lg1 units 1-4 lesson plan

English Program

Mrs. Itzel Infante Magaa

2014-15

ENGLISH LEARNING CENTER

English Learning Center- Lets Go 1 Third Edition 2014-15

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Table of Contents Unit Week Class Pages

1. Classroom Objects Week 1-3 Class 1-9 3-14

2. Colors and Shapes Week 3-6 Class 10-18 15-34

3. At the Store Week 7-9 Class 19-27 35-54

4. People at home Week 10-12 Class 28-36 55-73

5. Birthday and Toys 6. Outdoors 7. Food and Drink 8. Animals


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Unit 1: Classroom Objects

Theme / Topics Key words Language Items Social Language Language Functions

Classroom objects

- Introducing yourself

- Classroom objects

Pencil, pen, chair, desk,

ruler, book, bag, crayon,

eraser, board (map,

marker, table,

wastebasket)

What is this? It is This is my/your book.

Hello, I am . Hi, my name is . What is your name?

- Asking someones name

- Asking about

classroom objects

(singular)

- Identifying classroom

objects (singular)

- Clarifying possession


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WEEK 1 Class 1 Unit 1 Classroom Objects

Objectives: - Introducing yourself and asking someones name - Emphasizing on speaking skills

Topic Language target Resources and Teaching

Aids Key Activities

INTEGRATED

SKILLS: Listening Speaking Reading

KEY VOCABULARY

Hi, hello, my, your, name

ADDITIONAL

VOCABULARY

Whats, what is, I am, Im, Scott, Kate, Andy

SENTENCE PATTERN

Hello, I am _______

Whats your name? My name is _______

Resources: STUDENT

BOOK p.2

Teaching Aids:

- Puppets

- CD1 track 02, 03

- Beanbags

TIP:

Cultural tip: Mrs., Miss and

Ms.

Make sure Ss understand

that Im and My name is are interchangeable.

Introduction

Weather report Ask students (Ss) to listen to a song and to pick up some words or sentences that they knew.

- Play the recording of The Hello song. - Introduce some English names in the song.

- Give each student (St) a nametag to wear such as Kate, Andy, Jenny, Scott.

- Play the song again.

- Ask Ss to stand up if they hear the name in the song the same their nametags.

Development

Role-play: Have Ss practice the full dialogue in groups of three. Then, ask 3 Ss to model the dialogue for the class.

Interviewer: Have Ss walk around the classroom and ask as many names as possible in one minute.

S1 : Whats your name? S2 : My name is Lan Show the page 3 to the class and introduce the song.

- Ask Ss read the words of the song line by line without music. - Ask Ss to underline the words that teacher (T) asks.

Sing the song in 3 groups Consolidation

Ask some volunteers to sing the song again with his/her nametag. Im a musician: Have Ss work in groups to create an original verse by inserting their names. Then sing the song again with the new verse.

Beanbag Circle: Toss a beanbag to S1, introduce yourself, and ask S1s name. S1 responds, then tosses the beanbag to S2, greets, introduces and asks.

Continue that until more Ss have a chance to participate.

DO EXERCISE

STORY TIME


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WEEK 1 CLASS 2- Unit 1

Objectives: - Learning things for school and identifying singular objects

- Emphasizing on building up vocabularies


Aids Key Activities

INTEGRATED

SKILLS: pronunciation

Listening Speaking Reading Writing

KEY VOCABULARY

Pencil, pen, bag, book,

desk, chair, ruler, eraser,

ADDITIONAL

VOCABULARY

It is, its, a, an

SENTENCE PATTERN

Its __________

Resources: STUDENT

BOOK p.4

Teaching Aids:

- Teacher Cards 5 12 - CD1 track 08 10 - Real classroom objects

- Bags for development

activity

- Set of Student Cards for

activity

TIP:

- Not necessary to give Ss

the rules of how an/a

- Its is used to identify an object regardless of where it

may be.

Introduction

Weather report Dialogue Musical Game: The Ss pass 10 balls (5 yellow balls and 5 red balls) around the class while the music is playing. When the music stops, the

students who have the red balls will greet and ask the names of the students who

hold the yellow balls, the student who has the yellow balls will answer the

question. (Free practice speaking activity)

Set up a context to introduce the new lesson. (Ex: Today we will name some objects in our class) Hold up each Teacher Cards to introduce the new vocabulary (a book, a desk, a chair, a ruler) while playing the audio. Have Ss listen and repeat each word several times at normal speed.

Slap Game: Divide Ss into small groups. Give each group a set of the student cards and face them up on the desk. Call out the word. The first St in

each group who slaps the correct card and produces the word takes it. The St in

each group holding the most cards is the winner.

Development

Write the pattern on the board and play track 09. Show the pictures or words while Ss listen to the audio. Then have Ss repeat after the audio.

Substitution Drill: Have Ss practice the sentence. Structure Chain: Pass the teacher cards in random order around the class. As each student receives the card, he/she identifies and says the sentence and

passes it to the next student.

Consolidation

Have Ss open the book. Have Ss clap to keep the rhythm as they listen and repeat the sentence (CD1 track 10).

DO EXERCISE

STORY TIME


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WEEK 1 CLASS 3 Unit 1

Objectives: - Learning new pattern to ask about objects

- Emphasizing speaking skills


Aids Key Activities

INTEGRATED

SKILLS: Listening Speaking Reading Writing

KEY VOCABULARY


desk, chair, ruler, eraser

ADDITIONAL

VOCABULARY

It is

SENTENCE PATTERN

Whats this? Its __________

Resources:

STUDENT BOOK p.4 5

Teaching Aids:

- Teacher Cards 5 12 - Puppets

- CD track 11 13

TIP:

- This is used only when the

speaker is close enough to

the object to touch it.

- [th] will pronounce with

tongues protruding a bit

between their upper and

lower front teeth.

- When asking questions

starting with what the

intonation goes down at the

end of the question.

Introduction

Weather report Concentration Game: Divide into pairs or groups of four. Give 2 sets of cards to each group and place them face down in random order on the desk.

Once at a time, Ss turn over 2 cards and Ss try to find 2 identical cards. As each

St looks at the cards, he or she says the sentence shown. If the cards match, the

St keeps them and gets a point.

Development

Set up a meaningful context to introduce the new lesson. Use puppets and CD track 11 to present. (Ex: This is Sam and this is Ginger. They are very happy to

see you. Give a big clap hands for new comers, please Now, they are talking something in our class. Listen carefully and tell me about what they are talking).

Sam : Whats this? Ginger: Its a pencil. Model the question, the answer again, and help Ss with pronunciation. Have Ss continue the question and answer. Ss practice in pairs, using real classroom objects.

Vocabulary Lists: Prepare small pieces of paper with vocabulary items. Each paper has one word. Divide the class into 3 groups. One St from each

group takes a card, reads and mimes the word to the rest of their group. Then,

he/she asks Whats this? Groups score one point for each word they guess and say the answer correctly Its Explain the contraction on the board while playing track 12. What is = Whats - It is = Its Have Ss practice saying both What is this? - It is a pencil. and Whats this? Its a pencil.

Consolidation

Have Ss look at p.5 and describe things they see. Then, have Ss practice asking and answering using STUDENT BOOK p.5.

STORY TIME


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WEEK 2 CLASS 4 Station study

Objectives: - Revision of classroom objects

- Emphasizing speaking and reading skills

- Requiring of all of students to pass station 3 of Walk and Talk activity


Aids Key Activities

INTEGRATED


REVIEW

VOCABULARY



SENTENCE PATTERN

What is this?

It is (a pencil).

Materials for activity:

Classroom objects (real

objects or pictures)

Materials for activity: Sets

of cards for concentration

game

Station 1: Walk and Talk: Put real classroom objects around the class. Ss walk around the room. When T says STOP! St1 finds a partner and asks, What is this? as he/she points to an item in the classroom (a pencil). The partner answers It is a pencil then they switch roles.

Each student has at least three turns to talk. When Ss finish this station, they will

move up to station 2.

Station 2: Concentration Game: Give 2 sets of cards to each group and place them face down in random order on

the desk. Once at a time, Ss turn over 2 cards and Ss try to find 2 identical cards.

As each St looks at the cards, he or she says the sentence shown. If the cards

match, the St keeps them and gets a point.

What is this?

It is a bag.

Station 3:The cassette player: Ask Ss what buttons on a cassette player

PLAY

Each group has a student to act out as a cassette player which responds to spoken

commands. Each group has a set of word cards and a note with a short text :

PLAY BACKWARD FORWARD STOP


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1. Whats this? Its a book. 2. Whats this? Its a chair. 3. Whats this? Its a pencil. 4. Whats this? Its a pen. 5. Whats this? Its an eraser. 6

Tell Ss that S1 in each group is going to read a note and they have to hear and

arrange the cards in order of what S1 says. And S1 is a cassette player and that

when the other students say the commands, S1 do what the others say. Check

that Ss understand by asking What do you say to make the cassette player start? PLAY or What do you say to make the cassette player stop? STOP or What do you say to make the cassette player say again? BACKWARD

DO EXERCISE

STORY TIME


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Objectives: - Introducing new vocabulary and asking about things for school

- Emphasizing on building up vocabularies for students


Aids Key Activities

INTEGRATED

SKILLS: Pronunciation


KEY VOCABULARY board, map, crayon,

marker, table,

wastebasket

REVIEW

VOCABULARY

Pencil, pen, book, desk,

chair, ruler, eraser

SENTENCE PATTERN

This is a/ an What is this?

Its __________

Resources:

STUDENT BOOK p.6

WORKBOOK p.6

Teaching Aids:

- Teacher Card 13, 14, 16, 17, 18, 20

- CD track 14, 15

Introduction

Weather report Musical Flashcards: Have Ss sit in a circle on the floor. Give Ss Teacher Cards 5-12. Play the music. As the music plays, the Ss pass the cards around the

circle. When the music stops, they read aloud the words

Set up a meaningful context to introduce the new lesson. (Ex: Today we take a tour around our class and continue to name new things) Play the audio (CD track 14) and T labels the cards (a board, a map, a crayon, a marker) under the objects.

Whisper Repetition Drill: Put the teacher cards on the chalk rail. Ask Ss listen and tell about what they hear from CD track 15. Show the card and say the

sentence This is (a map) again. Have Ss repeat the sentence pattern and practice.

Development

Substitution Drill: Show the teacher cards in random order and have Ss make sentences. Increase the speed of drill until Ss speak at normal speed.

Memory Game: Put Teacher Cards on the chalk rail. S1 asks, Whats this? The other Ss answer. Then S1 turns the card over. S1 repeats the question and turns over all the cards as they are answered. When all the cards are turned

over, S1 asks Whats this? and points to each card in order. The other Ss must remember what the cards were.

Consolidation

Living Sentence: Divide the class into groups and assign one sentence pattern to each group. Each St in the group is assigned one word in the question

or the answer. Ss are not allowed to speak except to repeat their words. They

arrange themselves in the correct order.

Ask Ss to look at WORKBOOK page 6 and trace the words.

STORY TIME


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Objectives: - Review the alphabet



Aids Key Activities

INTEGRATED

SKILLS: Listening Speaking Reading Singing

KEY VOCABULARY

The alphabet (a, b, c )

ADDITIONAL

VOCABULARY

I like English, Wow

Resources:

STUDENT BOOK p.8

Teaching Aids:

- The alphabet

- The alphabet song

- CD 1 track 20

- Nine-square grids

Culture tip:

Wow is used to express a nice surprise.

Introduction

Weather report Bingo: Give each St a nine square grid, with three rows of three squares each. On the board, write a list of the words you want the Ss to choose. The Ss

select 9 words they like and arrange them randomly on the grid. The caller picks

a card from a duplicate set of cards and calls out the word. If the Ss have that

word on their girds, they cross it out. The first St covers three squares across,

down or diagonally and calls out Bingo. Play track 20. Have Ss listen to the audio. Have Ss listen to the pronunciation of the alphabet line by line again and write the song on the board.

Have Ss repeat after each line and sing the song Use the alphabet cards to introduce. Model the alphabet again and Ss repeat. Do this several times, each time picking up speed.

Development

Find The Letter: Put the alphabet cards around the classroom. Have Ss get into groups of teams. Show an alphabet card and ask, Whats this? Ss run to the cards and try to find the same letter then must say the sentence Its (M). Patty Cake: Divide the class into pairs. Have Ss sit facing each other. Each St slaps his or her knees twice, claps their hands twice, then slaps his or her

partners left hand once as they both say A. Ss repeat the action, this time slapping their right hands as they say B. Continue to say the whole alphabet as

fast as possible.

Consolidation

Spelling Race: Divide Ss into 3 groups. Line them up in front of the board. Spell a word (B O O K). The first St from each group races to the board and writes the word. The first to finish writing and speaking it correctly gets 1

point for their group.

Ask Ss to look at WORKBOOK page 8.

STORY TIME


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WEEK 3- CLASS 7 Unit 1

Objectives: - Clarifying possession

- Emphasizing on building up vocabularies for students


Aids Key Activities

INTEGRATED


KEY VOCABULARY

My, your

SENTENCE PATTERN

This is my/your pencil.

Whats this? Its my/your pencil.

Resources:

STUDENT BOOK p.8

WORKBOOK p. 8 9

Teaching Aids:

- Teacher Cards

- Sets of Student Cards

- Real classroom objects

- CD1 track 21, 22

TIP:

- Ask Ss to point to their

chests when they say my.

- Ask Ss to extend their

hands to their partners when

they say your.

Introduction

Weather report Point to yourself and say My name is Ms. Thao, emphasizing My. Then point to another St and say Your name is Nhi, emphasizing Your. Do this with several

Ss, using appropriate gestures. Have Ss point to themselves at my and another St

at your as you quickly drill the two words.

Set up a meaningful context to introduce the new lesson. (Ex: Pick up a book and say, This is my book. Pick up Sts book and say, This is your book.) Then, ask Ss to listen to CD track 21, and tell about what they are talking.

Divide the class into pairs. Have Ss ask and answer using Student book. Ask Ss point to the items in their own book for my and their partners book for your.

Development

Dice Game: Divide the class into small groups. Invite a member of each group to roll the dice. Number 1 or 2 means the group members answer the

question whats this? 3 or 4 = do an action (stand up), 5 or 6 = say a sentence (This is my book).

My/Your Game: Use several sets of Student Cards 5 20. Put them in a pile face down. Ss take turns turning over each card, say This is my (book) to show

they own that card. The others say It is your (book). When all the cards have been turned over, Ss must remember which cards they have. Then put all the

cards together and mix them up. Each St takes turns turning over a card. The

first to identify the owner correctly gets the card. Consolidation

Attach Teacher Cards 5 6 on the board with magnets. Draw a circled letter A under the first card and a circled letter B under the second. Have one student

stand by the card and listen an example and identify one of the cards. The

student points to the correct card and circles the appropriate letter.

Play the audio track 22. Ss do exercises p.9. Correct them. Ask Ss to look at WORKBOOK page 8 9 and trace the words.

STORY TIME


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Objectives: - Revision of identifying objects and clarifying possession

- Developing speaking and reading skills

- All of students have to pass station 2


Aids Key Activities

INTEGRATED


REVIEW

VOCABULARY

board, map, crayon,

marker, table,

wastebasket, pencil, pen,

book, desk, chair, ruler,

eraser

My, your

SENTENCE PATTERN

Its a/ an Whats this? Its __________

This is my/your pencil.

Whats this? Its my/your pencil.


A big bag, classroom objects

(real objects)

Materials for activity: sentences cut up into words


papers (A5), teacher cards,

crayons

Station 1: Put students classroom objects in three large bags. Let students take

turns to feel one object in the bags, and guess This is my book. If it is right,

he/she will hold it. If it is not right, he/she put it again in the bag and his/her

friends will take their turns. After finishing this station, student will move up to

the station 2.

Station 2: Unscramble sentences activity: Cut the sentences up into words.

Students put the sentences in the correct order and write this sentence into their

notebooks. For example:

is my table This

Answer key is:

This is my table

After finishing this station, student will move up to the station 3.

Station 3: Pictionary activity: Give each student a piece/sheet of paper (A5).

Student will draw a part of thing that he/she likes on the paper as quickly as

possible. Then, he/she will pass his/her paper to his/her partners. Their partners

will guess, This is your book. He/she will say Yes if it is right. (Say No

if it is wrong). The partner will write a correct word a book under the picture

and decorate the paper. After finishing the paper, student will move next station.


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This is a bonus station for

the excellent students

Station 4: This is the same game as Do As I Say, except that it adds the word

Lets. Give the Ss the commands at random. Ask a volunteer to be a caller. If the

caller says Lets before the command, the others should act out the command. If

he/she doesnt say Lets, they should remain still. The next caller is the student

that makes something wrong.

DO EXERCISE

STORY TIME


- 13 -

WEEK 3 CLASS 9- Extra Activities

Objectives: - Revision of unit 1

- Developing Ss craft and art skills - All of students must do the object tree (a mini project)


Aids Key Activities

Review Classroom

Objects

INTEGRATED


REVIEW

VOCABULARY



globe, map, crayon,

marker, wastebasket,

table, board, poster, hello,

hi, stand up, sit down

SENTENCE PATTERN

Whats your name? Im ______ This is my/your pencil.

Whats this? Its a pencil. Its my/your pencil. STATION The object tree

is a mini project


Sets of alphabet letter cards


of Student Cards


of Student Cards

RPS: Rock Paper Scissors


of cards of Dominoes

Station: Bingo

Ask students to make cards 9 x 9 inches square. Then students use a pencil and

ruler; mark the squares into 9-3 inch squares. Moreover, students choose nine

letters and write them in the nine squares on cards. Give each group a bag of

alphabet letters. Have a volunteer pick up the letter and read aloud and the others

check on their cards.

Station: What is missing?

Choose a volunteer. Place the classroom objects pictures on the desk. Students

close their eyes and put their heads down. The volunteer removes a picture on

the desk. Students pick their head up. The volunteer asks, Whats missing? The student who guesses correctly now becomes a caller and removes another

picture from the desk. Play continues until all students have had a chance.

Station: RPS Three Cards Each student starts with three cards. Students pair up and do RPS. The loser has

to select one of their cards. Then they show it to the winner and ask, "What's

this?" If the winner can give the correct answer, they take the card from the

loser. Then they change to work with other partners. When several students have

lost all their cards, stop the game. Then, the Ss who get the most cards identify

their cards and their friends cards again. For example: This is my pencil. Ss keep their own items, This is your pen. They give it back.

Station: Dominoes Game Divide the class into groups of five or six. Give each group a set of cards that

have been well mixed up. Tell them to place one card face up in the middle of

the desk and place the other cards face-up on one side, so that all Ss in-group

can see them. One St has to pick up a card that matches either side of the one in

the middle and place it in the right position. Then, he/she makes a sentence It is

a (book) or stand up, please. The next St tries to select the correct card and

place it in the same way on either side. When the group has used up all the


- 14 -


Noughts and Crosses grid

x o o

o x o

x o x


- A big tree shape for station

4

- Papers and crayons

cards, the cards will form a complete circle.

Station: Noughts and Crosses: Divide the group into 2 teams. Draw a noughts

and crosses grid. Put a Teacher Card into each square. Have Ss choose which

team will be noughts and which one will be crosses. Have 1 St from one team

choose a square, turn the card in the square over and make a sentence with this

is__. If the St gets it correct, his/her team wins the square.

Station: The Object Tree Let Ss draw outlines of their hands and write their names. Ask Ss to draw their

favorite classroom objects on these outlines, and then stick them on the tree

shape.

DO EXERCISE

STORY TIME

e table of student assessment.


- 15 -

Unit 2: Colors and Shapes


Colors and Shapes

- Colors - Shapes

Red, blue, yellow, pink,

orange, purple, green,

(black, white, brown,

gray), circle, triangle,

square, (rectangle, star,

heart, diamond)

What color is this? It is

This is a/an (color)

(object)

How are you?

I am fine. Thank you.

Im great. Thanks. Im OK.

- Greetings

- Asking about colors

and identifying colors

- Asking about shapes

and identifying shapes

- Describing objects

with colors and shapes


- 16 -


Objectives: - Asking someone how they are

- Emphasizing on speaking skills


Aids Key Activities

INTEGRATED

SKILLS:

Listening Speaking Reading

KEY VOCABULARY

Fine, thank you, OK,

great

ADDITIONAL

VOCABULARY

How, thanks

SENTENCE PATTERN

How are you?

I am fine. Thank you

Im OK. Im great.

Resources: STUDENT

BOOK p.10

Teaching Aids:

- Teacher Cards 21 23 - CD track 24 26 - Bags for guessing game

- T-made word cards

TIP: You can teach the less

formal greeting responses

Im great, thanks and Im okay, thanks.

Introduction

Weather report Feely bags (bags with classroom objects) review unit 1. Give the meaningful context to introduce the dialogue: (Jenny meets Andy at the playground and they have a conversation). Use puppets to introduce the

question and answer while playing the audio track 24:

Hi, Andy. How are you? Im fine. How are you? Im fine. Thank you.

-Have Ss listen to the audio and repeat, How are you? several times. Gradually pick up speed until they are able to say it normal speed.

Development

Find your partner practice the dialogue. Make cards like two- piece puzzles that Ss must match. Give each student a card. Have Ss walk around the

classroom, look for the matching card and then practice the dialogue.

Introduce less formal greeting responses: Im great / Im OK -Have Ss listen the song track 26 to find out two ways more to response the question Hi! How are you? - Replay the song and show the word cards Great and OK - Have Ss practice the full dialogue in pairs using the less formal greeting

responses.

Unscramble dialogues: Ss work in groups. Give each group a set of word cards from the dialogue. The groups arrange the cards in order to make a

complete dialogue and then act out the dialogue for the class.

Consolidation

Sing the song Hi! How are you? -Play track 26. Give each student a word card with the answer: Im fine / Im great / Im OK Ask Ss to listen for the song and stand up when they hear the same answer that they have.

DO EXERCISE STORY TIME


- 17 -


Objectives: - Building up vocabularies on color.


Aids Key Activities

INTEGRATED



KEY VOCABULARY


orange, purple, green.

ADDITIONAL

VOCABULARY

black, white, brown, gray

SENTENCE PATTERN


Resources: STUDENT

BOOK p.12,13

Teaching Aids:

- Teacher Cards 28 38 - CD1 track 30 32 - Cards of classroom objects

- pieces of different color

paper

- Set of Student Cards for

activity

- Copies of worksheet in

Teacher Book p.170

Introduction

Weather report Memory: Put out a number of cards of classroom objects. Ask Ss to look at the pictures and remember them. Ask Ss to close their eyes. Remove 1 2 or 3 pictures. Ask Ss to open their eyes and try to call out which pictures are missing.

The first student to have correct answers will get points.

Give the meaningful context to introduce the lesson: (For example, have Ss imagine they are in the drawing class and play with colors)

- Play the audio (track 30) and show Teacher Cards of colors at a time. Students

repeat each word several times.

-Play the audio again - track 30 and ask Ss identify the color by pointing to

clothes or object around the classroom and repeat the color.

-Conduct a quick drill of the colors after introducing each color. Use Teacher

Cards 28 38. Do not speak as showing the cards. Have Ss identify the new color plus all the previous learned colors.

Development

Color Scramble: Give a piece of different color paper to each of the student (At least 3 students per color) When a color is called, the students with that color

stand up and race to exchange seats.

Introduce the sentence pattern: Show Teacher Card 30 (red) and play the audio track 31 Its red. Repeat with the other colors. Ask Ss to say the sentences after the tape.

Practice the rhythm: Play track 32 and have Ss listen to the rhythm and clap to keep the rhythm as they listen and repeat the sentences.

Relay Race: Give a set of student cards (28 - 38) to the first student in each row. Have the student say, Its (yellow), and then pass the card the student behind. That student says the sentence and passes the card to the next student.

Consolidation

Do worksheet 1 on p.170 color

STORY TIME


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WEEK 4- CLASS 12 Unit 2

Objectives: - Asking about colors

- Developing speaking skills


Aids Key Activities

INTEGRATED


KEY VOCABULARY


orange, purple, green

ADDITIONAL

VOCABULARY


SENTENCE PATTERN


Resources:

STUDENT BOOK p.4 5

Teaching Aids:

- CD track 30 36. - Teacher Cards 28 38. - Contraction cards

(Its, Whats). - Copies of worksheet in

Teacher Book p.171

Introduction

Weather report Ladder: Draw 2 ladders on the board, with about 8 steps on each. Divide the students into 2 teams. Give each team a different category (classroom objects

and colors). Ask Ss stick one word of classroom objects or colors on each step

of their ladders connected to their category. The first team to complete their

ladder wins a point.

Give the meaningful context to introduce new lesson: (T pretends to take out a color tube without a label (red) and shows it in front of the class. Ask Ss to

help. Then T plays the audio to introduce the question What color is this? and the answer Its (red) ) - Continue to play the audio and have Ss listen to the questions and answers and

point to the appropriate pictures in their books.

- Divide the class into 2 groups. Groups take turns asking and answering

questions.

Development

Practice the pattern in groups - Divide the class into groups and give each group a set of color cards.

- Each member has a card and the leader in each group shows his/her card and

makes a question: What color is it? One of the members looks at the card and answers immediately. Then this member becomes the leader and gives question.

Color and talk ( worksheet in Teacher Book p.171)

Consolidation

Listen - circle sing: - Have Ss look at the picture and identify the words they know.

- Play track 36. Have Ss listen to the song and circle the correct pictures. Play

the song again and ask Ss to check their answers. Then have Ss sing the song.

DO EXERCISE

STORY TIME


- 19 -


Objectives: - Revision of colors

- Emphasizing reading and writing skills


Aids Key Activities

INTEGRATED


REVIEW

VOCABULARY




SENTENCE PATTERN



-Some color papers and

worksheets

Running dictation: Stick some words and sentences that are written on the same color papers around

the classroom. Have Ss to find out and write down on their sheets.

Stations 1: Students who are runners find out the words of colors in this station.

Then they come back to their group to report for the writers. Ss in this group take

turns to run and write. After finishing the task, student will move the station 1 of

Throw and Read.

Students report Hints

red, blue, yellow, pink, orange,

purple, green, black, white,

brown, gray

Station 2: Students who are runners find out the sentences of colors in this

station. Then they come back to their group to report for the writers. Ss in this

group take turns to run and write. After finishing the task, student will move the

station 2 of Throw and Read.


It is __ (red, blue, yellow, pink,

orange, purple, green, black,

white, brown, gray.)

Station 3: Students who are runners find out the colors in this station. They

come back to their group to report for the writers. They have to write down the

question and answers. Ss in this group take turns to run and write. After finishing

the task, student will move the station 3 of Throw and Read.


- 20 -


-Dices for groups

-Worksheets for groups

Station 1 Note:

1. Its blue. 2. Its red. 3. Its pink. 4. Its orange. 5.

Station 2 Note:

1. This is a book. Its blue.

2. This is a chair. Its red.

3.

Station 3 Note:

1. This is a red and yellow book.

2. This is a blue and pink chair.

3.


Color, it , what, is, ?/ is, It

red, blue, yellow, pink, orange,

purple, green, black, white,

brown, gray

Throw and Read : Station 1: Each group has one dice and each student has a note. They take turns

to throw a dice. Ss have the number, check the note, and then read aloud the

color that is appropriate with the number. Then Ss check on their notes. If Ss get

a twelve, which is a bonus color, they get a flower. When they go over eleven

colors and get one flower. They pass this station.

Station 2: Each group has one dice and each student has a note. They take turns

to throw a dice. Ss get number, check the note, and then read aloud the sentence

that is appropriated with the number. Then Ss check on their notes. If Ss get a

twelve, which is a bonus color, they get a flower. When they go over eleven


Station 3: Each group has one dice and each student has a note. They take turns

to throw a dice. Ss have the number, check the note, and then read aloud the

sentence that is appropriate with the number. Then Ss check on their notes. If Ss

get a twelve, which is a bonus color, they get a flower. When they go over eleven


We are painters -Divide the class into small groups. Give each group a sheet of paper. Have Ss

draw and color some objects they like best. Then ask groups to tell about their

pictures. This is my picture. This is Listen and praise their works.

DO EXERCISE

STORY TIME


- 21 -


Objectives: - Identifying and ask about shapes



Aids Key Activities

INTEGRATED

SKILLS:


KEY VOCABULARY

circle, triangle, square

ADDITIONAL

VOCABULARY

rectangle, star, heart,

diamond

SENTENCE PATTERN

This is a/an

Resources: STUDENT

BOOK p.14,15

Teaching Aids:

- CD track 37.

- Teacher cards 39 46 - Sets of concentration cards

Introduction

Weather report Ask and remember: Students are in pairs. The 1st student turns round and holds 5 colored pencils in his/her hand behind. The 2

nd student asks about each

pencil in turn: "What color is this?" The 1st student replies. When the 2

nd student

asks about all five pencils, then the 2nd

student retells five colors and gets points

for each one he/she can correctly identify without looking.

Introduce shapes: (T pretends that T will build a house today and puts a triangle and a square on the blackboard to make a house. Then asks Ss to

figure out which objects in the classroom are similar with the shape of the

houses top triangle) - Play the audio track 37 and show Teacher Cards of shape at a time. Students repeat each word several times.

- Play the audio again track 37 and ask Ss identify the shapes by pointing to objects around the classroom and repeat the shapes.

Development

Musical Flashcard: -Have Ss form some circles. Each student has a word card about shapes and

colors. Then play some music. When the music plays, Ss pass their cards to the

next. When the music stops, they read aloud the cards in their hands.

Introduce the sentence pattern: Play track 38 and have Ss repeat several times after the audio. Play track 39 and have Ss listen to the rhythm and clap to

keep the rhythm as they listen and repeat the sentences.

Consolidation Concentration Activity: Divide into pairs or groups of four. Give a set of the picture cards and a set of word cards to each group and place them face down in

random order on the desk. Once at a time, Ss turn over 2 cards and they try to

find 2 identical cards. As each St looks at the cards, he or she says the sentence

shown. If the cards match, the St keeps them and gets a point.



- 22 -


Objectives: -Describe the colors of shapes and classroom objects.


Topic Language target Resources and Teaching Aids

Key Activities

SKILLS:


KEY VOCABULARY


ADDITIONAL

VOCABULARY


diamond

SENTENCE PATTERN

This is a/ an +(color)+

object

Resources: STUDENT

BOOK p.16

Teaching Aids:

- CD1 track 44

- Classroom objects

- Envelope for passing

envelope game

Introduction

Weather report Pictionary -Divide the class into groups. Give each group a piece of paper. Ask one person

from each group to come to the board. Show them a word (picture form).These

students then draw quickly these pictures in their section of the board and put

the color cards on the pictures as quickly as possible. Their group members try

to guess and write down the sentences to describe the objects. The first group

that has guessed correctly earns a point.

Development Ask and answer: -Play track 44 and show the objects. Point to the object and Ss listen the

question. Then use a gesture for Ss to respond.

- Play track 44 again and have Ss listen and repeat after the tape.

- Have Ss get into pairs to ask and answer questions about the four pictures on

p16.

Whats in your bag? Let Ss practice the sentence patterns learned throughout U1+2. Have pairs of Ss ask and answer questions about the items in their bags.

S1: Whats this? S2: Its a book. S1: What color is this? S2: Its red. Its a red book.

Consolidation

True False game: At the end of the room places a happy face, at the other end places a sad face. Show a flashcard and ask Is this a square? Ss run to the happy face and shout Yes, it is. If it isnt, they run to the sad face and shout No, it isnt. Choose a card: Divide Ss into small groups and distribute the Student cards 39 46. Have each group of Ss spread the cards on their desks with cards overlapping other cards. S1 reaches for a card and asks Is this a circle? and S2 answers Yes, it is. or No, it isnt. If S2 is correct, S2 draws the next card and asks a question.

STORY TIME


- 23 -


Objectives: -Combining colors and objects



Aids Key Activities

INTEGRATED


REVIEW

VOCABULARY


diamond


SENTENCE PATTERN


object

Resources:

STUDENT BOOK p.17

Teaching Aids:

- CD track 46

- Student cards of classroom

objects and shapes

- Worksheet for Listen Draw Color

Introduction

Weather report More word: Hold up one of the alphabet cards and elicit other words the students know that begin with the sound that letter makes: (e.g.: What starts with

c?) Introduce the pattern: (Give the meaningful context: ex. T describes the house that T built in the first

stage). Play track 45 and use a blue crayon the model the pattern This is a blue crayon. Have Ss point to the pictures and make sentences with the number according to the pattern.

Development

Choose a card: Divide students into small groups. Place Student cards of classroom objects and shapes in one pile faced down. Place colored student

cards in a second pile and face down. Students turn over the top card in each

pile and make a sentence: This is a pink heart Listen Draw Color: Give each St a worksheet. Work in pairs. Ask S1 to draw colored objects in square 1, 3, 5 and S2 to draw colored shapes in square 2,

4, 6. Then, they take turns telling their partners to do the same things.

Afterwards, have Ss compare the original to their partners work. Play the song - Play track 46. Have Ss identify words they recognize.

- Model the song and have Ss repeat after teacher.

- Play the song again and ask half of the class to sing one part and the other to

sing the second part.

Consolidation

We are painters: Divide the class into small groups of 5 or 6 Ss. Give each group a sheet of paper. Have Ss draw and color some objects they like best.

Then ask groups to tell about their pictures. This is my picture. This is . Listen and praise their works.



- 24 -


Objectives: -Colors and shapes revision

- Emphasize reading skills


Aids Key Activities

INTEGRATED


REVIEW

VOCABULARY

Black, white, brown, gray




diamond




globe, map, crayon,


table, board, poster

SENTENCE PATTERN



object


- Worksheets 1 - Crayons






Station 1: Read and color:

Give each student a picture and ask them read the hint and color. The students,

who finish this station, will move up to next station.

(Hints: Color monkeys number 1 orange. Color monkeys number 2 brown.

Color monkey number 3 black)

Station 2: Read and color:

Give each student a picture and ask them to read the hint and color. Ask Ss to

figure out the secret animal. The students, who finish this station, will move up

to next station.

(Hints: Color the number 1 spaces red. Color the number 2 spaces yellow.

Color the number 3 spaces blue. Color the number 4 spaces green. Color the

number 5 spaces brown. Color spaces without a number any color.)

Station 3: Find, draw and color:

Give each student two sheets of paper and ask them to look for the words of

classroom objects in the word square. Then Ss draw and color the objects into the

square at the bottom. The students, who finish this station, will move up to next

station.


- 25 -

- Worksheets 4 - Crayons - Glue and scissors

A3 papers

Station 4: Color and make:

T ask Ss to color all the rectangles brown, circles yellow, triangles red, and

squares blue. Then cut out the shapes. Make a cat or a dog, etc using the

shapes.

DO EXERCISE

STORY TIME


- 26 -

Worksheet 1


- 27 -

Worksheet 2


- 28 -

Worksheet 3


- 29 -

Worksheet 4


- 30 -

WEEK 6 CLASS 18 - Revision of unit 1 and 2 Project Based Activities

Objectives: - Revision of unit 1+2

- Developing Ss craft and art skills - All of students must do the project based by themselves

Topic Key language Resources and Materials Key Activities for Lesson

INTEGRATED


REVIEW

VOCABULARY



globe, map, crayon,


table, board, poster, hello,

hi, red, blue, yellow, pink,

orange, purple, black,

white, brown, gray, green,

circle, triangle, square,

rectangle,

SENTENCE PATTERN

This is . Its How many ? What are these?

What is this?

MATERIALS for activity: Student Book p. 18

MATERIALS for activity:

Outside activity


worksheet


board games, dices, counters


worksheet


Unit 1 2: Listen and Review Lets Learn About Numbers 0 20

Station: What is the time, Mr. Wolf? review numbers orally First T is the wolf. The wolf is hungry and is waiting for dinner. The wolf

stands with his hands on the wall and Ss stand in a line with their backs

against the opposite wall. Ss must call out Whats the time, Mr. Wolf? The wolf turns round and tells the time Its 2 oclock, and then turns to face the wall again. The children move forward two steps and ask the time again. The

wolf turns round and gives another time. Continue until the children are fairly

close to the wolf. Then, instead of telling the time, the wolf says, Its time for dinner and catches one of the children before they get home to the opposite wall.

Station: Im a mathematician review numbers by writing Give Ss worksheet. Ss have to find the numbers. They write these words.

Then, they do some Maths. When they do Maths, they can write in numbers

or words. In this station, Ss should work by themselves.

Station: Zoo activity review colors and learn some animals through game

Give each pair a board game and a dice. Ss find some counters to play the

game. Ss throw the dice. If they come to boxes 2, 3, 4, 6, they have to read

and color an animal then move to another box. If someones partner colors the animal, he/she only go to another box. The winner is someone that goes to

box 10.

Station: Dots game review the objects Give each student a worksheet. Have students find dots. Ask Ss color the

dots. Then, They have to draw a picture to demonstrate this word.


- 31 -

papers, a staple, rulers,

colored pencils, magazines,

glues


fishing rods, fish with colors,

shapes or objects written on

each fish


old magazines, glue, scissors,

papers, crayons, hole punch,

some string or wool

HOMEWORK: Do

exercises in Workbook and

Skills Book p.18+19

Station: Alphabet book collect the objects Help students make his/her own alphabet book. Fold seven sheets of paper

and staple them together in the middle. Starting on the second page, draw a

line across the middle of each page and write an alphabet letter at the top of

each box. Give the book to student and help him/her find pictures of objects

that begin with each letter. Next, have him tear or cut the pictures from

magazines and glue them onto the appropriate pages. This project will

probably take a week or more to finish. Encourage students to "read" his/her

alphabet book to friends and family.

Station: Fishing game review colors, shapes, numbers and classroom objects

Give Ss the fishing robs. Cut some fish and put them in a tub or on the floor.

Let Ss try catching fish with his fishing rod. Have student practice counting as

he/she catches each fish. Have student name each color as she catches it.

Have student read the shapes or objects written on each fish he/she catches.

Station: The shape picture Hold 6 pieces of paper together and punch two holes along one edge. Ask Ss

to tie the book together with a string or wool. Have them write their names on

the cover. Then, They write a color on each page of the book. Ask them to

find pictures of different colors in the magazines. Then have Ss cut out the

pictures and glue each picture on the page with that color and label the

picture.

STORY TIME


- 32 -

Worksheet 1 (Station: Im a mathematician)


- 33 -

Worksheet 2 (Station: Zoo activity)


- 34 -

Worksheet 3 (Station: Dots game)


- 35 -

Unit 3: Things around me

Them / Topics Key words Language Items Social Language Language Functions

Things around me

- Introducing others

- Things around me

Markers, notebooks,

pencil cases, video

games, cell phones,

computers, CDs,

(classroom objects in

plural)

What are these?

They are + plural noun

How many?

Scott, this is my friend,

Sarah.

Hello, Sarah.

Hi, Scott.

- Introducing others

- Asking about quantity

- Identifying classroom

objects by numbers

- Distinguishing between

singular and plural

objects


- 36 -


Objectives: - Introducing others



Aids Key Activities

INTEGRATED


KEY VOCABULARY

Friend

ADDITIONAL

VOCABULARY

Play, Sarah

KEY VOCABULARY

Hi, hello, my, your, name

SENTENCE PATTERN

This is my friend, _____.

Hello, _____

Lets play.

Resources: STUDENT

BOOK p.20 21

Teaching Aids:

- Puppets

- CD1 track 50 52

Introduction

Weather report Unscrambled Sentence

- Copy the lyrics from the song onto a sheet of paper and cut into individual

sentences.

- Work in groups. Have Ss put the sentences in the correct order.

- Play the song for Ss to check their arrangement and then ask groups to sing

the song.

Use puppets to introduce Sarah while playing the audio track 52. Development

Introduce the song rhythmically. Have Ss clap to keep the beats as you model the song line by line. Have Ss sing and respond in parts. Then repeat the song

using gestures. Play the song again. Encourage Ss to sing along

I am a musician: Have Ss work in groups to create an original verse by inserting their names. Perform their song with the new verse.

Consolidation

Have Ss look at the scene on p.20 and review the characters. Play track 50 and Ss identify the words they hear.

Role-play: Have Ss practice the full dialogue in groups of three. Then, ask 3 Ss to model the dialogue.

S1 to S2: Hello, Im Thanh. Whats your name? S2 : Hello, Thanh. My name is Lan. How are you?

S1 : Im fine. Thank you. And you? S2 : Im OK. Thanks. This is my friend, Chau. S1 : Hello, Chau.

S3 : Hi. Lets play.

DO EXERCISE

STORY TIME


- 37 -


Objectives: - Identifying objects by number

- Recognizing words and meaning of words


Aids Key Activities

INTEGRATED



KEY VOCABULARY

Notebook, pencil case,

REVIEW

VOCABULARY



globe, map, crayon,



REVIEW NUMBER one, two, three, ten (orally)

Resources: STUDENT

BOOK p.22

Teaching Aids:

- CD track 56 57. - Multiple sets of Student

Cards 1 4, 24 27, 76 79.

- Teacher Cards 80 87. - Various classroom objects

TIP: The plural s sounds

like /iz/ after sounds like /,

t, s, z/ (pencil cases); /s/ after voiceless consonants

(desks, notebooks), /z/ after

voiced consonants and

vowels (crayons, markers)

Introduction

Weather report Clap the number: Hold up card with numbers from 1 10. Have Ss say the numbers out aloud and then give the correct number of claps. Let some Ss take

turns to hold up a number.

Give the meaningful context to introduce new lesson (Ex: Today we are going to label our classroom objects in English) Hold up each flashcards and leave some real objects in the classroom to introduce the new vocabulary while

playing the audio. Have Ss listen and repeat each word several times at normal

speed.

Activity 2: Numbered list - Use the pictures on page 22 of the Student Book.

- Ask Ss to look at the p. 22 for 1 minute. They all close their books.

- Ask questions such as "What is number three?" Students respond.

Development

Introduce the sentence pattern Use real crayons and count together with Ss. 1 crayon, 2 crayons, 3 crayons 10 crayons. Say, ten crayons. Play track 57. Point to the words as Ss listen to the audio. Then have Ss listen and repeat

after the audio. Have Ss repeat the sentence pattern. Repeat with the other items.

Ask Ss to count and say the sentences at the same time as the teacher.

Practice the rhythm: Play track 58 and have Ss clap to keep the rhythm as they listen and repeat the sentences.

Consolidation

Pass the Card: Give a set of Student Cards (80 87) to the first student in each row. Have the student say ten crayons, and then pass the card to the student behind. That student says the sentence and passes the card to the next

student.

Concentration Activity (match the singular with the plural)

DO EXERCISE

STORY TIME


- 38 -


Objectives: - Asking and answering questions about quantity



Aids Key Activities

INTEGRATED


KEY VOCABULARY

Classroom objects in

plural.

REVIEW

VOCABULARY

Notebook, pencil case,

pencil, pen, bag, book,


globe, map, crayon,



REVIEW NUMBER one, two, three,twenty (orally)

SENTENCE PATTERN

How many (crayons)?

Ten (crayons).

Resources:

STUDENT BOOK p.23

WORKBOOK p. 23

Teaching Aids:

- CD track 59 61. - Teacher Cards to review

vocabulary.

- Contraction cards

TIP:

The voice comes down at

the end questions how

many?

Introduction

Weather report Make a group: T says Make a group with the number 3. T plays a drum or tambourine. Ss move to make a group of that number. When T stops music, Ss

must be in groups. Ss must sit down if they cannot form a group.

Ask students (Ss) to listen to a song (CD1 track 62) and to retell some words or sentences that they knew. Have Ss look at the picture p.23 and play track 62.

Have Ss listen to the song and write the number. Play the song again and ask Ss

to check their answers.

Sing a song. Development

Listen to the question and answer pattern - Have Ss look at p.23 and describe things they see.

- Have Ss ask and answer using their book.

- Play track 59 and have Ss repeat the questions and answers and point to the

appropriate pictures.

Paired talking practice: Ss practice asking and answering for the lesson in pairs, using real objects.

Consolidation

Brief view then quiz: Show a picture with lots of items on it for just one minute. Students look at it. Then hide the picture and ask the students "How

many?"

Concentration activity Match the questions with the answers about quantity.

Have Ss look at p.23 and describe things they see. Then, have Ss practice asking and answering, using STUDENT BOOK p.23.

STORY TIME


- 39 -


Objectives: - Revision of counting and asking and answering about quantity

- Emphasizing speaking and reading skills

- Requiring of all of students to pass station 2


Aids Key Activities

INTEGRATED


KEY VOCABULARY

Classroom objects in

plural.

REVIEW

VOCABULARY

notebook, pencil case,

pencil, pen, bag, book,


globe, map, crayon,



REVIEW NUMBERS one, two, three,twenty (orally)

SENTENCE PATTERN

How many (crayons)?

Ten (crayons).

Materials for activity: sheets of paper

Materials for activity: Worksheet

Station 1: Give students a piece of paper divided into four sections. Draw the

following objects on the board. Fox example:

- Draw a crayon and write number 7 next to it;

- Draw a happy cat and write number 8 next to it;

- Draw a pencil case and write number 5 next to it;

- Draw a notebook and write number 10 next to it;

Students must look at the number and the picture on the board, draw the correct

number of objects, and write the correct number in one section of the paper.

Then, they will talk with your partner (seven crayons, eight happy cats)

After finishing this station, student will move up to the station 2.

Station 2: Give each student a worksheet. Student will count and fill correct

numbers in the box. Then, they will tell to their partner. After finishing this

station, student will move up to the station 3.

Station 3: Give each student a worksheet. Student will count and circle correct

numbers in the box. Then, they will color the picture and practice asking and

answering the questions to their partner. After finishing this station, student will

move up to the next station.


- 40 -

Station 4: Find the difference in the picture: Students work in pairs. St1 gets

picture A, St2 gets picture B. Student will count the number of objects. He/she

will ask to find the difference between picture A and B.

DO EXERCISE

STORY TIME


- 41 -

Station 2


- 42 -

Station 3


- 43 -

Station 4


- 44 -


Objectives: - Introducing new vocabulary and distinguishing between singular and plural items



Aids Key Activities

INTEGRATED

SKILLS: Pronunciation


KEY VOCABULARY

a CD, CDs, a computer,

computers, a cell phone,

cell phones, a video game,

video games

SENTENCE PATTERN

Its . They are

Resources:

STUDENT BOOK p.24

WORKBOOK p.24

Teaching Aids:

- CD track 63 65. - Teacher Cards 88 95 - Worksheets for bingo game

TIP: The plural s sounds

like /iz/ after sounds like /,

t, s, z/ (pencil cases); /s/ after voiceless consonants

(desks, notebooks), /z/ after

voiced consonants and

vowels (CDs, computers,

video games)

Introduction

Weather report Bingo game: Give each student a piece of paper for bingo game. Write words of classroom objects (singular or plural nouns) that Ss have learned. Ask

Ss to write nine words they like best (singular or plural) down.

Set up a meaningful context to introduce the new lesson. (Ex: show and describe the picture. Ask Ss to count then to answer How many crayons can you see?) Hold up each Teacher Card to introduce the new vocabulary while playing the audio (CD track 63). Have Ss listen and repeat each word.

Two chairs: Put 2 chairs in the front of the board; label the chairs with singular chair and plural chair. Divide the class into two teams, get them in two

lines a bit further from, but facing the chairs. Call out a word and the first

members from each team race to sit in the correct chair. The first to get there

wins a point for their team.

Development

Listen to the sentence: Write the pattern on the board. Play track 64. Point to the words as Ss listen to the audio. Use the contraction cards to illustrate how

the contractions are formed. Practice saying both of them It is = its, they are = theyre Substitution Drill: Show Teacher Cards in random order and have Ss make sentences. Increase the speed of drill until Ss speak at natural speed.

Consolidation

Slap game: call out the singular or plural of words review all classroom objects and electronics store items.

Back to back: Work in pairs with identical sets of Ss cards. Ss sit in back to back. S1 arranges his or her cards in random order. S1 tells S2 how to arrange

the cards. Example: 1. Theyre crayons. 2. Its a crayon


STORY TIME


- 45 -


Objectives: - Asking and answering questions about plural objects or items



Aids Key Activities

INTEGRATED

SKILLS: Listening Speaking Reading Singing

KEY VOCABULARY

a CD, CDs, a computer,

computers, a cell phone,

cell phones, a video game,

video games

REVIEW

VOCABULARY

classroom objects in

singular and plural.

SENTENCE PATTERN

Whats this? Its . What are these?

They are .

Resources:

STUDENT BOOK p.25

WORKBOOK p.25

Teaching Aids:

- CD track 66 - 68.

- Teacher Cards 88 95 - Sets of concentration cards

- Sets of Ss cards

TIP:

The voice comes down at

the end of wh- questions like

What are these?

Introduction

Weather report Concentration game: match singular and plural nouns Match singular sentences with plural sentences.

Read my lips: Choose or write singular and plural items on the board. Say a word without sound. Ask Ss to guess What I am saying. Have Ss take turns

standing in the front of the class and mouthing words for the rest of the class to

guess.

Set up a meaningful context to introduce the new lesson. (Ex: show and describe the picture. Ask Ss to count and ) Hold up each Teacher Cards to introduce the new structure while playing the audio (CD track 64). Have Ss

listen and repeat pattern.

Development

Ask and answer activity: Have Ss look at the picture at the bottom of p.25. Elicit the questions for the 2 pictures.

Whats this? What are these?

- In pairs, Ss ask and answer. Have Ss use their real objects in pairs to practice

asking and answering.

Show me: Each St has 2 cards. If the caller says, Its a crayon. Ss hold up whats this? If the caller says, theyre crayons. Ss hold up what are these?

Consolidation

Blind questions: Student A closes their eyes and holds onto the edge of page 24 with one hand for reference. Student B takes the other hand and puts Student

A's finger onto one of the pictures in the book. Then Student B asks "What's

this?" or What are these? Student A guesses. Students can take turns and count the number of correct guesses.

Ask Ss to look at WORKBOOK page 25.

STORY TIME


- 46 -


Objectives: - Describing items in term of color and number



Aids Key Activities

INTEGRATED


REVIEW

VOCABULARY

classroom objects and

electronics store items in


REVIEW SENTENCE

PATTERN:

Whats this? Its What are these?

Theyre What color is this?

What color are these?

How many ?

Resources:

STUDENT BOOK p.26, 27

WORKBOOK P.27

Skills Book p.26

Teaching Aids:

- CD track 71.

- Worksheets for TPR

activity; find your partner

activity and Change

sentences.

Introduction

Weather report Find your partner: Give each St a number card. Ss go around and ask, Whats your number? to find the partners that have the same number. TPR and Vocabulary: Students are in teams. Each team member is given a color or shape. Either tell each person their color or shape, or give them a card

with that color or shape. The teacher says, "If you are red, please stand up." Or

"square, please make a circle."

Play the song - Have Ss look at the pictures and describe what they see.

- Play track 72. Have Ss identify words they recognize.

- Model the song and have Ss repeat after teacher.

- Play the song again and ask half of the class to sing one part and the other to

sing the second part.

Development

Introduce the sentence pattern - Hold up a picture (pink circles) and make an obvious gesture of pointing to

it and play track 71

- Have Ss repeat the answer and the question several times. Repeat with a

few other pictures.

Practice in pairs, Ss asks and answer questions about the shapes in Student Book page 27.

Consolidation Changing sentences Work groups Write a sentence on the board for example Its a marker. Write a new word blue. Have Ss decide where to put the new word, Its a blue marker. Add another word and again have Ss change the sentence.


Ask Ss to look at SKILL BOOK page 27.

STORY TIME


- 47 -


Objectives: - Distinguishing between singular and plural items and describing items in term of color and number

- Developing speaking and reading skills

- All of students have to pass station 2


Aids Key Activities

INTEGRATED


REVIEW

VOCABULARY

Classroom objects and



REVIEW SENTENCE

PATTERN:




How many ?


worksheets

Materials for activity: worksheets

Materials for activity: dice,

counters, worksheets

(Teacher book page 173)


Station 1: Give each student a worksheet. Student will count and write the

answer in the blank. Review pattern: how many? Then, they will check with

their partner by asking and answering. After finishing this station, student will

move up to the station 2.

Station 2: Find the difference in the picture: Students work in pairs. St1 gets

picture A, St2 gets picture B. Student will count the number of objects. He/she

will ask to find the differences between picture A and B. After finishing this

station, student will move up to the station 3.

Station 3: Color and play the game: Set a limit time for coloring the game

squares and then begin the game. Have S1 roll a dice. Move a counter to the

corresponding number of spaces on the board game, and ask S1 a question about

the object in the space he/she lands on. What color is this? What color are

these? Or How many? What are these? What is this? If S1 answers the

question correctly, S1s counter remains in that square, or, in the case of arrow

squares, he/she moves the counter the indicated numbers of spaces. If S1

answers incorrectly, the counter returns to the space at which S1 started his or

her turn. Have S2 rolls the dice next, S1 asks a question. When S2s turn is

finished, he/she asks the question to the next student. After finishing, student

will move next station.


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chalk, board, pencils,

notebooks

Station 4: Words from words: Write a long word or a short sentence on the

board. Ss see how many words they can make, using only the letters in the word

or sentence. Ask them to take notes in their notebook. For example:

it is a pencil pen, case, as, pan, can

grandmother and, red, hot, hen, mother, ten, more

DO EXERCISE

STORY TIME


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Station 1


- 50 -

Station 2


- 51 -

WEEK 9 CLASS 27 - Extra Activities

Objectives: - Revision of unit 3

- Developing Ss craft and art skills


Aids Key Activities

Review Things around

me

INTEGRATED


ADDITIONAL

VOCABULARY

apple , ant, bug, box, cat,

computer, Dog, diamond,

elephant, egg, five, fish

REVIEW

VOCABULARY

classroom objects and



REVIEW SENTENCE

PATTERN:




How many ?


- Lets Chant Lets Sing page 16

MATERIALS for activity

Worksheet 1


Some word cards


- Sets of Ss cards


Station: Lets chant Books. Books This chant provides additional

counting practice while drilling plural nouns. Divide Ss into some groups to

perform a part of the chant or groups version.

Station: Find and draw

Give each student two sheets of paper and ask them to look for the words of

classroom objects in the word square. Then Ss draw and color the objects into

the square at the bottom. The students, who finish this station, will move up to

next station.

Station: Sorting Vocabulary

Prepare words on cards that could be put into groups (singular and plural).

Students then work in groups and sort the vocabulary into the appropriate

groups. Then they check with the teacher and think of the name for each group

(singular and plural). Then they try to add some more items to each group. They

score 1 point for each correctly added word.

Station: Ask and remember

Students in pairs have five or six cards each. One student shuffles the cards and

does not look at them. This student holds up one card at a time to their partner

asking, "What are these?" The other student gives the answers. When the first

students have asked about all the cards, they then tell their partner what each

card is, again without looking at them. ("These are pencils.") For each correctly

remembered card, they get one point.


- 52 -

Sets of worksheet for

Unscramble Sentence


- Worksheet 2

- Crayons

Station: Unscramble Sentence

This activity encourages Ss to think about sentence structure and word order.

Have Ss arrange words in the correct order, paste them on A3, and draw objects.

Then Ss display their picture on the class wall. Example: These are two blue and

pink erasers.

Station: Spinner game

Give Ss the spinner T has made. Ask Ss color the spinner then, play the game.

Each St has a spinner with pictures only. Then each St take notes a list of six

items on the spinner. Ss take turns to spin their spinners and if the picture is the

same as a word on their list, they cross it out. The first St to cross of all his or

her words is the winner.

DO EXERCISE

STORY TIME


- 53 -

Worksheet 1


- 54 -

Worksheet 2


- 55 -

Unit 4: My beloved


My beloved ( the

family members)

mother, father, brother,

sister, (grandmother,

grandfather, baby

sister, baby brother),

thin, fat, tall, short

(young, old)

Who is he? He is

Who is she? She is

Hi, Mom/Dad, I am

home.

This is my mother.

Nice to meet you.

Nice to meet you, too

- Greetings

- Identifying the members

of the family

- Describing family

members

- Talking about family

members


- 56 -


Objectives: - Learning more greetings



Aids Key Activities

SKILLS


KEY VOCABULARY

mother, friend,

ADDITIONAL

VOCABULARY

grandmother,

grandfather, baby sister,

baby brother

SENTENCE PATTERN

Hi, Mom/Dad, I am home.

This is my mother.

Nice to meet you.

Nice to meet you, too

Resources: STUDENT

BOOK p.28

Teaching Aids:

CD1 track 73, 74,75.

TIP:.

Hi, (Mom)! Im home is an expression that English-

speaking children use when

they return home from

school or play.

Mom and mother has the

same meaning. Mother is a

more formal way of

referring to ones mother, and it is also used to

describe the relationship to

the speaker.

Introduction

Weather report Show me: Each student has two cards. If T says, Its a cell phone. Ss hold up Whats this? If T says, Theyre cell phones. Ss hold up What are these? Model the dialogue: Ask Ss to listen the song track 75 and figure out which is repeated many times Nice to meet you. (Give the meaningful context for the

dialogue- ex: Kate invites Scott to visit Kates house, She introduces Scott to her mother, and they have a conversation). Play track 73 to present the dialogue.

Divide the class into two groups and practice. Have one group say, Its nice to meet you. And the other group says Its nice to meet you, too.

Development

Practice the dialogue: Combine the dialogue. In groups of three, have Ss play the roles of Mom, Scott and Kate. Have Ss practice the full dialogue in group of

three. Then have them substitute their own names. Have Ss look at p.28 and

describe what they see. Play track 73 again. Have Ss listen to the dialogue and

identify the words they hear.

Play and listen: Play track 75. Have Ss listen and identify words they recognize from Lets talk. Then play track 75 again and have Ss listen and clap to keep the beats. Then have Ss sing along.

Do the song activity: Divide the class into three groups. Play the song again and each group sings their part. Add the gestures to go with the song lyrics.

Consolidation

.Conversation Lines: Have Ss make two lines and face each other. They can use their own names:

S1: Hi, Im (Nhi). Whats your name? S2: Im (Bao). Its nice to meet you.

S1: Its nice to meet you, too.

DO EXERCISE

STORY TIME


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Objectives: - Identifying the members of their families



Aids Key Activities

SKILLS


KEY VOCABULARY

Mother, father, brother,

sister

ADDITIONAL

VOCABULARY

grandmother, grandfather,

baby sister, baby brother

SENTENCE PATTERN

Who is he? He is Who is she? She is

Resources: STUDENT

BOOK p.30,31

Teaching Aids:

- CD track 79 80

- Teacher Cards 107 - 112.

- Contraction cards

TIP:.

Make sure students

pronounce shes correctly with the [sh] at the

beginning and the [s] at the

end of both shes and hes

Introduction

Weather report Walk and talk: In pairs, Ss move around the room. At the teachers signal, two pairs join and they introduce each others. After introduction, pairs move apart and

walk until the next signal. Then S2 introduces S1.

I Introduce family members: (Give the meaningful context: e.x T pretends that T invites his/her to visit her house and now they are in the living room.

There are many pictures of her family members). Play the audio track 79 and show the Teacher Cards of family members at a time. Students repeat each word

several times. Tell them that females are represented with the word she. Repeat

these steps to introduce he.

Development

My family: Use multiple sets of cards. Mix and divide them into equal piles. Put them face down on several desks. Have Ss form small groups and take turns

picking up and identifying cards. Ss group these cards in families of four. When

time is up, the group with the most cards wins. Set a limit time.

Introduce the sentence pattern: Show Teacher Card 106 (grandmother) and play the audio track 80 Shes my grandmother. Have Ss repeat the sentence pattern. Repeat with the other family members. Ask Ss to say the sentences after

the tape. Practice the sentence Hes my grandfather, hes my father Rock Paper Scissors: Divide the class into pairs and have them share one textbook. Ss decide who will start at the first word and who will start the last word

on the list. When T says Go! Both Ss work their way towards each other (Shes my mother) When they meet somewhere in the middle, they play RPS and the winner continues towards the opposite end. The loser must return the start point.

Consolidation

Practice the rhythm: Play track 81 and have Ss listen to the rhythm and clap to keep the rhythm as they listen and repeat the sentences.



- 58 -


Objectives: - Identifying the members of the families



Aids Key Activities

INTEGRATED


KEY VOCABULARY

Mother, father, brother,

sister

ADDITIONAL

VOCABULARY

grandmother,

grandfather, baby sister,

baby brother

SENTENCE PATTERN

Who is he? He is Who is she? She is

Resources: STUDENT

BOOK p.30,31

Teaching Aids:

- CD track 82,83,84

- Teacher Cards 106 - 112

- Contraction cards

TIP:.

Make sure students

pronounce shes correctly with the [sh] at the

beginning and the [s] at the

end of both shes and hes

Introduction

Weather report TPR and vocabulary: Divide the class into 6 groups and each member becomes a family member. And T calls out Mothers, stand up. If the member in the group is wrong, that group is out. And the last group is the winner. T can

increase the pace quickly for fun.

Introduce the question and answer: (Give the meaningful context to introduce the question and answer. ex: T pretends that classroom is her living

room, and put photograph of his/her family members on the blackboard and

uses puppets to make the question and answer. ) Play the audio- track 82 and

show Teacher Cards of family members at a time. Continue to play the audio

and have Ss listen to the questions and answers and point to the appropriate

pictures in their books. Groups take turns asking and answering questions.

Development

Replay game: Group the class in lines. Give the first player of each line a card. When they hear

lg1 units 1-4 lesson plan

Documents

classroom objects week

hello song

classroom objects singular

classroom objects objectives

song line

classroom objects pencil

singular objects

students ss