giao an let go 1b

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Week 1: ( Period 1&2 ) : Revision and Introduction .
Teaching day: 24 / 8 / 2010

Week 2 : ( Period 3&4 )
Teaching day: 30 / 8/ 2010

Unit 5: Let’s talk
I/ Objectives

- By the end of the lesson, Sis will be able to ask and answer about age with their
friends.

II/ Language contents

1. Vocabulary: happy birthday, old, year, robot.
2. Structure: Ask and answer about age.

- How old are you?
I’m ... years old.
- This is for you.
III/ Teaching techniques

- Modeling, work in pair, in groups.
IV/ Teaching aids

- Present, old newspaper, robot, pictures, book, cassette.
V/ Teaching procedure

Steps Work

arrangement

Warm – up

Teacher uses flash cards and guide them to practice with the other Sts
S1: Who is he?

S2: He is my grandfather.

Pair work

Presentation

Present the first part of the dialogue (draw a picture or draw a gift).
Teacher says “happy birthday”. Sts repeat in chorus.

Say and write the number 1- 10 in order on the board. Make model the
pattern with two Sts.

T :( points to the number 7 and S1).
 Seven. (Nam) is seven years old.
T :( points to the number 8 and S2).
 Eight. (Hoa) is eight years old.

Use the puppets to practice with two Sts to make question and answer.
PA: (point to the S1).

How old are you?
PB: (stand by S2).

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I’m (seven) years old.
PA: (point to the S2).

How old are you?
PB: (stand by S2)
 I’m (eight) years old.

Divide the class into two groups; give each St in each group a puppet. Ask
them to repeat again the dialogue several times. Each time point to the
number on the board. Change role to continue practicing.

Present the second part of the dialogue.

Call on two Sts to go on the board to make model. Teacher stands
opposite and takes a gift.

T: Happy birthday, (Nam).
S1: Thank you.

T: (give a gift to S1)
 This is for you.
S1: (receipt a gift).
 Thank you.

Do as the same with the other Sts.

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

Teacher gives feedback.

Individual
work

Present the complete dialogue.
Use the puppets to make model.

PA: Happy birthday, Nam! How old are you?
PB: I’m seven years old.

PA: This is for you.

PB: Wow! A robot! Thank you.

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

Pair work

Practice
Conversation lines

Have Sts make two lines to stand opposite to work in pair. Ask and
answer following the structure by using real their names. Teacher listens
and gives help if necessary.

S1: Happy birthday, Hung! How old are you?
S2: I’m nine years old.

S1: This is for you.

S2: Wow! A pen! Thank you.

Pair work

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Use the pictures to practice. Point to the characters in the pictures.
Recognize and describe these characters.

Play the tape more than once if necessary.

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

Call on some Sts to read aloud the dialogue.
Kate: Happy birthday, Jenny!

John: How old are you?
Jenny: I’m seven years old.
John: This is for you.

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

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

Present the paradigm and contraction.

Write the pattern on the board. Point at the words while playing the tape.
Sts repeat in chorus.

Explain the contraction. Instruct Sts to read both form.
How old are you?

I’m seven years old.
Notes

I am = I’m

Practice

Call on some pair to go to the board to practice the dialogue by using real
their names. Teacher goes around and gives help if necessary.

Extension
Bingo

Guide them to draw a table on the paper and gap filling from 1 to 10.
Teacher says a sentence about age. Sts mark the parallel table.

Ex: I’m (ten) years old.

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

Team work

Consolidation
Summarize main points.

Assign homework: Do exe. At page 38 in workbook.
Prepare: Let’s sing.

The end

...
Week 3 ( Period 5&6 )

Teaching day: 14 / 9/ 2009

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- By the end of the lesson, Sts will be able to sing “The Happy Birthday Song”
fluently and know how to say their ages.

II/ Language contents
1. Vocabulary: now, today.

2. Structure: It’s my birthday today.
It’s your birthday today.
Now I’m seven years old.
III/ Teaching techniques

Set the scene, individual, groups work, pair work.
IV/ Teaching aids

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

V/ Teaching procedure

Steps Work

arrangement
Warm – up

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

Family Song”

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

Divide the class into small groups, each group three Sts deliver each St a
small thing ex: a book, a pen, a ruler...

Have Sts work in groups to practice the dialogue in part “Let’s talk” by
using real their names.

S1: Happy birthday, Nam!
S2: How old are you?
S3: I’m nine years old.
S1 – S2: This is for you.

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

Group work

Presentation
Introduce the vocabulary.

Point at the calendar on the wall to teach the word "today”, and then point
to the watch to teach the word “now”. Sts repeat following.

Present the possessive pronoun pattern using my and your. Use the

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

PA: (give a gift to PB and say)

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It’s your birthday today.
PB: Yes, It’s my birthday today.
Sts repeat several times.

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

Call on some pairs to practice in front of the class.
Feedback and give help if necessary.

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

Draw a cake with seven candles. Use the puppets to make model.
PA: (point to the cake)

I’m seven years old.
PB: You’re seven years old.

Sts repeat in chorus several times.

Ask them to work in pair to practice this structure.

Open your books

Teacher opens the book and shows the page to Sts so that Sts can see.
Point at the picture and instruct Sts to recognize the character.

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

Read the song without music word by word. Sts repeat in chorus.
The tape

It’s my birthday today.
 It’s your birthday today.
It’s my birthday today. 
 Happy birthday, Jenny!
One, two, three, four, five, six, 
 Seven years old.

Now I’m seven years old.

Now you’re seven years old.
Now I’m seven years old.

Happy birthday, Jenny!

Play the tape again. Stop sentence by sentence and ask them to sing
following in chorus.

Whole class

Practice the song

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

GA: It’s my birthday today.
GB: It’s your birthday today.
GA: It’s my birthday today.

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GB: Happy birthday, Jenny!

All: One, two, three, four, five, six, seven years old.
GA: Now I’m seven years old.

GB: Now you’re seven years old.
GA: Now I’m seven years old.
GB: Happy birthday, Jenny!

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

Week 4 &5: ( Period: 7,8,9,10 )
Teaching day :21-30 / 9 / 2009

Unit 5: Let’s learn
I/ Objective

By the end of the lesson, Sts will be able to ask and answer about things through
real objects or pictures.

II/ Language contents

1. Vocabulary. Ball, bat, car, bicycle, doll, jump rope, kite, puzzle, robot, yo-yo.
2. Structure. What is this?

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III/ Teaching techniques

Modeling, work in pair, in groups.
IV/ Teaching aids

T’s cards, Sts’ cards, real objects, book, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Divide class into small groups. Hang Teacher’s cards (53-59) on the wall
around classroom. Call one St to go on to call the name of member

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

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

Sing following “The Happy Birthday Song”. Sts point at their breath
while say my and point to the other while say your.

Group work

Presentation

Introduce the vocabulary by using the T’s cards 77 – 86 (toys). Show the
picture to Sts and say the parallel word. Sts listen and repeat several times.

Sts can show the parallel picture.

Put T’s cards on the board groove in reorder. Point to any picture and say
the name of the picture. Sts listen and repeat in chorus.

Use T’s cards 77 – 86 to practice with the new words.
T: What’s this?

Sts: It’s a (ball).
...

Present the question and answer pattern

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

T (point to the present and ask) What’s it? I don’t know.
On the other hand, shake head and say. I don’t know.

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

T: What’s it?

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

Open the present and make the model question and answer.
Have Sts role play to practice following structure several times.
T: (point to the gift and give question)

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What is this?
It’s a doll.

Call on some pairs to practice again in front of class.
Practice

Divide the class into three groups. Give each group some Sts’ cards. A St
in group A takes a card and shows the picture to group B.

St in group A: What’s it?
GB: It’s a car.

When group A finishes, change role to continue practicing.

Have them work in pair to practice with pattern. Teacher goes around and
gives help if necessary.

Group work

Open your book

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

Play the tape more than once if necessary.
The tape

Scott: What’s it?
Jenny: I don’t know.
Scott: What’s it?

Jenny: It’s a doll.

Play the tape sentence by sentence. Ask Sts repeat in chorus.
Present the paradigm and contraction

Write the pattern on the board. Point at the words while play the tape.
Sts listen and repeat.

Explain the contraction. Instructs Sts to read both form.

Whole class

Practice

Play the tape. Sts point to Sam and Ginger while listen the pattern and
repeat in chorus.

The tape

Sam: What’s it?
Ginger: It’s a yo-yo.

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

S1: What’s this?

S2: It’s a kite. On the other hand, I don’t know.
Call on some pairs to practice in front of class.

Pair work and
group work

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- Do exercises at page: 40.41.
- Prepare: Let’s learn some more.

Week 6 & 7 ( Period : 11,12,13,14 )
Teaching day : 05 – 16 /10 /2009

Unit5: Let’s learn some more.
I/ Objective

By the end of the lesson, Ss will be able to understand of adjectives.
To make sure that they can pronounce the alphabet.

II/ Language contents

1. Vocabulary: big, little, long, short, square, round.
2. Structure: Is it a little ball?

Yes, it is.
No, it isn’t
III/ Teaching techniques

Modeling, work in pair, in groups.
IV/ Teaching aids

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Steps Work

arrangement

Warm – up.

Divide the class into two groups. Each group sings a part of the song
“The Happy Birthday Song”.

File Gird

Draw a table with 9 squares on the board.

Group work

Presentation

Introduce the vocabulary by using pictures or real objects in classroom to
explain how to use the adjectives.

Vocabulary.

Big: having largeness of size.
Little: smaller than average.
Long: having length.

Short: not long, having brief.
Round: circle.

Square: the corner or angle.
checking technique

jumbled words

write the new words in the wrong order:
gib, title, lnog, sorth, ruodr, queras.

Have Sts work in groups and rearrange the letters in good order to make
the right words. Group who get the highest score with the shortest time
will be the winner.

Answers.

Big, little, long, short, round, square.
Present the pattern.

Put the T’s cards in the board groove and use the puppets to explain the
pattern and give example.

PA: Is it a ball?
PB: No, it isn’t.
PA: Is it a yo-yo?
PB: Yes, it is.

Do as the same several times. Sts repeat the following the Teacher.
Present the complete dialogue.

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

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Open your book

Show the pictures in page 42 to Sts so that Sts can see and describe its.
Play the tape sentence by sentence. Sts listen and point at the characters

in the pictures.

Jenny: It’s little. What’s it?
Scott: Is it a ball?

Jenny: No, it isn’t.
Scott: Is it a yo-yo?

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

Play the tape again. Stop by sentence and ask them to repeat in chorus.
Present the paradigm and contraction.

Write the pattern on the board. Point at this word while play the tape. Sts
listen and repeat.

It is little. It is a little yo-yo.
Say these

Play the tape. Sts point at Sam (black cat) and Ginger (yellow cat) while
listening to the activities.

Play the tape again. Sts repeat in chorus.

Divide the class into two groups to describe the picture in turn while
pointing at the picture in order.

GA: Is it a ruler?

GB: Yes, it is. It is a long ruler.

Have Sts work in pair by using pictures or real objects in classroom.
Teacher goes around and gives help if necessary.

Whole class

Learn the alphabet
Review the alphabet.

Sing again the song “The Alphabet Song”
Slap.

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

Put the letters (A-J) on the table. Call on the name of the letter. Who is
the first to touch the letter is winner.

Sts open the book and listen to the tape while pointing at the letters at the
end of the page 43. Play the tape again. Stop by sentence. Sts listen and
repeat.

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

Write a dialogue on the board. Ask them to read the dialogue in chorus.
Call on son Sts to go on the board to underline these letters, K, L, M, m,
N, n.

Ken: Hi, Mom. I’m home! This is my friend, Nancy.
Nancy: It’s nice to meet you, Mrs. Lee.

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

Extension
Memory Chain

Divide the class into four groups. Give the bag to each group. Sts in each
group take the objects from the bag and describe them.

S1: It’s a square book.
S2: It’s a round ball.
S3: It’s a long ruler.
………

Group work

Homework.

Assign homework.: Do exercises at page: 42,43 in workbook.
Prepare: Let’s Move.

Week 8 ( Period: 15-16 )
Teaching day :19 / 10 /2009

Unit 5:

Let’s move

I/ Objective

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

II/ Language content

1. Vocabulary: Play with a yo-yo, Throw a ball, Catch a ball, Hit a ball, Do a 
puzzle, Jump rope.

2. Structure: Can you (hit a ball)?
Yes, I can.

No, I cannot.
III/ Teaching techniques

Ask and answer, pair work, group work.
IV/ Teaching aids.

T’s cards, Sts’ cards, a bell, a bag, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Noughts and Crosses

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Divide the class into two teams and have them to play game “Noughts
and Crosses”

Draw a table contain 9 words or phrases in each cell. Ask Sts to choose a
word in the cell and make a sentence with that word. A correct sentence
with the given word will get one O or X. the group with 3 O or 3 X

vertically, horizontally or even diagonally will be the winner.

Presentation
Present the commands

Use technique Total Physical Response to model the commands. Say the
commands while acting out the commands.

Model the way using verbs as directed in the book.
T: Throw a ball, Catch a ball, and Hit a ball.

Make the commands, all Sts do as commands.

Whole class

Practice

Have them work in pair. Put some toys or real objects in classroom in a
bag. Teacher goes around class and call on one St to take out a toy or a
jump rope. Teacher gives a question. Sts listen and answer.

T: Can you (do a puzzle)?
Sts: Yes, I can. / No, I cannot.

Do as the same and change role to continue practicing.

Divide the class into two groups. Give each group some T’s cards
(93-98). Group A make a command. Group B do as the same. Change role to
continue practicing.

GA: Throw a ball

GB: Acting out the same the command.

Pair work

Open your book

Show this page so that Sts can see to read and act out the commands.
Play the tape. Sts listen and point at the parallel action.

Play the tape again. Sts listen and act out while repeating.

Call on some volunteer to point at the picture in the book. Sts make the
commands following the pictures and act out. Continue calling the other
Sts to practice.

1. play with a yo-yo

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2. throw a ball
3. catch a ball
4. hit a ball
5. do a puzzle
6.jump rope

Demonstrate the meaning can or can’t.

Point at the pictures at the end of the book and give question.
T: Can you play with a yo-yo?

Use the Puppets to make modeling the answer.
PA: Yes, I can.

PB: No, I can’t.

Present the paradigm and contraction.

Write the pattern on the board. Point at the words while playing the tape.
Can you play with a yo-yo?

Yes, I can. / No, I can’t.

Play the tape again. Sts listen and repeat in chorus.
Explain how to use the short form.

Note

cannot = can’t
More practice

Divide the class into small groups. Group A answer “Yes, I can.” Group
B answer “No, I can’t”.

T: Can you play with a yo-yo?
GA: (glass to answer) Yes, I can.
GB: (get felling sad) No, I can’t.

Change role to continue practicing with the other cards.
Extension

Please

The teacher says the commands. If the command is begun with the word
“Pease”, Sts do as commanded. If not, Sts do nothing.

Board Race

Divide the class into four groups. Put the T’s cards “93-98” on the board
groove. The teacher says aloud one command or group of commands. The
St, who slap at the right command, will get ten marks. Then that St will
say another command and the other slap. The group who get the most
cards will be winner.

Group work

Consolidation & Homework
Summarize main points.

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- Do all exercises in workbook at page: 42 and 43
- Prepare : Let’s Move.

the end

-Week 9 : ( Period: 17-18 )
Teaching day : 26/ 10/ 2009

Unit 5: Let’s listen
I/ Objectives

At the end of the lesson, Sts will be able to review all vocabulary and pattern in

Unit 1.

To make sure that Sts know how to do a listening test.
II/ Language content

1. Vocabulary: Review all
2. Structure: Review all
III/ Teaching techniques
Modeling, verbal techniques.
IV/ Teaching aids

T’s cards, Sts’ cards, toys, real objects in classroom.
V/ Teaching procedure

Steps Work

arrangement
Warm – up and Review

1. Let’s talk.
Walk and talk.

Sts walk around the classroom in one minute to practice the way to greet
each other. To be relaxed, play the tape “The Happy Birthday”.

Self introduction.

Using puppets to make the model dialogue.

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T: It’s my birthday today.

PA: It’s your birthday today.
PB: It’s my birthday today.

Divide the class into three groups. Ask them to greet themselves and
introduce each other by using their real names.

Call on some volunteer to practice the following exercise.
T: (point to S1 and give question)

How old are you?
S1: I’m nine years old.

S1: (point to S2 and give question)
How old are you?

S2: I’m ten years old.

S2 answers the question and does the same S1 to the end.
2. Let’s learn.

Have Sts work in groups 3 or 4. Give each St one St’s cards (1 – 8). Each
St, after greeting the other, must make question “What’s this?” by using
Sts’ cards.

S1: What’s it?
S2: It’s (a doll).
S1: What’s it?
S2: It’s (a robot).

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

3. Let’s learn some more.

Have Sts work in small groups. Each group has a little bag. Each St, in
turn, puts one real object into the bag, and then passes the bag to the next
St (S1 doesn’t tell their friends what is put into the bag). When all the
objects were put into the bag and recognize the objects by touching at
them.

S2: Is this (a pen).

S1: Yes, it is. / No, it isn’t.
4. Let’s move.

Please

Make commands. Sts do as commanded. If the teacher says the
commands begun with “please”. Sts do as commanded. If not, Sts do
nothing.

Call some Sts volunteer to stand up and male two commands to the whole
class. Sts listen to the two commands at the same time before doing.

Presentation

Teach Sts the way to do a listening test. Hang one the similar picture in
the book. Put T’s cards 1 – 8 on the board line. Write A under the first
card and circle its. Draw B under the second card and circle its. Call one
St stand beside the card and recognize one of those cards.

T: It’s (a pencil). St points at the parallel picture.

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

Open your book.

The teacher opens the book and shows the picture to Sts so that Sts can
see. Sts recognize the objects from 1 to 6 and gives question.

T: What’s this? Is this (a pencil)? vv...
Sts recognize the active pictures 7 – 8.

Play the tape. Sts listen and point at the parallel picture.
Play the tape again. Sts do this exercise as a writing test.
The answer key.

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

Whole class

Extension
Slap the board.

Divide the class into small groups. Each group sits around a table. Put one
or some unions of cards (classroom objects, commands).

The teacher says aloud one word or group of words. The St who slap at
the right word will get ten marks. Then that St will say another word and
the other slap. The group who get the most cards will be winner.

Charades.

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

Group work

Consolidation & Homework
Summarize main points.

Assign homework : - Learn by heart the vocabulary.
- Do exercises in workbook at page:
- Prepare: UNIT:6 ( Let’s talk )

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-Week 10 ( Period: 19-20 )
Teaching day : 02 / 11 / 2009

Unit 6: Let’s talk
I/ Objective

Through the lesson, Sts will be able to ask and answer about the weather.
II/ Language content

1. Vocabulary:

2. Structure: How is the weather?
It’s sunny. Let’s play.
III/ Teaching techniques

Modeling, pair work, group work.

IV/ Teaching aids

T’s cards, Sts’ cards, puppets, pictures, book, cassette.
V/ Teaching procedure

Steps Work

arrangeme
nt

Warm – up

Sts hang the name cards. Walk around the class and greet their friends.
Please

Sts make and act out the commands they have leant in Unit 1.

Whole class

Presentation
Introduce the first part of the dialogue.

Use the puppets to make modeling the dialogue.
PA: How ‘s the weather?

PB: It’s sunny.

Ask them to repeat PA’s words. Arouse Sts to hold PB and say PB’s words.
Change role to continue practicing several times.

Practice

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

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clear which puppet says whether sentence. Puppets of each group practice
the dialogue each other. Change role to continue practicing.

GA: How’s the weather?
GB: It’s sunny.

Chain Drill

Sts walk around the classroom. Greeting each other by using their names.
S1: How’s the weather??

S2: It’s sunny.

Introduce the whole dialogue.

Use the Puppets to make the modeling second part of the dialogue. Ask
them to repeat PA’s words. Arouse Sts to say PB’s words. Practice several
times. Change role to continue practicing.

PA: How’s the weather?
PB: It’s sunny.

PA: Let’s play.
Practice

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

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

Open your book

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

Sts open the book and listen the tape and then point at the characters.
Play the tape again. Stop sentence by sentence. Sts repeat again.
John: How’s the weather?

Lisa: It’s sunny.
John: Let’s play.
Lisa: OK.

Introduce the paradigm and contraction.

Write the paradigm on the board. Play the tape and point at the words. Sts
listen and repeat in chorus.

How’s the weather?
It’s sunny.

Write the contraction on the board. Sts practice speaking with two forms.
Notes

How is = How’s
It is = It’s

Practice

Call on some pairs to go on the board to play role again the dialogue by
using real their names. Teacher goes around giving help if necessary.

Whole class

Extension
Living Dialogues

Divide the class into small groups. Each group is four Sts. Give each group

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a flash card having a sentence. 1) OK; 2) Let’s play. 3) How’s the weather?
4) It’s sunny. Each group discusses together and rearranges these sentences
to make a dialogue.

Consolidation & Homework
Summarize main points.

Assign homework : Learn by heart vocabulary and structure.
Do exercises: A & B In workbook.

The end
-Week 11 ( Period :21-22 )

Teaching day : 09 / 11 / 2009

Unit 6: Let’s sing
I/ Objective

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

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

II/ Language content

1. Vocabulary: Names of Sts and characters.
2. Structure: How’s the weather?

It’s sunny.
III/ Teaching techniques

Modeling, group work, pair work.
IV/ Teaching aids

Puppets, pictures, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Sing again the song “The Happy Birthday Song”
Sts sing the song with the music.

Call on some pairs to sing without music, alter Sts’ names into the song,
sing the song while playing roles, waving hands while greeting.

Practice the dialogue in groups.
GA: It’s my birthday today.
GB: It’s your birthday today.

GA: It’s my birthday today.
GB: Happy birthday, Jenny.

Pair work

Presentation

Review the Question – Answer the pattern by using the puppets to make
modeling the question and answer pattern. Sts repeat in chorus.

Practice

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

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practice by using their real names.
Play the tape.

Step away lines.

S1: How’s the weather?
S2: It’s sunny.

Open your book

Show the pictures in the book so that Sts can see. Point at the characters
and objects in the pictures. Sts recognize them.

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

Teacher reads the song (line by line) without music. Sts listen and repeat
in chorus.

T: How’s the weather?
Sts: It’s sunny.

Ask them to sing again the song but not play the tape. Use the property
gesture to emphasize the meaning. Sts repeat.

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

How’s the weather?
It’s sunny.

How’s the weather?

It’s sunny. It’s sunny today.

Whole class
and group
work

Practice

The teacher sings the first part of the song. Sts sing the rest part.
T: How’s the weather?

Sts: It’s windy.

Divide the class into two groups. Each group sings one part of the song.
Change role to continue practicing.

S1: How’s the weather?
S2: It’s sunny.

S1: How’s the weather?
S2: It’s windy.

S1: How’s the weather?
S2: It’s cloudy.

S1: How’s the weather?
S2: It’s snowy.

S1: How’s the weather?
S2: It’s rainy.

Pair work and
group work

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Extension
Back to back

Sts work in pairs (back to back) and phone each other.
S1: How’s the weather?

S2: It’s rainy.

Change role to continue practicing.

Consolidation & Homework
Summarize main points.

Assign homework : Learn by heart the song.

Do exercises A & B in workbook.
Prepare : LET’S LEARN.

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end-Week 12-13 ( Period: 23,24,25,26 )
Teaching day :16-27/11/2009

Unit 6: Let’s learn
I/ Objectives

By the end of the lesson, Ss will be able to ask and answer about the weather.
To make sure that they can count 1 to 20 and describe a situation.

II/ Language content

1. Vocabulary: cloud(s), flower(s), puddle(s), tree(s).
2. Structure: How many (clouds) are there?

There is one (cloud).
There are (six) (clouds).
III/ Teaching techniques

Modeling, pair work, group work.

IV/ Teaching aids

T’s cards, Sts’ cards, real objects, book, cassette.
V/ Teaching procedure

Steps Work

arrangement
 Warm – up

Matching

Divide class into small groups.

Give groups a piece of paper consisting 2 columns: A (new words) and B
(Vietnamese meanings).

Ask Ss match the words in A with the meanings in B.

Feedback and give correct Answers:
1. f) 2. e) 3. d)
4. c) 5. b) 6. a)

Group work

Presentation
Introduce the vocabulary.

Introduce the vocabulary by using the T’s cards 99– 101,103, and 105(real
things in the nature). Show the picture to Sts and say the parallel word. Sts

Whole class

New words Meaning

1. ball a) cây

2. kite b) đám mây

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listen and repeat several times. Sts can show the parallel picture.

Put T’s cards on the board groove in reorder. Point to any picture and say
the name of the picture. Sts listen and repeat in chorus.

Use T’s cards to practice with the new words.
T: (point to T’s card)

Flower. A flower. One flower.

T: (point to T’s card 100, and raise three fingers)
Three flowers. Three flowers.

Ask them to repeat several times.
Do as the same with the other words.
A cloud = clouds

A puddle = puddles
A tree = trees

...

Present the question and answer pattern with plural nouns.
Draw 6 clouds on the board. Use the puppets to make modeling the
question and answer pattern with plural.

PA: (point to picture)

How many clouds are there?

PB: one, two, three, four, five, six. There are six clouds.
Ask them to repeat in chorus the following puppets

Do as the same to teach with the other words (flower, puddles, trees).

Have them work in pairs to practice with structure. Change role to continue
practicing.

Present the question and answer pattern with singular nouns.
Raise the picture’s 99. use the puppets to make modeling.

PA: (point to picture)

How many flowers are there?
PB: There is one flower.

Do as the same with the other words (cloud, puddle, tree).

Have them repeat following the puppets. Change role to continue
practicing.

Explain the different between plural and singular. Make modeling and ask
them to repeat in chorus.

Ex
:

T: (point to T’s card 100)
There are three flowers.
T: (point to T’s card 99)
There is one flower.

Practice
Chain Drill

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Divide the class into two groups. Give each group some Sts’ cards. A St in
group A takes a card and shows the picture to group B, and then gives
question.

St in group A: How many flowers are there?
St in group B: There is one flower.

When group A finishes, change role to continue practicing.

Have them work in pair to practice with pattern. Teacher goes around and
gives help if necessary.

S1. How many clouds are there?
S2. There are four clouds.

Open your book

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

Play the tape more than once if necessary.
The tape

Scott: How many clouds are there?
John: There are six clouds.

Lisa: Oh, no!. There’s one big cloud!

Play the tape sentence by sentence. Ask Sts repeat in chorus.
Present the paradigm and contraction

Write the pattern on the board. Point at the words while play the tape.
Sts listen and repeat.

Explain the contraction. Instructs Sts to read both form.
Note:

There is = there’s

Whole class

Practice

Play the tape. Sts point to Sam and Ginger while listen the pattern and
repeat in chorus.

The tape

Sam: How many flowers are there?
Ginger: There’s one flower

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

S1: How many clouds are there?
S2: There are four trees.

Call on some pairs to practice in front of class.

Pair work and
group work

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Summarize main points.

Assign homework : Do all exe. In workbook.

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

The end

-Week 14- 15 ( Period: 27,28,29,30 )
Teaching day: 30/11- 11/12- 2009

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By the end of the lesson, Ss will be able to describe a situation. Ask about location
and specify location.

To make sure that they can pronounce the alphabet.
II/ Language contents

1. Vocabulary: in, on, under, by, table.
2. Structure: Where is the (kite)?

It’s (in) the (tree).
Where are the (books)?
They are (under) the (table)
III/ Teaching techniques

Modeling, work in pair, in groups.
IV/ Teaching aids

T’s cards, Sts’ cards, pictures, real objects in classroom, book, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up.

Jumbled words

Write the words whose letters are not in good order on the board or on
the card.

Ask Ss to work in groups and arrange the letters to make complete word.
Groups with more correct words first will be the winner.

1. loferw flower
2. rete tree
3. duclo cloud
4. dlepud puddle

Group work

Presentation
Introduce the vocabulary.

Introduce the vocabulary by using a bag and a ball to describe location.
Put the bag on the table in front of class. Put the ball on location (on, in,
under, by). Teacher calls the name of the location. Ss repeat word by 
word in chorus.

Divide class into small groups to practice with prepositions (on, in,
under, by).

Present the singular question and answer pattern.

Put a ball on the bag. Use the puppets to make modeling.
PA: (point to the ball)

Where is the ball?

PB: (point at the ball and the bag)
The ball is on the bag.

Do as the same step with the other prepositions (under, in, by). Change

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role to continue practicing.

Divide class into two groups. Each group uses the ball or real thing in
classroom to practice with structure.

T: (put the ball under the bag)
GA: Where is the ball?

GB: It’s under the bag.

Present the plural question and answer pattern.

Raise two books and put its on the table. Use the puppets to make
modeling the pattern.

PA: (point to the books)
Where are the books?

PB: (point at the books and the table)
They are on the table.

Do as the same step with the other prepositions (in, under, by). Change
role to continue practicing.

Walk and Talk.

Call a St volunteer to put some objects around class. Ask them to work in
pair.

S1: Where are the rulers?

S2: They are on the desk.

Teacher goes around and give help if necessary.

Open your book

Show the pictures in page 50 to Sts so that Sts can see and describe its.
Play the tape sentence by sentence. Sts listen and point at the characters
in the pictures.

Lisa: Where is the kite?
Scott: It’s in the tree.

John: Where are the books?
Lisa: They are under the table.

Play the tape again. Stop by sentence and ask them to repeat in chorus.
Present the paradigm and contraction.

Write the pattern on the board. Point at this word while play the tape. Sts
listen and repeat.

Notes:

Where is = Where’s
It is = It’s

They are = They’re

Instructs them to read both forms.

Whole class

Learn the alphabet

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Review the alphabet.

Sing again the song “The Alphabet Song”
Slap.

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

Put the letters (A-N) on the table. Call on the name of the letter. Who is
the first to touch the letter is winner.

Sts open the book and listen to the tape while pointing at the letters at the
end of the page 51. Play the tape again. Stop by sentence. Sts listen and
repeat.

O, /o/, octopus; P, /p/, pencil; Q, /kw/, question; R, /r/, ruler.
Writing practice

Show them to know how to write with these letters.
O o, P p, Q q, R r.

Ask them to write ten times in the notebook.

group work

Extension

Rebus Sentence

Write a sentence on the board by using sight words
Ex: Where is the …..? (ruler, pencil)

Group work

Consolidation & Homework
Summarize main points.

Assign homework: - Learn by heart vocabulary.
- Do exe. A,B,C,D in workbook.
- Parepare: Let’s Move

The end

-Week 16 ( Period: 31-32 )
Teaching day:13-17/12/2009

Unit 6: Let’s Move
I/ Objective

At the end of the lesson, Sts will be able to ask and answer about abilities.
II/ Language content

1. Vocabulary: climb a tree, play baseball, read a book, play tag, ride a bicycle, fly
a kite.

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No, he cannot.
III/ Teaching techniques

Ask and answer, pair work, group work.
IV/ Teaching aids.

T’s cards, Sts’ cards, a bell, a bag, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Divide the class into two teams and have them to play game “Noughts and
Crosses”

Team work

Presentation
Present the commands

Use technique Total Physical Response to model the commands. Say the
commands while acting out the commands.

Model the way using verbs as directed in the book.
T: ride a bicycle, climb a tree.

Make the commands, all Sts do as commands.

Whole class

Practice

Have them work in pairs. Put some pictures or real objects in classroom in
the bag. Teacher goes around class and calls on one St to take out a

picture. Teacher gives a question. Sts listen and answer.
T: Can you (climb a tree)/

Sts: Yes, I can. / No, I cannot.

Do as the same and change role to continue practicing.

Divide the class into two groups. Give each group some T’s cards. Group
A make a command. Group B do as the same. Change role to continue
practicing.

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GA: climb a tree.

GB: Acting out the same the command.

Open your book

Show this page so that Sts can see to read and act out the commands.
Play the tape. Sts listen and point at the parallel action.

Play the tape again. Sts listen and act out while repeating.

Call on some volunteer to point at the picture in the book. Sts make the
commands following the pictures and act out. Continue calling the other
Sts to practice.

1. play baseball
2. climb a tree
3. read a book 
4. ride a bicycle
5. fly a kite
6. play tag

Demonstrate the meaning can or can’t.

Point at the pictures at the end of the book and give question.
T: Can he climb a tree?

Use the Puppets to make modeling the answer.
PA: Yes, he can.

PB: No, he can’t.

Present the paradigm and contraction.

Write the pattern on the board. Point at the words while playing the tape.
Can he climb a tree?

Yes, he can. / No, he can’t.
Yes, she can./ No, she can’t

Play the tape again. Sts listen and repeat in chorus.
Explain how to use the short form.

Note:

cannot = can’t
More practice

Divide the class into small groups. Group A answer “Yes, he can.” Group
B answer “No, he can’t”.

T: Can he play baseball?

GA: (glass to answer) Yes, he can.
GB: (get felling sad) No, he can’t.

Change role to continue practicing with the other cards.

Whole class
and group
work

Extension

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Please

The teacher says the commands. If the command is begun with the word
“Pease”, Sts do as commanded. If not, Sts do nothing.

Board Race

Divide the class into four groups. Put the T’s cards “111-116” on the board
groove. The teacher says aloud one command or group of commands. The
St, who slap at the right command, will get ten marks. Then that St will say
another command and the other slap. The group who get the most cards
will be winner.

Consolidation & Homework
Summarize main points.

Assign homework: - Learn by heart vocabulary & Do all exe.in workbook
- Prepare: Let’s Listen.

- The

end-Week 17-18 ( Period: 33,34,35 )
Teaching day: 21-31/12/2009

Unit 6: Let’s listen

I/ Objectives

At the end of the lesson, Sts will be able to review all vocabulary and pattern in
Unit 2.

To make sure that Sts know how to do a listening test.
II/ Language content

1. Vocabulary: Review all
2. Structure: Review all
III/ Teaching techniques
Modeling, verbal techniques.
IV/ Teaching aids

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V/ Teaching procedure

Steps Work

arrangement
Warm – up and Review

1. Let’s talk.

Dialogue Musical Chairs

+ Put the chairs (back to back) to make two lines. The number of the chair
must be less than the number of the Ss (one). Teacher plays the song
“How’s The Weather?” Ss walk around the class and ask about the

weather to each other in funny music when the music is stopped. Ss must
quickly find a chair and sit down. The St who can’t find a chair will be off
the game.

2. Let’s learn.
Board Race

Divide the class into four groups. Put the T’s cards “33-34” and Ss’ card
“99-106” on the board groove. The teacher describes a picture. T: There

are (four trees). The St is in the first line to run the board and touch the
picture. Who slap at the right picture, will get one mark. Then that St will
say another word and the other slap. The group who get the most cards
will be winner.

3. Let’s learn some more.

Divide class into two groups. Put a bell in front of class. Put some real
objects around classroom. When teacher give question. Ss in each group
listens and then run to the board and ring the bell and answer the question.
The right answer will get one point. Continue practicing with other thing.
Which group get more points will be winner.

T: where is (the yellow pencil)?
4. Let’s move.

Please

Make commands. Sts do as commanded. If the teacher says the
commands begun with “please”. Sts do as commanded. If not, Sts do
nothing.

Call some Sts volunteer to stand up and male two commands to the whole
class. Sts listen to the two commands at the same time before doing.

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Presentation

St stand beside the card and recognize one of those cards.

T: It’s (a pencil). St points at the parallel picture.

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

Whole class

Open your book.

The teacher opens the book and shows the picture to Sts so that Sts can
see. Sts recognize the objects from 1 to 6 and gives question.

T: What’s this? Is this (a pencil)? vv...
Sts recognize the active pictures 7 – 8.

Play the tape. Sts listen and point at the parallel picture.
Play the tape again. Sts do this exercise as a writing test.
The answer key.

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

Whole class

Extension
Slap the board.

Divide the class into small groups. Each group sits around a table. Put one
or some unions of cards (classroom objects, commands).

Charades.

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

Group work

Consolidation
Summarize main points.

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

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end-THACH LAC PRIMARY SCHOOL

Name:……….
Class: ………..

TEST (

the first term test

)

Time: 35 minutes

I. Give the name of the following objects in the correct form. (2pts)

………. ……… ……… ………

II. Match the answers to the questions. (2pts)

Line A Line B

1. How many flowers are there?
2. How’s the weather?

3. Where is the kite?
4. Where are the books?

a) It’s on the desk.
b) They are on the desk.
c) There are three flowers.
d) It’s snowy

III. Complete the sentences. Use the words in the box. (3pts)

jump catch do play climb ride

1. Can you ……….. .. a puzzle? 4. Can she………..with a yo-yo ?
Yes, I can Yes, she can.

2. Can he ………... a tree? 5. Can he ……… a ball ?
No, he can’t. No, he can’t.

3. Can you ………... rope? 6. Can you ……… a bicycle ?
No, I can’t. Yes, I can.

IV. Translate the following sentences into Vietnamese.
1. There are three books and two rulers on the desk.

………..

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………..

- the end-

IV. Give the corrrect responses. (2pts)
1. How many trees are there?

………..

2. How is the weather?

………..

V. Find the mistake, underline and correct it. (1pt) 
1. They are book. ...

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Week 19 ( period:37-38 )

Teaching day : 11-15 / 01 / 2010

Unit 7: Let’s talk

I/ Objective :

Through the lesson, Sts will be able to express hunger and thirst about food and
drink.

II/ Language content
1. Vocabulary:

Hungry, Thirsty, Apple, Juice.
2. Structure: Here you are.

Thank you.

You are welcome.
III/ Teaching techniques

Modeling, pair work, group work.
IV/ Teaching aids

T’s cards, Sts’ cards, puppets, pictures, book, cassette.
V/ Teaching procedure

Steps Work

arrange
ment
Warm – up

Have Ss sing again, the song “How’s The Weather?” All classes sing again
the song to review. Encourage Ss using gesture to model the situation. After
that divide class into small groups and sing again the song. Each group sings
a line.

All class: How’s the weather?
GA: It’s sunny.

Do as the same with the other groups.

Whole
class

Presentation
Introduce the vocabulary.

Raise a box or a bottle to teach the new words.
T: juice, juice.

Do as the same to introduce the other words. (apple)
All class repeat in chorus several times.

Raise a bottle to introduce the word “Thirsty”.
T: Thirsty. Thirsty. I’m thirsty.

Ss repeat, and act out the same action.

Raise an apple to introduce the word “Hungry”.
T: Hungry. Hungry. I’m hungry.

Ss repeat, and act out the same action.
Present the first part of the dialogue.

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Put an apple and the bottle on the table. Make gesture and say “Hungry”
Use the puppets to model the dialogue.

PA: (point to the apple and say)

I’m hungry. I want an apple.
PB: (point to the bottle and say)
I’m thirsty. I want juice.

Have them repeat the pattern several times.

Divide the class into two groups. Give group A an apple and group B a
bottle.

GA: I’m hungry. I want an apple.
GB: I’m thirsty. I want juice.

Have S volunteers come to the board to practice again the dialogue.
Present the second part of the dialogue.

Use the puppets to model the second part of the dialogue.
PA: (give an apple to PB)

Here you are.
PB: Thank you.

PA: You are welcome.

Have Ss work in pair. Change role to continue practicing several times.

Open your book

Show the page or wall chart to Sts, so that Sts can recognize the characters
and describe the pictures.

Ss open the book and listen the tape and then point to the characters as they
speak.

Play the tape again. Pause after each sentence for the class to repeat.
Tape scripts

Lisa: I’m hungry. I want an apple.
Jenny: I’m thirsty. I want juice.
Lisa: Here you are.

Jenny: Thank you.
Lisa: You are welcome.

Present the paradigm and contraction.

Write the paradigm on the board. Play the tape and point to the words on the
board. Ss listen and repeat in chorus.

Here you are. Thank you. You are welcome.

Write the explanation of the contraction on the board. Have Ss practice
saying both forms. Point to the explanation on the board as they practice.
Notes

How is = How’s
It is = It’s

Practice

Call on some pairs to go on the board to play role again the dialogue by

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using real objects. Teacher goes around giving help if necessary.
Extension

Slap

Divide the class into three groups. Give each groups a set of pictures cards,
placed on the table. When the caller (Teacher or volunteer) say: I want a
pen. The first S in each group to slap the correct card and produce the 
content of the dialogue is the winner.

Find your partner.

Use the word cards in multiple sets so that all Ss have cards and every card
has at least one duplicate. Deal out one card to each S. Do not allow Ss to
show their cards to one another.

Have the Ss walk around and look for another S holding the same card. To
find their partners, Ss must ask appropriate questions related to the items on
their card.

Example:

S1: I want a (book).
S2: Here you are.
S1: Thank you.

S2: You are welcome.

Group
work

Consolidation & Homework
Summarize main points.

Assign homework : Learn by heart the vocabulary.

Do all exercises in workbook at page:
Prepare: Unit 7- Let’s Sing.

The end

-Week 20 ( Period: 39-40 )

Teaching day : 18-22 / 01 / 2010

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At the end of the lesson, Sts will be able to master the way to ask what someone
wants through the song “Peaches, Apples, and Plum.”

II/ Language content

1. Vocabulary: peach, apple, plum.
2. Structure: What do you want?

I want a (peach).
III/ Teaching techniques

Modeling, group work, pair work.
IV/ Teaching aids

Puppets, pictures, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Sing again the song “ How’s the weather ? ”
Sts sing the song with the music.

Call on some pairs to sing without music, alter Sts’ names into the song,
sing the song while playing roles, waving hands while greeting.

Practice the dialogue in groups.
GA: How’s the weather ?.
GB: It’s sunny.

GA: How’s the weather?.
GB:It’s sunny

GA: How’s the weather?

GB: It’s sunny It’s sunny.It’s sunny today..

Pair work

Presentation

Review the Question – Answer the pattern by using the puppets to make
modeling the question and answer pattern. Sts repeat in chorus.

Practice

Use the Puppets to make the modeling dialogue..
Play the tape.

Step away lines.

Peaches,Apples, and Plums
 Peaches, Apples, and Plums
 What do you want ?

I want an apple.

Peaches, Apples, and Plums.

Group work

Open your book
Show the pictures in the book so that Sts can see.

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

Teacher reads the song (line by line) without music. Sts listen and repeat

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in chorus.
.

Ask them to sing again the song but not play the tape. Use the property
gesture to emphasize the meaning. Sts repeat.

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

Peaches, Apples,and Plums.
Peaches, Apples,and Plums.
 What do you want ?

I want an apple.

Peaches, Apples and Plums.

Practice
The teacher sings the song first.

Divide the class into two groups. Each group sings one part of the song.
Change role to continue practicing.

S1: Peaches, Apples and Plums
 Peaches, Apples and Plums
 What do you want ?

S2: I want an apple

Pair work and
group work

Extension

Back to back

Sts work in pairs (back to back)
S1: Peaches, Apples and Plums
 Peaches, Apples and Plums
 What do you want ?

S2: I want an apple.

S1: Peaches, Apples and Plums.
Change role to continue practicing.

Pair work

Consolidation & Homework

Summarize main points : Ask some questions about the structure “ What
do you want ?”

Assign homework : Do exercises A and B in workbook at page 57.
Prepare: Unit 7 – LET’S LEARN.

Week 21-22 ( 41-44 )

Teaching day : 25/01- 05/02- 2010

Unit 7: Let’s learn
I/ Objectives

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

wants.

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1. Vocabulary: beard, cake, fish, ice cream, milk, rice.
2. Structure: What do you want?

I want (cake) and (ice cream).
III/ Teaching techniques

Modeling, pair work, group work.
IV/ Teaching aids

T’s cards, Sts’ cards, real objects, book, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Matching

Divide class into small groups.

Give groups a piece of paper consisting 2 columns: A (new words) and B
(Vietnamese meanings).

Ask Ss match the words in A with the meanings in B.
A B

- apple - com

- plum - thit ga

- peach - tao
- rice - dao
- chicken - man

Group work

Presentation
Introduce the vocabulary.

Introduce the vocabulary by using the T’s cards 117– 124 and 129 (real
things in the nature). Show the picture to Sts and say the parallel word. Sts
listen and repeat several times. Sts can show the parallel picture.

Put T’s cards on the board groove in reorder. Point to any picture and say
the name of the picture. Sts listen and repeat in chorus.

Use T’s cards to practice with the new words.
T: (point to T’s card)

Cake, cake, cake.
T: (point to T’s card)
Bread, bread, beard.

Ask them to repeat several times.
Do as the same with the other words.

Present the question and answer pattern.

Show the pictures on the wall chart. Use the puppets to make modeling the
question and answer pattern with plural.

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PA: (point to picture)
What do you want?
PB: I want (cake).

Ask them to repeat in chorus the following puppets

Do as the same to teach with the other words (bread, milk, rice, fish…).
Have them work in pairs to practice with structure. Change role to
continue practicing.

Present the last pattern.

Raise the picture 123-124. Use the puppets to make modeling.
PA: (point to picture)

What do you want?

PB: I want (cake) and (fish).

Do as the same with the other words

Have them repeat following the puppets. Change role to continue
practicing.

Open your book

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

describe the pictures.

Play the tape more than once if necessary.
The tape scripts

Scott: I’m hungry.

John: What do you want?

Scott: I want cake. What do you want?
John: I want ice cream.

Scott: Oh! I want cake and ice cream.

Play the tape sentence by sentence. Ask Sts repeat in chorus.
Present the paradigm and contraction

Write the pattern on the board. Point to the words while play the tape.
Sts listen and repeat.

Explain the contraction. Instructs Sts to read both form.

Whole class

Practice

Play the tape. Sts point to Sam and Ginger while listen the pattern and
repeat in chorus.

The tape

Sam: What do you want?
Ginger: I want milk.

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

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book.

S1: What do you want?
S2: I want fish.

Call on some pairs to practice in front of class.
Extension
Memory Chain.

Divide the class into groups of eight. Model the chain and have Ss
continue, using the vocabulary and structures from this unit.

S1: I want (chicken).

S2: I want chicken and rice.

S3: I want chicken and rice and fish.

Homework
- Learn by heart the vocabulary.

- Do exercises in workbook.

- Prepare: Let’s Learn Some More.

The end
-Week 23-24 ( Period:45-48 )

Teaching day: 08-26/02/2010

Unit 7: Let’s learn some more
I/ Objectives

By the end of the lesson, Ss will be able to express wants and make sure that they
can pronounce the alphabet.

II/ Language contents 
1. Vocabulary:

2. Structure: Do you want (chicken)?
Yes, I do.

No, I don’t.
III/ Teaching techniques

Modeling, work in pair, in groups.
IV/ Teaching aids

T’s cards, Sts’ cards, pictures, real objects in classroom, book, cassette.
V/ Teaching procedure

Steps Work

arrangement

Slap.

Divide the class in to small groups. Each group is four Ss.

Put the letters (A-N) on the table. Call on the name of the letter. Who is

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the first to touch the letter is winner.

Presentation

Present the positive (Yes) question and answer pattern.

Raise two books and put its on the table. Use the puppets to make
modeling the pattern.

PA: (point to the picture)
Do you want chicken?
PB: Yes, I do.

Do as the same step with the other words. Change role to continue
practicing.

Walk and Talk.

Call a St volunteer to put some objects around class. Ask them to work
in pairs.

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

Teacher goes around and gives help if necessary.

Individual
work and
group work

Open your book

Show the pictures in book to Sts so that Sts can see and describe its.
Play the tape sentence by sentence. Sts listen and point at the characters
in the pictures.

John: Do you want chicken?

Scott: Yes, I do. Do you want chicken?
John: No, I don’t.

Play the tape again. Stop by sentence and ask them to repeat in chorus.
Present the paradigm and contraction.

Write the pattern on the board. Point at this word while play the tape. Sts
listen and repeat.

Do you want chicken?
Yes, I do.

No, I don’t.
Notes:

Do not = don’t

Instructs them to read both forms.

Whole class

Learn the alphabet
Review the alphabet.

Sing again the song “The Alphabet Song”
Slap.

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

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Put the letters (A-N) on the table. Call on the name of the letter. Who is
the first to touch the letter is winner.

Sts open the book and listen to the tape while pointing at the letters at the
end of the page 51. Play the tape again. Stop by sentence. Sts listen and
repeat.

S, /es/, sun; T, /t/, table; U, /^/ umbrella; V, /v/, van.
Writing practice

Show them to know how to write with these letters.
S s, T t, U u, V v.

Ask them to write ten times in the notebook.

Extension
Find your partner.

Use duplicate sets of S cards as the same about food. Deal one card to
each S. Have Ss walk around the room to find the classmate with the
same card.

S1: (hold up a card). Do you want milk?

S2: (hold different cards and answer). No, I don’t.
(hold identical cards and answer). Yes, I do.

Group work

Consolidation
Summarize main points.

Assign homework: - Do all the exercises in workbook.
- Prepare UNIT 7 – Let’s Move.

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-Week 25 ( Period:49-50 )
Teaching day :02-05/02/2010

Unit 7: Let’s move
I/ Objective

At the end of the lesson, Sts will be able to ask and answer about abilities.
II/ Language content

1. Vocabulary: buy (an apple), wash it, cut it, eat it, open it, pour it, drink it.
2. Structure: Can you eat it? Can you drink it?

Yes, I can.
No, I cannot.
III/ Teaching techniques

Ask and answer, pair work, group work.
IV/ Teaching aids.

T’s cards, Sts’ cards, a bell, a bag, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Charades

Dive the class into two teams. Use Teacher cards placed in one pile and
four Teachers – made can/can’t word cards in a second pile to cue Ss. A
representative from each team acts out the charade to his or her team.
Instruct a player from each team to choose one card from each pile and
act out the situation shown by the two cards combination

Team work

Presentation

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Present the commands

Use technique Total Physical Response to model the commands. Say the

commands while acting out the commands.

Model the way using verbs as directed in the book.
T: cut it, cut it.

Make the commands, all Sts do as commands.

Practice

Have them work in pairs. Put some pictures or real objects in classroom
in the bag. Teacher goes around class and calls on one St to take out a
picture. Teacher gives a question. Sts listen and answer.

sqT: Can you (cut it)?

Sts: Yes, I can. / No, I cannot.

Do as the same and change role to continue practicing.

Divide the class into two groups. Give each group some T’s cards.
Group A make a command. Group B do as the same. Change role to
continue practicing.

GA: wash it.

GB: Acting out the same the command.

Pair work

Open your book

Show this page so that Sts can see to read and act out the commands.
Play the tape. Sts listen and point at the parallel action.

Play the tape again. Sts listen and act out while repeating.

Call on some volunteer to point at the picture in the book. Sts make the
commands following the pictures and act out. Continue calling the other
Sts to practice.

1. wash it
2. cut it 
3. eat it 
4. open it
5. pour it
6. drink it

Demonstrate the meaning can or can’t.

Point at the pictures at the end of the book and give question.
T: Can you wash it?

Use the Puppets to make modeling the answer.
PA: Yes, I can.

PB: No, I can’t.

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Present the paradigm and contraction.

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

Can you wash it?

Yes, I can. / No, I can’t.

Play the tape again. Sts listen and repeat in chorus.
Explain how to use the short form.

Note:

cannot = can’t
More practice

Divide the class into small groups. Group A answer “Yes, I can.” Group
B answer “No, I can’t”.

T: Can eat it?

GA: (glass to answer) Yes, I can.
GB: (get felling sad) No, I can’t.

Change role to continue practicing with the other cards.
Extension

Please

The teacher says the commands. If the command is begun with the word
“Pease”, Sts do as commanded. If not, Sts do nothing.

Board Race

Divide the class into four groups. Put the T’s cards on the board groove.
The teacher says aloud one command or group of commands. The St,
who slap at the right command, will get ten marks. Then that St will say
another command and the other slap. The group who get the most cards
will be winner.

Group work

Consolidation
Summarize main points.

Assign homework:- Learn by heart the vocabulary.
- Do all exercises in workbook.
- Prepare: Unit 7 – Let’s Listen.

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-Week 26 ( Period: 51-52 )
Teaching day: 8/3-12/3-2010.

Unit 7: Let’s listen
I/ Objectives

At the end of the lesson, Sts will be able to review all vocabulary and pattern in
Unit 7.

To make sure that Sts know how to do a listening test.
II/ Language content

1. Vocabulary: Review all
2. Structure: Review all
III/ Teaching techniques

Modeling, verbal techniques.
IV/ Teaching aids

T’s cards, Sts’ cards, toys, real objects in classroom.
V/ Teaching procedure

Steps Work

arrangement
Warm – up and Review

1. Let’s talk.
Walk and Talk.

Have S volunteers place multiple sets of S cards 117-124 (food) in
various locations around the room. Pair off Ss. Partner walk around the
room and ask each other What do you want? In addition, using

appropriate gestures.
S1: What do you want?
S2: I want milk.

S1: Here you are.
S2: Thank you./ Thanks
S1: You’re welcome.
Have the class repeat.

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2. Let’s learn.
Board Race

Divide the class into four groups. Put the T cards “117 - 124” on the
board groove. The teacher describes a picture. T: What do you want? The
St is in the first line to run the board and touch the picture. Who slap at
the right picture will get one mark? Then that St will say another word
and the other slap. The group who get the most cards will be winner.
3. Let’s learn some more.

Divide class into two groups. Put a bell in front of class. Put some real
objects around classroom. When teacher gives a question. Ss in each
group listen and then run to the board and ring the bell and answer the
question. The right answer will get one point. Continue practicing with
other thing. Which group gets more points will be winner.

4. Let’s move.
Please

Make commands. Sts do as commanded. If the teacher says the
commands begun with “please”. Sts do as commanded. If not, Sts do
nothing.

Call some Sts volunteer to stand up and make two commands to the
whole class. Sts listen to the two commands at the same time before
doing.

Presentation

T: I want (ice cream).. St points at the parallel picture.

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

]

Whole class

Open your book.

The teacher opens the book and shows the picture to Sts so that Sts can
see. Sts recognize the objects from 1 to 6 and gives question.

T: What’s this?
Ss: It’s (milk).

T: What do you want? Do you want chicken?
Sts recognize the active pictures.

Play the tape. Sts listen and point at the parallel picture.

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Play the tape again. Sts do this exercise as a writing test.
The answer key.

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

Extension
Slap the board.

Divide the class into small groups. Each group sits around a table. Put one
or some unions of cards (classroom objects, commands).

Charades.

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

Group work

Consolidation
Summarize main points.

Assign homework: - Do all exercises in workbook.
- Prepare UNIT 8 – Let’s Talk.

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end-Week 27
Teaching day

Unit 8: Let’s talk
 Period: 53-54
I/ Objective

Through the lesson, Sts will be able to ask and answer about favorites.
II/ Language content

1. Vocabulary: favorite, food.

2. Structure: What’s your favorite color?
I like (red). What about you?
III/ Teaching techniques

Modeling, pair work, group work.
IV/ Teaching aids

T’s cards, Sts’ cards, puppets, pictures, book, cassette.
V/ Teaching procedure

Steps Work

arrangeme
nt

Warm – up
Walk and Talk

Ask Ss to cover their eyes, or if manageable, to step outside the room for a
few minutes. Change the location of various classroom objects or pictures.
Have Ss come back in and walk around in pairs. They must call all the
things or pictures.

S1: Bird.
S2: Cat.
S3: Dog.

Whole
class

Presentation
Introduce the first part of the dialogue.

Use the puppets to make modeling the dialogue.
PA: What’s your favorite color?

PB: Red.

Ask them to repeat PA’s words. Arouse Sts to hold PB and say PB’s words.
Change role to continue practicing several times.

Practice

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Divide the class into two groups. Give each group one puppet and make
clear which puppet says whether sentence. Puppets of each group practice
the dialogue each other. Change role to continue practicing.

GA: What’s your favorite color?
GB: Pink.

Chain Drill

Sts walk around the classroom. Greeting each other by using their names.
S1: What’s your favorite color?

S2: Blue.

Introduce the whole dialogue.

Use the Puppets to make the modeling second part of the dialogue. Ask
them to repeat PA’s words. Arouse Sts to say PB’s words. Practice several
times. Change role to continue practicing.

PA: What’s your favorite color?
PB: Red. What about you?
PA: Pink.

Practice

Divide the class into two groups to practice. Walk around and give help if
necessary. Call on some pair to practice in front of the class.

Open your book

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

Sts open the book and listen the tape and then point at the characters.
Play the tape again. Stop sentence by sentence. Sts repeat again.
Jenny: What’s your favorite color?

Andy: Red. What about you?
Jenny: I like blue.

Introduce the paradigm and contraction.

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

listen and repeat in chorus.

What’s your favorite color? Red.

Write the contraction on the board. Sts practice speaking with two forms.
Notes

What is = What’s

Practice

Call on some pairs to go on the board to play role again the dialogue by
using real their names. Teacher goes around giving help if necessary.

Whole
class

Extension
Living Dialogues

Divide the class into small groups. Each group is four Sts. Give each group a
flash card having a sentence. 1) What’s your favorite color? 2) Red. 3) What

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about you? Each group discusses together and rearranges these sentences to
make a dialogue.

Consolidation
Summarize main points.

Assign homework.

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Week 28
Planning day
Teaching day

Unit 8: Let’s sing

Period: 55-56
I/ Objective

At the end of the lesson, Sts will be able to master the way to ask and answer about
expressing likes through the song “What do you like?”

II/ Language content
1. Vocabulary:

2. Structure: I like yellow, yes, I do.
III/ Teaching techniques

Modeling, group work, pair work.
IV/ Teaching aids

Puppets, pictures, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm up

Find your partner.

Use duplicate sets of S cards (pictures about food). Deal one card to each
S. Have Ss walk around the room to find the classmate with the same
card.

S1: (hold up a card). I like apple. Do you like (apple)?
S2: (hold different cards and answer). No, I do.

(hold identical cards and answer). Yes, I do.

Pair work

Presentation

Review the Question – Answer the pattern by using the puppets to make
modeling the question and answer pattern. Sts repeat in chorus.

Practice

Use the Puppets to make the modeling dialogue. Sts work in pair to
practice by using their real names.

Play the tape.
Step away lines.

PA: I like yellow, yes, I do.
PB: I do, too. I like yellow, too

Divide the class into two groups and read again the song. All classes clap

your hands to keep rhythm.

GA: I like yellow, yes, I do.

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I like yellow, yes, I do.
 I like yellow.

GB: I do, too.

I like yellow, too.

Do as the procedure with the other words (ice cream, baseball).
Open your book

Show the pictures in the book so that Sts can see. Point at the characters
and objects in the pictures. Sts recognize them.

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

Teacher reads the song (line by line) without music. Sts listen and repeat
in chorus.

Ask them to sing again the song but not play the tape. Use the property
gesture to emphasize the meaning. Sts repeat.

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

I like yellow, yes, I do.
I like yellow, yes, I do.

I like yellow.

I do, too.

I like yellow, too.

Whole class
and group
work

Practice

The teacher sings the first part of the song. Sts sing the rest part.
T: How’s the weather?

Sts: It’s windy.

Divide the class into two groups. Each group sings one part of the song.
Change role to continue practicing.

S1: I like yellow, yes, I do.
 I like yellow, yes, I do.
 I like yellow.

S2: I do, too.

I like yellow, too

Pair work and
group work

Extension
Back to back

Sts work in pairs (back to back) and phone each other.
S1: I like (chicken). What do you like?

S2: I like rice. Do you like pizza?
Change role to continue practicing.

Pair work

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Teaching day

Unit 8: Let’s learn
Period: 57-60
I/ Objectives

By the end of the lesson, Ss will be able to ask and answer about expressing likes.
II/ Language content

1. Vocabulary: animal(s), bird(s), cat(s), dog(s), frog(s), rabbit(s), spider(s).
2. Structure: What do you like?

I like frogs.
I like frogs, too.
III/ Teaching techniques

Modeling, pair work, group work.
IV/ Teaching aids

T’s cards, Sts’ cards, real objects, book, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up

Matching

Divide class into two groups and sing again the song “What do you like?”.
Sing two times to sure that all Ss sing once.

GA: I like yellow, yes, I do.
 I like yellow, yes, I do.
 I like yellow.

GB: I do, too.

I like yellow, too.
Substitution Drill

Select several S volunteers and give them a picture. Have the volunteers
arrange their markers and objects on a table to illustrate. Then point to
each set of objects and have the class make the statements.

T: (flowers).

S1: I like (flowers).

T: (rice).

S2: I like (rice).

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Presentation
Introduce the vocabulary.

Introduce the vocabulary by using the T’s cards 133– 143 (animal,

singular). Show the picture to Sts and say the parallel word. Sts listen and
repeat several times. Sts can show the parallel picture.

Put T’s cards on the board groove in reorder. Point to any picture and say
the name of the picture. Sts listen and repeat in chorus.

Use T’s cards to practice with the new words.
T: (point to T’s card)

Bird, a bird.

T: (point to T’s card 133, and raise three fingers)
Three birds. Three birds.

Ask them to repeat several times.
Do as the same with the other words.
A cat = cats

A dog = dogs
A rabbit = rabbits
A spider = spiders

Present the pattern.

Draw a cloud on the board. Use the puppets to make modeling the question
and answer pattern with plural.

PA: (point to the picture)
 Look! There’s a dog.
PB: I like dogs.

Ask them to repeat in chorus the following puppets

Do as procedure above the same to teach with the other words (cats, rabbits,
frogs, spiders).

Have them work in pairs to practice with structure. Change role to continue
practicing.

Present the question and answer pattern.

Raise the picture’s 134-144. Use the puppets to make modeling.
PA: (point to picture)

What do you like?
PB: I like dogs.

Do as the same with the other words (cats, rabbits, frogs, spiders).
Have them repeat following the puppets. Change role to continue
practicing.

Explain the different between plural and singular. Make modeling and ask

them to repeat in chorus.

Whole class

Practice

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Chain Drill

Divide the class into two groups. Give each group some Sts’ cards. A St
in-group A takes a card and shows the picture to in-group B, and then gives
question.

Group A: What do you like?
Group B: I like cats.

When group A finishes, change role to continue practicing.

Have them work in pair to practice with pattern. Teacher goes around and
gives help if necessary.

S1. What do you like?
S2. I like frogs.

Open your book

Show the picture to Sts that Sts can see and recognize the characters,
describe the pictures.

Play the tape more than once if necessary.
The tape

John: Look! There’s a dog. I like dogs. What do you like?
Jenny: I like frogs.

Andy: I like frogs, too.

Play the tape sentence by sentence. Ask Sts repeat in chorus.
Present the paradigm

Write the pattern on the board. Point at the words while play the tape.
Sts listen and repeat.

What do you like? I like frogs. I like frogs, too.

Whole class

Practice

Play the tape. Sts point to Sam and Ginger while listen the pattern and
repeat in chorus.

The tape

Sam: There’s a bird. I like birds.
Ginger: I like birds, too.

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

S1: What do you like?

S2: I like rabbits.

Call on some pairs to practice in front of class.

Pair work and
group work

Extension
Memory Chain.

Divide the class into groups of eight. Model the chain and have Ss
continue, using the vocabulary and structures from this unit.

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S1: I like frogs and cats.

S2: I like frogs and cats and rabbits.

………
………
………
………
………
………

Week 31-32 ( Period:61-64)
Teaching day : 12/4 – 23/4 - 2010

Unit 8: Let’s learn some more

I/ Objectives

By the end of the lesson, Ss will be able to agree or not agree the other ideal.
To make sure that they can pronounce the alphabet.

II/ Language contents 
1. Vocabulary: review

2. Structure: Do you like (rabbits)?
Yes, I do.

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Modeling, work in pair, in groups.
IV/ Teaching aids

T’s cards, Sts’ cards, pictures, real objects in classroom, book, cassette.
V/ Teaching procedure

Steps Work

arrangement
Warm – up.

Walk and Talk

Ask Ss to cover their eyes, or if manageable, to step outside the room for a
few minutes. Change the location of various classroom objects or furniture
items. Have Ss come back in and walk around in pairs. They must

describe the new locations of the objects or furniture items to each other.
S1: Look! There’s a (dog). I like dogs. What do you like?

S2: I like dog, too.
Back to back Pictures

Pair off Ss. Have partners take turns describing their bedrooms to each
other. As one person describes, the other draws a picture of the bedroom.
They tell each other where to place furniture in the room.

Group work

Presentation

Present the positive (Present the positive (Yes) question and answer 
pattern.

Put Teacher cards on the marker rail. Use the puppets to model question
and answer pattern (Yes).

PA: (point to T card 140). Do you like rabbits?
PB: (shake a head). Yes, I do.

Do as the same with the other cards. Change role to continue practicing.
Practice

Divide into two groups. Use Teacher cards (100-142) to implicit.
S1 (Group A): (point to 136). Do you like dogs?

S2 (Group B): (shake a head). Yes, I do.
Change role to continue practicing.
Chain Drill.

Use objects or picture cards as cues. Show an object or picture card to the
first S and ask related question. The S answers, and then turns to the next
S to ask the same question with appropriate substitutions. Continue until
all the Ss have had a chance to ask and answer the question. Divide larger
classes into three or four small groups, and have each group do a chain
drill.

S1: (show a picture of dogs to S2). Do you like dogs?

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S2: Yes, I do. (show a picture of frogs to S3). Do you like frogs?
Present the negative (No) question and answer pattern.

Put Teacher cards on the marker rail. Use puppets to model the question
and answer pattern.

PB: (point to Teacher card 144). Do you like spiders?
PA: No, I don’t.

Ask Ss about the other cards. Change role to continue practicing.
Practice

Face up these cards on the table. Suggest negative answer. Divide the
class into two groups. Point to a picture to ask question and answer.
GA: Do you like (flowers)?

GB: Yes, I do.

GA: Do you like (puddles)?
GB: No, I don’t.

Change role to continue practicing.

Open your book

Show the pictures in page 50 to Sts so that Sts can see and describe its.
Play the tape sentence by sentence. Sts listen and point at the characters in
the pictures.

John: Do you like rabbits?
Jenny: Yes, I do.

Andy: Do you like spiders?
John: No, I don’t.

Play the tape again. Stop by sentence and ask them to repeat in chorus.
Present the paradigm and contraction.

Write the pattern on the board. Point at this word while play the tape. Sts
listen and repeat.

Do you like spiders? Yes, I do. No, I don’t.
Notes:

Do not = don’t

Instructs them to read both forms.

Whole class

Learn the alphabet
Review the alphabet.

Sing again the song “The Alphabet Song”
Slap.

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

Put the letters (A-N) on the table. Call on the name of the letter. Who is
the first to touch the letter is winner.

Sts open the book and listen to the tape while pointing at the letters at the
end of the page 51. Play the tape again. Stop by sentence. Sts listen and

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repeat.

W, /w/, Window; X, /ks/, X-ray; Y, /y/, Yellow; Z, /z/, zero.
Writing practice

Show them to know how to write with these letters.
W w, X x, Y y, Z z.

Ask them to write ten times in the notebook.
 Extension

Beanbag circle.

Have the class form a circle. Toss a ball or a beanbag to S1 and ask for his
or her name.

S1 responds, tosses the ball to another (S2), and asks for S2’s name.
Continue until all Ss have had a chance to participate.

Ex:

S1: Do you like frogs?

S2: Yes, I do. Do you like spiders?
S3: No, I don’t.

Group work

Consolidation
Summarize main points.

Assign homework.

The end

-Week 33 ( Period:65-66 )
Teaching day : 26-29/4/2010.

Unit 8: Let’s move

I/ Objective

At the end of the lesson, Sts will be able to ask and answer about abilities.
II/ Language content

1. Vocabulary: run, hop, walk, swim, jump, and fly.
2. Structure: Can it (run)?

Yes, it can.
No, it cannot.
III/ Teaching techniques

Ask and answer, pair work, group work.
IV/ Teaching aids.

T’s cards, Sts’ cards, a bell, a bag, cassette.
V/ Teaching procedure

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arrangement
Warm – up

Divide the class into two teams and have them to play game “Noughts and
Crosses”

Team work

Presentation
Present the commands

Use technique Total Physical Response to model the commands. Say the

commands while acting out the commands.

Model the way using verbs as directed in the book.
T: (walk around the class). Walk.

Read aloud the word and ask them to repeat in chorus.

Do as the same with the other words (hop, fly, jump, and run, swim).
Practice

Have them work in pairs. Put some pictures or real objects in classroom in
the bag. Teacher goes around class and calls on one St to take out a picture.
Teacher gives a question. Sts listen and answer.

T: Can it run?

Ss: Yes, it can. / No, it cannot.

Do as the same and change role to continue practicing.

Divide the class into two groups. Give each group some T’s cards. Group A
make a command. Group B do as the same. Change role to continue

practicing.
GA: run.

GB: Acting out the same the command.

Whole class
Pair work

Open your book

Show this page so that Ss can see to read and act out the commands.
Play the tape. Sts listen and point at the parallel action.

Play the tape again. Ss listen and act out while repeating.

Call on some volunteer to point at the picture in the book. Ss make the

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commands following the pictures and act out. Continue calling the other Ss
to practice.

1. run
2. hop
3. fly 
4. swim
5. walk
6. jump

Demonstrate the meaning can or can’t.

Point at the pictures at the end of the book and give question.
T: Can it run?

Use the Puppets to make modeling the answer.
PA: Yes, it can.

PB: No, it can’t.

Present the paradigm and contraction.

Write the pattern on the board. Point at the words while playing the tape.
Can it run?

Yes, it can. / No, it can’t.

Play the tape again. Sts listen and repeat in chorus.
Explain how to use the short form.

Note:

cannot = can’t
More practice

Divide the class into small groups. Group A answer “Yes, it can.” Group B
answer “No, it can’t”.

T: Can it hop?

GA: (glass to answer) Yes, it can.
GB: (get felling sad) No, it can’t.

Change role to continue practicing with the other cards.
Extension

Please

The teacher says the commands. If the command is begun with the word
“Please”, Sts do as commanded. If not, Sts do nothing.

Board Race

Divide the class into four groups. Put the T’s cards on the board groove.
The teacher says aloud one command or group of commands. The S, who
slap at the right command, will get ten marks. Then that S will say another
command and the other slap. The group who get the most cards will be
winner.

Group work

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Summarize main points :- command sentences always begin with a verb.
- “ can” talk about abilities.

Assign homework : Learn by heart vocabulary.

Do exercises A,B in workbook at page:70
Prepare : Unit 8 – Let’s Listen.

- the

end-Week 34 (Period: 67,68 )
Teaching day : 4-7 / 5 / 2010

Unit 8:

Let’s listen and review

I/ Objectives

At the end of the lesson, Sts will be able to review all vocabulary and pattern in
Unit 8.

To make sure that Sts know how to do a listening test.
II/ Language content

1. Vocabulary: Review all
2. Structure: Review all
III/ Teaching techniques
Modeling, verbal techniques.
IV/ Teaching aids

T’s cards, Sts’ cards, toys, real objects in classroom.
V/ Teaching procedure

Steps Work

arrangement
Warm – up and Review

1. Let’s talk.

Dialogue Musical Chairs

+ Put the chairs (back to back) to make two lines. The number of the chair
must be less than the number of the Ss (one). Teacher plays the song
“What Do You Like?” Ss walk around the class and practice the dialogue
in (Let’s talk) to each other in funny music when the music is stopped. Ss
must quickly find a chair and sit down. The St who can’t find a chair will
be off the game.

2. Let’s learn.
Board Race

Divide the class into four groups. Put the T’s cards “133-144” on the
chalk. The teacher describes a picture. T: frogs. The S is in the first line to
run the board and touch the picture. Who slap at the right picture will get
one mark? Then that S will say another word and the other slap. The
group who get the most cards will be winner.

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3. Let’s learn some more.
Tic-Tac-Toe

Divide the class into two teams. Draw a nine square grid on the board.
Each square should be numbered. Ask a S from team A a question. If the
S answers correctly, then team can place an “X” or an “O” on the grid in
the location of their choice, which they can indicate by stating the

number. Alternate asking questions to both teams. The first team to earn
three “X”s or “O”s in a row on the grid wins.

4. Let’s move.
Guessing game

Have them to work in small groups. Call on some student to go on the
board and give him to see a picture clearly. Ask him to make gesture. The
others in each team give questions to guess the meaning of the picture.
Each correct sentence gets one point which team gets more points will be
the winner.

TA: Can it fly?
No, it can’t.
TB: Can it run?

No, it can’t.
TC: Can it hop?
Yes, it can.

Presentation

Teach Sts the way to do a listening test. Hang one the similar picture in
the book. Put T’s cards 133 – 144 on the chalk. Write A under the first
card and circle its. Draw B under the second card and circle its. Call one
St stand beside the card and recognize one of those cards.

T: I like (dogs). St points at the parallel picture.

Do like step above until all Ss understanding the way to do a listening
test.

Whole class

Open your book.

The teacher opens the book and shows the picture to Ss so that Sts can
see. Sts recognize the objects from 133 to 144 and gives question.

T: What is your favorite color? What do you like? Do you like (dogs)?...
Ss recognize the active pictures 133 – 144.

Play the tape. Sts listen and point at the parallel picture.
Play the tape again. Sts do this exercise as a writing test.
The answer key.

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

Extension
Charades

Dive the class into two teams. Use Teacher cards placed in one pile and
four Teacher – made can/can’t word cards in a second pile to cue Ss. A
representative from each team acts out the charade to his or her team.
Instruct a player from each team to choose one card from each pile and
act out the situation shown by the two cards combination.

Group work

Consolidation
Summarize main points.

Assign homework.

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