giao an Letsgo 2B chuan

Divide the class into 2 groups and give 2 puppets to them to practice the dialogue several times. Act[r]

(1)

NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN

LET’S GO 2B

LỚP 5

(2)

LET'S GO 2B_SUGGESTED SYLLABUS

LET'S GO 2B (4 UNITS) _ 35 WEEKS/ 70 LESONS UNI

T WEEK LESSON SECTION LANGUAGE ITEMS PAGE FUNCTIONS

THE FIRST TERM

5 1 1 - 2 Revision and Introduction.

2 - Let’s Talk Do you want (spaghetti)? Yes, please No, thank you What about (Scott)?

What does (he) want/like? (He) wants (an egg) (He) likes (hamburgers) Does (he) want (a salad)? Does (he) like

(sandwiches)?

Yes, (he) does No, (he) doesn’t

38 Asking about wants/likes Expressing wants/likes Describing wants/likes of others

3 - Let’s Sing 39

4-5 7-10 Let’s Learn

40-41 6-7 11-14 Let’s Learn

Some More

42-43

8 15-16 Let’s Read 44

9 17 Let’s Listen 45

6 9-10 18-19 Let’s Talk Whose (watch) is that? It’s (Andy’s) (watch) Whose (books) are those? They’re (Jenny’s) (books) What you have in your (bag)?

I have (a notebook)

Do you have (a key) in your (bag)?

Yes, I No, I don’t

What does (he) have in (his) (hand)?

He has (a frog)

Does (she) have (a pen) in (her) (bag)?

46 Asking about possession Expressing possession

10-11 20-21 Let’s Sing

47

11-13 22-25 Let’s Learn

48-49

13-15 26-29 Let’s Learn Some More

50-51

15-16 30-31 Let’s Read

52

(3)

REVIE

W 17-18 33-35 Let’s Review REVIEW THE FIRST-TERM TEST

54-55

THE SECOND TERM

7

18-19

36-38 Let’s Talk What time is it? It’s (six o’clock)

What you (in the morning)?

I (wash my face)

Do you (watch TV) (in the afternoon)?

Yes, I No, I don’t

What does (he) (in the evening)?

(He) (eats dinner)

Does (he) (watch TV) (at night)?

Yes, (he) does No, (he) doesn’t

56 Asking the time Stating the time

Asking about daily routine Describing daily routine

20 39-40 Let Sing 57

21-22

41-43 Let’s Learn

58-59

22-24

44-47 Let’s Learn Some More

60-61

24-25

48-49 Let’s Read 62

8 26 51 Let’s Talk What are you doing?

I’m (combing my hair) (Nod) your (head) What ‘s (he) doing? (He’s) (swimming) Is (she) (running)?

Yes, she is No, she isn’t Where’s (he)?

(He’s) (at the park) Is (he) (coloring)? Yes, he is No, he isn’t

64 Commands

Describing what you are doing

Asking what someone else is doing

Describing what someone else is doing

Asking where someone is Describing where someone is

26-27

52-54 Let’s Sing 65

28-29

55-58 Let’s Learn

66-67

30-31

59-62 Let’s Learn Some More

68-69

(4)

REVIE

W 33

-35 66-70 Let’s Review REVIEW THE SECOND-TERM TEST

72-73

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

Key language Materials Key activities

UNIT 5: LET’S TALK Lesson 1

Key language focus:

Speaking Listening 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

- Cassett e 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 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): lunch

T: (point to the bowl of spaghetti): Spaghetti

c. Use 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 groups and give puppets to them to practice the dialogue several times

Act 2: Present the complete dialogue:

- Call 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.

(5)

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 groups

- S1: What's for (lunch)? S1: That's good I like (spaghetti)

S2: (Spaghetti) S2: I do, too.

Week2 – Period 4

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

- TC & SC(117-124, )

- Posters

- Realia

WARM - UP AND REVIEW:

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 you want?

S2: I want pizza What 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:

Act 2: Act out the dialogue:

- Have Ss sit in groups of Practise the dialogue in SB/p 38

(6)

PRODUCTION:

Act 1: Pick and Speak:

- Call a student in random and ask him/ her to stand up

Ask 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 spaghetti? Yes, please. Do you want chicken? No, thank you. Do you want rice? No, thank you. Do you want ice cream? Yes, please.

Week – Period 5

UNIT 5: LET’S SING Lesson 1

Singing Listening Vocabulary: (review)

Sentences:

Do you like(want) spaghetti?

Yes, I do. I do, too.

Resources: SB/ p 39 WB/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:

(7)

I like(want) spaghetti,

too. Act 1: Listen and point: PRACTICE:

- 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 big groups: G1: Do you like spaghetti?

G2: Yes, I G3: I do, too G4: I do, too

Singing Listening Vocabulary: (review)

Sentences:

Do you like(want) spaghetti?

Teaching aids:

- puppets

- color papers

- a small cake

- Some gifts

- Posters

- Cassette player

- TC & SC (117-124)

Re-ordering and singing: Divide the class into groups Give each group 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 groups and give each group sentences below

- Ask them to make a song( sentence can be used several times)

The Spaghetti Song Do you like

spaghetti? Do you want

spaghetti? Yes, I

4 I do, too

5 I like spaghetti, too I want spaghetti,

(8)

Yes, I do. I do, too.

I like(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 big groups PRODUCTION:

Act 1: Perform the song:

- A volunteer group comes before the class to perform the song Act 2: Workbook:

A Check and write (Kiểm tra viết).

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

B Draw and write (Vẽ viết)

- Ask Ss to draw a kind of food they like best and write its name in the sentence

Week - Period 7

UNIT 5: LET’S LEARN Lesson 1

Learning new words Listening

Speaking Vocabulary:

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

Teaching aids:

- puppets

- CD/ tape

WARM - UP AND REVIEW: Act 1: Singing:

- 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.

(9)

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

Sentences:

What 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.

- Cassette player

- Teacher’s cards 117-124, 200-207

- Realias Grammar tip: Show Ss the

difference between “a” and “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 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 groups, practise the sentences Then change the role

PRACTICE: Act 1: Listen and repeat:

- 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 dialogue Note: 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 mark

Week4 - Period 8

Resources: SB/ p 40,41 WB/ p.40,41

WARM - UP AND REVIEW: Show and tell:

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

(10)

Speaking Vocabulary: (review)

Sentences: (review)

Let’s chant, let’s sing

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards 117-124, 200-207

- Realias Grammar tips : Show Ss the

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 you want?  Puppet B: I want (an egg)

PRACTICE: Act 1: Ask and Answer:

- Ask Ss look at the pix and use the structure to ask answer: Puppet A: What 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 you want?

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

Week - Period

(11)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards 117-124, 200-207

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

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 you want?

S2: I want (an egg)

- Ask Ss to work in pairs, practice the dialogue S1: What 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

(12)

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards 117-124, 200-207

- T shows TC, then asks Ss some questions:

T: What you want?

Ss: I want (a hamburger)

- Continue with others

PRESENTATION:: Review the question and answer pattern.

- Use the puppets to teach the sentences

Puppet A: (point to the bag) What 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? He wants an orange.

3 What does he want? He wants a salad.

4 What does she want? She wants an egg.

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 Yes, he does.

2 No, she does not.

3 Does she want an egg? Yes, she does.

4 Does he want a banana? No, he does not.

5 Does she want an orange? Yes, she does.

6 Does he want a hot dog? Yes, he does.

- Put TC in a bag

(13)

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

UNIT 5:

LET’S LEARN SOME MORE

Lesson 1

Singing Listening Speaking 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 42,43 WB/ p 42,43 Let’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?

- 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:

- 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:

(14)

UNIT 5:

Lesson 2

Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

WARM - UP AND REVIEW: Unscramble words:

1 ladsa: ………….(salad)

2 kiescook:……….(cookies) rangeor:……….(orange)

PRESENTATION:: Act 1: Introduce the vocabulary:

- Tell the students all the words they need to 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:

(15)

Yes, (he) does. No, (he) doesn't.

- Ask Ss to listen and point to the pix

- Notice: Doesn’t = does not

PRODUCTION:

- Ask students to say what they like

UNIT 5:

Lesson 3

Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

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

Act 2: Review the sentence pattern:  What does (John) like?

PRACTICE:

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

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

2 She likes cookies

3 She likes bananas.

4 He likes oranges.

(16)

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

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

UNIT 5:

Lesson 4

Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

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?

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

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

Answers:

(17)

4 Does she like hot dogs? No, she does not.

Act 2: Write (Viết).

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

PRODUCTION:

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

S1: What does (she) like?

S2: (She) likes soccer.

Week - Period 15

UNIT 5: LET’S READ Lesson 1

Listening Speaking Reading Writing

Vocabulary: (review)

Game, cake, crayon, name, make, gray, same, snake, play.

Sentences:

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:

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, 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

(18)

(review)

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, play Act 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: - Ask Ss to practice more in pairs

Week - Period 16

Game, cake, crayon, name, make, gray,

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Classroom objects

i keca: ………….(cake)

ii oncray:……….(crayon) iii kesan:……….(snake)

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:

(19)

same, snake, play.

Sentences: (review)

- 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 viết).

- Ask Ss to look at the sentence, circle the word and complete the sentence

Answers: 1 names

2 cakes

crayons

PRODUCTION: Charades:

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

UNIT 5:

LET’S LISTEN Key language focus:

Vocabulary: (Review the whole unit)

Resources: SB/ p 45 WB/ p 45

Teaching aids:

- CD/ tape

- Cassette player

- Teacher’s Cards 117-124, 200-207

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 you want? S2: I want (a salad) Others Ss point to S2: (He) wants (a salad)

S2 with S3: What you want? Act 3: Let’s learn some more:

(20)

Sentences:

(Review the whole unit)

- Sticker play.

S1: What 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 a listening task:

- Stick 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 : 1.a; 2.a; 3.b; 4.b; 5.b; 6.a; 7.b; 8.b PRODUCTION:

Act 1: Ask and answer:

- PW: ask and answer about the pictures, and give commands with the pictures

Act 2: Work book:

Circle: Ss look at the pictures and circle the suitable word

Week – Period18

Key language

Resources: SB/ p 46 Teaching aids:

WARM - UP AND REVIEW: Color drill:

- Draw a rainbow with different colors on the board, ask Ss to name the colors

- Ask Ss to individually and then in groups

(21)

focus:

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

- puppets

- CD/ tape

- Cassett e player

- TC & Ss’C(1-8)

- Posters

- A watch, crayons Cultural tip: People often shake their head when saying; I don’t know.

T: Red  S1: A red marker.

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

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 groups and give puppets to them to practice the dialogue several times

- 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 PRACTICE:

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

PRODUCTION: Role play:

- Divide the class into groups

S1: Whose watch is that? S1: Is it (Jenny's) watch? S2: I don't know S2: No, (her) watch is (blue) …

Week10 – Period19

(22)

UNIT 6:

LET’S TALK Lesson 2

Speaking Listening Vocabulary (review)

Watch

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

SB/ p 46

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC & SC(1-8)

- Posters

- A watch, crayons

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 PRACTICE:

Act 1: Listen and repeat:

- Have Ss sit in groups of

- 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

B Trace and Write :

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

2 It is John's watch.

3 It is Kate's watch.

C Check and write:

- Ask Ss to read the questions, look at the pix and choose the correct answer

(23)

No, it is not.

Week 10 – Period 20

Singing Listening Vocabulary: (Review)

Sentences:

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

Teaching aids:

- puppets

- color papers

- Some gifts

- Posters, a hat

- Cassette player

Review the dialogue: Divide the class into groups of 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:

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

Act 1: Listen and point: - Play the tape

- Sing sentence by sentence

- Ask Ss to repeat

Act 3: Listen and sing along - Play the tape again

PRODUCTION: Act 1: Sing in groups:

(24)

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

Singing Listening Vocabulary: (Review)

Sentences:

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

Teaching aids:

- puppets

- color papers

- Some gifts

- Posters, a hat

- Cassette player

- Ask Ss to sit in groups and give each group 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. 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 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:

(25)

- Ask Ss to write correct words in the sentences

Answers: 2 Whose notebook is it? It is Sue's notebook.

Whose bag is it? It is Ted's bag.

4 Whose hats are they? They are Bob's hats.

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

Sentences:

What you have in your (bag)?

I have a (notebook).

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards 208-215, 4-8, 33-38 .

- 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 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 you have in your (bag)?

 Puppet B: I have a (notebook).

(26)

to the characters

PRODUCTION: Show and Tell:

- Point to some objects in Ss’ bag and ask: What you have in your (bag)?

- Get the whole class to answer: I have a (notebook).

Week12 - Period 23

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards 208-215, 4-8, 33-38 .

- Point to some objects in Ss’ bag and ask: What 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 Act 2: Review the question and answer pattern.

Puppet A:(point to the bag ) What you have in your (bag)?

(27)

- Ask Ss look at the pix and use the structure to ask answer: Puppet A: What you have in your bag?

T: I have a (brush) What you have?

Puppet A: I have a (candy bar).

- Ask Ss to look at the pix to ask and answer: T: Do you have a key in your bag?

T: Do you have a coin in your bag?

Puppet A: (point to the coin on the table) No, I don't.

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What you have in your (bag)?

Week 12 - Period 24

a brush, a candy bar, a

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards 208-215,

- 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.

(28)

coin, a comb, a comic book, a key, a paper clip, a tissue

4-8, 33-38 .

- 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. PRACTICE:

Act 1: What about you?

- 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 dialogue S1: What you have in your bag?

S2: I have a (key).

S1: What you have in your bag?

S2: I have a (coin).

S1: What 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

Week 13- Period 25

Teaching aids:

- puppets

- CD/ tape

- T shows a bag and some objects, then asks Ss some questions:

T: What I have in my (bag)?

Ss: You have (a note book)

(29)

(review)

- Cassette player

- Teacher’s cards 208-215, 4-8, 33-38 .

(bag)?

- Ask Ss look at the pix and write the name of these things Answers: 2 I have a brush

3 I have a candy bar.

4 I have a comic book.

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: Do you have a key in your bag? No, I not

Do you have a tissue in your bag? Yes, I

- Put TC in a bag

- Ask one student to choose one card (but not showing it to the class) and ask: What I have in my bag?

Week 13– Period 26

UNIT 6:

Lesson 1

Let’s chant, let’s

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

(30)

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.

sing

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC and Students’ cards 208-215

- Sub-board

- Real objects

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.

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

(31)

UNIT 6:

Lesson 2

Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

Unscramble words:

1 gfro: ………….(frog) oyoy:……….(yo-yo) eyk:……….(key)

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.

What does he have in his hand? He has a yo-yo What does she have in her hand? She has a yo-yo

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.

PRODUCTION:

(32)

Week 14 – Period 28

UNIT 6:

Lesson 3

Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

Act 2: Review the sentence pattern:  What does (he) have in (his) hand?  (He) has a (frog).

PRACTICE: Act 1: Trace and write

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

2 She has a coin.

3 What does she have in her hand? She has a tissue.

4 What does he have in his hand? He has a watch.

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: Describe other things in the class:

(33)

UNIT 6:

Lesson 4

Sentences:

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Sub-board

- Real objects

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).

PRACTICE: Act 1: Trace and write

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

Answers:

Yes, he does.

2 No, she does not.

3 Yes, he does.

No, she does not Act 2: Write and draw:

(34)

Answer: (optional), e.g.: Yes, I do./No, I not.

PRODUCTION:

- Ask students to describe some things in their school bag

Week 15 - Period 30

eat, ice cream, read, green, sleep, tree, he, she, me

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Classroom objects

Act 2: Introduce homophones

- Draw some pix on the board to introduce words and write the words under these pix.: ice cream, tree, 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

Act 1: Listen, point and repeat:

(35)

-ea-: eat, ice cream, read -ee-: green, sleep, tree

-e: he, she, me Act 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 Week 16 - Period 31

eat, ice cream, read, green, sleep, tree, he, she, me

Sentences:

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Classroom objects

i leeps: ………….(sleep) ii eengr:……….(green) iii edra:……….(read)

- 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

Act 1: Repetition Drill:

- Ask Ss to close their books and repeat the words Act 2: Trace

(36)

(review)

Answers:

1 She can eat ice cream.

2 The bird sleeps in the tree.

Look at me!

UNIT 6:

Sentences:

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 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 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).

(37)

PRESENTATION::

How to a listening task:

- Stick 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

Keys : 1a, 2a, 3b, 4b, 5b, 6a, 7b, 8a PRODUCTION: Act 1: Ask and answer:

- PW: ask and answer about the pictures, and give commands with the pictures

Circle: Ss look at the pictures and circle the suitable word

LET’S REVIEW (UNIT 5,6) Lesson 1

Singing Writing Reading Listening

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

- puppets

- CD/ tape

- Cassette player

- Cards in different

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

(38)

Vocabulary: (Review) Sentences: (Review)

colors

- Teacher’s cards and Students’ cards 118-124, 200-207

208-215, 156-163

- 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 mark with a correct picture

Act 2: Answer the question:

- Ask Ss to work in pairs to ask and answer S1: What 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 songs above:

- Divide the class into groups to sing these songs

Week 17- Period 34

Singing

- puppets

- CD/ tape

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

(39)

Writing

Reading Listening Vocabulary: (Review) Sentences: (Review)

- Cassette player

208-215, 156-163

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)?

- 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. Does he have a yo-yo in his hand? Yes, he does.

2. Does she like bananas? No, she doesn't.

Act.3:Listen and read Circle the word

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

Pick and Speak:

- 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

WARM - UP AND REVIEW: Ask and answer:

- Ask Ss to practice to ask and answer about the TC they have in their school bag

(40)

Key language

focus: Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review)

- puppets

- CD/ tape

- Cassette player

208-215, 156-163

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: a comic book, a tissue, a paper clip, a watch, a key, a hot dog, a hamburger, a sandwich, an orange.

PRACTICE: Act 1: Circle, trace and write

- Ask Ss to circle the word and write in the gap Answers: 2. She wants a salad.

3. He wants a sandwich.

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 cookies.

3. He likes oranges.

Act 4: Unscramble and write

- Ask Ss to rearrange the words in a correct order Answers: 2. It is Meg's key.

3. They are Sue's candy bars.

- Point to a TC on the board and ask: What you want?

- Get the whole class to answer: I want (a banana)

(41)

Week 18– Period36

UNIT 7:

LET’S TALK Resources:SB/ p 56

WARM - UP AND REVIEW: Number drill:

(42)

Lesson 1

(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.

WB/ p.56 Teaching aids:

- puppets

- CD/ tape

- Cassett e player

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

- Posters .

- Ask Ss to individually to say aloud these numbers PRESENTATION::

Act 1: Present the first part of the dialogue:

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 groups and give puppets to them to practice the dialogue several times

- Use the TC 179 to teach new structures

- 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.

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:

PRODUCTION: Role play:

 S1: What time is it?

 S2: It's (six) o'clock. It's time for your bath…

Week19 – Period37

(43)

UNIT 7:

LET’S TALK Lesson 2

(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 56 WB/ p.56

Teaching aids:

- puppets

- CD/ tape

- Cassette player

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

- Posters .

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

- Have Ss sit in groups of

- Practise the dialogue in SB/p 56

- Ask Ss to come before the class and act it out PRODUCTION:

Pick and Speak:

- 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

Week 19 – Period38

(44)

(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 56 WB/ p.56 Teaching aids:

- puppets

- CD/ tape

- Cassett e player

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

- Posters .

- Ask Ss to in groups of

- Ask them to write a number on their hand and other Ss will ask about the time to 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:

- Ask Ss to continue the dialogue:

Act 2: Present the complete dialogue again: a Use puppets to introduce the dialogue

b 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

Trace and Write :

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

Answers: 1. It is one o’clock 5. It is five o’clock

2. It is ten o’clock 6. It is three o’clock.

(45)

4. It is four o’clock 8. It is eleven o’clock.

Week 20– Period39

Singing Listening Vocabulary:

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

Sentences:

Come on, let's go!

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

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 groups and give 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 Act 2: Introduce the song:

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

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

- Sing sentence by sentence, then ask Ss to repeat Act 3: Listen and sing along

- Play the tape again

PRODUCTION:

Sing in groups: Ask Ss to sing the song in big groups: G1

What time is it? It's eight o'clock. It's time for school

G2

What time is it? It's twelve o'clock. It's time for lunch Let's

G3

What time is it? It's nine o'clock.

(46)

Let's go.

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

go.

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

go.

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

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

Sentences:

Come on, let's go!

Teaching aids:

- Puppets

- Color papers

- Some gifts

- Posters, a hat

- Cassette player

- TC 163

(teacher), 177

(bed), 179

(bathtub), 200

(a sandwich) 248 (at school), yes/ no cards

- Ask Ss to sit in groups and give each group 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 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:

(47)

A: Write.

- Ask Ss to write correct words in the sentences Answers: 2. It is twelve o'clock It is time for lunch.

3. It is six o'clock It is time for dinner.

4. It is nine o'clock It is time for bed.

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

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

Sentences:

What you in the (morning)?

I (get up)

Do (you) (watch TV) in the (afternoon)?

Yes, (I) No, (I) don't.

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

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards

71,75,76,112,1 15,116, 216 – 221, 225 – 226 .

- 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 you in the (morning)?

 Puppet B: I (get up)

(48)

- Point to TC and ask: What you in the (morning)?

- Get the whole class to answer: I (ride my bicycle).

Week21 - Period 42

Sentences:

I (get up)

Do (you) (watch TV) in

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Teacher’s cards

71,75,76,112,1 15,116, 216 – 221, 225 – 226 .

WARM - UP AND REVIEW: Show and Tell:

- Point to TC and ask: What you in the (morning)?

- Get the whole class to answer: I (ride my bicycle).

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 repeat Act 2: Review the question and answer pattern.

Puppet A:(point to the bag ) What you in the (morning)?

 Puppet B: I (ride my bicycle).

(49)

the (afternoon)? Yes, (I) No, (I) don't.

Puppet A: What you in the (morning)?

T: I (get up)

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

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 you in the (morning)?

- The student has to answer and then turn next Ss

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.

- 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)?

(50)

Sentences:

I (get up)

Do (you) (watch TV) in the (afternoon)?

Yes, (I) No, (I) don't.

. PRACTICE:

What about you?

- Use TC to practice

- Ask Ss to ask and answer about their activities S1: What you 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

Answers: 2. I get dressed 3. I brush my teeth.

4. I wash my face 5. I comb my hair.

6. I eat breakfast.

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

UNIT 7:

Lesson 1

Singing Listening Speaking Vocabulary:

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

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC and Students’ cards 71, 72, 75, 76, 112, 115, 116 ,216-221, 225-258

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

- Ask Ss to sing the song 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:

(51)

Sentences:

What does (she) in the evening?

(She) (talks on the telephone)

Does (he) (watch TV) (at night)?

Yes, (he) does No, (he) doesn't.

- Real objects

- Sub-board Grammar tip:

Use “in the” before some words: morning, afternoon, and

evening

 Yes, (he) does  No, (he) doesn't.

Worksheet Activity:

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

UNIT 7:

Lesson 2

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- TC and

4 tusdy: ………….(study)

5 tephonele:……….(telephone) wtach:……….(watch)

(52)

(review)

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

- Real objects

- Sub-board

 (She) (talks on the telephone)  Does (he) (watch TV) (at night)?  Yes, (he) does

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

What does (she) in the evening? (She) (talks on the telephone)

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.

PRODUCTION:

- Ask students to say what they Week 23– Period 46

UNIT 7:

Lesson 3

Singing Listening Speaking

Teaching aids:

- puppets

- CD/ tape

- Cassette player

- Use TC 216-221 to give Ss

- Ask them to word individually to talk about what they everyday PRESENTATION::

Act 1: Review the vocabulary:

(53)

Vocabulary:

(review)

- Real objects

- Sub-board

 (She) (talks on the telephone)  Does (he) (watch TV) (at night)?  Yes, (he) does

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 Answers :

2. She plays the piano.

3. She studies English.

4. He takes a bath.

PRODUCTION: Singing:

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

UNIT 7:

Lesson 4

Singing

Teaching aids:

- puppets

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.

(54)

Listening

- CD/ tape

- Cassette player

- Real objects

- Sub-board

the meaning

Act 2: Review the sentence pattern again:  What does (she) in the evening?  (She) (talks on the telephone)  Does (he) (watch TV) (at night)?  Yes, (he) does

PRACTICE: Act 1: Check and write

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

Answers:

1. No, she does not.

2. Yes, he does.

4. Yes, he does.

Act 2: Write:

- Ask Ss to write their own answers

Answer: (optional), e.g.: Yes, I do./No, I not.

- 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.

Week 24 - Period 48

Key language

WARM - UP AND REVIEW: Rhyming:

- Put the word cards on the table

(55)

focus:

line, nine, pine, ice, mice, rice, kite, white, write.

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Classroom objects

- Hand-made cards

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 PRACTICE:

- Get Ss to listen again and repeat

-ine, line, nine, pine -ice, ice, mice, rice -ite, kite, white, write

Act 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) PRODUCTION: - Ask Ss to practice more in pairs Week 25 - Period 49

(56)

UNIT 7:

LET’S READ Lesson 2

line, nine, pine, ice, mice, rice, kite, white, write.

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Classroom objects

- Hand-made cards

Unscramble words:

i kiet: ………….(kite)

ii hwite:……….(white) iii miec:……….(mice)

- 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-iteon the board, let Ss repeat several times

- Ask Ss to close their books and repeat the words Act 2: Connect and trace

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

Act 3: Circle and write

Answers:

1. White mice like rice.

2. The kite is in the pine tree.

3. Write on the line.

(57)

UNIT 7:

Sentences:

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), 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.

- Give Ss some TC and ask them to practice the dialogue: S1 with S2: What you (in the morning)?

S2: I (don't watch TV).

S2 with S3: What you (in the afternoon)?

S3: I (ride a bicycle).

Divide the class into 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)? PRESENTATION::

- Stick 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

PRODUCTION: Act 1: Ask and answer:

(58)

with the pictures

Circle: Ss look at the pictures and choose suitable words to fill in the gaps below

UNIT 8: LET’S TALK Key language focus:

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

Sentences:

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

Resources: SB/ p 64 WB/ p 64 Teaching aids:

- puppets

- CD/ tape

- Cassett e 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 you (in the morning)?

Do you (play the piano)? What you (at night)? Do you eat breakfast?

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

- 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 groups and give puppets to them to practice the dialogue several times

- Ask Ss to continue the 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).

PRACTICE: Act 1: Listen and point:

(59)

Act 2: Write:

- Ask Ss to look at the book and complete the sentences PRODUCTION:

Role play:

S1: What are you doing? S1: What are you doing?

S2: I'm (brushing my hair) S2: I am washing my face

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 the same. .

Teaching aids:

- puppets

- color papers

- Some gifts

- Posters, a hat

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

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 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 Act 4: Introduce the song:

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

(60)

- Play the tape

- 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 big groups: Group A: What are you doing?

Group B: I'm playing a game./ Watch what I do,/ And then the same.

Sentences:

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

Teaching aids:

- puppets

- color papers

- Some gifts

- Posters, a hat

- Ask Ss to sit in 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 and then the same.

FB: 1-3-2-4 (Continue with the other 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:

(61)

. Act 3: Sing in groups with the music:

- Ask Ss to write correct words in the sentences Answers: head 2. hair eye

4. ear 5. nose 6. neck

mouth 8. shoulder 9. arm

10. hand 11. fingers 12. leg

13. knee 14. foot

Sentences:

What are you doing?

Teaching aids:

- puppets

- color papers

- Some gifts

- Posters, a hat

WARM - UP AND REVIEW: Charades:

- Divide the class into 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 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 the same.(2 times) Nod your head.

Now say "please." Clap your hands.

Count to three. Wiggle your toes.

Smile at me. Snap your fingers.

G3 and G4

What are you doing?

I'm playing a game

Watch what I do,

And then the same.(2 times)

Touch the floor. Touch your nose.

(62)

I'm playing a game Watch what I do, and then the same. .

Bend your knees. Stamp your feet.

Climb a tree. Raise your arms.

Wave at me.

Cover your ears.

Count to four. Cross your legs.

Brush your hair. Straighten your shoulders. Sit on your chair.

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

Perform the song:

- A volunteer group comes before the class to perform the song

fishing, playing, swimming, sleeping, coloring, running

Teaching aids:

- Puppets

- A ball

- CD/ tape

- Cassette player

Teacher’s cards and

- 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

(63)

Sentences:

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

SC 216-224,145-150, 216-224,

234-246

.

Puppet A: What's (he) doing?

 Puppet B: (He's) (fishing).

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

- Ask Ss to work in pairs, practice the dialogue Note: 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).

Week28 - Period 56

Speaking

Teaching aids:

- Puppets

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)?

(64)

Vocabulary:

Sentences:

- A ball

- CD/ tape

- Cassette player

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

234-246

.

- 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 Act 2: Review the question and answer pattern.

- Use the puppets to teach the sentences 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).

- 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 card (but not showing it to the class) and ask:

What's (he) doing?

Week 29 - Period 57

Resources: SB/ p 66,67 WB/p.66,67 Let’s chant, let’s

- Ask Ss to work in pairs to guess what people are doing S1: Is (he) playing?

(65)

Key language

focus:

Sentences:

sing

Teaching aids:

- Puppets

- A ball

- CD/ tape

- Cassette player

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

234-246

.

- 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.

- 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.

PRACTICE: Act 1: What about you?

- 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 dialogue 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

Resources: SB/ p 66,67 WB/p.66,67 Let’s chant, let’s

- T shows a bag and TC and SC, then asks Ss some questions:

T: What's (he) doing?

(66)

Key language

focus:

Sentences:

sing

Teaching aids:

- Puppets

- A ball

- CD/ tape

- Cassette player TC & SC 224,145-150, 216-224,

234-246

.

PRESENTATION: Review the question and answer pattern.

Puppet A: Is she running?.  Puppet B: Yes, she is

Ask a student as puppet A, T as puppet B Then change the role

- Ask Ss look at the pix and write the name of these things Answers: 2. She is coloring.

3. What is he doing? He is fishing.

What is she doing? She is playing.

5. What is he doing? He is sleeping.

What is she doing? She is running.

Act 2: Write:

- Ask Ss look at the pix and write missing words in the gaps Answers: 3. Is he riding a bicycle? Yes, he is.

4. Is she hitting a ball? No, she is not.

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 bag

Ask one student to choose one card (but not showing it to the class) and ask: Is (he) playing?/ Yes, (he) is/ No, (he) isn't.

(67)

UNIT 8:

Lesson 1

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

- Sub-board

- Real objects

Act 1: Singing: What Are You Doing?

- Ask Ss to sing the song 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

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.

Find the partner:

- Ask some Ss to hire themselves

(68)

UNIT 8:

Lesson 2

Sentences:

Teaching aids:

- puppets

- CD/ tape

75-76, 112-113, 125, and129

- Sub-board

- Real objects

1 prak: ………….(park) rtsoe:……….(store) hemo:……….(home)

PRESENTATION: Act 1: Introduce the vocabulary:

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.

T: Is (he) (flying a kite)?  No, (he) isn't Yes, (he) is. PRACTICE:

Act 1: Ask and answer:

Where is he? He's at the park. What's he doing? He's playing

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

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: Game board:

- Guide Ss to play the game Use a marker to move from beginning to the end

(69)

Week 31 – Period 61

UNIT 8:

Lesson 3

Sentences:

Teaching aids:

- puppets

- CD/ tape

75-76, 112-113, 125, and129

- Sub-board

- Real objects

Act 2: Review the sentence pattern:  Where's (Kate)?

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

(70)

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

UNIT 8:

Lesson 4

Sentences:

Teaching aids:

- puppets

- CD/ tape

75-76, 112-113, 125, and129

- Sub-board

- Real objects

WARM - UP AND REVIEW: Mime

Call each of Ss to go to the board and some actions

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

Act 2: Review the sentence pattern:  Where's (Kate)?

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

Answer: 2. She is at school She is coloring.

(71)

She is at home She is sleeping

PRODUCTION: Singing:

Teach Ss the song: “Where's Penny?" on page 42 Week 32 - Period 63

Vocabulary:

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

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Classroom objects

- TC man-made

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

(72)

-one-: bone, phone, stone -o-: go, no , yo-yo

-ue-: blue, Sue, glue Act 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.

PRODUCTION: - Ask Ss to practice more in pairs Week 32 - Period 64

Vocabulary:

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

Teaching aids:

- Puppets

- CD/ tape

- Cassette player

- Classroom objects

- TC man-made

i tones: ………….(stone) ii lueg:……….(glue) iii pheon:……….(phone)

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 close their books and repeat the words Act 2: Connect and trace

(73)

together

Act 3: Circle and write

Answers:

1. The dog's bone is by the stone.

2. Sue has a blue yo-yo.

3. He can go to the store.

UNIT 8:

Sentences:

(Review the whole

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.

- 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).

- 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.

(74)

unit) S1: Is she sleeping? S2: No, she isn't PRESENTATION:

- Stick 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

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 at the park/ 2. She is at the store.

3. She is at school./ 4 He is at home.

Act 2: Write

- Ask Ss to choose the suitable answer for each question

Singing Writing

- puppets

- CD/ tape

- Cassette player

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

(75)

Reading

Listening Vocabulary: (Review) Sentences: (Review)

- Teacher’s cards and Students’ cards 216-250

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 homework in the evening? S1: Yes, I do.

- The winner has to recognize all these pix, he or she will get 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 you 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 songs above:

- Divide the class into groups to sing these songs

Key language

- puppets

Walk and Talk: Ss walk around the class in pairs, introducing to each other

PRESENTATION: Team game:

(76)

focus:

Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review)

- CD/ tape

- Cassette player

- 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 dialogue

S1: Do you (get up) in the (evening)?

- 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 1. She does homework in the afternoon.

He eats breakfast in the morning.

PRODUCTION: Pick and Speak:

- 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

LET’S REVIEW

(UNIT 7,8) Resources:SB/ p 72,73

WARM - UP AND REVIEW: Ask and answer:

(77)

Lesson 3

Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review

WB/ p.72,73 Teaching aids:

- puppets

- CD/ tape

- Cassette player

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 Answers: 3. It is six o'clock.

4. It is two o'clock.

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

(78)

LET’S REVIEW

(UNIT 7,8) Lesson 4

Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review

- puppets

- CD/ tape

- Cassette player

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).

Puppet A:(point to the card ) What does she in the morning?  Puppet B: She is playing

Puppet A:(point to the card ) What is he doing?  Puppet B: He is watching TV

PRACTICE: Act 1: Trace and write.

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

Answers:

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

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

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 eating.

2. He is fishing.

3. What is he doing? He is studing.

4. What is she doing? She is sleeping.

5. What is he doing? He is coloring.

6. What is she doing? She is playing.

(79)

- 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

Singing Writing Reading Listening Vocabulary: (Review) Sentences: (Review Sentences: (Review)

What are these? They are (cassettes)

- puppets

- CD/ tape

- Cassette player

WARM - UP AND REVIEW: Make the rhythm:

- Ask or 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 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”:

(80)

- 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