giáo án Let's go tron bo

Steps

Work arrangement

Warm – up.

Greeting Ss in English.

Call on some the roll to remember the Ss’ names.

Presentation 1

Activity 1

- Introduce the greetings:

a)      Task 1

+ Teacher introduces himself to Ss in English waves the hand and says “hello” or pointing at him when saying “hello. I am Mr. Minh.”

+ Teacher greets some Ss by using “Hello”, “Hi”.

+ Teacher calls one St, the others look at that St and say “Hi,(Nam) or Hello,(Hoa)”

b)     Task 2.

Present the first part of the dialogue.

+ using puppets to model the first part of the dialogue. Waving the puppet and point at the T’s breast. T uses the different intonation.

PA: Hello, I am Nam.

PB: Hi! My name is Hoa.

+ T says the PA’s words, showing PB and encourages Ss say Pub’s words.

Do like that for several times then change role.

Pair work and group work

Practice 1

- T divides Ss into 2 groups, GA gets PA, and GB gets PB. Each group uses the puppet to play role, and then change role to continue practicing.

- Chain drill.

+ Ss greet each other by using their real names with high speed.

Group work

Present the second part of the dialogue (2)

Activity 2 :

- T plays role to model the second part of the dialogue by using two fingers.

F1: What’s your name?

F2: My name is (John).

-  Do as the first part

Whole class

Practice 2

-  Dividing Ss into two groups to practice the dialogue.

Ss work in pair to practice.

    Ex:      S1: What your name?

                S2: My name is (Nam).

- Ask them to practice in pair by using real their names.

Team work

Open Your Book.

- Teacher opens the book. Using the book to point at the characters and call their name.

     Ex: T: all class look at the picture. This is John. This is Andy and this is Kate.

Teacher instructs Ss to open their books by using body language.

+ Play the cassette. Ss listen and point at the characters when hearing their names.

+ Play the tape again, stops sentence by sentence – Ss repeat.

Present the paradigm and the contraction.

Teacher writes the contraction and the pattern on the board.

What’s your name?

I am (John).

My name is (Andy).

Extension

- Ss work in groups. Each group gets one ball. Ss pass the ball one by one to ask and answer their name.

- Reading practice: circle the word.

Ss look at their book and circle the word :

Hi, Hello, Name.

Group work

Consolidation

Summarize main points.

Assign homework.

Steps

Work arrangement

Warm – up.

- Each student will receive a card name. Each student has to stand up and say the name while pointing at the card. Ss work in group of four. One St from each group stands at the middle of the classroom and wave the hand to greet the other groups.

Ex    Hello! I am (Nam).

Do like that until the turn it’s up.

- Walk and talk.

    + Ss walk around the classroom to greet each other and introduce their name.

Individual

Presentation 1

Activity 1

Task 1: Introduce the vocabulary.

- Ss look at the Teacher’s book. T introduces the characters and gets Ss to repeat their name after T.

Task 2: review the question and answer pattern.

- Ss guess to make two lines. Each pair practices asking and answering.

S1: Hi! My name is (Hoa).

      What’s your name?

S2: My name is (Nam).

     What’s your name?

Continue to practice at the end.

Open Your Book

Teacher opens the book, and asks them to look at the pictures in the T’s book. Explain the picture and the song.

Teacher plays the tape with the “Hello Song”. Students listen while pointing at the characters.

Pair work

Ss repeat the song sentence by sentence, and then ask them to look at the song in the board and read again.

Teacher sings the song but not to play the tape. Ss listen and repeat. Teacher uses body language or gesture to show the meanings.

Play the tape. Ss sing the song after the tape. Filling Ss’ names in the last sentence.

Practice

- Divide class into two groups.

GA: Hello, hello, hello.

       What’s your name?

       Hello, hello, hello.

GB: My name is (John).

      My name is (John).

      Hello, John! Hello, John!

       Hello

Change role to continue practicing.

Group work and pair work

Extension

Play a game.

- Dialogue musical chair.

+ Put the chairs (back to back) to make two lines. The number of the chair must be less than the number of the Ss (one). Ss walk around the class greet each other in funny music when the music is stopped. Ss must quickly find a chair and sit down. The St who can’t find a chair will be off the game.

Pair work

Consolidation

 Summarize main points.

Assign homework.

Steps

Work arrangement

Warm – Up

- Greeting all class.

- Conversation line.

+ Ss hang their card name on the breast and make two lines (faces to faces), and then practice the dialogue in pairs.

What’s your name?

My name is (Nam).

Pair work

Presentation

- Introduce the vocabulary.

+ using real objects to introduce the new words (word by word). Teacher shows one real object and read.

T: A ruler, a ruler, a ruler.

Ss repeat several times with natural speed.

Do as the same with other words.

Call on same Ss to go to the board. Each St holds one real object and say its name. All class repeat in chorus.

Practice

- Show real objects (one by one). Ss say each object’s name.

- Teacher walks around the classroom and gives real objects to each St (not in order). Ss take them and say their names with their friends.

- Introduce the question and answer pattern.

+ using puppets and one real object to model the pattern.

PA: What’s this?

PB: It’s (a ruler).

PA: What’s this?

PB: It’s (an eraser (.

- Each times, T shows one real object. Using PB to instruct Ss.

T: What’s this?

Ss: It’s (a bag).

- Using PA to instruct Ss.

S1: What’s this?

T: point at a real object and ask the other St to answer the question.

S2: It’s (a pen).

- T asks Ss to work in groups. Each group gets some real objects or Ss’ cards. One St from a group will raise one thing and asks question.

Ex: GA What’s this?

       The other groups look at it’s and answer the question. Do the same with all groups is practiced.

- Ss work in pair by using real objects to ask each other.

- Call on some pair to practice before class.

Whole class and group work

Open your book

- Teacher shows the pictures in the book to Ss getting them to the name the characters in the book and recognizes the objects in the classroom.

T: What’s this?

Ss: It’s a ruler.

- Play the tape. Ss listen and point at the objects.

- Present the paradigm and the contraction.

+ Write the two form on the board. T reads both form and gets Ss to repeat, and then explain.

Practice

- T plays the tape. Ss listen and point at the pictures.

- Divide class into four groups. Practice the question and answer by using the new words. Then Ss work in pair to continue practicing. T can walk around the classroom to help Ss if necessary.

Group work

Extension

 Board Race

Put T’s cards on board groove. Call on a St to describe the picture. Two or three Sts race to the board to touch the picture. Who is touched the first is winner.

St: It’s (a desk).

Team Game

Divide the class into two groups. Put some toys or real objects in a bag. A St in-group A goes to the board, takes out a thing, and then gives question. A St in-group B listens and answers the question. Which team gives more answer that is correct is winner.

Consolidation

Summarize main points.

Assign homework.

Steps

Work arrangement

Warm- up

Have Ss make two lines (face to face), and give them T’s cards (1-8).

Line A: What is this?

Line B: It is (a pen).

Walk and talk.

- Put T’s cards and Ss’ cards around the classroom. Each of Ss walk around class when Teacher says “stop”, each pair of Ss stop walking to ask and answer by using those cards.

S1: What’s this?

S2: It’s a pencil. What’s this?

S1: It’s a pen. 

Pair work

Presentation

Preview the positive question and answer “Yes”.

Put some classroom objects in front of students. Use the puppets to model the positive question and answer “Yes”.

PA : ( point at the book)

         Is this a book?

PB : (agree)

      Yes, it is.

PA : (point at the pen)

       Is this a pen?

PB:  Yes, it is.

Use the puppet B to let Ss answer.

Point at the things (thing by thing).

T: Is this a pencil?

Ss: (agree and answer in chorus).

     Yes, it is.

Use the puppet A to make Sts a cue. Ss point at each thing on the table and make questions. Teacher uses puppet B, agree and answer.

Whole class

Practice

Divide class into two groups, give each group one puppet to play role. Model and help Ss making question.

T: Is this a bag?

Ss: Is this a bag?

Show each small thing in classroom and ask Ss work in pair with the positive question and answer. Change role to continue practicing. 

Group work

Present the Negative question and answer “No”.

Put the Teacher’s cards and Ss cards on the board groove. Use the puppets to introduce the structure.

PA: Is this a book?

PB: (shake ahead): No, it isn’t. It’s a bag.

PA: Is this a bag?

PB: (shake ahead): No, it isn’t. It’s a book.

Use PB to around Ss. Make guest with other cards. Ss shake ahead while answer by giving the negative answers in chorus.

Practice

Divide Ss into two groups, and the two groups use the Ss’ cards or real objects to practice the negative question and answer pattern.

Whole class

Negative Q – A (No).

- Is this a book?

  No, it isn’t. It’s a bag.

- Is this a bag?

  No, it isn’t. It’s a book.

Play the alphabet song

Play the tape “the alphabet song” several times. Ss just listen and point at the letters.

Play the tape again sentence by sentence. Sis listen and sing following in chorus.

Give to each St one letter to play the alphabet song.

Extension

The black cat and orange cat.

Divide class into two groups. The black cat group and the orange cat group. Teacher uses one of the Teacher’s cards to guest the black cat group:

 Is this (a pen)?

If that group gives the correct answer, use one square piece of paper to cover one square. Continue question with the Orange cat group, use the orange paper for Orange cat group. Continue playing game until the entire square are covered. The group that covers the most squares will win the game.

Consolidation

Summarize main points.

Assign homework.

Steps

Work arrangement

Warm – up

Repetition drill.

Review words of color by raising squares of color and get Ss to say the parallel colors.

Sing again “The Black Cat Song”.

Call on some volunteer to make commands they’ve learnt in Unit 1. Use T’s cards 17-24. 

Whole class

Presentation

Present the commands:

Using techniques total physical response to make model the commands.

Model the way using verbs as directed in the book.

T: Raise your hand. Put your hand down.

Make command. All Ss do as commanded.

Whole class

Practice

Divide the class into two groups. Each time, Teacher says two commands for different groups. Each group acts out while repeating those commands.

T: (say to group A): Raise your hand

                                 Put your hand down.

     (Say to group B): Take out your book.

                                  Put your book away.

Ask them to practice all the commands, changing speed, voice. Ss imitate the teacher’s voice and repeat the commands. The other acts out.

Team game.

Divide class into small teams. Say two commands, an Ss in each group does as commanded. If the Sts make the right command is got one mark.

Group work and team work

Open your book

Show this page so that Sts can see clearly. Sts look at the pictures, say the commands and act out them.

Play the tape more than once if necessary. Sts listen and point at the parallel action, and read following in chorus.

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

Whole class

Extension

Please

The teacher says the commands. If the command is begun with “please”, Sts do as commanded. If not, Sts do nothing. Who make more than true sentence is winner.

Individual

Consolidation

Summarize main points

Assign homework.

Steps

Work arrangement

Warm – up and Review

1. Let’s talk.

Walk and talk.

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

Self introduction.

Using puppets to make the model dialogue.

T: It’s my birthday today.

PA: It’s your birthday today.

PB: It’s my birthday today.

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

Call on some volunteer to practice the following exercise.

T: (point to S1 and give question)

      How old are you?

S1: I’m nine years old.

S1: (point to S2 and give question)

      How old are you?

S2: I’m ten years old.

S2 answers the question and does the same S1 to the end.

2. Let’s learn.

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

S1: What’s it?

S2: It’s (a doll).

S1: What’s it?

S2: It’s (a robot).

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

3. Let’s learn some more.

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

S2: Is this (a pen).

S1: Yes, it is. / No, it isn’t.

4. Let’s move.

Please

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

Whole class, group work and pair work

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

Presentation

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

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

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

Whole class

Open your book.

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

T: What’s this? Is this (a pencil)? vv...

Sts recognize the active pictures 7 – 8.

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

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

The answer key.

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

Whole classs

Extension

Slap the board.

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

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

Charades.

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

Group work

Consolidation

Summarize main points.

Assign homework.