let’s chant, let’s sing

Teaching aids:- puppets- CD/ tape- Cassette player- Teacher’s cards

117-124, 200-207.- Realias.

Grammar tip:

Show Ss the difference between “a” and “an”.

- Play the music (Let‘s chant, let’s sing) - Ask Ss to listen to the music and sing the song

Act. 2: Conversation Lines:- Use the TC 117-124, ask Ss to practice the dialogue in Let’s talk..

PRESENTATION::Act. 1: Introduce the vocabulary.

- Introduce new words by using TC 200-207, (show Ss the difference between a, an)T: Banana, banana, banana.Ss: Banana.T: A banana, a banana, a banana.Ss: A banana.

Act. 2: Introduce the question and answer pattern.- Use the puppets to teach the sentences.

Puppet A: What do you want?( What does he want?) Puppet B: I want a banana.(He wants a banana.)

- Ask a student as puppet A, T as puppet B. Then change the role.- Divide the class into 2 groups, practise the sentences. Then change the role.


- Play the tape and ask Ss to look at the books, listen and point to the characters- Play the tape again and ask Ss to listen and repeat the sentences

Act. 2: Practice the dialogue:- Ask Ss to work in pairs, practice the dialogueNote: Don’t = Do not.

PRODUCTION:Tic-Tac-Toe:

- T says the name of a kind of food without “a/ an”, ask Ss to repeat with a/ an.- Who says correctly will get 1 mark.

Week4 - Period 8Key language Materials Key activities

UNIT 5: LET’S LEARN

Resources:SB/ p. 40,41

WARM - UP AND REVIEW:Show and tell:

- Point to some TC and ask: What do you want?

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Lesson 2


Vocabulary: (review)an egg, an orange, a banana, a hot dog, a sandwich, a hamburger, a salad, a cookie

Sentences: (review)What do you want? I want (an egg). (John) wants (an orange). What about (Scott)? What does (he) want? (He) wants (an egg), too. Does (she) want (a salad)? Yes, (she) does. No, (she) doesn't.

WB/ p.40,41Let’s chant, let’s sing


117-124, 200-207.- Realias.

Grammar tips :


- Get the whole class to answer: I want (an egg).

PRESENTATION::Act. 1: Introduce the singular and plural forms of the words.

- Use TC to introduce words: egg(s), orange(s), banana(s), sandwich(s)…- Stick TC on the board. - Point to the pictures and say the words. Then have Ss repeat

Act. 2: Review the question and answer pattern.- Use the puppets to teach the sentences.

Puppet A: What do you want? Puppet B: I want (an egg).

- Ask a student as puppet A, T as puppet B. Then change the role- Divide the class into 2 groups, practise the sentences. Then change the role.

PRACTICE:Act. 1: Ask and Answer:

- Ask Ss look at the pix and use the structure to ask answer: Puppet A: What do you want? Ss: I want (an egg). What about you?

Puppet A: I want (an orange).Act. 2: Yes or No:

- Ask Ss to look at the pix to ask and answer: T: Do you want a hamburger?

Puppet A: Yes, I do. T: Do you want a cookie? Puppet A: (point to the salad on the TC) No, I don't.

PRODUCTION:Guessing Game:

- Put TC in a bag- Ask one student to choose one card (but not showing it to the class) and ask: What do

you want?- Other Ss will answer and their partner will give them the TC if they say correctly.


UNIT 5: LET’S LEARNLesson 3

Resources:SB/ p. 40,41WB/ p.40,41Let’s chant, let’s sing

WARM - UP AND REVIEW:Guessing Game:

- Ask Ss to work in pairs to guess what they want.S1: Do you want (an egg)? Leader: Yes, I do./No, I don't

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117-124, 200-207.- Realias.

Grammar tip:


PRESENTATION::Act. 1 : Find your Partner:

- Use the SC 117-124,200-207.

S1: Do you want (a salad)? S2: No, I don't. S3: Yes, I do.

Act. 2: File Grids:- Give Ss some SC 117-124, 200-207.- Ask Ss to ask and answer to find their partner’s card

S1: Do you want (a sandwich)? S2: Yes, I do./No, I don't.

PRACTICE:Act. 1: What about you?

- Use some TC to practice- Ask Ss to ask and answer about their interests.

S1: What do you want? S2: I want (an egg). Act. 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogueS1: What do you want?

S2: I want (an egg). S1: What about (Scott)? S2: (He) wants (an egg), too.

PRODUCTION:Worksheet Activity.

- Photo the exercise page: " BJ's Christmas List Memory Game!" on page 85 to practice more.



Key language focus:Learning new words

Resources:SB/ p. 40,41WB/ p.40,41Let’s chant, let’s sing


- T shows TC, then asks Ss some questions: T: What do you want?

Ss: I want (a hamburger).- Continue with others.

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ListeningSpeaking




117-124, 200-207.- Realias.

Grammar tip:


PRESENTATION::Review the question and answer pattern.

- Use the puppets to teach the sentences. Puppet A: (point to the bag) What do you want? Puppet B: I want (an egg).


PRACTICE:Act. 1: Trace and Write:

- Ask Ss look at the pix and write the name of these things.

Answers: 2. What does he want? wants an orange

3. What does want? wants

4. What does want? wants Act. 2: Check, trace and write:

- Ask Ss to look at the pix, read the questions.- Ask Ss to check the correct answer, then write the answers in the gaps below.

Answers: 1 .

2.

3. Does she want an egg?

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4. Does he want a banana?

5. an orange? .

6. a hot dog?


- Put TC in a bag- Ask one student to choose one card (but not showing it to the class) and others ask:

Do you want (an egg)?.. to guess what TC their partner is holding.- The student who has the correct answer will be the next to play the game.

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Week 6 – Period 11


UNIT 5: LET’S LEARN SOME MORELesson 1

Key language focus:SingingListeningSpeaking

Vocabulary: (review)hamburgers, hot dogs, oranges, sandwiches, bananas, salads, eggs, cookies.

Sentences: What does (John) like? (He) likes (hamburgers). What about your (father)? Does (he) like (hamburgers)? Yes, (he) does. No, (he) doesn't.

Resources:SB/ p. 42,43WB/ p. 42,43Let’s chant, let’s sing

Teaching aids:- puppets- CD/ tape- Cassette player- TC and Students’

cards 53-59, 200-207.

- Sub-board- Real objects

WARM - UP AND REVIEW:Act. 1: Singing: Whose Watch Is That?

- Play the music (Let‘s chant, let’s sing) - Ask Ss to sing the song

Act. 2: Echoing Sentences - Use TC 200-207 to ask and answer.

PRESENTATION::Act. 1: Review the vocabulary:

- Review words by asking students to look at the pix and TC.- Check if Ss can remember the words by asking them to repeat the meaning.

Act. 2: Introduce the sentence pattern: What does (John) like? (He) likes (hamburgers). What about your (father)? Does (he) like (hamburgers)? Yes, (he) does. No, (he) doesn't.

PRACTICE:Act. 1: Listen and repeat the rhythm:

- Play the music (Let‘s chant, let’s sing) - Have Ss repeat the words and make the same rhythm for the other words

Act. 2: Describe the things:- Ask Ss to look at the book and describe each thing in the pix.

PRODUCTION:Describe other things in the class:

- Ask Ss to describe things in class and guess what it is.


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cards 53-59, 200-207.


WARM - UP AND REVIEW:Unscramble words:

1. ladsa: ………….

2. kiescook:……………….

3. rangeor:……………. )

PRESENTATION::Act. 1: Introduce the vocabulary:

- Tell the students all the words they need to do these exercises.- Introduce the pix and show students some words.

Act. 2: Introduce the sentence pattern:Get Ss to open the book and introduce some sentence patterns:

What does (John) like? He likes (hamburgers). What about your (father)? Does (he) like (hamburgers)? Yes, (he) does./No, (he) doesn't.

Act. 3: Present the Yes/No question and answer patterns.- Use a book to introduce.

T: Does (he) like (hamburgers)? Ss: Yes, (he) does. No, (he) doesn't.

PRACTICE:Act. 1: Ask and answer:

- Write the model on the board. What does he like? (He) likes (hamburgers).

- Ask Ss to listen and point to the pix.Act. 2: Yes or No:

- Write the model on the board. Does (he) like (hamburgers)? Yes, (he) does. No, (he) doesn't.

- Ask Ss to listen and point to the pix.

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- Notice: Doesn’t = does not.

PRODUCTION:- Ask students to say what they like.

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cards 53-59, 200-207.


WARM - UP AND REVIEW:Fine Grids:

- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture.


- Review the words by asking students to look at the pix and TC.- Check if Ss can remember the words by asking them to repeat the meaning.

Act. 2: Review the sentence pattern: What does (John) like? (He) likes (hamburgers). What about your (father)? Does (he) like (hamburgers)? Yes, (he) does. No, (he) doesn't.

PRACTICE:Act. 1: Connect, Trace and write. (Vẽ đường nối, tô và viết).

- Ask Ss to read the questions,connect and write the word in the gap.

Answers :

2. She likes

3. likes

4. Act. 2: Worksheet Activity

Photo the exercises of “Restaurant Menu" on page 86 to practice more.

PRODUCTION:

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Describe other things in the class:

- Teach Ss the song "Hungry Boy Chant" on page 25

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cards 53-59, 200-207.


WARM - UP AND REVIEW:Singing:Play Let’s chant, let’s sing to sing the song: "Does He Like Cookies?" on page 26.



Act. 2: Review the sentence pattern: What does (John) like? (He) likes (hamburgers). What about your (father)? Does (he) like (hamburgers)? Yes, (he) does. No, (he) doesn't.

PRACTICE:Act. 1: Trace and write. (Tô và viết).

- Ask students to read the first question, color the words and write other answers in the gaps below

Answers:

3. sandwiches?

4. hot dogs?

Act. 2: Write (Viết).

- Ask Ss to write their answer to complete these 2 sentences. Answer: (optional), e.g.: Yes, I do./No, I do not.

PRODUCTION:

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- Teach Ss some more vocabulary about sports, then ask and answer more:

S1: What does (she) like?

S2: (She) likes soccer.

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UNIT 5: LET’S READLesson 1

Key language focus:ListeningSpeakingReadingWriting

Vocabulary: (review)Game, cake, crayon, name, make, gray, same, snake, play.

Sentences: (review)


Teaching aids:- Puppets- CD/ tape- Cassette player- Classroom objects

WARM - UP AND REVIEW:Spell the word:

- Put the letter cards on the table.- Ask Ss to stand in some groups and give each group some cards.- T spells the word and asks Ss to arrange the cards into a correct word.

PRESENTATION::Act. 1: Present the vocabulary:

- Review the words by asking students to look at the pix and TC.

Act. 2: Introduce homophones. (Giới thiệu từ đồng âm).- Draw some pix on the board to introduce words and write the words under these pix.: ice

cream, tree, và me. T: game, game /ei/

Cake,cake /ei/ Crayon, crayon /ei/

Act. 3: Introduce the –ame, ake and -ay word family.- Write the words with ame, ake and ay on the board, let Ss repeat several times.- Ask Ss to read the word and point to the picture in their book.

PRACTICE:Act. 1: Listen, point and repeat:

- Ask Ss to look at the book, listen and point to the suitable pictures- Get Ss to listen again and repeat

-ame-: game, name, same. -ake-: cake, make, snake -ay: crayon, gray, playAct. 2: Can you read:

- Ask Ss to answer some questions: T: What's this? Ss: It's a crayon. T: Can you play with a crayon? Ss: Yes, I can. T: What's this? Ss: It's a game.

T: Can you name the game?- Ask Ss to listen and repeat.

Can you play with a crayon? Can you name the game?

PRODUCTION:

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- Ask Ss to practice more in pairs.

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Week 8 - Period 16




Vocabulary: (review)Game, cake, crayon, name, make, gray, same, snake, play.

Sentences: (review)




i. keca: ………….

ii. oncray:………………. (

iii. kesan:…………….

PRESENTATION::Act. 1: Read the words:

- Use things that T makes and realias to teach the words game, cake and gray again.Act. 2: Introduce the –ame, ake and -ay word families again:

- Write ee and e on the board, let Ss repeat several times.- Ask Ss to read the word and point to the picture in their book.

PRACTICE:Act. 1: Repetition Drill:

- Ask Ss to close their books and repeat the words.

Act. 2: Trace. (Tô từ).

- Ask Ss to look at the pix and write the missing letters in the words on the ropes, then connect the suitable ones together.

Act. 3: Circle and write. (Khoanh tròn và viết).- Ask Ss to look at the sentence, circle the word and complete the sentence.

Answers:

PRODUCTION:Charades:

- Ask Ss to rewrite the sentences in the part: Can You Read and practice learning by

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heart.

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UNIT 5: LET’S LISTENKey language focus:ListeningSpeakingReadingWriting

Vocabulary: (Review the whole unit)

Sentences: (Review the whole unit)

Resources:SB/ p. 45WB/ p. 45

Teaching aids:- CD/ tape- Cassette player- Teacher’s Cards

117-124, 200-207.- Sticker

WARM - UP AND REVIEW:Act. 1: Let’s talk:

- Give Ss some objects and ask Ss to role play: S1: Do you want an orange? S2 (with TC 206) No, thank you. S3: Do you want a salad? S2: Yes, please.

Act. 2: Let’s learn:- Give Ss Teacher’s Cards 117-124, 200-207 and ask them to practice the dialogue:

S1 with S2: What do you want? S2: I want (a salad). Others Ss point to S2: (He) wants (a salad). S2 with S3: What do you want?...Act. 3: Let’s learn some more:

a. divide the class into 3 groups, use the TC 200-207 and ask Ss to role play.

S1: What do you like? S2: I like (salad), (eggs) and (hamburgers). b. Practise with:Yes/No. Does (S1) has (a frog) and (a hamburger) in (her) bag?

PRESENTATION::How to do a listening task:

- Stick 2 TC on the board, write letters A, B… and circle them.Ask S1 to go to the board. T: He wants a sandwich.S1: point to TC and circle A or B

PRACTICE:Act. 1: Look and answer:

- Ask Ss to look at the pictures in the book to recognize all the objects in the pix.Act. 2: Listen and circle:

- Play the tape and ask Ss to listen and circle the letter A or B - Play the tape again and check the answers.

Keys : PRODUCTION:

Act. 1: Ask and answer:- PW: ask and answer about the pictures, and give commands with the pictures

Act 2: Work book:

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- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)Circle: Ss look at the pictures and circle the suitable word

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Week 9 – Period18




Vocabulary:Watch

Sentences:Whose watch is that? I don't know. Is it (Jenny's) watch? No, (her) watch is (blue). Whose watch is it? I know! It's (Andy's) watch.

Resources:SB/ p. 46


player- Cards in

different colors

- TC & Ss’C(1-8)

- Posters.- A watch,crayons.

Cultural tip:People often shake their head when saying; I don’t know.

WARM - UP AND REVIEW:Color drill:

- Draw a rainbow with different colors on the board, ask Ss to name the colors.- Ask Ss to do individually and then in groups.- Point to objects in the class and ask Ss to name the colors.

T: Red. S1: A red marker.


e. T puts the watch on the table and uses the puppets to introduce the dialogue. Puppet A: (point to the watch) Whose watch is that? Puppet B: (not sure) I don't know.

f. Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times.Act. 2: Present the complete dialogue:

- Call 2 other Ss to practice the complete dialogue.- Ask Ss to continue the dialogue:

A. Is it Jenny's watch? B. No, her watch is blue.

Act. 3: Write:- Whose watch is that? I don't know. - Is it (Jenny's) watch? No, (her) watch is (blue). - Whose watch is it? I know! It's (Andy's) watch.


- Play the tape. Ask Ss to look at the book and point to the charactersAct. 2: Listen and repeat:


PRODUCTION: Role play:

- Divide the class into 2 groups. S1: Whose watch is that? S1: Is it (Jenny's) watch?S2: I don't know. S2: No, (her) watch is (blue)…..

Week10 – Period19Key language Materials Key activities

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Vocabulary (review)Watch

Sentences: (review)Whose watch is that? I don't know. Is it (Jenny's) watch? No, (her) watch is (blue). Whose watch is it? I know! It's (Andy's) watch

Resources:SB/ p. 46


colors- TC & SC(1-8)- Posters.- A watch,crayons.

WARM - UP AND REVIEW:Role- play: Ask some students go to the board to act out the dialogue again.

PRESENTATION::Act. 1: Present the complete dialogue again:

- Use puppets to introduce the dialogue- Ask a student to be Jenny, a student to be Andy and other Ss to be her friends.- Have Ss repeat the dialogue several times



Act. 2: Act out the dialogue:- Have Ss sit in groups of 4. - Practise the dialogue in SB/p. 46- Ask Ss to come before the class and act it out.

PRODUCTION:Act. 1: Pick and Speak:

- Give each Ss some crayons and ask them to remember their colors.- Ask Ss to answer T’s questions.

T: Is it (Sue's) (crayon)?Ss: No, (her) (crayon) is (green). - Ask Ss to work in pairs to practice.

Act. 2: Work book- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)B. Trace and Write :

- Ask Ss to look at the pix and write the words in the blanks. Answers: 1. It is Andy’s watch.

2. It is watch.

3. It is watch.C. Check and write: - Ask Ss to read the questions, look at the pix and choose the correct answer.

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Answer:

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Vocabulary: (Review)

Sentences: It's (Jenny's) cat. Whose (books) are those? They're (Jenny's) books.

Resources:SB/ p. 47

Teaching aids:- puppets- color papers- Some gifts.- Posters, a hat.- Cassette player

WARM - UP AND REVIEW:Review the dialogue: Divide the class into groups of 4 to practice the dialogue again.

PRESENTATION::Act. 1: Introduce the sentences:

- Use real objects to teach the sentences: It's (Jenny's) cat. Whose (books) are those? They're (Jenny's) books.Act. 2: Introduce the objects.

- Open the book on page 47, point to objects in the picture. T: Whose (book) is that? Ss: It’s (Jenny's) books.

- Do the same with other objects.- Have Ss practice more with other objects.

Act. 2: Introduce the song:- Ask Ss open the book- Ask questions about the picture in the book:

How many objects are there in the picture? What are they?



Act. 2: : Sing the song without music:- Sing sentence by sentence- Ask Ss to repeat

Act. 3: Listen and sing along- Play the tape again- Ask Ss to listen and sing along


- Ask Ss to sing the song in 2 big groups: G1: Whose watch is that? G2: It's Jenny's watch.G1: Whose hat is that? G2: It's Jenny's hat……………G1: It's Jenny's cat.. G2: It's Andy's watch………………

Week 11 – Period21

2010-201127






Sentences: It's (Jenny's) cat. Whose (books) are those? They're (Jenny's) books.



WARM - UP AND REVIEW:Re-ordering and singing: Divide the class into 4 groups. Give each group 4 cards. Ask them to re-order the cards to make the name of the song. The first to find out the answer go to the board and write the name of the song. The last have to sing the song.


- Ask Ss to sit in 4 groups and give each group 8 sentences below - Ask them to make the first part of the song.

Whose Watch is that?1. Whose watch is that?2. Whose hat is that?3. Whose books are those?4. Whose cat is that?

5. It's Jenny's watch. 6. It's Jenny's hat.7. They're Jenny's books.8. It's Jenny's cat.

FB: 1-5-2-6-3-7-4-8- Continue with the second part of the song.


- Play the tape - Ask Ss to open the books, listen and sing along

Act. 2: : Sing the song with the music:- Play the music (Let‘s chant, let’s sing)- Ask Ss to listen to the music and sing




Act. 2: Workbook:- Ask Ss to write correct words in the sentences.

Answers: 2. Whose notebook is it? It is

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3 is it? Ted's bag.

4. are they? Bob's hats.

2010-201129


Week11 - Period 22




Vocabulary: a brush, a candy bar, a coin, a comb, a comic book, a key, a paper clip, a tissue

Sentences: What do you have in your (bag)? I have a (notebook).

Resources:SB/ p. 48WB/p.48Let’s chant, let’s sing


208-215, 4-8, 33-38

.

WARM - UP AND REVIEW:Act. 1: Singing:


Act. 2: Game: Walk and talk.- Divide the class into some groups. - Ask Ss to draw some pix of class objects, then practice to ask and answer.

S1: (look at the picture) Whose (watch) is that?S2: I don't know.S3: I know. It's (Ken's) (watch).


- Introduce new words by using TC 208-215, 4-8, 33-38. Ask Ss to repeat new words several times.


Puppet A: (point to the bag) What do you have in your (bag)? Puppet B: I have a (notebook).





PRODUCTION:Show and Tell:

- Point to some objects in Ss’ bag and ask: What do you have in your (bag)?- Get the whole class to answer: I have a (notebook).


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a brush, a candy bar, a coin, a comb, a comic book, a key, a paper clip, a tissue

Sentences: (review)

What do you have in your (bag)? I have a (notebook).



208-215, 4-8, 33-38

.


- Point to some objects in Ss’ bag and ask: What do you have in your (bag)?- Get the whole class to answer: I have a (notebook).

PRESENTATION:Act. 1: Introduce the singular and plural forms of the words.

- Use TC to introduce words: brush(s), candy bar(s), coin(s), combs)…- Stick TC on the board. - Point to the pictures and say the words. Then have Ss repeat


Puppet A:(point to the bag ) What do you have in your (bag)? Puppet B: I have a (notebook).



- Ask Ss look at the pix and use the structure to ask answer:

Puppet A: What do you have in your bag? T: I have a (brush). What do you have? Puppet A: I have a (candy bar).

Act. 2: Yes or No:- Ask Ss to look at the pix to ask and answer:

T: Do you have a key in your bag?

Puppet A: Yes, I do. T: Do you have a coin in your bag? Puppet A: (point to the coin on the table) No, I don't.



you have in your (bag)?- The student who has the correct answer will be the next to play the game



2010-201131





a brush, a candy bar, a coin, a comb, a comic book, a key, a paper clip, a tissue

Sentences: (review)




208-215, 4-8, 33-38

.

Guessing Game: - Ask Ss to work in pairs to guess what they have.S1: Do you have a (comic book) in your (desk)? Leader: Yes, I do./No, I don't


- Use the SC 4-8, 33-38 208-215

S1: Do you have a (paper clip)? S2: No, I don't. S3: Yes, I do.

Act. 2: File Grids:- Give Ss some SC 208-215.- Ask Ss to ask and answer to find their partner’s card

S1: One. Do you have a (key)? S2: Yes, I do./No, I don't.


- Use some class objects to practice- Ask Ss to ask and answer about their real objects they have in their bags.

S1: I have (a tissue) in my bag.

S2: I have (a paper clip) in my bag.Act. 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogueS1: What do you have in your bag?S2: I have a (key).S1: What do you have in your bag?S2: I have a (coin).S1: What do you have in your bag?S2: I have a (tissue).

PRODUCTION:Worksheet Activity. Photo the exercise page: "Do you have...? Go Fish!" on p. 87 to practice more.

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Week 13- Period 25




Vocabulary: (review)a brush, a candy bar, a coin, a comb, a comic book, a key, a paper clip, a tissue

Sentences: (review)




208-215, 4-8, 33-38

.


- T shows a bag and some objects, then asks Ss some questions: T: What do I have in my (bag)?

Ss: You have (a note book).- Continue with others.


- Use the puppets to teach the sentences. Puppet A: (point to the bag) What do you have in your (bag)? Puppet B: I have a (notebook).




Answers: Act. 2: Draw and write:

- Ask Ss to look at the pix, draw a thing and write the name of this in the gap below.

Act. 3: Write:- Ask Ss look at the pix and write missing words in the gaps.

Answers: 2. Do you have a key in your bag? No, I do not.

3 a tissue in your bag? .



I have in my bag?

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- The student who has the correct answer will be the next to play the game

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Week 13– Period 26





Sentences: What does (he) have in (his) hand? (He) has a (frog).Does (she) have a (frog) in (her) hand? Yes, (she) does. No, (she) doesn't.

Resources:SB/ p. 50WB/ p. 50Let’s chant, let’s sing


cards 208-215 - Sub-board- Real objects

WARM - UP AND REVIEW:Act. 1: Singing: Whose Watch Is That?


Act. 2: Fine Grids:- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have

learnt and the other Ss by asking her/ his friend to redraw the picture.



Act. 2: Introduce the sentence pattern: What does (he) have in (his) hand? (He) has a (frog). Does (she) have a (frog) in (her) hand? Yes, (she) does. No, (she) doesn't.




PRODUCTION:Describe other things in the class:

- Ask Ss to describe things in class and guess what it is.


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1. gfro: ………….

2. oyoy:……………….

3. eyk:…………….

PRESENTATION::Act. 1: Introduce the vocabulary:

- Tell the students all the words they need to do these exercises.- Introduce the pix and show students some words.

Act. 2: Introduce the sentence pattern:Get Ss to open the book and introduce some sentence patterns:

o What does (he) have in (his) hand? o (He) has a (frog).o Does (she) have a (frog) in (her) hand? o Yes, (she) does. No, (she) doesn't.


T: Does he have a notebook in his bag?

T: No, he doesn't. (point to the book) Does he have a comic book in his bag? Yes, he does.

PRACTICE:Act. 1: Ask and answer:

- Write the model on the board. What does he have in his hand? He has a yo-yo. What does she have in her hand? She has a yo-yo.

- Ask Ss to listen and point to the pix.Act. 2: Yes or No:

- Write the model on the board. Does he have a pen in his bag? Yes, he does. No, he doesn't. Does she have a pen in her bag? Yes, she does. No, she doesn't.

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- Ask Ss to listen and point to the pix.- Notice: Doesn’t = does not.

PRODUCTION:- Ask students to say what they have.

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WARM - UP AND REVIEW:Fine Grids:

- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture.



Act. 2: Review the sentence pattern: What does (he) have in (his) hand? (He) has a (frog). Does (she) have a (frog) in (her) hand? Yes, (she) does. No, (she) doesn't.

PRACTICE:Act. 1: Trace and write.

- Ask Ss to read the questions and write the word in the gap.

Answers :

2. She has

3. What does she have in her hand?

4. What does he have in his hand? .

Act. 2: Draw and write. - Ask Ss to look at the book and draw a thing in the hand, then write its name in the gap.

Answer: (optional) e.g: I have a pencil in my hand.

PRODUCTION:

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Describe other things in the class:

- Ask Ss to use class objects to practice more.

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WARM - UP AND REVIEW:Singing:Play Let’s chant, let’s sing to sing the song:” Do You Have a Pencil Case?" on page 30.



Act. 2: Review the sentence pattern: What does (he) have in (his) hand? (He) has a (frog). Does (she) have a (frog) in (her) hand? Yes, (she) does. No, (she) doesn't.


- Ask students to read the first question, color the words and write other answers in the gaps below

Answers:

1. Yes, he does. 2. No, she does not. 3. Yes, he does. 4. No, she does not.Act. 2: Write and draw:

- Ask Ss to draw a thing or more in the box to answer the question in the book. Answer: (optional), e.g.: Yes, I do./No, I do not.

PRODUCTION:- Ask students to describe some things in their school bag.



2010-201140




Vocabulary: (review)eat, ice cream, read, green, sleep, tree, he, she, me

Sentences: (review)

Resources:SB/ p. 52Let’s chant, let’s sing


Spell the word:- Put the letter cards on the table.- Ask Ss to stand in some groups and give each group some cards.- T spells the word and asks Ss to arrange the cards into a correct word.



Act. 2: Introduce homophones. - Draw some pix on the board to introduce words and write the words under these pix.: ice

cream, tree, và me. T: ice cream, ice cream, /e/

tree, tree, /e/ me, me, /e/

Act. 3: Introduce the -ea- word family.- Write ea and eat on the board, let Ss repeat several times.- Ask Ss to read the word and point to the picture in their book.



-ea-: eat, ice cream, read -ee-: green, sleep, tree -e: he, she, meAct. 2: Can you read:

- Ask Ss to answer some questions: T: What's this? Ss: It's a book. T: Can you read a book? Ss: Yes, I can. T: What's this? Ss: It's ice cream.

T: Can you read and eat ice cream?- Ask Ss to listen and repeat.

PRODUCTION:- Ask Ss to practice more in pairs.


UNIT 6: Resources:WARM - UP AND REVIEW:

Unscramble words:

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LET’S READLesson 2


Vocabulary: (review)eat, ice cream, read, green, sleep, tree, he, she, me

Sentences: (review)

SB/ p. 52Let’s chant, let’s sing


i. leeps: ………….

ii. eengr:……………….(

iii. edra:…………….(

PRESENTATION::Act. 1: Read the words:

- Use things that T makes to teach the words eat, ice cream and read again.Act. 2: Introduce the -ee and -e word families again:

- Write ee and e on the board, let Ss repeat several times.- Ask Ss to read the word and point to the picture in their book.



Act. 2: Trace.

- Ask Ss to look at the pix and write the missing letters in the words on the kites, then connect the suitable kites together.

Act. 3: Circle and write.- Ask Ss to look at the sentence, circle the word and complete the sentence.

Answers:

1. She can ice cream.

2. The bird sleeps in the

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3. Look at


- Ask Ss to rewrite the sentences in the part: Can You Read and practice learning by heart.

2010-201143







Teaching aids:- CD/ tape- Cassette player- Teacher’s Cards 1-

16 ,133-144, 200-215 - Sticker


- Give Ss some objects and ask Ss to role play:

S1: Whose key is that?S2: I don't know. (look at the object). I know! It's (Kate's) (key).

Act. 2: Let’s learn:- Give Ss some objects in a bag and ask them to practice the dialogue:

S2: What do you have in your hand? Do you have a (paper clip)?S1: Yes, I do./No, I don't.

Act. 3: Let’s learn some more:a. divide the class into 3 groups, use the TC 1-16, 133-144, 200-215 and ask Ss to role play.

S2: What does (S1) have in (her) bag? S3: (She) has (a frog) and (a hamburger). b. Practise with:Yes/No. Does (S1) has (a frog) and (a hamburger) in (her) bag?


- Stick 2 TC on the board, write letters A, B… and circle them.Ask S1 to go to the board. T: He has a candy bar in his hand.S1: point to TC and circle A or B


- Ask Ss to look at the pictures in the book to recognize all the objects in the pix.Act. 2: Listen and circle:


Keys :

PRODUCTION:Act. 1: Ask and answer:

- PW: ask and answer about the pictures, and give commands with the pictures Act 2: Work book:

2010-201144


- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)Circle: Ss look at the pictures and circle the suitable word

2010-201145


Week 17 - Period 33


LET’S REVIEW (UNIT 5,6)

Lesson 1

Key language focus:SingingWritingReadingListening


Sentences: (Review)

Resources:SB/ p. 54,55WB/ p.54,55


colors.- Teacher’s cards

and Students’ cards 118-124, 200-207

208-215, 156-163.

WARM - UP AND REVIEW:Find your partner: give each student a card (2 Ss have the same cards), students will walk and find their partner which has the same card.

PRESENTATION::Act. 1: Review songs: "The Spaghetti Song" and "Whose Watch Is That?".- Ask Ss to open the book.- Ask Ss to listen to the tape and sing aloud.

Act. 2: Review vocabulary:- Let Ss to stand in a circle.- Use the T’s cards to review vocabulary.- Have Ss repeat the words several times.

PRACTICE:Act. 1: Play a game:

- Ask Ss to open the book and show the page 54 in front of Ss.- Ask Ss to look at the book and answer T’s questions: Do you have a comic book?Yes, I do./ No, I don’t.- The winner has to ask and answer about all these pix, he or she will get 1 mark with a

correct picture.Act. 2: Answer the question:

- Ask Ss to work in pairs to ask and answer.S1: What do you have in your bag?S2: I have (a crayon).

Act. 3: Say and act:- T reads first: Do you want spaghetti?- Ask Ss to answer: (Yes, please.)/ (No, thanks.)

PRODUCTION:Review the 2 songs above:

- Divide the class into 3 groups to sing these songs.

2010-201146


Week 17- Period 34



Lesson 2



Sentences: (Review)





208-215, 156-163.

WARM - UP AND REVIEW:Walk and Talk: Ss walk around the class in pairs, introducing to each other.

PRESENTATION::File Grids:

- Divide the class into small groups.- Use the Ss’ cards 156-163, 208-215.- Each group will choose a card and practice to ask and answer:

S2: One. Is he a (shopkeeper)?S1: Yes, he is./No, he isn't.S2: Does he have a (candy bar)?S1: Yes, he does./No, he doesn't.

PRACTICE:Act. 1: Ask your partner:

- Ask Ss to look at the book and work in pairs to practice the dialogue S1: Do you want (a salad)? S2: Yes, I do./No, I don't. - Ask Ss to circle yes/ no after listening to the question.

Act. 2: Listen carefully:- Have Ss look at the book and listen to the tape. - Ask Ss to choose the correct answer.

Act.3: Listen and read. Circle the word.

- Ask Ss to listen, read silently and circle the word they hear.

PRODUCTION:Pick and Speak:

- Call a student in random and ask him/ her to stand up- Ask him/ her to point to a card and introduce: “I want (spaghetti).,…”- Ask the whole class to speak in chorus: “I want (spaghetti).,…”- Then it’s turn of the second student to introduce another one.

2010-201147


Week 18 - Period 35



Lesson 3



Sentences: (Review)





208-215, 156-163.

WARM - UP AND REVIEW:Ask and answer:

- Ask Ss to practice to ask and answer about the TC they have in their school bag.S1: Do you want a pencil?S2: Yes, I do./ No, I don’t.

PRESENTATION::Review vocabularies:

- Ask Ss to look at the book at page 54: T: What's this? S1: It's a comic book.

- Continue with other objects to review words:

Answers:

PRACTICE:Act. 1: Circle, trace and write.

- Ask Ss to circle the word and write in the gap.

Answers: 2. She

3.

Act. 2: Circle. - Ask Ss to circle the meaningful words.

Act. 3: Connect, trace and write. - Ask Ss open the book to connect the pix with people and complete the sentences.

Answers: 2. She likes

2010-201148


3.

Act. 4: Unscramble and write. - Ask Ss to rearrange the words in a correct order.

Answers:


- Point to a TC on the board and ask: What do you want?- Get the whole class to answer: I want (a banana).

THE FIRST-SEMESTER TEST

Week 18– Period36Key language Materials Key activities

2010-201149




Vocabulary:(review)

Sentences:What time is it?It's (six) o'clock. It's time for (dinner). Is it time for (bed)? Yes, it is. Good night, Mom.

Resources:SB/ p. 56WB/ p.56Teaching aids:

- puppets- CD/ tape- Cassette

player- Cards in

different colors

- TC & SC(70-72, 75-76, 177, 179, 205)

- Posters.

.

WARM - UP AND REVIEW:Number drill:

- Write numbers from 1 to 12 on the board.- Ask Ss to do individually to say aloud these numbers.


g. T puts the watch on the table and uses the puppets to introduce the dialogue. Puppet A: (point to the watch) What time is it? Puppet B: It's (six) o'clock.

h. Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times.Act. 2: Present the complete dialogue:

- Use the TC 179 to teach new structures.- Call 2 other Ss to practice the complete dialogue.- Ask Ss to continue the dialogue:

T: What time is it? Ss: It's seven o'clock. T: It's time for your bath.

Act. 3: Write: What time is it? It's (six) o'clock. It's time for (dinner). Is it time for (bed)? Yes, it is. Good night, Mom.


- Play the tape , ask Ss to look at the book and point to the charactersAct. 2: Listen and repeat:



- Divide the class into 2 groups. S1: What time is it? S2: It's (six) o'clock. It's time for your bath…...

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Week19 – Period37




Vocabulary:(review)



- puppets- CD/ tape- Cassette player- Cards in different

colors- TC & Ss’C(70-72,

75-76, 177, 179, 205)- Posters.

.

WARM - UP AND REVIEW:Role- play: Ask some students go to the board to act out the dialogue again.

PRESENTATION::Present the last part of the dialogue.

- Point to the watch at 8.00 and use the TC 177.- Use puppets to introduce the dialogue:

Puppet A: Is it time for bed? T: Yes, it is. It's eight o'clock.

- Ask Ss to practice more.



Act. 2: Act out the dialogue:- Have Ss sit in groups of 4. - Practise the dialogue in SB/p. 56- Ask Ss to come before the class and act it out.


- Give each Ss TC 70-72.- Ask Ss to look at some points of time and pick a TC in random to say.

S1: (point to 6.00) What time is it? S2: It's 6:00. S1: (point to TC 70) It's time to wake up.

- Ask Ss to work in pairs to practice.


2010-201151





Vocabulary:(review)



- puppets- CD/ tape- Cassette

player- Cards in

different colors

- TC & Ss’C(70-72, 75-76, 177, 179, 205)

- Posters.

.

WARM - UP AND REVIEW:Walk and talk:

- Ask Ss to do in groups of 3.- Ask them to write a number on their hand and other Ss will ask about the time to do something:

S1: It's seven o'clock. S2 talks to S3: What time is it? S3: It's seven o'clock. S1: It's time for your bath….

PRESENTATION::Act. 1: Present the complete dialogue:


Act. 2: Present the complete dialogue again:a. Use puppets to introduce the dialogueb. Ask a student to be Jenny, a student to be Scott and other Ss to be his friends.c. Have Ss repeat the dialogue several times.

Act. 3: Write again:a. What time is it?b. It's (six) o'clock.c. It's time for (dinner). Is it time for (bed)? Yes, it is. d. Good night, Mom.

PRACTICE:Listen and repeat again:

- Play the tape again and stop by sentence. Ask Ss to repeat

PRODUCTION: Work book

- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)Trace and Write :

- Ask Ss to look at the pix and write the words in the blanks.

Answers: Week 20– Period39

Key language Materials Key activitiesWARM - UP AND REVIEW:

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Vocabulary:

It's time for school. It's time for lunch.

Sentences: Come on, let's go!

Resources:SB/ p. 57WB/ p.57

Teaching aids:- Puppets- Color papers- Some gifts.- Posters, a hat.- Cassette

player- TC 163

(teacher), 177 (bed), 179 (bathtub), 200 (a sandwich) và 248 (at school), yes/ no cards.

Review the dialogue: Divide the class into groups of 4 to practice the dialogue again.

PRESENTATION::Act. 1: Review the first part of the dialogue.

- T puts the watch on the table and uses the puppets to review the dialogue.a. Puppet A: (point to the watch). What time is it?b. Puppet B: It's (six) o'clock. It is time for your bath.

- Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times.

Act. 2: Present the new pattern.

- Use gestures to introduce to Ss: Come on, let's go!- Have Ss practice more with other partners.


How many objects are there in the picture? What are they?


- Play the tape and ask Ss to listen. Act. 2: : Sing the song without music:

- Sing sentence by sentence, then ask Ss to repeatAct. 3: Listen and sing along

- Play the tape again- Ask Ss to listen and sing along

PRODUCTION:Sing in groups: Ask Ss to sing the song in 3 big groups:

G1What time is it?It's eight o'clock.It's time for school. Let's go.Come on, let's go!It's time for school.It's eight o'clock. Let's go.

G2What time is it?It's twelve o'clock.It's time for lunch. Let's go.Come on, let's go!It's time for lunch.It's twelve o'clock. Let's go.

G3What time is it?It's nine o'clock.It's time for bed. Let's go.Come on, let's go!It's time for bed.It's nine o'clock. Let's go.

Week 20 – Period40Key language Materials Key activities

UNIT 7: LET’S SING

Resources:SB/ p. 57

WARM - UP AND REVIEW:Re-ordering and singing: Divide the class into 4 groups. Give each group 4 cards. Ask them to re-order the cards to make the name of the song. The first to find out the answer go to the

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Lesson 2


Vocabulary:

It's time for school. It's time for lunch.

Sentences: Come on, let's go!

WB/ p.57

Teaching aids:- Puppets- Color papers- Some gifts.- Posters, a hat.- Cassette player- TC 163 (teacher),

177 (bed), 179 (bathtub), 200 (a sandwich) và 248 (at school), yes/ no cards.

board and write the name of the song. The last have to sing the song.

PRESENTATION::Act. 1: Re-present the song:- Ask Ss to sit in 4 groups and give each group 6 sentences below - Ask them to make the first part of the song.

Whose Watch is that?1. What time is it?2. It's time for school. Let's go.3. It's time for school.

4. It's eight o'clock. Let's go.5 Come on, let's go!6. It's eight o'clock.

FB: 1-3-5-6-4-2- Continue with the 2 remaining parts of the song.

PRACTICE:Act. 1: Listen and sing along- Play the tape, ask Ss to open the books, listen and sing along Act. 2: : Sing the song with the music:- Play the music (Let‘s chant, let’s sing)- Ask Ss to listen to the music and singAct. 3: Sing in groups with the music:- Play the music (Let‘s chant, let’s sing) again- Ask Ss to listen to the music and sing the song in 4 big groups

PRODUCTION:Act. 1: Perform the song:- Play the music (Let‘s chant, let’s sing) again- A volunteer group comes before the class to perform the songAct. 2: Workbook:A: Write.- Ask Ss to write correct words in the sentences.

B: Draw and write. Ask Ss to draw on the watch and complete the sentence below.


UNIT 7: LET’S LEARN

Resources:SB/ p. 58,59


- Play the music (Let‘s chant, let’s sing)

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Lesson 1


Vocabulary: in the morning, in the afternoon, get up, brush my teeth, wash my face, comb my hair, get dressed, eat breakfast

Sentences: What do you do in the (morning)? I (get up). Do (you) (watch TV) in the (afternoon)? Yes, (I) do. No, (I) don't.

WB/p.58,59Let’s chant, let’s sing


71,75,76,112,115,116, 216 – 221, 225 – 226.

.

- Ask Ss to listen to the music and sing the song Act. 2: Game: Walk and talk.

- Divide the class into some groups. - Ask Ss to look at the watch then practice to ask and answer.

S1: What time is it?S2: It's eight o'clock.

S3: It's time for school. Let's go.


- Introduce new words by using TC 71, 75, 76,112,115,116, 216 – 221, 225 – 226.- Ask Ss to repeat new words several times.


Puppet A: What do you do in the (morning)? Puppet B: I (get up).






- Point to TC and ask: What do you do in the (morning)?- Get the whole class to answer: I (ride my bicycle).



Resources:SB/ p. 58,59WB/p.58,59

WARM - UP AND REVIEW:Show and Tell:

- Point to TC and ask: What do you do in the (morning)?- Get the whole class to answer: I (ride my bicycle).

2010-201155





Let’s chant, let’s sing


71,75,76,112,115,116, 216 – 221, 225 – 226.

.

PRESENTATION::Act. 1: Introduce phrases again.

- Use TC to introduce: get up, brush my teeth, wash my face, comb my hair, get dressed, eat breakfast.

- Stick TC on the board, say the phrases and have Ss repeatAct. 2: Review the question and answer pattern.

- Use the puppets to teach the sentences. Puppet A:(point to the bag ) What do you do in the (morning)?

Puppet B: I (ride my bicycle).- Ask a student as puppet A, T as puppet B. Then change the role- Divide the class into 2 groups, practise the sentences. Then change the role.


- Ask Ss look at the TC and use the structure to ask answer: Puppet A: What do you do in the (morning)? T: I (get up). Act. 2: Yes or No:

- Ask Ss to look at the TC to ask and answer: T: Do (you) (watch TV) in the (afternoon)?

Puppet A: Yes, I do. T: Do (you) (get dressed) in the (afternoon)?

Puppet A: No, I don't.


- Put TC in a bag- Ask one student to choose one card (but not showing it to the class) and their partner

asks: What do you do in the (morning)?- The student has to answer and then turn next Ss.

2010-201156







Resources:SB/ p. 58,59WB/p.58,59Let’s chant, let’s sing

Teaching aids:- puppets- CD/ tape- Cassette player- TC 71, 75, 76, 112,

115, 116, 216 – 221, 225 – 226.

.


- Ask Ss to work in pairs to guess what TC they have.S1: Do (you) (watch TV) in the (afternoon)?

Leader: Yes, I do./No, I don't


- Use the SC 71, 75, 76, 112, 115, 116, 216 – 221, 225 – 226. S1: Do (you) (watch TV) in the (afternoon)? S2: No, I don't. S3: Yes, I do.

Act. 2: File Grids:- Give Ss some SC 216-221- Ask Ss to ask and answer to find their partner’s card

S1: Do (you) (watch TV) in the (afternoon)? S2: Yes, I do./No, I don't.

PRACTICE:What about you?

- Use TC to practice- Ask Ss to ask and answer about their activities.

S1: What do you do in the (morning)? S2: I (get up).

PRODUCTION:Act. 1: Trace and Write:

- Ask Ss look at the pix and use the words in the box to complete the sentences.

Act. 2: Check and write:- Ask Ss to look at the pix, check the correct answer, then complete others sentences.

The answers can be optional.


2010-201157





Vocabulary: in the evening, at night, study English, take a bath, talk on the telephone

Sentences: What does (she) do in the evening? (She) (talks on the telephone). Does (he) (watch TV) (at night)? Yes, (he) does. No, (he) doesn't.



cards 71, 72, 75, 76, 112, 115, 116 ,216-221, 225-258

- Real objects- Sub-board

Grammar tip:Use “in the” before some words: morning, afternoon, and evening.

WARM - UP AND REVIEW:Act. 1: Singing: What time is it?


Act. 2: Guessing:- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a watch and the

other Ss have to ask and guess what time it is.

PRESENTATION:Act. 1: Review the vocabulary:


Act. 2: Introduce the sentence pattern: What does (she) do in the evening? (She) (talks on the telephone). Does (he) (watch TV) (at night)? Yes, (he) does. No, (he) doesn't.




PRODUCTION:Worksheet Activity:

- Photo exercises on page 90: "Put the Daily Activity Strip in Order" to practice more.



2010-201158




Vocabulary: (review)in the evening, at night, study English, take a bath, talk on the telephone

Sentences: (review)What does (she) do in the evening? (She) (talks on the telephone). Does (he) (watch TV) (at night)? Yes, (he) does. No, (he) doesn't.



cards 71, 72, 75, 76, 112, 115, 116 ,216-221, 225-258


Unscramble words:

4. tusdy: ………….(

5. tephonele

6. wtach:……………

PRESENTATION::Act. 1: Introduce the vocabulary:- Tell the students all the words they need to do these exercises.- Introduce the pix and show students some words.Act. 2: Introduce the sentence pattern:Get Ss to open the book and introduce some sentence patterns:

What does (she) do in the evening? (She) (talks on the telephone). Does (he) (watch TV) (at night)? Yes, (he) does. No, (he) doesn't.


T: Does (he) (watch TV) (at night)? Ss: Yes, (he) does. / No, (he) doesn't.

PRACTICE:Act. 1: Ask and answer:- Write the model on the board. What does (she) do in the evening? (She) (talks on the telephone). - Ask Ss to listen and point to the pix.Act. 2: Yes or No:- Write the model on the board. Does (he) (watch TV) (at night)? Yes, he does. No, he doesn't. Does (she) (watch TV) (at night)? Yes, she does. No, she doesn't.- Ask Ss to listen and point to the pix.- Notice: Doesn’t = does not.

2010-201159


PRODUCTION:- Ask students to say what they do.

2010-201160










cards 71, 72, 75, 76, 112, 115, 116 ,216-221, 225-258


WARM - UP AND REVIEW:Walk and talk:- Use TC 216-221 to give Ss.- Ask them to word individually to talk about what they do everyday.

PRESENTATION::Act. 1: Review the vocabulary:- Review the words by asking students to look at the pix and TC.- Check if Ss can remember the words by asking them to repeat the meaning.Act. 2: Review the sentence pattern again:


PRACTICE:Act. 1: What about you?- Write the sentence: I _______in the evening? and I _______at night on the board- Give an example: I eat dinner in the evening. I watch TV at night.- Ask Ss to give more sentences. E.g. I talk on the telephone in the evening. I take a bath at night.

Act. 2: Trace and write. - Ask Ss to read the questions and write the words in the box in the gap.

PRODUCTION:Singing:- Use the song on page 36: "Does He Wake Up at Six in the Morning?" to practice more about Yes/ No questions.

Week 24– Period 47Key language Materials Key activities


2010-201161








cards 71, 72, 75, 76, 112, 115, 116 ,216-221, 225-258


Singing:Play Let’s chant, let’s sing to practice the reading "What Does He Do at Six o'Clock?" at page 35.

PRESENTATION::Act. 1: Review the vocabulary again.- Review the words by asking students to look at the pix and TC.- Check if Ss can remember the words by asking them to repeat the meaning.Act. 2: Review the sentence pattern again:


PRACTICE:Act. 1: Check and write. - Ask students to read the first question, check the answer and write other answers in the gaps below

Act. 2: Write:

- Ask Ss to write their own answers. Answer: (optional), e.g.: Yes, I do./No, I do not.

PRODUCTION:Charades:- Give Ss TC and SC 216-224, 225-228 - Ask a Ss to pick a card and he/ she has to use gestures to show the meaning of the card, others Ss have to ask some questions to check:

S1: Does he eat dinner in the evening? S2: No, he doesn't./ Yes, he does.




WARM - UP AND REVIEW:Rhyming:

- Put the word cards on the table.- Ask Ss to stand in some groups and give each group some cards.

2010-201162



Vocabulary: (review)line, nine, pine, ice, mice, rice, kite, white, write.

Sentences: (review)


Teaching aids:- Puppets- CD/ tape- Cassette player- Classroom objects- Hand-made cards.

- T spells the word and asks Ss to arrange the cards into a correct word.

PRESENTATION:Act. 1: Present the vocabulary:

- Teach the words by asking students to look at the pix and TC.

Act. 2: Introduce homophones. - Draw some pix on the board to introduce words and write the words under these pix.: line, ice,

kite. T: line, line,/ ine/

Ice, ice, /ice/ Kite, kite, /ite/

Act. 3: Introduce the -ine-ice-ite word family.- Write words with -ine-ice-ite on the board, let Ss repeat several times.- Ask Ss to read the word and point to the pictures in their book.



-ine, line, nine, pine -ice, ice, mice, rice -ite, kite, white, writeAct. 2: Can you read:

- Ask Ss to answer some questions: T: What are these? Ss: They are mice. T: What's this? Ss: It's ice. T: Is this rice? Ss: Yes, it is. T: Do mice like ice and rice?

- Ask Ss to listen and repeat. (p. 62)






2010-201163



Vocabulary: (review)line, nine, pine, ice, mice, rice, kite, white, write.

Sentences: (review)

Teaching aids:- Puppets- CD/ tape- Cassette player- Classroom objects- Hand-made cards.

i. kiet:

ii. hwite

iii. miecPRESENTATION::

Act. 1: Read the words:- Use things that T makes to teach the words line, ice and kite again.

Act. 2: Introduce the –ine, -ice, -ite word families again:- Write words with -ine-ice-ite on the board, let Ss repeat several times.- Ask Ss to read the word and point to the picture in their book.



Act. 2: Connect and trace.

- Ask Ss to look at the pix and connect the suitable kites together.

Act. 3: Circle and write. - Ask Ss to look at the sentence, circle the word and complete the sentence.



2010-201164


2010-201165







Teaching aids:- CD/ tape- Cassette player- TC 69-72, 75-76,

111-116 (Book 1), 163 (teacher), 177 (bed), 179 (bath tub), 200 (a sandwich), 205 (hamburger), 216-221 (morning activities), 223 (take a bath), và 248 (at school),Sticker.


- Give Ss some TC and ask Ss to role play: S1: What time is it?S2: It's (eight) o'clock. It's time for bed.

Act. 2: Let’s learn:- Give Ss some TC and ask them to practice the dialogue:

S1 with S2: What do you do (in the morning)?S2: I (don't watch TV).S2 with S3: What do you do (in the afternoon)?S3: I (ride a bicycle).

Act. 3: Let’s learn some more:Divide the class into 3 groups, use the TC and ask Ss to role play.

S1 with S2: Do you (get dressed) (in the morning)?S2: Yes, I do.S2 with S3: Do you (talk on the telephone) (at night)?


- Stick 2 TC on the board, write letters A, B… and circle them.Ask S1 to go to the board. T: I wash my face in the morning.S1: point to TC and circle A or B


- Ask Ss to look at the pictures in the book to recognize all the actions in the pix.Act. 2: Listen and circle:


PRODUCTION:Act. 1: Ask and answer:

- PW: ask and answer about the pictures, and give commands with the pictures Act 2: Work book:

- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)Circle: Ss look at the pictures and choose suitable words to fill in the gaps below.

2010-201166




UNIT 8: LET’S TALK


Vocabulary:combing my hair, brushing my teeth, washing my face.

Sentences:

Let's play a game! What are you doing? I'm (brushing my hair).



player- Cards in

different colors

TC & Ss’C(69-76,93-98,145-150, 216-228,216-228)

- Posters.- realias

.

WARM - UP AND REVIEW:Silly Questions:

- Ask Ss to work in pairs to practice(one asks and one answers) S1: What do you do (in the morning)? Do you (play the piano)? What do you do (at night)? Do you eat breakfast?


- Use a comb to teach: I am combing my hair.c. T puts the watch on the table and uses the puppets to introduce the dialogue.o Puppet A: What are you doing?o Puppet B: I'm combing my hair.d. Divide the class into 2 groups and give 2 puppets to them to practice the dialogue

several times.Act. 2: Present the complete dialogue:


o A. Let’s play a game. What are you doing?o B. I'm combing my hair.

Act. 3: Write:o Let's play a game! o What are you doing? o I'm (brushing my hair).


- Play the tape. Ask Ss to look at the book and point to the charactersAct. 2: Write:

- Ask Ss to look at the book and complete the sentences.


- Divide the class into 2 groups. S1: What are you doing? S1: What are you doing? S2: I'm (brushing my hair). S2: I am washing my face.


2010-201167




Vocabulary: arms, legs, hands, feet, toes, fingers, knees, shoulders, eyes, ears, nose, mouth, neck, head.

Sentences: What are you doing?I'm playing a game. Watch what I do, and then do the same..



TC and SC 216-224,229-242,69-76,93-98

WARM - UP AND REVIEW:Review the dialogue: Divide the class into groups of 2 to practice the dialogue again.

PRESENTATION::Act. 1: Introduce the sentences:

- Use gestures to teach the sentences: What are you doing? I'm washing my face. Watch what I do, and then do the same.Act. 2: Introduce the parts of body:

- Use TC 229-242 to review the commands with ”touch”. T: Touch your (head).

- Ask Ss to make actions after T’s guidance.

Act. 3: Present the verses (commands).

- Reread commands in the song: "What Are You Doing?" (beginning with Nod your head.). - Use gestures as talking.- Ask Ss to listen and then react.


How many parts of body are there in the picture? What are they?



Act. 2: : Sing the song without music:- Sing sentence by sentence. Ask Ss to repeat

Act. 3: Listen and sing along- Play the tape again. Ask Ss to listen and sing along


- Ask Ss to sing the song in 2 big groups: Group A: What are you doing?Group B: I'm playing a game./ Watch what I do,/ And then do the same.



2010-201168








TC and SC 216-224,229-242,69-76,93-98

Re-ordering and singing: Divide the class into 4 groups. Give each group 4 cards. Ask them to re-order the cards to make the name of the song. The first to find out the answer go to the board and write the name of the song. The last have to sing the song.


- Ask Ss to sit in 4 groups and give each group 4sentences below - Ask them to make the first part of the song.

Whose Watch is that?1 What are you doing?2. Watch what I do,

3. I'm playing a game 4. and then do the same.

FB: 1-3-2-4. (Continue with the other parts of the song.)


- Play the tape - Ask Ss to open the books, listen and sing along

Act. 2: : Sing the song with the music:- Play the music (Let‘s chant, let’s sing)- Ask Ss to listen to the music and sing




Act. 2: Workbook:- Ask Ss to write correct words in the sentences.

2010-201169










TC and SC 216-224,229-242,69-76,93-98

WARM - UP AND REVIEW:Charades:

- Divide the class into 4 groups. Give each group some TC 217-219.- Ask a Ss to pick a card in random, not show to others.- Others have to ask and guess what TC their friend has.

PRESENTATION:Review the song again:

- Ask Ss to sit in 4 groups.- Ask them to sing aloud the song several times. Which group sings most

beautifully will receive a gift.G1 and G2:

What are you doing?I'm playing a game Watch what I do,And then do the same.(2 times)Nod your head.Bend your knees.Stamp your feet.

Now say "please."Clap your hands.Count to three.Wiggle your toes.Smile at me.Snap your fingers.Climb a tree.Raise your arms.Wave at me.

G3 and G4 What are you doing?I'm playing a game Watch what I do,And then do the same.(2 times)Cover your ears.Count to four.Cross your legs.

Touch the floor.Touch your nose.Blink your eyes.Open your mouth.Shout "surprise!"Stretch your neck.Brush your hair.Straighten your shoulders.Sit on your chair.

PRACTICE:Act. 1: : Sing the song with the music:

- Play the music (Let‘s chant, let’s sing)- Ask Ss to listen to the music and sing


PRODUCTION:Perform the song:


Week28 - Period 55

2010-201170





Vocabulary: fishing, playing, swimming, sleeping, coloring, running

Sentences:

What's (he) doing?(He's) (fishing). Is (he) playing? Yes, (he) is. No, (he) isn't.


Teaching aids:- Puppets- A ball.- CD/ tape- Cassette player

Teacher’s cards and SC 216-224,145-150, 216-224, 234-246.

.



Act. 2: Game: Walk and talk.- Divide the class into some groups. - Give Ss TC 216-224, then practice to ask and answer.Ss: What are you doing? S1: I'm (talking on the telephone).


- Introduce new words by using TC and SC 216-224,145-150, 216-224, 234-246.- Ask Ss to repeat new words several times.


Puppet A: What's (he) doing? Puppet B: (He's) (fishing).




Act. 2: Practice the dialogue:- Ask Ss to work in pairs, practice the dialogueNote: What’s = What is He’s = He is She’s = She is


- Point to some TC and SC to ask: What's (he) doing?- Get the whole class to answer: He is (playing a ball).


2010-201171





Sentences:





.

WARM - UP AND REVIEW:Show and Tell:

- Point to some TC and SC to ask: What's (he) doing?- Get the whole class to answer: He is (playing a ball).

PRESENTATION::Act. 1: Present the Yes/No question-and-answer pattern.

- Ask a Ss to go to the board to play a ball.T: Is he (playing)?Puppet A: Yes, he is.- Ask another Ss to make an action of eating something.T: Is (he) sleeping?Puppet A: No, he isn't.- Let Ss practice speaking more about this pattern.


Puppet A What's (he) doing? Puppet B: (He's) (fishing).



- Ask Ss look at the pix and use the structure to ask answer: Puppet A: What's (she) doing? Puppet B: (She’s) (swimming).Act. 2: Yes or No:

- Ask Ss to look at the pix to ask and answer: T: Is (he) playing? T: Is (he) swimming? Puppet A: No, (he) isn't. Puppet A: Yes, (he) is.


- Put TC in a bag. Ask one st to choose 1 card (but not showing it to the class) and ask: What's (he) doing?


2010-201172


Week 29 - Period 57





Sentences:





.


- Ask Ss to work in pairs to guess what people are doing. S1: Is (he) playing? Leader: Yes, (he) is. / No, (he) isn't.


- Use the TC and SC 216-224,145-150, 216-224, 234-246. S1: Is (he) playing? S2: Yes, (he) is S3: No, (he) isn't.

Act. 2: File Grids:- Give Ss some TC and SC 216-224,145-150, 216-224, 234-246.- Ask Ss to ask and answer to find their partner’s card

S1: Is (he) playing? S2: Yes, (he) is. / No, (he) isn't.


- Use some TC and SC to practice- Ask Ss to ask and answer about what people are doing.

S1: What are you doing? S2: I am (reading a book).Act. 2: Practice the dialogue:

- Ask Ss to work in pairs, practice the dialogue1. What's she doing? She's swimming.2. What's he doing? He's fishing.3. What's he doing? He's sleeping.4. What's she doing? She's coloring.5. What's she doing? She's running.6. What's she doing? She's playing.

PRODUCTION:Worksheet Activity.

- Photo the reading: "Long, Black Hair." on page 39 to practice more.Week 29- Period 58


2010-201173





Sentences:




TC & SC 216-224,145-150, 216-224, 234-246.

.


- T shows a bag and TC and SC, then asks Ss some questions: T: What's (he) doing? Ss: (He's) (fishing).

- Continue with others.

PRESENTATION:Review the question and answer pattern.

- Use the puppets to teach the sentences. Puppet A: Is she running?. Puppet B: Yes, she isAsk a student as puppet A, T as puppet B. Then change the role

- Divide the class into 2 groups, practise the sentences. Then change the role.



.Act. 2: Write:

- Ask Ss look at the pix and write missing words in the gaps.

Answers: 3. Is he riding a bicycle?

4. hitting a ball? Act. 3: Draw and write:

- Ask Ss to draw a picture of an action and write the name of this in the gap below. Answers: (optional).

e.g. I am eating cookies.


- Put TC in a bagAsk one student to choose one card (but not showing it to the class) and ask: Is (he) playing?/

2010-201174


Yes, (he) is/ No, (he) isn't.


2010-201175






Vocabulary: at home, at school, at the park, at the store

Sentences: Where's (Kate)? (She's) at (the park). What's (she) doing? (She's) (flying a kite). Is (he) (flying a kite)? No, (he) isn't. Yes, (he) is.


Teaching aids:- puppets- CD/ tape- Cassette player

TC and Students’ cards 145-150, 243-246, 247-250 75-76, 112-113, 125, and129.


WARM - UP AND REVIEW:Act. 1: Singing: What Are You Doing?


Act. 2: Fine Grids:- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw an action they

have learnt and the other Ss by asking her/ his friend to redraw the picture.

PRESENTATION:Act. 1: Introduce the vocabulary:

- Teach words by asking students to look at the pix and TC.- Check if Ss can remember the words by asking them to repeat the meaning.

Act. 2: Introduce the sentence pattern: Where's (Kate)? (She's) at (the park). What's (she) doing? (She's) (flying a kite). Is (he) (flying a kite)? No, (he) isn't. Yes, (he) is.




PRODUCTION:Find the partner:

- Ask some Ss to hire themselves.- Ask others to ask to find where their friends are.


2010-201176





Sentences: Where's (Kate)? (She's) at (the park). What's (she) doing? (She's) (flying a kite). Is (he) (flying a kite)? No, (he) isn't. Yes, (he) is.






1. prak: ………….

2. rtsoe:……………….

3. hemo:…………….(

PRESENTATION:Act. 1: Introduce the vocabulary:- Tell the students all the words they need to do these exercises.- Introduce the pix and show students some words.Act. 2: Introduce the sentence pattern:Get Ss to open the book and introduce some sentence patterns:

Where's (Kate)? (She's) at (the park). What's (she) doing? (She's) (flying a kite). Is (he) (flying a kite)? No, (he) isn't. Yes, (he) is.

Act. 3: Present the Yes/No question and answer patterns.- Use a book to introduce. T: Is (he) (flying a kite)? No, (he) isn't. Yes, (he) is.

PRACTICE:Act. 1: Ask and answer:- Write the model on the board. Where is he? He's at the park. What's he doing? He's playing - Ask Ss to listen and point to the picturesAct. 2: Yes or No:- Write the model on the board.

Is (he) eating? No, (he) isn't.. Is (he) coloring? Yes, (he) is.- Ask Ss to listen and point to the pictures- Notice: is not = isn’t

PRODUCTION:

2010-201177


Game board:- Guide Ss to play the game. Use a marker to move from beginning to the end.- Use the question: What is she/ he doing?

2010-201178






Sentences:






WARM - UP AND REVIEW:Fine Grids:- Have Ss sit in pairs, give each pair some sub-board, ask a Ss draw a thing they have learnt and the other Ss by asking her/ his friend to redraw the picture.

PRESENTATION:Act. 1: Review the vocabulary:- Review the words by asking students to look at the pix and TC.- Check if Ss can remember the words by asking them to repeat the meaning.Act. 2: Review the sentence pattern:


PRACTICE:Act. 1: Draw and Tell:- Ask Ss to write some actions and practice to ask and answer :

S1: Where is (he)? S2: (He's) (at home). S1: Is he reading? S2: No, he isn't.

Act. 2: Bingo:- Photo the exercises “What is he/she doing?" on page 91 to help Ss practice more.

PRODUCTION:Guessing Games:- Use the TC 243-246, 247-250.- Divide the class into 2 groups. Ask Ss to ask and answer: S1 (GB): Is he at school?

S2 (GA): Yes, he is./ No, he isn't.S1 (GB): Is he fishing?S2 (GA): Yes, he is./No, he isn't.

2010-201179







Sentences:






WARM - UP AND REVIEW:Mime. Call each of Ss to go to the board and do some actions. Group A: What's (he) doing? Group B: (He's) (fishing).

PRESENTATION:Act. 1: Review the vocabulary:- Review the words by asking students to look at the pix and TC.- Check if Ss can remember the words by asking them to repeat the meaning.Act. 2: Review the sentence pattern:


PRACTICE:Act. 1: Connect and trace. - Ask Ss to look at the pix and connect the suitable pix together.

Act. 2: Trace and write.

- Ask Ss to look at the page 68, read the questions and color the answers.- Ask Ss to complete the other answers.

PRODUCTION:Singing:Teach Ss the song: “Where's Penny?" on page 42.


2010-201180




Vocabulary: bone, phone, stone, go, no, yo-yo, blue, Sue, glue

Sentences: (review)



Teaching aids:- Puppets- CD/ tape- Cassette player- Classroom objects- TC man-made.

WARM - UP AND REVIEW:Spell the word:

- Put the letter cards on the table.- Ask Ss to stand in some groups and give each group some cards.- T spells the word and asks Ss to arrange the cards into a correct word.



Act. 2: Introduce homophones. - Draw some pix on the board to introduce words and write the words under these pix.: bone,

go, blue. T: bone, bone, /one/

Go, go, /o/ Blue, blue, /ue/

Act. 3: Introduce the -one-o-ue- word family.- Write word with -one-o-ue- on the board, let Ss repeat several times.- Ask Ss to read the word and point to the picture in their book.



-one-: bone, phone, stone -o-: go, no , yo-yo -ue-: blue, Sue, glueAct. 2: Can you read:

- Ask Ss to answer some questions to introduce these sentences.- Ask Ss to listen and repeat.

The stone is under the bone by the phone. No! Go and play with a yo-yo. Sue's glue is blue.



2010-201181




Vocabulary: bone, phone, stone, go, no, yo-yo, blue, Sue, glue

Sentences: (review)



Teaching aids:- Puppets- CD/ tape- Cassette player- Classroom objects- TC man-made.


i. tones: ………….

ii. lueg:……………….(

iii. pheon:…………….(

PRESENTATION:Act. 1: Read the words:

- Use things that T makes to teach the words bone, go, and blue again.Act. 2: Introduce the -one-o-ue- word families again:

- Write word with -one-o-ue- on the board, let Ss repeat several times.- Ask Ss to read the word and point to the picture in their book.



Act. 2: Connect and trace. - Ask Ss to look at the pix and write the missing letters in the words on the boxes, then

connect the suitable boxes together.

Act. 3: Circle and write .- Ask Ss to look at the sentence, circle the word and complete the sentence.



2010-201182


2010-201183







Teaching aids:- CD/ tape- Cassette player

Teacher’s Cards and SC 145-150, 190-199, 216-224 243-246, 247-250, 93-94 111-116.

- Sticker


- Give Ss some objects and ask Ss to role play: S1: What are you doing? S2: I'm getting up.

Act. 2: Let’s learn:- Give Ss some TC in a bag and ask them to practice the dialogue:

S2. (GA): What is (he) doing? S1. (GB): (He's) (swimming).

Act. 3: Let’s learn some more:- Divide the class into groups of 2, use the SC 247-250 and ask Ss to role play.

S1: (point to a person) Where is she? S2: She's at school.S1: What is she doing? S2: She's sitting at a desk. S1: Is she sleeping? S2: No, she isn't.

PRESENTATION:How to do a listening task:

- Stick 2 TC on the board, write letters A, B… and circle them.- Ask S1 to go to the board. T: She's fishing. S1: point to TC and circle A or B


- Ask Ss to look at the pictures in the book to recognize all the actions in the pix.Act. 2: Listen and circle:


PRODUCTION:Act. 1: Trace and write.

- Ask Ss to look at the pix and choose a word in the box to write the answer for each question above.

Answers: 1. He is 2. She is

2010-201184


3. 4.

Act 2: Write. - Ask Ss to choose the suitable answer for each question.

2010-201185


Week 34- Period 66



Lesson 1



Sentences: (Review)

Resources:SB/ p. 72,73WB/ p.72,73 Teaching aids:



and Students’ cards 216-250.

WARM - UP AND REVIEW:Find your partner: give each student a card (2 Ss have the same cards), students will walk and find their partner which has the same card.

PRESENTATION:Act. 1: Review songs: "What Time Is It?" and "What Are You Doing?"

- Ask Ss to open the book.- Ask Ss to listen to the tape and sing aloud.

Act. 2: Review vocabulary:- Let Ss to stand in a circle.- Use the T’s cards to review vocabulary.- Have Ss repeat the words several times.

PRACTICE:Act. 1: Play a game:

- Ask Ss to open the book and show the page 72 in front of Ss.- Ask Ss to look at the book and answer T’s questions:

T: Do you do homework in the evening? S1: Yes, I do.- The winner has to recognize all these pix, he or she will get 1 mark with a correct

picture.Answers: do homework, get dressed, get up, eat dinner, talk on the telephone, read a book, take a bath, go to sleep, eat breakfast, play the piano.

Act. 2: Answer the question:- Ask Ss to work in pairs to ask and answer.What do you do in the morning?

Act. 3: Say and act:- T reads first: It's six o'clock / What are you doing?- Ask Ss to guess what Scott is going to say.Answers: What time is it? I'm washing my face

PRODUCTION:Review the 2 songs above:

- Divide the class into 3 groups to sing these songs.

Week 34- Period 67Key language Materials Key activities

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Lesson 2



Sentences: (Review)





WARM - UP AND REVIEW:Walk and Talk: Ss walk around the class in pairs, introducing to each other.

PRESENTATION:Team game:

- Divide the class into small groups.- Use the Ss’ cards 216-250.- Each group will choose a card and describe its, other Ss have to guess what it is.

PRACTICE:Act. 1: Ask your partner:

- Ask Ss to look at the book and work in pairs to practice the dialogueS1: Do you (get up) in the (evening)?S2: Yes, I do./No, I don't.

- Ask Ss to circle yes/ no after listening to the question.Act. 2: Listen carefully:

- Have Ss look at the book and listen to the tape. - Ask Ss to choose the correct answer.

1. Is he playing? No, he isn't. 2. What's she doing? She's swimming.

Act. 3: Listen and read. Circle the word.- Ask Ss to listen, read and circle the word they hear.

.


- Call a student in random and ask him/ her to stand up- Ask him/ her to point to a card and introduce: What time is it?- Ask the whole class to speak in chorus: It is (six) o’clock. It is time to get up.- Then it’s turn of the second student to introduce another one.

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Week 35- Period 68Key language Materials Key activities


Lesson 3



Sentences: (Review





WARM - UP AND REVIEW:Ask and answer:

- Ask Ss to practice to ask and answer about the things they have in their school bag.S1: What are you doing?S2: I am playing.S1: What is he doing?S2: He is reading a book.

PRESENTATION::Act:

- Use the T’s cards 216-228 and 243-250- Divide Ss into groups.- Each group will carry out the actions in their card.

PRACTICE:Act. 1: Trace, draw and write

- Ask Ss to draw in the pix and complete the sentences.

Act. 2: Worksheet Activity.- Photo the exercises "Review Game, Level 2" at page 92 to help Ss practise more.


- Point to a TC on the board and ask: Where is he?- Get the whole class to answer: He is in the park.

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Lesson 4



Sentences: (Review





WARM - UP AND REVIEW:Act. 1: Tic-Tac-Toe :

- Use the SC 243-250 to help Ss to ask and answer :

T: (raise the SC) Where is (he)?S: (He's) at (the park).


- Use the puppets to teach the sentences.Puppet A:(point to the card ) What does she do in the morning? Puppet B: She is playing. Puppet A:(point to the card ) What is he doing? Puppet B: He is watching TV.



- Ask Ss to look at the pix, then write down the correct words in the blankets.Answers:

2. What does he do at night? He takes a bath

3. What does she do in the morning? She gets up

Act. 2: Circle, trace and write.- Ask Ss to look at the pix, choose a suitable word and complete the sentences.

Answers:

1. She is

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2. He is

3. What is he doing?

4. What is she doing?

5. What is doing?

6. What is doing?


- Put TC in a bag- Ask one student to choose one card (but not showing it to the class) and ask: What is

he/ she doing?The student who has the correct answer will be the next to play the game

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Week 36 - Period 70



Lesson 5



Sentences: (Review Sentences: (Review)What are these?They are (cassettes).





WARM - UP AND REVIEW:Make the rhythm:

- Ask 1 or 2 volunteers to come before the class, make the rhythm:What are you doing? I am reading a book.What are you doing? I am watching TV.

- The class clap their hands and follow him/ her

PRESENTATION:Act. 1: Review the sentences:

- Use the puppets and TC to review the sentences. S1: What is he doing? S2: He is swimming.

- Have Ss repeat and do with other TC.Act. 2: Review the alphabet.

- Have Ss practice writing the alphabet.

PRACTICE:Let’s Go Reader: Baseball Fans

Act. 1: Review the story:- Ask Ss to look the cover and the T describes its to Ss.- Ask Ss to look through all pages of the book to hold the main content.

Act. 2: Read aloud:- Ask Ss to look at the book and the T reads the story aloud.

Act. 3: focus on vocabulary:- The T teaches some new words.

Act. 4: Repeated reading:- Have Ss repeat the story after the teacher.

PRODUCTION:Game: ”I see something”:

- Use the SC 216-250.- Divide Ss into small groups - Ask Ss to go around the class, pick up some TC and say: I see something.- Other Ss in the class have to guess the name of this thing.- Continue the game with other TC.

THE FINAL TEST

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