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Suggested Lesson Plan – LET’S GO 2A- Second Edition

NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN

PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN THAM KHẢO

LET’S GO 2A (Ấn bản lần 2)

LỚP 4-5TP. Hồ Chí Minh, tháng 04 năm 2009

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Suggested Lesson Plan – LET’S GO 2A- Second EditionLET'S GO 2A_SUGGESTED SYLLABUS

LET'S GO 2A (4 UNITS) _ 35 WEEKS/ 70 LESONSUNIT WEEK LESSON SECTION LANGUAGE ITEMS PAGE FUNCTIONS

1 1 1 - 2 Prepare for the beginning of the academic year

2 3 Let’s Talk Hi, (Scott). How are you?Fine, thank you.Good-bye, (Scott).See you later.What’s this/that?It’s (a pencil case).Is this/that (a ruler)?Yes, It is. No, It isn’t.What are these/those?They’re (yo-yos).Are these/those (cats)?Yes, they are. No, they aren’t.

2 Greetings

Farewells

Asking about objects (singular and plural)

Identifying objects (singular and plural)

2-3 4-5 Let’s Sing 3

3-5 6-10 Let’s Learn 4-5

6-7 11-14 Let’s Learn Some

More

6-7

8 15-16 Let’s Read 8

9 17 Let’s Listen 9

29 18 Let’s Talk

What’s the matter?I’m (sick).That’s too bad.Who’s (she)?(She’s) (Miss Wilson).(She’s) (a shopkeeper).Is (she) (a teacher)?Yes, (she) is. No, (she) isn’t.Who are they?They’re (Mr. and Mrs. Long).They’re (teachers).Are they (cooks)?Yes, they are. No, they aren’t

10 Asking about someone’s health

Expressing physical states

Expressing someone else’s name

Asking about professions

Describing professions

10 19-20 Let’s Sing11

11-13 21-25 Let’s Learn12-13


More

14-15

15-16 30-31 Let’s Read16

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16 32 Let’s Listen17

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

18-19

318-19 36-37 Let’s Talk

Where do you live?I live in (Hillsdale).What’s your address?It’s (16 North Street).What’s (your) telephone number?It’s (789-2043).This is the (bedroom).Is the (desk) in the (bedroom)?Yes, it is. No, it isn’t.There is .../There are...Is there...?/Are there...?Yes, there is. No, there isn’t.Yes, there are. No, there aren’t

20 Asking where someone livesExpressing whre one livesAsking someone’s address/ telephone numberExpressing one’s address/telephone numberIdenfifying rooms in a houseAsking about the location of household objectsDescribing the location of household objects

19-20 38-39 Let Sing21

20-22 40-43 Let’s Learn22-23


More

24-25

24-25 48-49 Let’s Read26

25 50 Let’s Listen27

4 26 51-52 Let’s Talk What’s wrong?I can’t (find my book).Look at (me).(I) can (sing a song).What can (he) do?(He) can (ride a bicycle).(He) can (swim). (he) can’t (fly a kite).Can (he) swim?Yes, (he) can. No, (he) can’t.

28 Asking about a problemExpressing ability/inabilityDescribing ability/inability in others

27 53-54 Let’s Sing 29

28-29 55-58 Let’s Learn 30-31


More

32-33

32 63-64 Let’s Read 34

3


33 65 Let’s Listen 35

REVIEW33 - 35 66-70

Let’s ReviewREVIEW THE SECOND-TERM TEST

36-37

Week 2 - Period 3 Key language Materials Key activities

UNIT 1: LET'S TALKLesson 1 Key language focus:SpeakingListening Vocabulary:Hi, (name) Sentences:Hi, (Scott). How are you? Fine, thank you. Good-bye.See you later

Resources:SB/ p. 2WB/ p. 2 Teaching aids:

- puppets- CD/ tape- Cassette player- Cards of English names

Cultural tip:- When meeting a person, we often greet each other and ask about health.- People wave their hands when saying hello/ goodbye.

WARM-UP AND REVIEW:- Greet Ss in English and introduce teacher's name: Hi,/ Hello, I'm (Ms…).- Give each student a card of an English name. Then call the names in turn.- Have Ss stand up & say "Hi/ Hello" when hearing their names.

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

- Model the dialogue with 2 puppets. Hi, (Ken). How are you? Hello, (Mari). I'm fine, thank you.

- Call some pairs to practice the dialogueAct. 2: Present the second part of the dialogue:

- Use puppets to introduce the dialogue- Ask a student to be Scott. And have Ss repeat the dialogue several times

PRACTICE:Act. 1: Listen and repeat:

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

Act. 2: Role play:- Divide the class into 2 groups. Practice the dialogue in SB/p.2.

Act. 3: Step Away Lines:- Ss stand in 2 opposite lines. Practice the dialogue in pairs.

PRODUCTION:

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Act. 1: Pick and Speak:- Call a student in random and ask him/ her to stand up- Ask the whole class to speak in chorus: "Hello,… How are you? Bye,…- Ask him/ her to answer: "Fine, thank you" "See you later."- Then it's turn of the second student.


UNIT 1: LET'S SINGLesson 1 Key language focus:SingingListening Vocabulary: (Review) Sentences: (Review)Hi, (name). How are you? I'm fine, thank you.

Resources:SB/ p. 3 Teaching aids:

- CD/ tape- Cassette player

WARM-UP AND REVIEW:Chain drill: Ss show their English names

- Hi. How are you? Fine, thank you.- Hi, (Kate), how are you? Fine, thank you.

PRESENTATION:Act. 1: Introduce the characters.

- Open the book to page 3, play the recording of "The Hi Song"- Have Ss listen and point to the characters as they hear the names.

Act. 2: Introduce the song:- Read the song line by line without music. Have Ss repeat.- Use gesture to emphasize the meaning of each phrase- Play the recording again and have Ss sing along.

PRACTICE:Act. 1: Call and response singing:

- Divide the class into 2 groups- Have Ss sing the song in two groups:

Group A: Hi, (Scott). How are you? Group B: I'm fine. Thank you- Ask Ss to repeat

PRODUCTION:Act. 1: Sing in groups:

- Divide class into 4 groups

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- Have each group represent one of the characters in the song and sing4 groups: Hi, Scott. How are you? Group 1 (Scott): I'm fine. Thank you.4 groups: Hi, Jenny. How are you? Group 2 (Jenny): I'm fine. Thank you.4 groups: Hi, John. How are you? Group 3 (John): I'm fine. Thank you.4 groups: Hi, Lisa. How are you? Group 4 (Lisa): I'm fine.

- Reverse roles and sing again


UNIT 1: LET'S SING (cont)Lesson 2 Key language focus:SingingListening Vocabulary: (Review)alligator Sentences: (Review)Good-bye.See you later, alligator.


- puppets / picture- CD/ tape- Cassette player

Teaching tip: - "See you later, alligator." is a children's rhyming expression used in fun when saying good-bye to friends. In natural conversation, however, it is seldom used. - "See you later." is always an appropriate choice.

WARM-UP AND REVIEW:- Have Ss stand in groups of four.- Each group sings "The Hi Song" using students' own names.

PRESENTATION:Act. 1: Introduce the new vocabulary:

- Show a picture of an alligator or the alligator puppet in Kate's hand (p.3)- T says "alligator". Ss repeat several times

Act. 2: Introduce the new expression:.- Use puppets to model a new expression.

Puppet A: Good-bye. Puppet B: See you later, alligator.- Have Ss repeat several times until they can say the phrase fluently

Act. 3: Introduce the song:- Ss open the book to p.3, play the recording of "The Good-bye Song"- Read the song line by line without music. Have Ss repeat.- Use gestures to emphasize the meaning of each phrase

PRACTICE:Act. 1: Call and response singing:

- Divide class into 3 groups - Have each group represent one of the characters in the song and sing- Reverse roles and sing again

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PRODUCTION:Act. 1: Sing in groups:

- Have Ss stand in groups of three.- Each group sings "The Good-bye Song" using students' own names.

Act. 2: Workbook - Have Ss get ready to finish the exercises at school

Trace and write: Read and complete the bubbles.


UNIT 1: LET'S LEARNLesson 1 Key language focus:ListeningSpeaking Vocabulary: (review)a booka baga deska pencil casea tablea chair Sentences: (review)What's this? It's a (bag).

Resources:SB/ p. 4Let's chant, let's sing/ p.1+2 Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)- Classroom objects/ realia

WARM-UP AND REVIEW:Act. 1: Perform the song:

- Play the music (Let's chant, let's sing/ p. 1+2) again- A volunteer group comes in front of the class to perform the song

PRESENTATION:Act. 1: Review the classroom objects in Unit 1.

- Use TC 1-8 and 33-38 (Book 1)- Ss listen and repeat

Act. 2: Review the question-and answer pattern with this.- Show the Ss one classroom object or a TC each time.

T: What's this? Ss (answer in chorus): It's (a book).- Have Ss repeat the question, "What's this?"

PRACTICE:Act. 1: Group work:

- Divide the class into two groups- Show Ss a classroom object or a TC each time. Have them ask & answer- Reverse roles – ask and answer with other classroom objects.

Act. 2: Pair work:- Ask Ss to work in pairs- Have Ss use their own classroom objects to ask and answer

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- Feedback

PRODUCTION:Act. 1: Walk and talk:

- Place different (non-identical) pairs of Ss and Teacher Cards around the room.- Have Ss walk around the class in pairs.- At the signal Stop!, partners must use the cards to exchange questions and answers.


UNIT 1: LET'S LEARN (Cont.)Lesson 2 Key language focus:Learning new wordsListeningSpeakingReadingWriting Vocabulary:a door a window Sentences: (Review)What's this? It's a (bag).What's that? It's a pencil case

Resources:SB/ p. 4WB/p.4 Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)- Classroom objects/ realia

Grammar tip:- this and that are used to distinguish between individual objects or people that are close to or far from the speaker.

WARM-UP AND REVIEW:Act. 1: Show and tell:

- Stick TC 33-38 on the board. Have Ss ask and answer: What's this?- It's…

PRESENTATION:Act. 1: Introduce the new vocabulary

- Use realia: point or touch the window in the classroom and say "a window"- Have Ss listen and repeat. Continue with "a door"

Act. 2: Introduce the new question-and-answer pattern with "that".- Use the puppets to introduce the pattern. Have Ss repeat

Puppet A: (point to the window) What's that? Puppet B: It's a door.

PRACTICE:Act. 1: Group work:

- Divide the class into 2 groups.- Point to other objects or TC from a distance. Ask Ss to ask & answer - Reverse roles – ask and answer with other classroom objects.

Act. 2: Ask and answer in pairs: (open the book to page 4)- Play the recording of "Let's Learn" – Ss listen, point to the pictures and repeat.- Ask Ss to work in pairs. Then, ask and answer about the objects in their books.

S1:(point to a pencil case in the book): What's this? S2: It's a pencil case.

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- Emphasize this in class by holding up or touching individual objects near you (this) and pointing to individual objects far from you (that)

S2:(point to a door in the book): What's that? S1: It's a door. Act. 3: Listen and repeat:

- Divide the class into 2 big teams- Play the tape. Ask Ss to listen and repeat Q (Team A) and A (Team B)

PRODUCTION:Act. 1: Chain Drill: T: what's this/ that? S1: It's a pencil caseAct.2: Workbook

- Have Ss get ready to finish the exercises


UNIT 1: LET'S LEARN (Cont.)Lesson 3 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review) Sentences: (Review)Is this a ruler? Yes, it is. No, it isn't.

Resources:SB/ p. 5Let's chant, let's sing/ p.3 Teaching aids:

- CD/ tape- Cassette player- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)- A small bag

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

- Play the tape, "Let's chant, Let's sing" book page 3- Play the tape, Ss listen and repeat twice

PRESENTATION:Act. 1: Review the Yes/No question-and-answer pattern with this.

- Ask questions about nearby classroom objects or TC- Have Ss answer in chorus, shaking their heads to indicate disagreement and nodding to show agreement.

T: Is this a notebook? Ss (shaking their heads): No, it isn't. T: Is this a book? Ss (nodding their heads): Yes, it is.Act. 2: Present the rhythm:

- Clap the hands to make the question and answer in rhythm- Ask Ss to listen and repeat the question and answer in rhythm.

PRACTICE:Act. 1: Practice the rhythm in groups:

- Divide the class into 2 groups. Have them ask and answer about the objects- Clap their hands to make the rhythm

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Act. 2: Practice the rhythm in pairs:- Clap their hands to make the rhythm. In turn, ask and answer about the objects

PRODUCTION:Act. 1: Ask and answer

- Divide class into two teams and put small classroom objects in a bag.- Have S1 from team A reach in the bag & hold an object in his/her hand. S1

keeps his/ her hand in the bag & asks. Then have S1 reveal the object to S2 from team B.S1: Is this (a marker)? S2 responds: Yes, it is./No, it isn't.

- Continue until all students have had a chance to ask and answer

Week 5- Period 9 Key language Materials Key activities

UNIT 1: LET'S LEARN (Cont.)Lesson 4 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review) Sentences: Is that a ruler? Yes, it is. No, it isn't.

Resources:SB/ p. 5WB/p. 5 Teaching aids:

- CD/ tape- Cassette player- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)

WARM-UP AND REVIEW:Act. 1: Make the rhythm:

- Ask 1- 2 Ss to come before the class, make the rhythm & the others clap hands What's this/ that? It's a crayon. Is this an eraser? Yes, it is. / No, it isn't.

PRESENTATION:Act. 1: Introduce the Yes/No question-and-answer pattern with "that".

- Point to the window from a distance and model the pattern: T: Is that a door? Ss: No, it isn't. T: Is that a window? Ss: Yes, it is.

- Ask questions about other classroom objects or TC that are far from the teacher- Have Ss answer in chorus (using appropriate gestures)

Act. 2 : Ask and answer in groups- Divide the class into two groups.- Point to different classroom objects or TC at a time and have the groups practice the Yes/ No question-and-answer pattern with that.- Reverse roles after several exchanges.

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PRACTICE:Act. 1: Practice in pairs:

- Open the book to page 5 - Have Ss practice the patterns in pairs, using the pictures on page 5 as prompts.- Ask 2 Ss to come before the class, ask and answer- Continue with other pairs

Act. 2: Listen and repeat:- Play the tape. Have Ss point to the pictures, listen and repeat.

PRODUCTION:Act. 1: Workbook: Have Ss get ready to finish the exercises


UNIT 1: LET'S LEARN (cont)Lesson 5 Key language focus:SpeakingListeningReadingWriting Vocabulary: (review) Sentences: (review)What's this? It's a (bag).What's that? It's (a pencil case).

Resources:SB/ p. 4 - 5Let's chant, let's sing/ p.4 Teaching aids:

- CD/ tape- Cassette player- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)

WARM-UP AND REVIEW:Act. 1: Relay Race

- Divide the class into four teams, each team standing in a line.- Assign a sentence to the first student in each line, who then repeats the sentence to the next student in the line.- Continue until the information reaches the last student in the line. Then the last student races to the board and write it. The first team to finish is the winner.

PRESENTATION:Act. 1: Present the rhythm:

- Clap the hands to make the 4 question-and-answer patterns in rhythm- Play "Look at that! What's that?", "Let's chant, Let's sing", p. 4- Have Ss clap their hands and repeat.

PRACTICE:Act. 1: Question circles:

- Divide the class into groups, and have each group sit in a circle.- Half of the Ss in each group hold one of the student cards.

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Is this a ruler? Yes, it is. / No, it isn't.Is that a ruler? Yes, it is. / No, it isn't.

- A student holding a card shows it to the group and asks, Is this (a pencil case)?. The group answers, Yes, it is. or No, it isn't.

Act. 2: Walk and talk:- Place different pairs of TC and classroom objects around the room.- Have Ss walk around the class in pairs, exchange questions and answers (What's this? and What's that?, Is this a crayon? and Is that an eraser?)

PRODUCTION:Act. 1: Guessing game

- Ask one st to choose one classroom object (but not showing it to the class)- Other students ask four Yes/ No questions to identify the object.- The student who has the correct answer will be the next to play the game.


UNIT 1: LET'S LEARN SOME MORELesson 1 Key language focus:ListeningSpeaking Vocabulary: (review)ball(s)yo-yo(s)jump rope(s)puzzle(s)car(s)bicycle(s)bat(s)


- puppets- CD/ tape- Cassette player- Teacher's cards (TC): 77– 86, 39–44(Book 1)- Toy objects or pictures of toys in plural

WARM-UP AND REVIEW:Act. 1: Pairs race

- Arrange the Ss in two lines and stick TC 77 – 86 on the board.- Say one of the words and have the first students in the lines race to the board to touch the correct picture card. The student who touches the card first and names it correctly gets a point for his or her team.

Act. 2: Review the toy vocabulary and question-and-answer pattern with this:- Show TC 77- 86 in random. Have Ss ask & answer: What's this? It's a yo-yo.

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

- Use sets of toys or teacher-made pictures of toys in plural to introduce new words: ball(s), yo-yo(s), car(s), puzzle(s).- Point to the pictures and say the words. Then have Ss repeat

Act. 2: Review the question and answer pattern.- Use the puppets to teach the sentences. Then ask Ss to play the roles

Puppet A: (point to the card 77) What's this? Puppet B: It's a yo-yo.

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kite(s) Sentences: (review)What are these? They're yo-yos.

Puppet A: (point to two yo-yos) What are these? Puppet B: They're yo-yos.

PRACTICE:Act. 1: Practice in groups:

- Divide the class into 2 groups, distribute the toy objects/ pictures to Ss in group A. Have Ss in group A ask the questions, using these and Ss in group B answer.- Then reverse the roles.

PRODUCTION:Act. 1: Toy Shop:

- Have Ss draw pictures of pairs of toys and classroom objects they've learned.- Place the drawings at the front of the class and have Ss ask & answer

S1: What are these? S2: They're puzzles.


UNIT 1: LET'S LEARN SOME MORELesson 2 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (review)ball(s)yo-yo(s)jump rope(s)puzzle(s)

Resources:SB/ p. 6WB/ pp. 6 Teaching aids:

- CD/ tape- Cassette player- Teacher's cards (TC): 77– 86, 39–44(Book 1)- Toy objects or pictures of toys in plural

Grammar tip:

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

- Divide Ss into 2 groups and draw a nine-square grid on the board. Each square should be numbered.- Show a picture of toy in plural or singular, ask a student from group A a question. If the student answers correctly, the group can play an "X" or an "O" on the grid in the location of their choice by stating the number.- Alternate asking questions to both teams. The first team to earn three "X" or "O" in a row on the grid wins.

PRESENTATION:Act. 1: Introduce the question-and-answer pattern with those:

- Place the toys or pictures of toys randomly around the classroom- Hold up two yo-yos and ask: What are these? They're yo-yos..- Point to the toy cars from a distance and model the pattern:

T: What are those? They're cars.

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car(s)bicycle(s)bat(s)kite(s) Sentences: (Review)What are these? They're yo-yos.What are those? They're jump ropes.

- these and those are used to distinguish between objects or people that are close to or far from the speaker.- Emphasize this in class by holding up or touching individual objects near you (these) and pointing to objects far from you (those)

- Point to other toys and ask: What are those?- Have Ss answer in chorus They're (balls) & repeat the question

PRACTICE:Act. 1: Listen and point: (open the book page 6)

- Play the tape- Have Ss listen to the tape, point to the pictures and repeat

Act. 2: Ask and answer:- Have Ss to work in pairs, point to the pictures. Then ask and answer:

S1: What are these? S2: They're yo-yos. S2: What are those? S1: They're kites.

PRODUCTION:Act. 1: Chain drill

- Cue Ss by pointing to various objects either near or away from the teacher.- Have Ss continue the chain by answering and asking the next friend a question.

Act. 2: Workbook: Have Ss get ready to finish the exercises Week 7 - Period 13

Key language Materials Key activities UNIT 1: LET'S LEARN SOME MORELesson 3 Key language focus:ListeningSpeakingReadingWriting Vocabulary: catsdogsrabbits


- CD/ tape- Cassette player- Teacher's cards (TC): 133– 144(Book 1)

WARM-UP AND REVIEW:Act. 1: Pairs race (review the vocabulary of animals in singular and plural forms)

- Arrange the Ss in two lines and stick TC 133 – 144 on the board.- Say one of the words and have the first students in the lines race to the board to touch the correct picture card. The student who touches the card first and names it correctly gets a point for his or her team. - Then have Ss repeat the vocabulary of animals once.

PRESENTATION:Act. 1: Review the Yes/ No question-and-answer pattern with these:

- Hold up the card 136 and ask: T: Are these cats? Ss: No, they aren't. T: Are these dogs? Ss: Yes, they are.

- Use other cards or classroom objects to ask questions. Have Ss answer

PRACTICE:

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frogsbirdsspiderstressflowers Sentences: Are these cats? Yes, they are. No, they aren't.

Act. 2 : Ask and answer in groups- Divide the class into two groups.- Point to different classroom objects or TC (134, 136, 136, 140, 142, 144) at a time and have the groups practice the Yes/ No question-and-answer pattern- Reverse roles after several exchanges.

Act. 2: Pair works:- Have Ss practice the patterns in pairs, using the SC or objects as prompts.- Ask 2 Ss to come before the class, ask and answer. Continue with other pairs

PRODUCTION:Act. 1: Lucky number:

- Divide the class into two groups.- There are 10 numbers including 3 lucky numbers. 2 groups take turn to choose a number. If they choose a lucky number, they'll get 2 points without asking or answering. If they choose a normal number, they have to practice the Yes/ No question with this or these, using TC 133 - 144 as prompts. Ss do it correctly gets a point for his or her team. The team having more points is the winner.


UNIT 1: LET'S LEARN SOME MORELesson 4 Key language focus:ListeningSpeakingReadingWriting Vocabulary: catsdogs

Resources:SB/ p. 7WB/p.7 Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher's cards (TC): 133– 144(Book 1)- Toy objects or pictures of toys in

WARM-UP AND REVIEW:Act. 1: Walk and talk:

- Ask Ss to walk around the classroom in pairs- When T says "Stop", Ss stop and in turn ask and answer about the objects that are close to or far from them. (What are these/ those? They're (jump ropes)

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

- Place a handful of crayons on the table.- Use puppets to model the Yes/ No question-and-answer pattern with those:

Puppet A (point to the crayons from a distance): Are those erasers? Puppet B: No, they aren’t. Puppet A: Are those crayons? Puppet B: Yes, they are.

- Use TC or classroom objects to ask questions.- Have Ss answer in chorus (using appropriate gestures)

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rabbitsfrogsbirdsspiderstressflowers Sentences: Are these cats? Yes, they are. No, they aren't.Are those cats? Yes, they are. No, they aren't.

plural

Act. 2 : Ask and answer in groups- Divide the class into two groups.- Point to different classroom objects or TC (134, 136, 138, 140, 142, 144) from a distance at a time and have the groups practice the Yes/ No question-and-answer pattern with those. Reverse roles after several exchanges.

PRACTICE:Act. 1: Listen and repeat (open the book to page 7)

- Ss work in pairs, look at their books and practice the patterns- Ask 2 Ss to stand up, ask and answer. Continue with other pairs- Play the tape and have Ss listen and repeat.

Act. 2: Place a few set of toys or TC (134, 136, 138, 140, 142, 144) around the classroom.- Have Ss come to the board in turn and alternate asking these and those questions by touching or pointing objects or TC from a distance.

S1: Are these/ those (puzzles)? S2: Yes, they are. / No, they aren't.

PRODUCTION:Act. 1: Workbook: Have Ss get ready to finish the exercises at school or at home


UNIT 1: LET'S READLesson 1 Key language focus:ListeningSpeakingReadingWriting Vocabulary: fat


- CD/ tape- Cassette player- Objects / pictures: hat, can, fan, van, cap, map

WARM-UP AND REVIEW:Act. 1: Board race

- Write assorted capital and small letters on the board.- Divide the class into 2 teams.- Call out a letter and have the first student from each team run to the board, find the letter and cross it out. Play until everyone has had a chance to go to the board.

PRESENTATION:Act. 1: Introduce the new words:

- Use classroom objects and pictures to introduce the new words: fat, hat, can, fan, van, cap, lap, map

- Have Ss repeat the new words several times.Act. 2: Write:

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hatcanfanvancaplapmap Sentences:

Tip: - Have the Ss follow your directions for writing f, h, t, and p. - Draw parallel horizontal lines on the board. Write the letters that go above the top line: f, h, t.- Write the letter that goes below the bottom line: p

- -at: cat, fat, hat- -an: can, fan, van- -ap: cap, lap, map

PRACTICE:Act. 1: Listen, point and repeat

- Play the tape. Ask Ss to look at the book, listen and point to the suitable pictures- Let Ss to listen again and repeat

Act. 2: Give the commands and do the action:- Divide the class into 3 teams and give each team a column of "Word Families" .- Let each team listen to the cassette and repeat- Change their column and practice.

PRODUCTION:Act 1: Simon says:

- Divide the class into 3 teams and give each team a column of "Word Families".- Call out a word and ask Ss in the group which have that word to stand up. Then sit down. - The group has the least bad mark is the winner.


UNIT 1: LET'S READ (cont.)Lesson 2 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (review)

Resources:SB/ p. 8WB/ p.8 Teaching aids:

- CD/ tape- Cassette player- Objects / pictures: hat, can, fan, van, cap, map

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

- Ask Ss to write down the 9 words in Let's Read into 9 random squares. - Call out each word. Give mark to first 5 Ss who cover 3 squares across / down.

PRESENTATION:Act. 1: Review the old words

- Using the pictures/ classroom objects: cat, fat, hat, can, fan, van, cap, lap, map- Have Ss repeat the words several times.

Act. 2: Present the new sentences:- Use picture to introduce the sentences: The fat cat is in the hat.

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fathatcanfanvancaplapmap Sentences: The fat cat is in the hat.The can and the fan are on the van.The cap and the map are on my lap.

The can and the fan are on the van. The cap and the map are on my lap.

- Have Ss repeat the words several times.

PRACTICE:Act. 1: Practice the words:

- Ask Ss to look at the book. Play the cassette "Let's Read, Word Families?"- Listen and practice.

Act. 2: Practice the sentences in rhythm:- Play the cassette "Let's Read, can you read?" Ask Ss to listen and practice.

PRODUCTION:Act. 1: Perform the rhythm

- Ask Ss to work in group of 3. - Ask each group to memorize and practice the sentences in rhythm.- Call each group perform the sentences. Give them good marks if they do well.

Act 2: Workbook: - Have Ss get ready to finish the exercises at school ( or at home with weak Ss)

A. Write: Have Ss write the words to the correct blanks.. B. Circle and write: Circle the right words and write the words in the blanks.


UNIT 1: LET'S LISTEN Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review the whole unit)


- CD/ tape- Cassette player- Teacher's Cards (TC): 1-8, 33-

WARM-UP AND REVIEW:Act. 1: Let's talk: Silent role plays

- Ask a pair of Ss to silently act out the greeting/ the parting in front of the class.- Have the class guess which is being portrayed and supply the language.- Allow several pairs to do this.

Act. 2: Let's Sing: Perform the songs- Play the music (Let's chant, let's sing/ p. 1+2) again- A volunteer group comes in front of the class to perform the song

Act. 3: Let's learn + Let's learn some more: Charades - Place TC in a bag. Have one student select a card and demonstrate the animal or the use of the object.- The class must guess the object, using the questions. For example, S1 picks up

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Sentences: (Review the whole unit)

38, 133-144 (Book 1)- A bag

a imaginary crayon and begins drawing. Ss: Is that (a crayon)? …

PRESENTATION:Act. 1: Open the book to page 9

- Have Ss open their books to page 9 and look at the pictures.- Have Ss identify all the objects in the pictures.

PRACTICE:Act. 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answer T: What's this? / What are these? / What are those? Ss: (answer)Act. 2: Listen and circle:

- Play the tape and ask Ss to listen and circle the letter A or B - Play the tape again and check the answers: 1A, 2B, 3A, 4B, 5B, 6A, 7A, 8B

PRODUCTION:Act. 1: Ask and answer: Have Ss work impairs to ask and answer about the pictures Act 2: Work book: Have Ss get ready to finish the exercises at school or at home

A. Circle: Ss look at the pictures and circle the correct word B. Write: Look at the pictures and write the sentences.


UNIT 2: LET'S TALKLesson 1 Key language focus:SpeakingListening Vocabulary:Sick.


- puppets- CD/ tape- Cassette player- Name Cards.

Usage tip:

WARM-UP AND REVIEW:Dialogue Musical Cards: arrange 4 desks together to make a rectangle, give each student a name card, students will put their name cards on the rectangle desks, they walk around the desks and sing the song "The Hi song". When the teacher says "stop", every student will pick up 1 name card and greet their opposite partner by their name on the card and exchanging: "How are you, _____? – Fine, thanks.". Continue singing and stop several times.

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

- Use puppets to introduce the dialogue: Hi, John! What's the matter? I'm sick. - Have Ss repeat the dialogue several times.

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Sentences:What's the matter?I'm (sick).That's too bad. Get better soon!

- The term sick is used for illnesses or ailments (colds, stomachaches, headaches, etc. ), but not for broken bones or external injuries.

Act. 2: Present the complete dialogue:- Use puppets to introduce the dialogue.- Have Ss repeat the dialogue several times.- Call some pairs to practice the dialogue.

Act. 3: Write: - What's the matter?- I'm sick.- That's too bad. Get better soon!- Thanks.

PRACTICE:Act. 1: Listen and point:

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

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

PRODUCTION:Act. 1: Role play:

- Ask the Ss to work in pairs. S1: What's the matter? S2: I'm sick. S1: That's too bad. Get better soon! S2: Thanks.


UNIT 2: LET'S SINGLesson 1 Key language focus:SpeakingListening Vocabulary:sad


- puppets- CD/ tape- Cassette player- Teacher

WARM-UP AND REVIEW:Act.1: Walk and Talk:

- Ss walk around the class in pairs, asking about their feeling.

PRESENTATION:Act. 1: Introducing the new words

- Introduce the new words by body language:Sick (review), sad, hot, tired, cold, today- Have Ss repeat the new words several times.

Act. 2: Review the dialogue- Use puppets to introduce the dialogue.

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tiredhotcoldtoday. Sentences:Are you OK?I am sick today.

cards (TC): (151-155)

- Have Ss repeat the dialogue several times.- Call some pairs to practice the dialogue.

Act. 3: Write: What's the matter? Are you OK?

I am sick today.- sad / hot / tired / cold / today

PRACTICE:Act. 1: Act out the dialogue:

- Have Ss work in pairs. - Practice the dialogue by replacing the new words in SB/p. 11. - Ask Ss to come before the class and act it out.

PRODUCTION:Act. 1: Charades:

- Let Ss work in 4 groups.- Call a student in each group to come to the board and look at the TC in random and ask him/ her to act out the word by using gestures. - Ask another student in his/her group to answer the word and give mark. - Then it's turn of the second group to fourth group.

Week 10 - Period 20

Key language Materials Key activities UNIT 2: LET'S SING (CONT.)Lesson 2 Key language focus:SingingListening Vocabulary: (Review)


- puppets- CD/ tape- Cassette player

WARM-UP AND REVIEW:Charades:

- Let Ss work in 4 groups.- Call a student in each group to come to the board and look at the TC in random and ask him/ her to act out the word by using gestures. - Ask another student in his/her group to answer the word and give mark. - Then it's turn of the second group to fourth group.

PRESENTATION:Act. 1: Review the dialogue:

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Sad, tired, hot, cold Sentences: (Review)Are you OK?I am very sick today.

- Teacher card (TC): 151-155

- Introduce the characters.- Open the book on page 11, point to characters in the picture.T: What's the matter? Ss: What's the matter?T: Are you OK? Ss: Are you OK?T: I'm sick today. Ss: I'm sick today.

- Have Ss practice more with other feelings (sad, hot, tired, cold)Act. 2: Introduce the song: - Ask Ss open the book - Ask Qs about the picture in the book: Who are they? How may people are there?...


- Play the tape. Ask Ss to listen and point to the charactersAct. 2: Sing the song without music:

- Sing sentence by sentence. Ask Ss to repeatAct. 3: Listen and sing along

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

PRODUCTION:Act. 1: Sing in groups: - Ask Ss to sing the song in groups of 5: Lisa, John, Jenny, Scott, Andy. - Call some groups to sing aloud.


UNIT 2: LET'S LEARN Lesson 1 Key language focus:Learning new wordsListening Speaking


- puppets- CD/ tape

WARM-UP AND REVIEW:Re-ordering and singing: Divide the class into 5 groups. Give each group 4 cards. Ask them to re-order the cards to make the lyric of the song. The first to find out the answer go to the board and sing the song and win.

PRESENTATION:Act. 1: Introduce the nouns of jobs.

- Use the TC 53- 54 to remind Ss by using the old pattern:Who's (he)? – (He's) my father.

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Vocabulary:Miss, shopkeeper, a cook, a taxi driver, a nurse, a farmer, a police officer, a student, a teacher. Sentences:Who's (she)?(She's) (Miss Wilson). (She's) a (shopkeeper). Is (she) a (shopkeeper)?Yes, (she) is. No, (she) isn't.

- Cassette player- Teacher cards (TC): 53 -60 (Book 1, Family members, friend) - Teacher cards (TC): 156 -163.

- Introduce 4 new words, using TC 156 - 159: a cook, a taxi driver, a nurse, a farmer.- Have Ss practice more the new words.

Act. 2: Introduce the new pattern.- Use TC 53-54 to teach the sentences.T: (point to father): He's a father. / T: (point to mother): She's a mother. T: (point to the TC): (He's) a (cook).

- Ask a student to practice the sentences. Act. 3: Write: He's a cook. She's a nurse.

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

- Play the tape and ask Ss to look at the books, listen & point to the right picture.- Play the tape again and ask Ss to listen and repeat the words.

Act. 2: Listen and repeat the sentences - Play the tape and ask Ss to look at the books, listen & point to the right picture.- Play the tape again and ask Ss to listen and repeat the words- Note: He is = He's / She is = She's

PRODUCTION:Act. 1: Show and Tell:

- Point to a TC on the board and ask: Who's he?/ Who's she?- Get the whole class to answer: He's……/ She's………..


UNIT 2: LET'S LEARN (cont.)Lesson 2 Key language focus:Learning new wordsListening


- puppets

WARM-UP AND REVIEW: Charades: Call a student to come to the board and look at the TC 53- 60 and 156-159 and ask him/ her to act out the picture by using gestures. Ask another student in the class to answer the word and give mark.

PRESENTATION:Act. 1: Introduce the nouns of jobs.

- Use the TC 156-159 to remind Ss by using the old pattern:Who's (he)? – (He's) my father.

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Speaking Vocabulary: (Review)Miss, shopkeeper, a cook, a taxi driver, a nurse, a farmer, a police officer, a student, a teacher. Sentences: (Review)Who's (she)?(She's) (Miss Wilson). (She's) a (shopkeeper). Is (she) a (shopkeeper)?Yes, (she) is. No, (she) isn't.

- CD/ tape- Cassette player- Teacher cards (TC): 53 -60 (Book 1, Family members, friend) - Teacher cards (TC): 156 -163.

- Introduce 4 new words, using TC 160-163: A shopkeeper, a student, a teacher, a police officer.- Have Ss practice more the new words.

Act. 2: Introduce the new pattern.- Use puppets and reality to teach the dialogue.

T: (point to S1): Who's (he)?. / (He's) (Minh)./ Who's (Minh)? / (He's) a student. T: (point to the picture of a shopkeeper with it's name card : Miss Wilson.) and say: Who's she?/ She's Miss Wilson. She's a shopkeeper. - Have Ss repeat the dialogue several times. Call some pairs to practice the dialogue.

Act. 3: Write: Who's (she)? She's Miss Wilson. She's a shopkeeper.


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

Act. 2: Practice the dialogue:- Ask Ss to work in pairs, practice the dialogue.- Call some pairs to practice the dialogue

PRODUCTION:Act. 1: Show and Tell: Teacher write the name to the TC on the board.

- Point to a TC on the board and ask: Who's (he)?- Get the whole class to answer: (He's) a …..…


UNIT 2: LET'S LEARN (Cont.)Lesson 3 Key language focus:Learning new wordsListening

Resources:SB/ p. 12WB/ p. 12Let's chant, let's sing/ p. 10, Who's she? Teaching aids:

WARM-UP AND REVIEW:Act. 1: Writing game Ask Ss in turn of 2 to come before the class, show the picture and ask: Who's (he)?. The 2 Ss must write down the right word. Who writes true and faster is the winner. He/She will be the caller for the next turn.

PRESENTATION:Act. 1: Review the question and answer pattern.

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Speaking Vocabulary: (Review)Miss, shopkeeper, a cook, a taxi driver, a nurse, a farmer, a police officer, a student, a teacher. Sentences: (Review)Who's (she)?(She's) (Miss Wilson). (She's) a (shopkeeper). Is (she) a (shopkeeper)?Yes, (she) is. No, (she) isn't.

- puppets- CD/ tape- Cassette player- Teacher cards (TC): 53 -60 (Book 1, Family members, friend) - Teacher cards (TC): 156 -163. - Let's Chant, Let's sing, p10 (photocopies)

- Use the puppets to teach the sentences. Puppet A:(point to the card 156) Who's (he)? Puppet B: (He's) a cook.

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

Act. 2: Present the rhythm:- Clap the hands to make the question and answer a rhythm- Play the rhythm (Let's chant, let's sing/ p. 10, Who's she?)- Ask Ss to listen and repeat the question and answer

PRACTICE:Act. 1: Practice the rhythm in groups:

- Clap their hands to make the rhythm- Ask and answer about people in the TC 156-163.

Act. 2: Practice the rhythm in pairs:- Divide the photocopies of Let's chant Let's sing, p.10.- Clap their hands to make the rhythm- In turn, ask and answer about the people in the TC 156-163.

PRODUCTION:

Act. 1: The best musician:- Ask 1 or 2 volunteers to come before the class- Make the rhythm and the class follow him/ her

Act. 2: Workbook:- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)

A. Write: Look at the pictures and circle the right words.Week 12 - Period 24

Key language Materials Key activities UNIT 2: LET'S LEARN (Cont.)Lesson 4 Key language focus:

Resources:SB/ p. 13WB/ p. 13


- Ask 1 or 2 volunteers to come before the class, make the rhythm: Who's she?- The class clap their hands and follow him/ her

PRESENTATION:

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Learning new wordsListeningSpeaking Vocabulary: (Review)Miss, shopkeeper, a cook, a taxi driver, a nurse, a farmer, a police officer, a student, a teacher. Sentences: (Review)Who's (she)?(She's) (Miss Wilson). (She's) a (shopkeeper). Is (she) a (shopkeeper)?Yes, (she) is. No, (she) isn't.

Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher cards (TC): 53 -60 (Book 1, Family members, friend) - Teacher cards (TC): 156 -163.

Act. 1: Review the question and answer pattern.- Use the puppets to teach the sentences.

Puppet A:(point to the card 156) Who's (he)? Puppet B: (He's) a cook. - Ask a student as puppet A, T as puppet B. Then change the role- Divide the class into 2 groups, practice the sentences. Then change the role.

Act. 2: Introduce the question-and-answer pattern:- Use puppets to introduce the new pattern:

Puppet A (point to the picture 156): Is he a cook? – Puppet B: Yes, he is. Puppet A (point to the picture 157): Is he a cook? – Puppet B: No, he isn't. - Have Ss repeat the pattern several times.- Call some pairs to practice the pattern.

PRACTICE:Act. 1: Listen, repeat the pattern:

- Play the tape and ask Ss to listen. - Play the tape again and ask Ss to listen and repeat the words

Act. 2: Ask and answer:- Ask Ss to work in pairs. Then in turn, ask and answer about the TC 156-163

S1:Is (he) a teacher? S2: Yes, he is. Or – No, he isn't. PRODUCTION:

Act. 1: Guessing Game: - Put TC 156-163 in a bag. Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who's (he)? - The student must guess the picture by asking: Is (he) a (Teacher)?- The 1st student will answer yes or no to the class and the student has the correct answer will be the next to play the game.


UNIT 2: LET'S LEARN (Cont.)Lesson 5

Resources:SB/ p. 12WB/ p. 12Let's Chant, Let's sing, p11,

WARM-UP AND REVIEW:Act. 1: Clap the board:Stick TC 53-60 and 156-163 on the board. Call 2 Ss to come to the board. Call out 1 picture and the 2 Ss must clap on the right picture. Who is right and faster wins and gets a mark.

26


Key language focus:Learning new wordsListeningSpeaking Vocabulary: (Review)Miss, shopkeeper, a cook, a taxi driver, a nurse, a farmer, a police officer, a student, a teacher. Sentences: (Review)Who's (she)?(She's) (Miss Wilson). (She's) a (shopkeeper). Is (she) a (shopkeeper)?Yes, (she) is. No, (she) isn't.

Is he a teacher? (photocopies) Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher cards (TC): 53 -60 (Book 1, Family members, friend) - Teacher cards (TC): 156 -163. - Let's chant let's sing, p11, Is he a teacher? (photocopies)

PRESENTATION:Act. 1: Review the pattern:

- Use the puppets and TC 156-163 to review the pattern. Puppet A (point to the picture 156): Is he a cook? – Puppet B: Yes, he is. Puppet A (point to the picture 157): Is he a cook? – Puppet B: No, he isn't. - Have Ss ask and answer

Act. 2: Present "No, (he) isn't. (He's) a (taxi diver)." (Opened part. It's optional.)- Use the puppets and TC 156-163 to review the pattern.

Puppet A (point to the pic157): Is he a cook? – Puppet B: No, he isn't. He's a taxi driver.- Have Ss repeat the pattern several times. Call some pairs to practice it.

PRACTICE:Act. 1: Listen and answer:

- Let Ss listen to the tape "yes or No". Ask them to write down the answer. - Listen again and practice the sentences.

Act. 1: Ask and answer the questions:- Have Ss work in pair to ask and answer the right jobs of each "NO"- answer in part "Yes or No?" using the answer: No, (he) isn't. (He's) a (cook).- Call some pair to practice.

PRODUCTION:Act. 1: Practice the rhythm:

- Divide the photocopies of Let's Chant, Let's sing, p11, Is he a teacher?- Listen and clap their hands to make the rhythm.

Act. 2: The best musician:- Ask 1-2 Ss to come before the class, clap their hands to make the rhythm

Act. 2: Workbook: Ss get ready to finish the exercises at school or at home Week 13 - Period 26

Key language Materials Key activities UNIT 3: LET'S LEARN SOME MORELesson 1

Resources:SB/ p. 14 WB/ p 14

WARM-UP AND REVIEW:Act. 1: Rhythm: Play the music (Let's chant, let's sing, p.11). Ask Ss to listen to the music and repeat the chant. Act. 2: Review the old sentences in Unit 1: (TC 156-163) Who's (he)? Ss: (He's) (a cook).

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Key language focus: Learning new word in terms of plural nouns.ListeningSpeaking Vocabulary: Teachers, students, shopkeepers, nurses, cooks. Sentences: Who are they?They're Mr. and Mrs. (Long).They're teachers. Are they (teachers) ?Yes, they are. No, they aren't.

Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher cards (TC): 156-171

Cultural tip:In general, the words Mr., Mrs., Miss., and Ms., precede family names, not given names: Mrs. Long, but Mari. Mrs. indicates a married woman, and Miss indicates a single woman. Ms. Precedes a woman's surname without specifying her marital status, but is used less frequently. Mr. precedes a man's surname and is also non-specific of marital status.

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

- Give out TC 162 and say: a student. Then give out TC 170 and say: students.- Do the same with shopkeeper(s), using TC 156, 164- Stick TC 156, 162 and 164, 170 on the board.- Ask Ss to write the words in their notebooks and practice speaking the words

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

Puppet A: (point to 2 Ss) Who are they?Puppet B: They're Ba&An. They're students. - Ask a student as puppet A, T as puppet B. Then change the roles- Divide the class into 2 groups, practice the sentences. Then change the role.

Act. 3: Write: Who are they? – They are Mr. and Mrs. Long. They're teachers. Shopkeeper(s), nurse(s), student(s), teacher(s).

PRACTICE:Act. 1: Listen and repeat.

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

Act. 2: Practice the dialogue:- Ask Ss to work in pairs, practice the dialogue- Note: They are = They're


- Point to a TC on the board and ask: Who's (he)? Who are they? Get the whole class to answer: (He's)……/ They're………..


UNIT 2: LET'S LEARN SOME MORE

Resources:SB/ p. 14

WARM-UP AND REVIEW:Review the numbers from 1- 10.Find your partner: give each student a card (2 Ss have the cards related to each other),

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(cont.)Lesson 2 Key language focus: Learning new word in terms of plural nouns.ListeningSpeaking Vocabulary: (review)Teachers, students, shopkeepers, nurses, cooks. Sentences: (review)Who are they?They're Mr. and Mrs. (Long).They're teachers. Are they (teachers) ?Yes, they are. No, they aren't.

WB/ p 14 Teaching aids:



students will walk and find their partner which has the same card. E.g.: cook and cooks


- Use the puppets and TC 156-163 to review the pattern. Puppet A (point to the picture 156): who's (he)? – Puppet B: (He's) a shopkeeper. Puppet A (point to the picture 164): Who are they? – Puppet B: They're shopkeepers. - Do the same with other pictures, singular or plural- Divide the class into 2 teams, in turn, repeat the question and the answer

Act. 2: Introduce the new words :- Use the puppets and TC 156-163 to review the pattern.

Puppet A (point to the picture 157): who's (he)? – Puppet B: (He's) a taxi driver. Puppet A (point to the picture 165): Who are they? – Puppet B: They're taxi drivers. - Do the same with other pictures, singular or plural. Practice in team.

Act. 3: Write: Who are they ? – They taxi drivers/ taxi driver(s), farmer(s), cook(s), police officer(s).

PRACTICE:Act. 1: Practice the pattern:

- Play the tape and Ask Ss to listen and practice. Act. 2: Practice without tape:

- Ask Ss to practice without tape the new plurals of jobs.

PRODUCTION:Act. 1: Charades

- Call a student to come to the board and look at the TC 53- 60 and 156-159- Divide Ss into 4 groups and each group has 1 representative. - ask him/ her to act out the picture by using gestures. - Ask another student in the class to answer the word and give mark.


UNIT 2:

Resources:

WARM-UP AND REVIEW:Act. 1: Clap the board: Stick TC 56-171 on the board. Call 2 Ss to come to the board. Call

29


LET'S LEARN SOME MORE(cont.)Lesson 3 Key language focus: Learning new word in terms of plural nouns.ListeningSpeaking Vocabulary: (review)Teachers, students, shopkeepers, nurses, cooks. Sentences: (review)Who are they?They're Mr. and Mrs. (Long).They're teachers. Are they (teachers) ?Yes, they are. No, they aren't.

SB/ p. 14 WB/ p 14 Teaching aids:


out 1 picture and the 2 Ss must clap on the right picture. Who is right and faster is the winner.


- Use the puppets to teach the sentences.Puppet A: (point to the card 156) Who's (he)? Puppet B: (He's) a shopkeeper. Puppet A: (point to the card 164) Who are they? Puppet B: They're shopkeepers. - Ask a student as puppet A, T as puppet B. Then change the role- Divide the class into 2 groups, practice the sentences. Then change the role.

Act. 2: Introduce the question-and-answer pattern:- Use puppets to introduce the new pattern:

Puppet A (point to the picture 168): Are they cooks? – Puppet B: Yes, they are. Puppet A (point to the picture 169): Are they cooks? – Puppet B: No, they aren't.

- Have Ss repeat the pattern several times. Call some pairs to practice it.Act. 3: Write: Are they cooks? – Puppet B: Yes, they are. / No, they aren't. - Note: are not = aren't.

PRACTICE:Act. 1: Listen, repeat the pattern:

- Play the tape and ask Ss to listen. Then repeat the wordsAct. 2: Ask and answer:

- Ask Ss to work in pairs. Then in turn, ask and answer about the TC 164-171S1: Are they teachers? S2: Yes, they are. Or – No, No, they aren't.

PRODUCTION:Act. 1: Guessing Game: Put TC 164-171 in a bag. Ask one student to choose one card (but not showing it to the class) and ask his/ her friend: Who are they? The other students must guess the picture by asking: Are they (Teachers)? The 1st student will answer yes or no to the class and the student has the correct answer will be the next to play the game.


WARM-UP AND REVIEW:

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UNIT 2: LET'S LEARN SOME MORE(cont.)Lesson 4 Key language focus: Learning new word in terms of plural nouns.ListeningSpeaking Vocabulary: (review)teachersstudentsshopkeepersnursescooks. Sentences: (review)Who are they?They're Mr. and Mrs. (Long).They're teachers. Are they (teachers) ?Yes, they are. No, they aren't.

Resources:SB/ p. 14 WB/ p 14 Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher cards (TC) : 156-171


Act. 1: Bingo: Choose and stick TC 156-171 on the board. Ask Ss to write down the words. Call out in term each picture. Give mark to first 5 Students who are bingo.


- Use the puppets and TC 156-163 to review the pattern & introduce the new pattern: Puppet A (point to the picture 168): Are they cooks? – Puppet B: Yes, they are. Puppet A (point to the picture 169): Are they cooks? – Puppet B: No, they aren't.

- Have Ss ask and answerAct. 2: Present "No, they aren't. They're (taxi divers)." (Opened part. It's optional.)

- Use the puppets and TC 164-171 to introduce the pattern. A (point to the picture 171): Are they cooks? B: No, they aren't. They're teachers.- Have Ss repeat the pattern many times. Call some pairs to practice the pattern.

PRACTICE:Act. 1: Listen and answer:

- Let's Ss listen to the tape "yes or No". Ask them to write down the answer. - Listen again and practice the sentences.

Act. 1: Ask and answer the questions:- Have Ss work in pair to ask and answer the right jobs of each "NO"- answer in part "Yes or No?" using the answer: No, they aren't. They're (cooks).- Call some pair to practice.

PRODUCTION:Act. 1: Asking personal information

- Ask Ss to work in pairs to exchange the family's information about the jobs.- Call some pairs to speak out.

Act. 2: Workbook: Ss get ready to finish the exercises at school ( or at home with weak Ss) A: Write: write down the right words.

B: Connect, check and write: Look at the pictures and connect the right pictures using the colorful crayons. Then write the right sentences.


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UNIT 2: LET'S READLesson 1 Key language focus:ListeningSpeakingReadingWriting Vocabulary: bed, Ted, red, hen, pen, ten, net, pet, wet Sentences: Ted is in the red bed.The ten pens are by the hen.The wet pet is in the net.


- CD/ tape- Cassette player- Classroom objects- Pictures : hen, net, pet, bed, Ted

Pronunciation tip: The English /r/ sound is difficult. Ask the students to watch your lips as you pronounce / r/. Show them how to move their lips forward as if to kiss, and to open their mouths slightly to make an / r/ sound. Tell the students that /r/ is the sound of a lion roaring. Make an exaggerated /r/ sound, and point your lips slightly forward. Have the students practice / r/ by roaring like lions

WARM-UP AND REVIEW:Writing game Ask Ss in turn of 2 to come before the class, show the picture and ask: Who's (he)?. The 2 Ss must write down the right word. Who writes true and faster is the winner. He/She will be the caller for the next turn.

PRESENTATION:Act. 1: Introduce the new words:

- Use classroom objects and pictures to introduce the new words: Bed, red, Ted, hen, pen, ten, net, pet, wet - Have Ss repeat the new words several times.

Act. 2: Write:Bed, red, Ted, hen, pen, ten, net, pet, wet

PRACTICE:

Act. 1: Listen, point and repeat- Play the tape- Ask Ss to look at the book, listen and point to the suitable pictures- Let Ss to listen again and repeat

Act. 2: Give the commands and do the action:- Divide the class into 3 teams and give each team a column of "Word Families" .- Let each team listen to the cassette & repeat. Change their column & practice.

PRODUCTION:Act. 1: Clap the board: Write the words in random on the board. Call 2 Ss to come to the board. Call out 1 picture and the 2 Ss must clap on the right picture. Who is right and faster is winner and gets a mark.Act 2: Simon says:

- Divide the class into 3 teams and give each team a column of "Word Families" .- Call out a word and ask Ss in the group which have that word to stand up. Then sit down. - Which group has the least bad mark is the winner.


32


UNIT 2: LET'S READ (cont.)Lesson 2 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (review)Bed, Ted, red, hen, pen, ten, net, pet, wet Sentences: (review)Ted is in the red bed.The ten pens are by the hen.The wet pet is in the net.


- CD/ tape- Cassette player- Classroom objects.- Pictures : hen, net, pet, bed, Ted

Pronunciation tip: The English /r/ sound is difficult. Ask the students to watch your lips as you pronounce / r/. Show them how to move their lips forward as if to kiss, and to open their mouths slightly to make an / r/ sound. Tell the students that /r/ is the sound of a lion roaring. Make an exaggerated /r/ sound, and point your lips slightly forward. Have the students practice / r/ by roaring like lions

WARM-UP AND REVIEW:Bingo:Ask Ss to write down the 9 words in Let's Read into 9 random cells. Call out in term each word. Give mark to first 5 Students who are bingo.

PRESENTATION:Act. 1: review the old words

- Using the pictures/classroom objects: bed, red, Ted, hen, pen, ten, net, pet, wet - Have Ss repeat the words several times.

Act. 2: Present the new sentences:- Use picture to introduce the sentences:

The Ted is in the red bed. / The ten pens are by the hen. / The wet pet is in the net.- Have Ss repeat the words several times.

Act. 3 : Write: The Ted is in the red bed. The ten pens are by the hen.

The wet pet is in the net.

PRACTICE:Act. 1: practice the words:

- Ask Ss to look at the book. Play the cassette "Let's Read, Word Families?"- Listen and practice.

Act. 2: Practice the sentences:- Play the cassette "Let's Read, can you read?". Listen and practice.

PRODUCTION:Act. 1: Making more sentences

- ask Ss to work in group of 5. - Ask each group think out more meaningful sentences using the 9 words above.

Act 2: Workbook: Have Ss get ready to finish the exercises at school or at home A. Connect: Have Ss connect the pictures to right letters. B: Circle and write: Circle the right words and Write the words in the blank.


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UNIT 2: LET'S LISTEN Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review the whole unit) Sentences: (Review the whole unit)

Resources:SB/ p. 17WB/ p. 17 Teaching aids:- CD/ tape- Cassette player- Teacher's Cards (TC):

151-171- Magnet- Sticker - Word cards (C)

WARM-UP AND REVIEW:Act. 1: Let's talk and Let's Sing: Interesting speaking!- Divide the cards to the Ss in random. Play the music and ask Ss to pass the card to

their right next friend. Then stop the music. The st who has the cards to speak - Then continue the music and then stop and practice.

C1:What's the matter? C2:Are you OK? C3: I'm (sick) today. C4:That's too bad. C5:Get better soon!Act. 2: Let's learn and Let's Learn Some More: Writing race!- Divide Class into to 2 groups. Ask 1 Student in each group to make a conversation like

in Let's Learn or Let' Learn Some More. When they finish they must go to the board and write down the jobs that their partner said.

S1: Who's (he)?/ Who are they? S2: (He's) (a cook)/ They're (cooks).Act. 3: Let's Read: Make a quick drill. Give words and ask Ss to say the right sentence.

PRESENTATION:Act. 1: How to do a listening task:

- Stick 2 TC 156 and 157 on the board, write letters A, B and circle them.- Ask S1 to go to the board and do the same

PRACTICE:Act. 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answerT: Who's (he))? Who are they? How many cooks are there?...

Act. 2: Listen and circle:- Play the tape and ask Ss to listen and circle the letter A or B - Play the tape again and check the answers: 1B, 2A, 3A, 4A, 5A, 6A, 7A, 8A

PRODUCTION:Act. 1: Ask and answer: PW: ask and answer about the pictures 1- 8Act 2: Work book: Have Ss get ready to finish the exercises

A. Circle: Ss look at the pictures and circle the suitable word. B. Check: Ss tick the correct answer. C. Check and write: Look at the pictures, check the right word and fill in the blanks

Week 17 - Period 33Key language Materials Key activities

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UNIT 1 - 2: LET'S REVIEW Lesson 1 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review the whole 2 units) Sentences: (Review the whole 2 units)

Resources:SB/ p. 18-19WB/ p. 18-19 Teaching aids:- CD/ tape- Cassette player- Teacher's Cards (TC): 151- 171- Magnet- Sticker - Classroom objects

WARM-UP AND REVIEW:Act. 1: Songs: Divide the class into 3 groups. Each group sings 1 song. Change the song

The Hi song / The Goodbye song / What' the matter?Act. 2: Vocabulary: Clap the board:Choose some words to write on the board. Call 2 Ss, and call out the word. Ss must go and clap the word. Who is faster and clap true will be the next term of calling word.Act. 3: Structures: Make word cards of all vocabulary and put them in a box. Ask 2 Ss to pick up 2 cards and make 1 or 2 conversations which is/ are suitable with the words in the cards. Act. 4: Reading:Divide the class into groups of 9. Give each group an envelop with the word cards for one of the sentences from 1 and 2, Let's Read. Have the Ss arrange the words in the correct order to form sentences.

PRACTICE:Act. 1: play a game:

- Have the class review the vocabulary by pointing to the picture cues and identifying them.- Ask Ss work in groups of 4 -5. Have the players use individual markers (coin, rings,…) to move on the board. Give each pair a die.- Let them play in 5 minutes. He who comes to the end or goes near the end wins the game.

Act. 2: Answer the question:- Read question numbers. Have the class point to the words as they listen. Read the questions below the pictures. Have Ss look at the pictures and answer the question by checking the answers. - Read all the questions and answers again for Ss to check.

PRODUCTION:Act. 1: Ask and answer: PW: ask and answer about the pictures 1-10 in "play a game", Act 2: Work book: Have Ss get ready to finish the exercises at school (or at home).

A, Write Ss look at the pictures and write the suitable word in the crosswords. Week 17 - Period 34

Key language Materials Key activities

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UNIT 1- 2: LET'S REVIEW (cont.) Lesson 2 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review the whole 2 units) Sentences: (Review the whole 2 units)

Resources:SB/ p. 18-19WB/ p. 18-19 Teaching aids:

- CD/ tape- Cassette player- Teacher's Cards (TC): 151- 171- Magnet- Sticker - Classroom objects

WARM-UP AND REVIEW:Act. 1: Songs: Divide the class into 3 groups. Let each group sing 1 songs: The Hi song / The Goodbye song / the What' the matter? Song. Change the song by the group.Act. 2: Vocabulary: writing :Give or ask Ss to take out a piece of paper. Teacher reads 10-15 words. The Ss must write down the right words. When finishing, T collects the pieces of paper and gives marks.Act. 3: Structures: Make word cards of sentences of all dialogues and put them in a box. Ask 2 Ss to pick up 2 cards and rearrange the sentences to makes conversations.

PRACTICE:Act. 1: Say and act.

- Have Ss look at the 2 conversations with the blanks. - Ss fill the blanks. - Ss work in pairs to practice the 2 conversation.- Call some pair to act out.

Act. 2: How to do a listening task:- Draw 2 pictures of a desk and a chair on the board, write letters A, B and circle them.- Ask S1 to go to the board.T: This is (a desk). S1: point to picture and circle A/B

Act.3: Listen carefully:- Ask Ss to look at the pictures in the book, listen to the teacher and answer.- Listen again to check the answer: 1A, 2 A.

Act. 4: Listen and read, Circle the words:- Play the tape and ask Ss to listen and circle the words. - Play the tape again and check the answers: 1 This, 2 It, 3Those, 4 They.

PRODUCTION:Act. 1: Work book: Have Ss get ready to finish the exercises at school (or at home).

C: Write: Ss look at the pictures and write the sentences.D: Write: Look at the pictures, fill in the blanks.

Week 18- Period 35THE FIRST-SEMESTER TEST

36



37


UNIT 3: LET'S TALKLesson 1 Key language focus:SpeakingListening Vocabulary:address , street Sentences:Where do you live? I live in (Hillsdale).What's your address? It's (16 North street).


- puppets- CD/ tape- Cassette

player- A library card- Index cards- 2 sub- boards

WARM-UP AND REVIEW:Have students (Ss) stand up and count off, sitting down after they have said their number. Have them stand again and count off backward starting with the highest number they counted to.

PRESENTATION:Act. 1: Introduce the new vocabulary.

- Use sub-board 1( Draw a simple house and street ) - Draw an exaggerated street sign on the street that says North, and an exaggerated number 16 on the front door of the house.- Point to the number and then to the street name and say address. Have the class repeat.

Act. 2: Present the dialogue :- Use sub-board2 (Draw several more houses, above the drawing write Hillsdale). Then point to the board and say, Hillsdale.- Use puppets to model the first part of the dialogue.

Puppet A : Where do you live? Puppet B : I live in Hillsdale.- Use puppets to model the second part of the dialogue.

Puppet A : What's your address? Puppet B : It's 16 North street.Act. 3: Write:

- address, street- Where do you live? I live in Hillsdale.- What's your address? It's 16 North street.


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

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

PRODUCTION:Role play (pair work) : applying for a blank library card (using the first and the second of the dialogue).

- S1: Librarian S2: StudentWeek 19 - Period 37


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UNIT 3: LET'S TALK (cont.)Lesson 2 Key language focus:SpeakingListening Vocabulary: (Review)address , street Sentences: (Review)- Where do you live? I live in (Hillsdale).- What's your address? It's (16 North street). Vocabulary:telephone Sentences:What's your telephone number?It's ( 798-2043).Here your card.


- puppets- CD/ tape- Cassette player- Toy (or picture of ) telephone- Form for class directory or telephone tree- A real library card

WARM-UP AND REVIEW:Back-to-Back Numbers: (pair work) review the numbers 1-10 through pair dictation.

PRESENTATION:Act. 1: Present the rest of the dialogue:

- Use puppets to model the third part of the dialogue. Puppet A : What's your telephone number? Puppet B : It's 798-2043.

- Use puppets to model the last part of the dialogue. Puppet A : Here you are. Puppet B : Thank you.

Act. 1: Present the completed dialogue again:- Use puppets to introduce the dialogue.- Have Ss repeat the dialogue several times.


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

Act. 2: Act out the dialogue:- Have Ss sit in groups of 2. - Practice the dialogue in SB/p. 20- Ask Ss to come before the class and act it out.

PRODUCTION:Act. 1: Role play ( pair work ) : applying for a blank library card (The completed dialogue)

- S1 : Librarian- S2 : Student

Act. 2: Work book Write

- Have Ss get ready to finish the exercises at school (or at home with weak Ss).- Have Ss read the library cards of Kate and Andy.- Have them complete the sentences using the information on Kate's and Andy's library cards.


39


UNIT 3: LET'S SINGLesson 1 Key language focus:SingingListening Vocabulary: (Review)address , street , telephone Vocabulary:his , her Sentences: (Review)- Where do you live? I live in (Hillsdale).- What's your address? It's (16 North street).- What's your telephone number? It's ( 798-2043). Here your card. Sentences:That's (my) telephone number.



WARM-UP AND REVIEW:Role play: Ask 2 Ss to come before the class and act out the dialogue on the page 20

PRESENTATION:Act. 1: Introduce the vocabulary

- Ask a male and female student to come to the front of the class with their books. Stand next to them holding T's book. - T ( point to your book and then to yourself ) : This is my book.

( point to girl's book and then to girl ) : That's her book. ( point to boy's book and then to boy ) : That's his book.

Act. 2: Present the new pattern- Draw a telephone. Below the phone, write 123-4456. - Use puppets to introduce the pattern.

Puppet A : What's your telephone number? Puppet A : It's 123-4456. T: ( point to yourself) That's my telephone number.Act. 2: Introduce the song:

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

PRACTICE:Act. 1: Listen and read:

- Play the tape - Ask Ss to listen and read.

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

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

PRODUCTION:Sing in groups:

Ask Ss to sing the song in 2 big groups: G1: What's your telephone number? G2: It's 123-4456. That's my telephone number.


40


UNIT 3: LET'S SING (Cont.)Lesson 2 Key language focus:SingingListening ReadingWriting Vocabulary: (Review)telephone number, my, his, her Sentences: (Review)- What's your telephone number? 798-2043. That's my telephone number. Sentences:- What's his / her telephone number? (798-2043.) That's his / her telephone number.

Resources:SB/ p. 21WB/ p. 21Let's chant, let's sing/ p. 12 Teaching aids:


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

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

- Ask Ss to sit in 4 groups and give each group 9 sentences below - Ask them to make a song.

The Telephone Number Song1. 123-44562. What's your telephone number?3. That's my telephone number.4. That's her telephone number.5. 242-4668

6. What's his telephone number?7. 655-43218. What's her telephone number?9. That's his telephone number.

FB: 2-1-3-6-7-9-8-5-4

PRACTICE:Act. 1: Listen and sing along

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

- Play the music (Let's chant, let's sing/ p. 12)- Ask Ss to listen to the music and sing

Act. 3: Sing in groups with the music:- Play the music (Let's chant, let's sing/ p. 12) again- Ask Ss to listen to the music and sing the song in 3 big groups

PRODUCTION:Act. 1: Perform the song:

- Play the music (Let's chant, let's sing/ p. 12) again- A volunteer group comes before the class to perform the song


41


UNIT 3: LET'S LEARNLesson 1 Key language focus:Learning new wordsListeningSpeaking Vocabulary: house, bedroom, kitchen, dining room, living room, bathroom Sentences: This is my house.This is the (bedroom).

Resources:SB/ p. 22Let's chant, let's sing/ p. 12 Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher and Student Cards (TC&SC) : 172-176 ( room)- Student Cards 53-59 ( Book1, family member)

Cultural tipIn a two-story house, the dining room and living room are usually on the first or main floor, near the kitchen. The bedroom(s) and the bathroom(s) are usually upstairs.

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

- Play the music (Let's chant, let's sing/ p. 12) - Ask Ss to listen to the music and sing the song

Act. 2: Review the old sentences in Unit 1. each S- Distribute multiple sets of SC 53-59 so that each S has one card. Each S introduces the family member to his or her partners.

S1 : This is my ( mother ). S2 : Nice to meet you. S3 : Nice to meet you, too.


- Use TC 172-176 to introduce the names of rooms.Act. 2: Introduce the structure.

- Place TC 175 ( bedroom) on marker rail and model the structure T : This is the bedroom.

- Have Ss repeat several times in chorus.- Repeat this procedure for the remaining rooms.


- Play the tape and ask Ss to look at the books, listen and point to the room.- Play the tape again and ask Ss to listen and repeat the new vocabulary.

Act. 2: Practice the structure:- Play the tape and ask Ss to look at the books, listen and repeat the sentences.- Ss work in pair, point to the picture and introduce the house.


- Point to a TC on the board and say: This is my house. This is the …Act. 2: Drawing:

- Ask Ss draw their dream house and Ss will introduce it to their friends. This is my house. This is the …


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UNIT 3: LET'S LEARN (Cont.)Lesson 2 Key language focus:ListeningSpeakingReading Vocabulary: (Review)house, bedroom, kitchen, dining room, living room, bathroom Vocabulary: bed, bathtub, sofa, stove, lamp, sink, toilet, TV, refrigerator, telephone Sentences: (Review)This is my house.This is the (bedroom). Sentences:Where's the (bed)?It's in the (bedroom).


- puppets- CD/ tape- Cassette player- Teacher and Student Cards (TC&SC) : 172-176 ( room)- Teacher and Student Cards (TC&SC) : 177-186 ( household objects )

WARM-UP AND REVIEW:Act. 1: Show and tell: Stick TC 172-176 on the board. Have Ss to introduce the pictures.


- Use TC 177-186 to introduce household objects. Then stick them on the board. - Point to the pictures and say the words. Then have Ss repeat

Act. 2: Introduce the structure- Stick TC 172-176 on the board. And place TC 177-186 on the board in the appropriate "rooms".- Use the puppets to model the Wh-question-and-answer pattern.

Puppet A: Where's the bed? Puppet B: It's in the bedroom.- Ask a student as puppet A, T as puppet B. Then change the role- Divide the class into 2 groups, practice the sentences. Then change the role.

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

- Play the tape and ask Ss to look at the books, listen and point to the objects.- Play the tape again and ask Ss to listen and repeat the words.

Act. 2: Ask and answer:- Ask Ss to work in pairs. Then in turn, ask and answer about the objects.

S1:(point to a bathtub in the book): Where's the bathtub? S2: It's in the bathroom. Act. 3: Listen and repeat:

- Divide the class into 2 big teams- Play the tape - Ask Ss to listen and repeat the questions (Team A) and the answers (Team B)

PRODUCTION:The Topsy-Turvy House: Keep TC 177-186 in the house drawing on the board

- Ask Ss to move the SC so that they are in the wrong "rooms": the bathtub in the bathroom, the stove in the bathroom, etc.- Conduct a quick Chain Drill: S1: Where's the (bed)?S2: It's in the (bedroom).


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UNIT 3: LET'S LEARN (Cont.)Lesson 3 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review)- house, bedroom, kitchen, dining room, living room, bathroom- bed, bathtub, sofa, stove, lamp, sink, toilet, TV, refrigerator, telephone Sentences: (Review)- This is my house. This is the (bedroom).- Where's the (bed)? It's in the (bedroom). Sentences:Is the (lamp) in the (bedroom)?Yes, it is.No, it isn't.

Resources:SB/ p. 23WB/ p. 22Let's chant, let's sing/ p.13 Teaching aids:


WARM-UP AND REVIEW:Act. 1: Ask and answer:

- Use TC 177-186- Ask a st to come before the class, show the picture and ask: Where's the lamp? - The whole class answers.


- Use the puppets to teach the sentences. Puppet A:(point to the card 177) Where's the bed? Puppet B: It's in the bedroom.

- Divide the class into 2 groups, practise the sentences. Then change the role.Act. 2: Present the Yes/No question-and-answer pattern.

- Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others do not.- Use the puppets to model the pattern.

Puppet A: Is the bathtub in the bathroom? Puppet B : No, it isn't. Puppet A: Is the bathtub in the bedroom? Puppet B : Yes, it is.


- Play the tape and ask Ss to look at the books, listen and point to the objects.- Play the tape again and ask Ss to listen and repeat the sentence.

Act. 2: Ask and answer:- Ask Ss to work in pairs. Then in turn, ask and answer about the objects.

S1 :(point to a bathtub in the book): Is the bathtub in the bedroom? S2 : No, it isn't.

PRODUCTION:Act. 1: The best musician:

- Ask 1 or 2 Ss to come before the class. Make the rhythm & the class follows Work in 2 team.( Where's the bed? / Let's chant, Let's sing/ p.13 )

Act. 2: Workbook: Have Ss get ready to finish the exercises at school or at home Week 22 - Period 43


44


UNIT 3: LET'S LEARN (Cont.)Lesson 4 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review)- house, bedroom, kitchen, dining room, living room, bathroom- bed, bathtub, sofa, stove, lamp, sink, toilet, TV, refrigerator, telephone Sentences: (Review)- This is my house. This is the (bedroom).- Where's the (bed)? It's in the (bedroom).- Is the (lamp) in the (bedroom)? Yes, it is. No, it isn't.

Resources:SB/ p. 23WB/p. 23Let's chant, let's sing/ p.13 Teaching aids:



- Ask 1 or 2 volunteers to come before the class, make the rhythm: Where's the bed? It's in the bedroom. Is this a bedroom? Yes, it is.

- The class clap their hands and follow him/ her

PRESENTATION:Act. 1: Review the sentences:

- Use the puppets to review the sentences. Puppet A:(point to the card 177) Where's the bed? Puppet B: It's in the bedroom.

- Have Ss ask and answerAct. 2: Review the Yes/No question-and-answer pattern.

- Use the puppets to review the pattern. Puppet A: Is the bathtub in the bathroom? Puppet B : No, it isn't. Puppet A: Is the bathtub in the bedroom? Puppet B : Yes, it is.

PRACTICE:Act. 1: Say these:

- Ask Ss sit in groups of 4, look at the book, p. 23. Point to the objects & say Act. 2: Ask and answer:

- Use the house drawn or placed on the board, rearrange objects so that some rooms contain the correct objects and others do not.- Ss work in pair and do the task. S1 : Ask S2 : Answer

PRODUCTION:Act. 1: Draw and Tell: (pair work)

- Tell each student to draw a simple plan of the Topsy-Turvy House.- The partner describe his/ her house to the other partner, who then draws that house plan on a blank piece of paper as he/ she listens.- They check the drawing together and then change roles.

Act. 2: Workbook: Have Ss get ready to finish the exercises at school or at home Week 22 - Period 44


45


UNIT 3: LET'S LEARN SOME MORELesson 1 Key language focus:SingingListeningSpeaking Vocabulary: next to, in front of, behind Sentences: There is a (lamp next to the sofa).


- puppets- CD/ tape- Cassette player- Teacher and Student Cards (TC&SC) : 172-189 ( room, household objects )- Classroom real objects

WARM-UP AND REVIEW:Act. 1: Walk and Talk: (PW)

- Have Ss place TC 172-186 in various location around the room.- Ss walk around the room and ask each other : What's this? / What's that?

S1: What's this? S2: It's a sink.S1: Where's the sink? S2: It's in the kitchen. What's that?S1: It's a toilet. , etc.

Act. 2: Review the prepositions in, on, under and by.- Point to the objects as you review the prepositions.- Have the class repeat.

T: The book is on the table. The ball is under the table.

PRESENTATION:Act. 1: Introduce the prepositions:

- Use a bag and a book to introduce next to.- Point to the two objects to show the spatial relationship as you make the statement emphasizing the preposition

T: The book is next to the bag.- Place the objects in the appropriate positions to introduce in front of and behind.- Have the class repeat several times.


- Play the tape and ask Ss to look at the books, listen and point to the objects.- Have Ss repeat the words.- Ask Ss to open the book, look at the pictures and describe.

Act. 2: Substitution Drill:- Arrange other classroom objects to cue Ss.

PRODUCTION:Act. 1: Walk and Talk: Have Ss go around the classroom and describe the objects.


46


UNIT 3: LET'S LEARN SOME MORE (Cont.)Lesson 2 Key language focus:SingingListeningSpeaking Vocabulary: (Review)next to, in front of, behind Sentences: There is a (lamp next to the sofa).

Resources:SB/ p. 24Let's chant, let's sing/ p. 14 Teaching aids:

- puppets- CD/ tape- Cassette player- Teacher and Student Cards (TC&SC) : 172-189 ( room, household objects )- Classroom real objects

WARM-UP AND REVIEW:Act. 1: Look and Describe

- Show TC 172-189. Have Ss describe the objects in the pictures.

PRESENTATION:Act. 1: Present the There is structure

- Point to the bag and the book as you model the singular structure. T: There's a book next to the bag.

- Have Ss repeat several times in chorus.- Leave the bag on the table. Place a notebook in front of the bag.

T: There's a notebook in front of the book.- Call on individual Ss to repeat the sentence.

PRACTICE:

Act. 1: Write:- Write the paradigm on the board- Write the explanation of the contraction on the board: There is = There's

Act. 2: Listen and repeat:- Play the tape and ask Ss to look at the books, listen.- Read aloud several times and have Ss repeat.- Play the tape again and have Ss point to the pictures on page 24 as they listen.

PRODUCTION:Act. 1: The best musician:

- Ask 1 or 2 volunteers to make the rhythm and the class follow him/ her- Work in 2 team.( Where's the bed? / Let's chant, Let's sing/ p.14 )

Act. 2: Substitution Drill: - Give each student volunteer a marker and one other object.- Have the volunteers arrange their markers and objects on the table to illustrate either next to, in front of, or behind.- Then point to each set of objects and have the class make the statements.

T : ( red marker) Ss : There is a ( red marker ) in front of the ( cassette ).Week 23 - Period 46


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UNIT 3: LET'S LEARN SOME MORE (Cont.)Lesson 3 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review)next to, in front of, behind Sentences: (Review)There is a (lamp next to the sofa). Sentences:There are (lamps behind the sofa).

Resources:SB/ p. 25WB/ pp. 24- 25Let's chant, let's sing/ p. 14 Teaching aids:- puppets- CD/ tape- Cassette player- Classroom real

objects- Teacher and Student

Cards (TC&SC) : 172-189 ( room, household objects )

WARM-UP AND REVIEW:Act. 1: Game: The best band:

- Divide Ss into 4 groups (bands) and each group has 2 solo singers.- Play the music (Let's chant, let's sing/ p. 14) and have Ss perform the song

PRESENTATION:Act. 1: Review the sentences: There is a (lamp next to the sofa ).

- Use the puppets to review the sentences. Puppet A: There's a sink next to the stove. Puppet B: There's a chair behind the table.

- Have Ss repeat.Act. 1: Introduce the sentence: There are (lamps behind the sofa).

- Keep the bag on the table and place two books next to it.- Model the plural structure. Have the class repeat.


- Play the tape and ask Ss to look at the books, listen.- Read aloud several times and have Ss repeat.- Play the tape again and have Ss point to the pictures on page 25 as they listen.

Act. 2: Practice both structures: ( GW )- Have Ss take out of their book bags and place them on the table.

S1 : There's an eraser on the desk.- S2 adds one or more objects.

S2 : There are two pencils next to the eraser.- Encourage Ss to also use in, on, under, and by in their sentences.

PRODUCTION:Act. 1: Walk and talk:

- Ask Ss to cover their eyes. Change the location of various objects.- Have Ss walk around in pairs. They must describe the new location of object to each other.

S1: There's a lamp by the window. S2: There are two chairs behind the desks. Week 24 - Period 47


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UNIT 3: LET'S LEARN SOME MORE (Cont.)Lesson 4 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review)next to, in front of, behind Sentences: (Review)- There is a (lamp next to the sofa).- There are (lamps behind the sofa). Sentences:Is there a lamp on the table? Yes, there is. No, there isn't.Are there any cats next to the chair? Yes, there are. No, there aren't.


- puppets- CD/ tape- Cassette player- Classroom real objects- Teacher and Student Cards (TC&SC) : 172-189 ( room, household objects )

WARM-UP AND REVIEW:Act. 1: Review the sentences There is a (lamp next to the sofa ). There are (lamps behind the sofa).

- Use pictures to ask Ss to do the task.

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

- Put one book and one bag on the table.- Model the singular Yes/No question-and-answer pattern.

T : Is there a ruler next to the bag? Ss : No, there isn't. T : Is there a book next to the bag? Ss : Yes, there is.

- Have Ss repeat.- Continue with question about other classroom objects.

T : Is there a chair in front of the table? Ss : Yes, there is.Act. 2: Present the plural Yes/ No question-and-answer pattern.

- Use two books and one bag to model the plural question-and-answer pattern. T : Are there any rulers next to the bag? Ss : No, there aren't. T : Are there any books next to the bag? Ss : Yes, there are.

- Have Ss repeat.PRACTICE:

Act. 1: Listen, repeat and point:- Play the tape and ask Ss to look at the books, listen.- Read aloud several times and have Ss repeat.- Play the tape again and have Ss point to the pictures on page 25 as they listen.

Act. 2: Ask and Answer- Have Ss take turn asking questions about the location of objects on the desk.

PRODUCTION:Guessing Game: ( PW)

- S1: Draw a picture (e.g. a cat) in one of the rooms. Don't show a picture. Ask S2 : Where is the cat?

- S2: Guess by asking e.g. Is it in the bedroom?- When S2 guesses correctly, turn S1's paper around the class.


49


UNIT 3: LET'S READLesson 1 Key language focus:ListeningSpeakingReadingWriting Vocabulary: fin, pin, thin, hit, sit, big, fig, twig Sentences: Unit Review.

Resources:SB/ p. 26WB/ pp. 26 Teaching aids:

- CD/ tape- cassette player- classroom objects- realia- magazine pictures- teacher-made word cards

Pronunciation tip :For the /th/ sound, point to your tongue between your teeth. Pronounce thin, this, these, three. Have the Ss slightly bite their tongues when they repeat these words.

WARM-UP AND REVIEW:- Write a sentence from page 16 of the SB on the board, but leave one word out of the sentence. Ask Ss to insert the word E.g. Ted is in the red bed.- Repeat for other sentences and other words.


- Use realia, magazine pictures to introduce the new vocabulary.- Hold up objects or pictures, say the word twice, and have Ss repeat.

Act. 2: Introduce the –in word family.- Write __ in on the board.- Read the _in combination aloud as you draw your finger under both letters.- Write f next to the _in combination (fin).- Beneath fin on the board, again write _ in. Write p next to the _in combination (pin). Do the same with thin

Act. 2: Introduce the –it and – ig word families.- Follow the procedures in Act 2 to introduce the –it and – ig word families.

PRACTICE:Act. 1: Listen and repeat

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

Act. 2: Listen and point- Have Ss work in pairs. S1 says the words in random order, S2 listens &points.- Reserve roles.

Act. 3: Repetition Drill:- Erase the board and ask Ss to close their book.- Use teacher-made word cards, drill all the words with –in, -ig, -it & their families.

PRODUCTION:Word Families Race: (GW)

- Use a set of alphabet cards and several word family cards from Unit1-3. - Use their cards to form many words as possible. At the end of three minutes each team reads aloud the words they mad. The team with the most correct words wins.


50


UNIT 3: LET'S READ (Cont.)Lesson 2 Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review)fin, pin, thin, hit, sit, big, fig, twig Sentences: Unit Review.

Resources:SB/ p. 26WB/ p. 26 Teaching aids:- puppets- CD/ tape- cassette player- classroom objects- realia- magazine pictures- teacher-made word

cards

WARM-UP AND REVIEW:Act. 1: Review the vocabulary:

- Use the pictures or magazine pictures to review learned words.PRESENTATION:

Act. 1: Can you read?- Ask questions about the pictures at the bottom of the page 26.- Use learned language and elicit the vocabulary as answer.

T: What's this? Ss : It's a pin. T: Where is the pin? Ss : The pin is in the thin pin.

- Use similar questions for the remaining pictures.

PRACTICE:Act. 1: Listen and Read:

- Play the tape. Ask Ss to listen and read along.- Have Ss practice reading the sentences in pairs.

Act. 2: Say and Point:- Ask Ss to remember all the sentences.- Have Ss point to the right picture when Ss say.

PRODUCTION:Act. 1: Original Sentences:

- Divide the class into small groups.- Each group uses a full set of word cards from Unit1-3 to create original sentences.- Have Ss practice reading their sentences aloud.

Act 2: Workbook:- Have Ss get ready to finish the exercises at school ( or at home with weak Ss)

A. Write : Have Ss write the words of the same word family.B. Circle and write :

- Have Ss look at the picture and read sentence.- Have Ss circle the correct word above the sentence and write the word in the blank to complete the sentence.


51


UNIT 3: LET'S LISTEN Key language focus:ListeningSpeakingReadingWriting Vocabulary: (Review the whole unit) Sentences: (Review the whole unit)


- CD/ tape- Cassette player- Teacher Cards (TC): 172-189- Magnet

WARM-UP AND REVIEW:Act. 1: Let's talk: Dialogue Musical Chairs

- Play this game with "The Telephone Number Song".Act. 2: Let's learn:

- Have Ss write Yes on one side of a piece of paper and No on the other.- Display TC 172-176 on the rail. - Ask Yes/No questions about location of furnishings in the room.

In the bathroom, is the sink next to the bathtub?- The Ss must display their Yes/No answers in response to each question.

Act. 3: Let's learn some more: Follow Directions- Have the Ss place a pencil, pencil case, eraser, book, & crayons on their desk.- T also has the same objects on T's desk.- Instruct the Ss how to place the objects in relation to each other.

T: Put the pencil in front…. Put the pencil case behind it, etc…- Check the arrangements on the Ss' desks.

PRACTICE:Act. 1: Look and Say:

- Ask Ss to look at the pictures in the book.- Have Ss identify all the rooms and objects in the pictures.

Act. 2: Listen and circle:- Play the tape and ask Ss to listen and circle the letter A or B - Play the tape again and check the answers: 1A, 2A, 3A, 4B, 5A, 6B, 7A, 8B.

PRODUCTION:Act. 1: Ask and answer:

- Have Ss listen and write the numbers they hear in the story. Read the following: T: This is Ted. He is ten years old. He lives in Hillsdale. He lives at 17 North Street. He is a student. His telephone number is 644-3351.

- Read it & pause between the sentences so the Ss can write down the numbers.- After reading the story twice, allow the Ss to compare their answers in pairs.- Read the story once more. Tell the Ss to recheck their answers.


52


UNIT 4: LET’S TALKLesson 1

Key language focus:SpeakingListening

Vocabulary:find

Sentences:What’s wrong? I can’t find my book. Is it in your bed room?I don’t know.Oh, here it is.It’s under my bed.

Resources:SB/ p. 28

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

.

WARM-UP AND REVIEW:Act. 1 Review Wh-question from Let’s Talk Unit 3: - What’s your telephone number? - What’s your address? - Where do you live? - Have Ss work in pairs to ask and answer their partners these questions. Act. 2: Review prepositions : under, in, on, behind, next to, in front of- Place classroom objects and ask Ss to identify their correct positions by using the

prepositions in Unit 3.

PRESENTATION:Act. 1: Present the first part of the dialogue:- Model the dialogue with 2 students.

What’s wrong? I can’t find my book. - Have Ss to repeat the first part several times.- Call some pairs to practise the dialogue.

Act. 2: Present the complete dialogue:- Use puppets to introduce the complete dialogue.- Have Ss repeat the dialogue several times.- Have Ss work in pairs and call some pairs to act out the dialogue.- Have Ss write down on their notebooks.*Note :cannot =can’t


- Play the tape and ask Ss to look at their books and point to the characters.Act. 2: Listen and repeat:

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

PRODUCTION:Act. 1: Role play the complete dialogue:

- Divide the class into 2 groups. G1: What’s wrong? G2: I can’t find my book.G1: Is it in your bedroom. G2: I don’t know. Oh, here it is. It’s under my bed. Thanks. Mom!


UNIT 4: LET’S TALK (cont.)

Resources:SB/ p. 28

WARM-UP AND REVIEW:Act. 1: Talk: Ask some pairs to act out the first dialogue.

53

Suggested Lesson Plan – LET’S GO 2A- Second EditionLesson 2


Vocabulary: (Review)find

Sentences: (Review)What’s wrong? I can’t find my book. Is it in your bed room?I don’t know.Oh, here it is.It’s under my bed.

WB/ p. 28

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

Student Cards (SC):1- 8

- Teacher Cards (TC):172,175,177 and 181

PRESENTATION:Act. 1: Present the complete dialogue again:- Use puppets to introduce the dialogue. Have Ss repeat the dialogue several times.


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

- Have Ss work in pairs. - Practice the dialogue in SB/ p. 28.- Ask Ss to come before the class and act it out.

PRODUCTION:Act. 1: Pick and Speak:

- Call a student in random and ask him/ her to stand up- Hold up individual TC1- 8 and ask Ss to act out the first part with them.

T: What’s wrong? S: I can’t find my (pencil).- Hold up TC 172 (living room), 175 (bedroom), 177 (bed) and 181 (sofa) to cue these

answer for the rest part of the dialogue.T: Is it in the (living room)?

S: I don’t know. (pause) Oh, here it is. It’s under my bed.

Thanks. ……….!- Ask the whole class to speak in chorus the complete dialogue. - Then it’s turn of other students to act the complete dialogue out.

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

I can’t find my pencil./ I can’t find my bag./ I can’t find my eraser.Week 27 - Period 53


UNIT 4: LET’S SINGLesson 1

Key language focus:

Resources:SB/ p. 29

Teaching aids:

WARM-UP AND REVIEW:Act. 1: Role play: - Ask Ss to repeat the complete dialogue on the page 28 and then ask some pairs to come before the class and act it out.

PRESENTATION:

54

Suggested Lesson Plan – LET’S GO 2A- Second EditionSingingListening

Vocabulary: (Review)Hear, reach, find, see, the bookshelfSentences: (Review)I/He can’t find my/his book.

- CD/ tape- Cassette player- Teacher Cards

(TC):17-22, 25-32 (classroom commands),190-193(action verbs)

Act. 1: Review the commands: - Show the TC 17-22, 25-32, ask Ss to give the commands, repeat and do the actions. - Give commands without showing the TC and also have Ss act out.Act. 2: Introduce the characters and the verb phrases:

- Ask Ss to open their books on page 29, point to Andy in the picture. T: What’s wrong, Andy? I can’t find my book. - Have Ss practice more with TC 190-193 (action verbs):hear the teacher, reach the bookshelf, find my pencil, see the board.- Have Ss say the phrases again and do the actions.

Act. 2: Introduce the song:- Ask questions about each picture in the book:What’s his name? (Scott), What’s this? (a bookshelf, a board…..)- Ask Ss to repeat each sentence of the song in chorus and act out if possible.


- Play the tape, ask Ss to listen and point to the pictures on their books.Act. 2: : Sing the song without music:

- Ask Ss to sing sentence by sentence without music.Act. 3: Listen and sing along:

- Play the tape again, ask Ss to listen and sing along.

PRODUCTION:Act. 1: Sing in groups: Ask Ss to sing the song in 3 big groups: G1: What’s wrong, Andy? G2: I can’t find my book / ………………….I can’t see the board. G3: He can’t hear the teacher / ………………/ He can’t see the board.

Week 27 – Period 54Key language Materials Key activities

UNIT 4: LET’S SING (Cont.)Lesson 2

Key language focus:SingingListening

Resources:SB/ p. 29WB/ p. 29Let’s chant, let’s sing/ p. 17

Teaching aids:

WARM-UP AND REVIEW:Act. 1: Re-ordering and singing: - Divide the class into 4 groups and give each group 4 cards. - Ask them to re-order the cards to the second paragraph of the song. - The first to find out the answer go to the board and hold up the cards with 4 Ss (they

can make 1 line for one group) and the last has to sing the song.

PRESENTATION:

55

Suggested Lesson Plan – LET’S GO 2A- Second EditionReadingWriting

Vocabulary: (Review)Hear, reach, find, see, the bookshelf

Sentences: (Review)- I/He can’t find my/his book.

- CD/ tape- Cassette player- Teacher Cards

(TC):17-22, 25-32 (classroom commands),190-193(action verbs)

Act. 1: Re-present the song:- Show the TC 190-193 (action verbs), maybe TC 17-22, 25-32 (classroom commands)

and have Ss act out.- Say the commands without showing TC and also have Ss act out.

PRACTICE:Act. 1: Listen and sing along:

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

- Play the music (Let‘s chant, let’s sing/ p. 17).Ask Ss to listen to the music and sing.Act. 3: Sing in groups with the music:

- Play the music (Let‘s chant, let’s sing/ p. 17) again.- Ask Ss to listen to the music and sing the song in 4 big groups.

PRODUCTION:Act. 1: Perform the song:

- Play the music (Let‘s chant, let’s sing/ p. 17) again.- A volunteer group comes before the class to perform the song.- Three other groups take their turns to come before the class to perform the song.

Act. 2: I’m a musician:- Have Ss work in groups, sing the song with their own commands (play with the yo-yo)

Act. 3: Workbook:- Ask Ss to draw the pictures of one command, then write the command in the blanks

on their notebooks.- Ask them to sing the song aloud with the command on their notebooks


UNIT 4: LET’S LEARNLesson 1

Key language focus:Learning new wordsListeningSpeaking

Resources:SB/ p. 30Let’s chant, let’s sing/ p. 17

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

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

- Play the music (Let‘s chant, let’s sing/ p. 17), ask Ss to listen to the music and sing. Act. 2: Review

Use TC 93-97 and 11-116 review commands and verb phraseHold up 1 TC & have 1 st say the phrase & get the class repeat & act out if possible.

PRESENTATION:Act. 1: Introduce the new vocabulary:- Mime the actions or show TC 194-199 to introduce the new verb phrases

56

Suggested Lesson Plan – LET’S GO 2A- Second EditionVocabulary: Me, her, hisDo a magic trickUse chopsticksRide a ponyWrite the alphabetSing a songSpeak English

- Teacher’s cards (TC) :93-97,111-116,194-199

- Stick the TC 194-199 on the board and have the class repeat new verb phrases.Act. 2: Check the Ss memory :

- Randomly point to TC 194-199 on the board, have the class say the correct verb phrase and mine the action.

- Ask Ss to write the words in their notebooks and then practise speaking the words.

PRACTICE:Act. 1: Listen and repeat:- Play the tape, ask Ss to look at the books, p.30, listen & point to the pictures. - Play the tape again and ask Ss to listen and repeat the new vocabulary.

Act. 2: Practice the new vocabulary: - Have Ss close their books & work in pairs, one acts out & the other says the correct

verb phrase.- Have Ss change their roles and call some pairs to come before the class and act out.

PRODUCTION:Act. 1: Show, mine and say:- Point to a TC on the board and ask Ss to say the correct verb phrase.- Do the same with other TC and ask the class to repeat the verb phrases again.- Divide the class into 2 groups. Randomly point to one S from group 1 and ask his/her

to mine and a volunteer S from group 2 to call out the correct verb phrase. - 5 points for each correct verb phrase. Change the group continuously until the end


UNIT 4: LET’S LEARN (Cont.)Lesson 2

Key language focus:ListeningSpeakingReading

Vocabulary: (review)Do a magic trickUse chopsticks

Resources:SB/ p. 30WB/p.30

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

(TC): 194-199

WARM-UP AND REVIEW:Act. 1: Show and tell:

Stick TC 194-199 on the board, have Ss call out the correct verb phrases and act out

PRESENTATION:Act. 1: Introduce the first part of the sentence:

- Point to him/herself and ask the whole class: ”Look at me! ” – Have Ss repeat.- Point to a boy /a girl and ask the whole class: “Look at him/ her!”- Do again and ask Ss to repeat several times with him, her.- Randomly point to one S and have Ss call out if him, her or me. And have Ss repeat

Act. 2: Introduce the whole sentence: - Point to him/herself and tell the whole class: ”Look at me! I can sing a song. ” - Use the puppets to present He/ She can Puppet A: (point to Puppet B) Look at him. He can sing a song.

57

Suggested Lesson Plan – LET’S GO 2A- Second EditionRide a ponyWrite the alphabetSing a songSpeak English

Me, her, his (new)

Sentences: Look at me. her. his.

I can sing a song.SheHe

Puppet B: (point to Puppet A) Look at her. She can sing a song. - Have a S mine and another Ss call out Look at him/ her. He/ She can sing a song.Have the class repeat several times with me/ I can ... her/ She can …, him/ He can….Ask Ss to write the sentences on their notebooks.

PRACTICE: Act. 1: Say the sentences:

- Ask one S to point to each TC 194-199 on the board and call out the sentence. - Have the class repeat the sentence several times and do the same with other TC.

Act. 2: Listen and repeat:- Divide the class into 2 big teams, play the tape and ask Ss to listen and repeat the sentence

He for Team A and She for Team B. (Ss concentrate on the tape to repeat)

PRODUCTION:Act. 1: Point and say:

- Ask a Ss volunteers to come to the board and point to a TC.- Say the verb phrase for the S and have him/ her make the sentence using me/ I can- Have the rest class make the sentence using her/ she can, him/ he can- T: do a magic trick. S1 (at the board): Look at me! I can do a magic trick.- Ss ( point to the S at the board): Look at her/ him. She/ He can do a magic trick. - Have the class repeat the sentences and do the same with TC 194-198.

Act. 2: Workbook: Have Ss get ready to finish the exercises (Part A and B/ p. 30)Week 29 - Period 57



Key language focus:ListeningSpeakingReadingWriting

Vocabulary: (Review)Do a magic trickUse chopsticksRide a pony



(TC):,194-199- Student ,s Cards

(ST):145-150

WARM-UP AND REVIEW:Act. 1: Mine and say:

- Ask 1 volunteer S to come before the class, act out one verb phrase and say it. - Ask Ss to repeat and make the sentence using her/ she can, him/ he can.

PRESENTATION:Act. 1: Review the sentences: - Point to him/herself and ask the whole class: ”Look at me! I can sing a song. ” - Use the puppets to present He/ She can………… Puppet A: (point to Puppet B) Look at him. He can sing a song.Puppet B: (point to Puppet A) Look at her. She can sing a song. - Ask the class to repeat with me/ I can ... her/ She can…, him/ He can….Act. 2: Present the Wh - question and answer pattern:

- Have a boy come before the class and mime a verb phrase without saying any words.- Point to this boy and use puppets to model the question and answer.

58

Suggested Lesson Plan – LET’S GO 2A- Second EditionWrite the alphabetSing a songSpeak EnglishMe, her, his

Sentences: (Review)Look at me ! her his

I can sing a songSheHe

What can he/ she do? (new)He/She can sing a song.

Puppet A: What can he do? Puppet B: He can (sing a song).- Do the same with a girl and use She- Have the class repeat and write the Wh - question and answer on their notebooks.

PRACTICE:Act. 1: Practice the question and answer:

- Play the tape and ask Ss to listen and point to the correct pictures- Divide the class into 2 groups and play the tape again and ask 2 groups to role play.- Have Ss to work in pairs to ask and answer using pictures on page 31 as prompt.

PRODUCTION:Act. 2: Practice with more verbs:

- Review the verbs from TC 145-150: run, walk, jump, swim, fly, hop ………- Hold up the cards and have Ss say the words and repeat.- Divide the class into 2 groups and have a S in group A asks, a S in group B answers.- Continue until everyone in each group asks and answers.S1: What can (he) do? S2: (He) can (swim).

Act. 2: Workbook: Have Ss get ready to finish part C (Write) at school or at home Week 29 - Period 58




Vocabulary: (Review)Do a magic trickUse chopsticksRide a ponyWrite the alphabetSing a song

Resources:SB/ p. 31WB/p. 31


(TC): 194-199- Student ,s Cards

(ST):145-150

WARM-UP AND REVIEW:Act. 1: Review the question and answer pattern.- Ask a volunteer boy/girl to come before the class and act out one verb phrase without

saying any words.- Point to this S and ask 2 Ss to ask and answer about his/her.Puppet A: What can he/she do? Puppet B: He/She can (sing a song). - Have the class repeat several times.

PRESENTATION:Act. 1: Review the sentences: I can…………../ I can’t … - Mine and say: I can…………../ I can’t …………… - Have Ss work in pairs and ask and answer to complete the information about them.

PRACTICE:Act. 1: Say these:- Ask Ss to work in groups of 6 and place the SC 145-150 and TC 194-199 face–down in

the middle.

59

Suggested Lesson Plan – LET’S GO 2A- Second EditionSpeak EnglishMe, her, his

Sentences: (Review)Look at me ! her his

I can sing a song.SheHe

What can he/ she do? He/She can sing a song

- Ask each S to pick up one card at a time, show it to the group and make the true statement about him/ herself.

S1: I can swim. S2: I can’t fly.

PRODUCTION:Act. 1: Say these:

- Ask Ss to work in pairs and ask their partners.What can you do? I can (sing a song)What cannot you do? I cannot (ride a bike).- Have Ss report to the class about their partners (what he or she can do or cannot do.)(Mary) can (sing a song). (Mary) cannot (ride a bike).

Act. 2: Workbook:Have Ss get ready to finish the exercises at school ( or at home with weak Ss)

Draw and Write: Ask Ss to draw what they can and cannot to do.


UNIT 4: LET’S LEARN SOME MORELesson 1

Key language focus:SingingListeningSpeaking

Vocabulary: danceSentences: He can swim.She

He can’t fly a kite.She

Resources:SB/ p. 32

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

(SC): 145-150- Teacher’s cards

(TC): 194-199.93-97,11-116

WARM-UP AND REVIEW:Act. 1: Review the old sentences in Let’s Learn:- Distribute SC 145-150 and 194-199 randomly to Ss and have a S hold up his/her SC. - Have the whole class make the true statements.* Point to a girl: Ss: Look at her! She can (sing a song).

* Point to a boy: Ss: Look at him! He can (sing a song). Act. 2: Memory Chain Game:- Divide the class into groups of 8, model the chain and have SS continue using the

vocabulary and structures from this unit.T: I can sing a song.S1: I can sing a song and I can play the baseball.S2 I can sing a song, I can play the baseball and I can ride the pony.- Do the same with 8 Ss in each group and call some groups to play before the class - The S who cannot finish his/her role must sing a song.

PRESENTATION:Act. 1 : Review the old vocabulary: - Use the TC 145-150, 194-199, 93-97 and 111-116 to review the old vocabulary- Have a st run out of/ into the class, point to the S and say: He/She can run.

60

Suggested Lesson Plan – LET’S GO 2A- Second Edition- Ask another S to fly, point to this S and say: He/She cannot fly.- Ask Ss to repeat several times and write down on their notebooks.* Note: cannot = can’t

PRACTICE:Act. 1: Listen and repeat: - Ask Ss to open their books, listen and point to the pictures on their books.- Play the tape and pause after each sentence for Ss to repeat.

PRODUCTION:Act. 1 : Distinguish Can or Can’t:- Stick the TC 111-116 on the board. Write an “X” on any TC randomly to signify “Can’t ‘.- Point to the TC 111-116 on the board randomly and have Ss call out can or can’t.



Key language focus:SingingListeningSpeaking

Vocabulary: reviewdance

Sentences:

He can swim.She


Resources:SB/ p. 32WB/p.32Let’s chant, let’s sing/ p.20,



(TC): 194-199,111-116

WARM-UP AND REVIEW:Act. 1: Review to distinguish Can or Can’t:

- Stick the TC 111-116 on the board and write an “X” on any TC to signify “Can’t”.- Show TC 111-116, point to the pictures randomly and have Ss call out can or can’t.

Act. 2: Listen and repeat:- Play the tape and pause after each sentence for Ss to repeat.Jenny: She can sing a song. Scott: She can’t dance.- Have Ss repeat without the tape.

PRESENTATION:Act. 1: Introduce the statements with Can and Can’t again:

- Point to the TC 111-116 on the board randomly and have Ss call out can or can’t- Have Ss make the statements with Can or Can’t She can/cannot climb a tree.- Do the same with other TC

PRACTICE:Act. 1: Look and say:

- Ask Ss to look at their books and call out the actions in the pictures on SB page 32- Ask Ss to make the statements with Can or Can’t & do the actions they’ve called out.He can swim. He can’t fly a kite.

Act. 2: Listen a and repeat:

61

Suggested Lesson Plan – LET’S GO 2A- Second Edition- Play the tape, have Ss listen and point to the pictures at the bottom of the book p.32.- Play the tape again and ask Ss to listen, point to the pictures and repeat.- Have Ss work in pairs and take turns saying the negative or the positive sentences.- Call some pairs to call out.

PRODUCTION:Act. 1: Practice the song My dog can walk:

- Ask Ss to listen and repeat the song without music in chorus several times.- Play the tape for Ss to listen about twice and then have Ss listen and repeat the song.- Divide Ss into 4 groups and practice the song.- Ask each group perform the song before the class

Act. 2: Workbook. Have Ss get ready to finish part A (Circle can or cannot) Week 31 - Period 61




Vocabulary: (Review)dance

Sentences: (Review)He can swim.She


Can he swim? she

Resources:SB/ p. 33Let’s chant, let’s sing/ p.20,



(TC): 194-199,111-116

WARM-UP AND REVIEW:Act. 1: Game: The best band:

- Divide Ss into 4 groups, play the music and have Ss perform the song.

PRESENTATION:Act. 1: Review the question-and-answer pattern:

- Have Ss come before the class, hold up a TC and ask: Can you ride a bicycle?- Have the volunteers respond and the class make statements.S1: Yes, I can. Ss: She can ride a bicycle.S2: No, I cannot. Ss: She cannot ride a bicycle

Act. 2: Present the Yes/No question – and – answer pattern:- Use puppets to model the question and answer.- Make puppet A dance nicely.T: Can she/he dance? B: Yes, she/he can.- Make puppet A dance poorly.T: Can she/he dance? A: No, she/he cannot.- Divide the class into 2 groups. Have group A ask, group B answer & change their role.


- Play the tape and ask Ss to listen and repeat several times.Can he swim? Yes, he can/ No, he cannot.

62

Suggested Lesson Plan – LET’S GO 2A- Second Edition Yes, he can. she No, he cannot. she

Can she swim Yes, she can/ No, she cannot.Act. 2: Look and Say Yes or No: - Have Ss work in pairs, point to the pictures, p. 33 & have them answer Yes or No.

PRODUCTION:Act. 1: Find your partner:

- Place the T 111-116 and 194-199 and deal one card to each st.- Have Ss walk around the class to find down the classmates with the same cardsS1: (hold SC 199) Can you speak English? S2: (hold a different card): No, I cannot

S3: (hold an identical card): Yes, I can.Week 31 - Period 62




Vocabulary: (Review)dance

Sentences: (Review)He can swim.SheHe can’t fly a kite.She

Can you speak English?No, I cannotYes, he can.

Resources:SB/ p. 33WB/ p. 33Let’s chant, let’s sing/ p. 21


(TC): 194-199,111-116

WARM-UP AND REVIEW:Act. 1: Review the Yes/No question – and – answer pattern with you and I:

- Place the T 111-116 and 194-199 and deal one card to each S.- Have Ss to walk around the class to find down the classmate with the same card.S1: (hold SC 199) Can you speak English?S2: (hold a different card): No, I cannot S3: (hold an identical card): Yes, I can.- Ask Ss to listen and repeat.

PRESENTATION:Act. 1: Review the Yes/No question – and – answer pattern with He/ She:

- Ask any Ss in the class.T: Can you speak English? S1: Yes, I can.- Ask other 2 Ss to ask and answer about the S1.S2: Can he/she speak English? S3: Yes, he/she can./ No, he /she cannot.- Ask Ss to listen and repeat several times.

PRACTICE:Act. 1: Listen and Repeat:

- Play the tape and have Ss listen, point to the pictures on the page 33.- Ask Ss to listen again and repeat.

Act. 2: Ask your partner:- Have Ss work in pairs and ask and answer the question in the chart on page 33 - Have Ss check either Yes or No below each picture to indicate the partners , answers.- Have Ss report what their partners can or cannot do.

63

Suggested Lesson Plan – LET’S GO 2A- Second EditionCan he swim? she Yes, he can. she No, he cannot. she

(Mary) cannot (ride a bike) (Mary) can (ride a pony).

PRODUCTION:Act. 1: Practice the song “Can Your Pony Sing?”

- Ask Ss to listen and repeat the song without music in chorus.- Play the tape for Ss to listen about twice. and have Ss listen and repeat the song- Divide Ss into 4 groups and practice the song.- Ask each group to perform the song before the class and act out the actions

Act 2: Work book: Have Ss get ready to finish the exercises at school or at home Week 32 - Period 63


UNIT 4: LET’S READLesson 1


Vocabulary: logmopstoptopfun run

Resources:SB/ p.34Let’s chant, let’s sing/ p. 21

Teaching aids:- puppets- CD/ tape- Cassette player- Teacher-made word-

family cards- magazine pictures

and realia.- sets of alphabet

cards and several word-family cards form unit 1-4

*Pronunciation Tip: For the /l/ sound, start with the tip of the tongue behind the upper teeth. As you pronounce log the tongue comes down to make the /g/ sound. Have Ss copy your tongue and lip movements

WARM-UP AND REVIEW:Act. 1: Review The Song “Can Your Pony Sing?” : - Play the music (Let’s chant, let’s sing/ p. 21) and have Ss Sing the song in chorus.Act. 2: Word Ending Game:- Divide the class into several groups.- Hold up a teacher-make word-family card from units1-3 ( -at,-an,-ap, ….and ask one group

at a time to supply a word with that ending.- Give one point for each word Ss provide and play until the first get 10 points.

PRESENTATION:Act. 1: Introduce the new vocabulary:

- Use magazine pictures, realia, teacher-made word cards to present the vocabulary.- Have Ss to repeat several times.

Act. 2:. Introduce the Word Families section :- Introduce the word ending –og, –op and –un with their combination, dog, run, top….- Have Ss repeat several times and then write down the section on their notebooks.

PRACTICE:Act. 1: Listen, point and repeat

- Play the tape, have Ss look at the book, listen and point to the Words.- Have Ss listen and repeat several times.

Act 2: Listen and say: - Have Ss work in pairs, S1 says any words, S2 listens and points to the words.- Call some pairs to stand up and do in front of the class.

PRODUCTION:

64

Suggested Lesson Plan – LET’S GO 2A- Second Editionwhen they repeat the words. Act. 1: Repetition Drill

- Eraser the board and ask Ss to close their books.- Use teacher-made word cards in Word Families section to drill all the words from

og, -op, -un, and ask Ss to listen and repeat several times.Act 2: Word families Race:

Week 32 – Period 64Key language Materials Key activities

UNIT 3: LET’S READLesson 2


Vocabulary: (Review)logmopstoptopfun run

Sentences: The dog and the frog are on the log.Stop the top .It is by the mop.It is fun in the sun .I can run.

Resources:SB/ p. 34WB/ p. 34Teaching aids:- puppets- CD/ tape- Cassette player- a set of teacher-

made word cards for the sentences in Unit 3 (Can you read ?)

- full sets of teacher-made word cards for the sentences in Unit 1-4 (Can you read?)

WARM-UP AND REVIEW:Act. 1: Review the Word Families section:

Use teacher-made word cards for Word Families to drill all the words with-og, -op, -un.Play the tape, and ask Ss to listen and repeat.

Act. 1: Scrambled Sentences.Divide the class into small groups and give each group a set of teacher-made word cards

for the sentences in Unit 3 (Can you read?)Have Ss to put them into the correct order.Check their accuracy and continue to find the winner (the first and the most exactly.)

PRESENTATION: Act. 1: Can you read?:

Ask Ss about the pictures at the bottom of page 34 to elicit the vocabulary as answersT: What’s this?/ Where is the top?.......Ask Ss to repeat each sentence and write down it on their notebooks.Do the same with all 3 sentences.


Play the tape and have Ss listen and read along, Ss ay read aloud if they wish.Have Ss work in pairs to practice reading the sentences correctly (pronunciation, final

sound, intonation…..).

PRODUCTION:Act. 1: Original Sentences :

Divide the class into small groups and give each group a full set of teacher-made word cards for the sentences in Unit 1-4 (Can you read?) to create original sentences.

The dog and the frog can run in the sun/The red hen is in the big pit.Have Ss practice reading their sentences aloud.

65

Suggested Lesson Plan – LET’S GO 2A- Second EditionThe winner is the team with the most correct words and the most correctly sentences

having the full meaning. Act 2: Workbook: Have Ss get ready to finish the exercises


UNIT 4: LET’S LISTEN


Vocabulary: (Review the whole unit)

Sentences: (Review the whole unit)


Teaching aids:- CD/ tape- Cassette player- Classroom objects- Teacher’s cards (TC): 194-199,111-116- Students’ cards

(SC): 93-98

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

- Divide the class into small groups.- Have one S from a group close his/her eyes and the other Ss hide that S’s book.- Have the S look for the book using Let’s Talk Unit 4.Ss: What’s wrong, Jenny? S1: I can’t find my book. Ss: Is it in your bag/ by your desk/ under your chair? S1: I don’t know.- S1 looks for everywhere and a S offers a correct suggestion.S1 finds his book and says: S1: Oh, here it is. It’s (under) my (chair). Thanks (Kate).- Have Ss take turns looking for.

Act. 2: Let’s learn:- Give Ss TC 194-199, have one S hold up the TC and practice the dialogue.S1 (hold up TC 199): Look at me! I cannot do a magic trick.- Look at her! She can do a magic trick.

Act. 3: Let’s learn some more:- Spread out facedown a double set of SC 93-98 and 111-116 on the desk.- Have Ss pick up one of them to practice the sentence pattern He/She can/cannot- Have Ss take turns practicing.

PRESENTATION:Act. 1: Look and answer:

- Ask Ss to look at the pictures in the book, listen to the teacher and answer.T: What’s this? / What are these? / Can he/she sing a song..? Ss: (answer)

PRACTICE:Act. 1: Listen and circle:

- Play the tape and ask Ss to listen and circle the letter A or B.- Play the tape again and check the answers: 1B, 2A, 3A, 4A, 5A, 6A, 7B, 8B

PRODUCTION:Act. 1: Ask and answer:

66

Suggested Lesson Plan – LET’S GO 2A- Second Edition- Give commands with the pictures 1-2 and ask and answer about the pictures 3-8

Act 2: Work book: Have Ss get ready to finish the exerciseWeek 33 - Period 66


UNITS 3-4: LET’S REVIEWLesson 1


Vocabulary:(Review the whole units 3-4)

Sentences:(Review the whole units3-4)

Resources:SB/ p. 36


(TC): 194-199,111-116,145-150

- Students’ cards (SC): 156-163,172-176.177-18

-

.

Warm-up and ReviewAct. 1: Sing:- Have Ss sing the songs “The Telephone Number Song” and “What’s wrong?” - Have Ss role-play the actions as they sing “What’s wrong?”

PRESENTATION:Act. 1: Review the old vocabulary of unit 3 again by listing:- Divide the class into small groups.- Set 3 columns 1-occupation, 2-rooms, 3-househld objects and randomly face down the

SC 156-163, 172-176, 177-186 on the desk.- Have SS take turns picking up one card and identify to place it to the correct columns.- The first group to arrange the cards by categories wins.


- Ask Ss to look at the SC, listen, point and repeat to them.Act. 2: Look and Say:

- Have Ss work in pairs to ask and answer all the pictures on page 36 (A. Play a game)T: What’s this? S1: It’s a stove.

- Do the same with all the pictures on page 36 (A. Play a game)- Have some pairs stand up to ask and answer again.

PRODUCTION:Act. 1: Play the game:

- Have Ss work in pairs and give each pairs a die.- Have Ss use individual markers (coins, small rings …..) to move on the board.- Have Ss take turning rolling the die and moving their markers the number of spaces equal to

the number on the die.- Have advanced Ss use the learned question-and answer patterns with the word indicated on

the square. For example: Where is the stove?- The game will continue until one S land directly on the goal to win.- If a player’s die roll is higher than the number of remaining spaces, the player loses that turn.- Have the winner identify all the pictures cues while the partner listens and helps.

67

Suggested Lesson Plan – LET’S GO 2A- Second EditionWeek 34- Period 67


UNITS 3-4: LET’S REVIEW (cont.)Lesson 2


Vocabulary: (Review the whole units 3-4)

Sentences: (Review the whole units 3-4)

Resources:SB/ p. 36WB/ p. 36-37


(TC): 194-199,111-116,145-150

WARM-UP AND REVIEW:Act. 1: Ask and answer: - Have Ss ask and answer all the pictures on their book in the play a game.- Have advanced Ss to use Yes-No questions:

Is the sink in the living room? --> No, it isn ’t.

PRESENTATION:Act. 1: Review the old vocabulary of unit 4 again:- Use TC 194-199 to review the old vocabulary.- Ask Ss to listen and repeat several times.

PRACTICE:Act. 1: Ask and answer:

- Have Ss to work in pairs to interview each other about their abilities.- Place TC 111-116,145-150, 194-199 for Ss as reference.S1: Can you swim? S2: Yes, I can./ No. I cannot.- Have each S report his/her partner’s abilities to the whole class.Mary can/cannot swim.

Act. 2: Answer the question:- Read the questions and the answers below the picture in the centre of page 36 to the

class and have Ss check in the appropriate squares.

PRODUCTION:Act. 1: Ask your partner:

- Have Ss work in pairs, look at the questions on page 36 and ask their partnersS1: What can you do? S2: I can sing a song / I cannot Play the piano- Display TC 111-116, 145-150, 191-199 for Ss as reference and help Ss as necessary.- Call some pairs in random to ask and answer in front of the class.- Have the class report what the S coming in front of the class can and cannot do.

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

Week 34 Period 68Key language Materials Key activities

WARM-UP AND REVIEW:

68

Suggested Lesson Plan – LET’S GO 2A- Second EditionUNITS 3-4: LET’S REVIEWLesson 3

Key language focus:SingingListening

Vocabulary: (Review)(Review the whole units 3-4)

Sentences: (Review)(Review the whole units 3-4)

Resources:SB/ p. 37

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

Act. 1: Ask and answer:- Display TC 111-116, 145-150,191-199 for Ss to ask & answer about what they can do.

PRESENTATION:Act. 1: Review Let’s Talk Unit 3:

- Ask Ss to work in pairs to role play Let’s Talk Unit 3- Ask some pairs to role play in front of the class.

Act. 2: Review Let’s Talk Unit4: - Divide the class into small groups.

- Have one S from each group close his/her eyes and the other group members hide that S’s book.

- Have the S look for the book using Let’s Talk Unit 4.Ss: What’s wrong, Jenny? S1: I can’t find my book. Ss: Is it in your bag/ by your desk/ under your chair? S1: I don’t know.S1looks for everywhere and a S offers a correct suggestion.S1 finds his book and says: S1: Oh, here it is. It’s (under) my (chair). Thanks (Kate).

- Have Ss take turns looking for.


- Play the tape Let’s Talk Unit 3-4- Have Ss listen and repeat twice.

Act. 2: Look and write:- Ask Ss to look at their book and write in the empty speech bubbles- Have Ss practice both dialogues in pairs.

PRODUCTION:Act. 1: Say and act:

- Ask Ss to role play Let’s Talk Unit 3-4 with their own information (real name, address, or real classroom objects…)

Week 35- Period 69Key language Materials Key activities

UNITS 3-4: LET’S REVIEW (cont.)

Resources:SB/ p. 37

WARM-UP AND REVIEW:Act. 1: The strange house (page 160/ Teacher’s book): - Copy the page and provide one page per student.

69

Suggested Lesson Plan – LET’S GO 2A- Second EditionLesson 4


Vocabulary: (Review the whole units 3-4)

Sentences: (Review the whole units 3-4)

WB/ p. 36-37

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

(TC): 172-186

- Have Ss look at the pictures and fill in the blanks individually. When Ss have finished, have them work in pairs to ask and answer about their pictures.

- For example: Where is the TV? It’s in the bathroom. Is the toilet in the living room? Yes, it is. Is the bathtub in the bathroom? No, it isn’t.

PRESENTATION:Act. 1: Review the prepositions of place- Give student volunteers commands to review prepositions of place.T: (Ken) is behind the door. (Ken) goes behind the door.

PRACTICE:Act. 1: Listen carefully: (part E)

Have Ss look at the pictures, identify all of the pictures and answer questions T: Where is the table? Ss: It’s in the dining roomT: Is there a refrigerator in the kitchen? Ss: No, it isn’t. S1: Can you swim?Have Ss listen& circle the correct pictures. Play the tape again &check: 1A, 2B

Act. 2: Listen and read. Circle the word. Have Ss look at and identify 2 pictures, then listen and circle the words.Check the answers: 1. next to 2. behind

PRODUCTION:Act. 1: Draw and tell:

Have Ss draw simple plans of their homes, including rooms and locations of household objects.

Ss take turns describing their homes to their partners. For example: This is my house. The stove is in the kitchen. There is a refrigerator next to the stove….

Act. 2: Work bookHave Ss get ready to finish the exercises at school ( or at home with weak Ss)

Week 35- Period 70THE FINAL TEST

70

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