Family and Friends Grade 2 Lesson plans

English Program for Primary Level 1

ENGLISH TEACHING PLAN GRADE 2

School year 2011 – 2012 Semester 1

WEEKS TOPICS LESSONS TARGETS

1 (15/8) BREAKING THE ICE

2 (22/8) REVISION

3 (29/8) REVISION

4 (5/9) REVISION

5 (12/9) REVISION

6 (19/9)

FAMILY AND FRIENDS: 7. Are these his pants?

Lesson 1 - Identifying different clothes - Understanding a short story

Lesson 2 - Acting out the short story - Making a sentences with his or her

Lesson 3 - Identifying more words for clothes

Maths & Science

Maths: Counting (1-10) – Workbook(WB) (p.3+4) Science: Body Parts – PB (p.2+3) + WB (p.1)

7 (26/9)

FAMILY AND FRIENDS: 7. Are these his pants?

Lesson 4 - Pronouncing the sound /∫/

- Differentiating between the sound /∫/, /s/ and /h/

Lesson 5 - Learning how to read for specific detail

Lesson 6 - Developing language skills

Maths & Science

Maths: Counting (1-12) – Pupil book (PB) (p.6+7) + WB (p.5) Science: Song Hokey Pokey – PB (p.4) + WB (p.3)

8 (3/10)

FUN WITH STARTERS

Extra - activities

- Supplementary Activities: Welcome to Vietnam

Extra - activities


Extra - activities



Maths & Science

Maths: Counting cats – PB (p.8 – 11) Science: Hands + The foot – WB (p.4+5)

9 (10/10)

FUN WITH STARTERS

Extra - activities


Review Revision of clothes items

Extra - activities

Project based activity: “Back – to – school” Book

Maths & Science

Maths: Number names – WB (p.6) + Phone numbers – PB (p.36+37) Science: Parts of the head – PB (p.5) + WB (p.6)

10 (17/10)

FAMILY AND FRIENDS: 8. Where’s grandma?

Lesson 1 - Identifying places in a home - Understanding a short story

Lesson 2 - Asking and answering questions about where people are - Acting out the story

Lesson 3 - Identifying more words for homes

Maths & Science

Maths: How many letters? – PB (p.12+13) Science: Parts of the head – WB (p.7+8)

11 (24/10)

FAMILY AND FRIENDS: 8. Where’s grandma?

Lesson 4 - Pronouncing the sound /ʧ / - Differentiating between the sound /ʧ /, /k/ and /h/

Lesson 5 - Learning how to find specific information in a text


Maths & Science

Maths: Rabbit hops – PB (p.14+15) Science: Same and different – PB (p.6) + WB (p.9+10)

12 (31/10)

FUN WITH STARTERS

Extra - activities

- Supplementary Activities: Welcome to Japan

Extra - activities


Extra - activities

Project based activity: Halloween

Maths & Science

Maths: Adding – WB (p.7+8) Science: How to keep clean – PB (p.7) + WB (p.11)

13 (7/11)

FUN WITH STARTERS

Extra - activities


Extra - activities


Review Revision of home items and prepositions


Maths & Science

Maths: Taking away – PB (p.16+17) Science: Keeping clean – PB (p.8+9)

14 (14/11)

FAMILY AND FRIENDS: 9. Lunchtime!

Lesson 1 - Identifying foods in a lunchbox - Understanding a short story

Lesson 2 - Making sentences with I have / I don’t have - Acting out the story

Lesson 3 - Identifying more types of foods

Maths & Science

Maths: Taking away – WB (p.9+10+11) Science: Keeping clean – WB (p.12)

15 (21/11)

FAMILY AND FRIENDS: 9. Lunchtime!

Lesson 4 - Pronouncing the sound /θ/

- Differentiating between the sound /θ/, /t/ and /h/

Lesson 5 - Understanding descriptions of lunchboxes


Maths & Science

Maths: More taking away – PB (p.18+19) Science: How to keep healthy – PB (p.10) + WB (p.13)

16 (28/11)

FUN WITH STARTERS

Extra - activities

Project based activity: Teacher’s Day

Extra - activities

- Supplementary Activities: Welcome to New Zealand

Extra - activities


Extra - activities


17 (5/12)

FAMILY AND FRIENDS: Review

Extra - activities


Review 3 Review of vocabulary and structures


Maths & Science

Maths: Counting – PB (p.22+23) Science: Healthy food – PB (p.11) + Home activity

18 (12/12)

FAMILY AND FRIENDS: 10. A new friend!

Lesson 1 - Identifying adjectives for describing hair - Understanding a short story

Lesson 2 - Making sentences with has / doesn’t have to describe appearance - Acting out the story

Lesson 3 - Identifying shapes


Maths & Science

Maths: Toys – PB (p.24+25) Science: Exercise every day – PB (p.12) + WB (p.20)

19 (19/12)

FAMILY AND FRIENDS: 10. A new friend!

Lesson 4 - Pronouncing the sound /æ/

Lesson 5 - Reading and understanding a descriptive letter


Extra - activities

- Supplementary Activities: Welcome to Egypt

20 (26/12)

FUN WITH STARTERS

Extra - activities


Extra - activities


Extra - activities


Extra - activities

Project based activity: New Year Day

21 (2/1)

READING PROMOTION

My passion for reading



Final Test


Semester 2 WEEKS TOPICS LESSONS TARGETS

22 (9/1)

FAMILY AND FRIENDS: 11. I like monkeys!

Lesson 1 - Identifying zoo animals - Understanding a short story

Lesson 2 - Making sentences with like / don’t like - Acting out the story

Lesson 3 - Identifying more zoo animals

Maths & Science

Maths: Eight counters – PB (p.26+27) Science: Our senses – PB (p.13+14)

16/1 – 27/1 (23 tháng chạp – mùng 5 Tết)

23 (30/1)

FAMILY AND FRIENDS: 11. I like monkeys!

Lesson 4 - Pronouncing the sound /Ɛ / - Differentiating between /æ/ and /Ɛ /

Lesson 5 - Reading for specific information


Maths & Science

Maths: Between – WB (p.12) Science: Our senses – PB (p.21+22+23)

24 (6/2)

FUN WITH STARTERS

Review Revision of animal items

Extra - activities

- Supplementary Activities: Welcome to Australia

Extra - activities


Maths & Science

Maths: Biggest and smallest – WB (p.13) Science: Using our senses: Sight – PB (p.15) + WB (p.24)

25 (13/2)

FUN WITH STARTERS

Extra - activities


Extra - activities


Extra - activities

Project based activity: Valentine’s Day

Maths & Science

Maths: Counting to twenty – WB (p.14+15) Science: Using our senses: Sight – PB (p.16) + WB (p.26+27)

26 (20/2)

FAMILY AND FRIENDS: 12. Dinnertime!

Lesson 1 - Identifying more types of food - Understanding a short story

Lesson 2 - Asking and answering the questions Do you like…?


- Acting out the story

Lesson 3 - Identifying drinks

Maths & Science

Maths: stick pictures – PB (p.28+29) Science: Using our senses: Sight – PB (p.17) + WB (p.28)

27 (27/2)

FAMILY AND FRIENDS: 12. Dinnertime!

Lesson 4 - Pronouncing the sound /Ι/

- Differentiating between /Ι/ and /Ɛ/

Lesson 5 - Finding specific details in a text


Maths & Science

Maths: Rabbit’s food – PB (p.30+31) Science: Using our senses: Hearing – PB (p.18+22) + WB (p.29)

28 (5/3)

FUN WITH STARTERS

Extra - activities

- Supplementary Activities: Welcome to Brazil

Extra - activities


Extra - activities


Maths & Science

Maths: Counting in twos – PB (p.32+33) + WB (p.24+25) Science: Using our senses: Hearing – PB (p.19+20+21) + WB (p.30)

29 (12/3)




Extra - activities

- Supplementary Activities: Welcome to Brazil - Project based activity: Women Day

Maths & Science

Maths: Fives – PB (p.38+39) Science: Using our senses: Smell – PB (p.23+24) + WB (p.35)

30 (19/3)

FUN WITH STARTERS

Extra – activities

- Supplementary Activities: Welcome to Spain

Extra – activities


Extra - activities


Maths & Science

Maths: Centimeters – PB (p.40+41) Science: Using our senses: Taste – PB (p.25) + WB (p.36)

31 FAMILY AND FRIENDS:

Lesson 1 - Identifying bedroom objects - Understanding a short story


(26/3)

13. Clean up! Lesson 2 - Make sentences with there’s and there are - Asking and answering questions with How many…? - Acting out the story

Lesson 3 - Identifying numbers

Maths & Science

Maths: O’clock + Days + Months – WB (p. 16 – 19) Science: Using our senses: Touch – PB (p.27) + WB (p.38)

32 (2/4)

FAMILY AND FRIENDS: 13. Clean up!

Lesson 4 - Pronouncing the sound /ɑ /

- Differentiating between /Ι/, /æ/, /ɑ / and /Ɛ/

Lesson 5 - Understanding a letter to a magazine


Maths & Science

Maths: Sorting shapes – WB (p.20+21) Science: Using our senses: Taste – PB (p.26) + WB (p.37)

33 (9/4)

FUN WITH STARTERS

Extra - activities


Extra - activities

- Supplementary Activities: Welcome to England

Extra - activities


Maths & Science

Maths: Circles and squares + Making patterns – WB (p.22+23) Science: Using our senses: Touch – PB (p.28) + WB (p.39+40)

34 (16/4)

FUN WITH STARTERS

Extra - activities


Extra - activities


FAMILY AND FRIENDS: 14. Action boy can run!

Lesson 1 - Identifying action verbs - Understanding a short story

Lesson 2 - Make sentences with can and can’t - Asking and answering questions about what people can do - Acting out the story

35 (23/4)

FAMILY AND FRIENDS: 14. Action boy can run!

Lesson 3 - Identifying more verbs

Lesson 4 - Pronouncing the sound /ʌ /

- Differentiating between /Ι/, /ɑ / and /ʌ /

Lesson 5 - Reading and understanding a text about animals



36 (30/4)

FUN WITH STARTERS

Extra - activities

- Supplementary Activities: Welcome to USA

Extra - activities


Extra - activities


Extra - activities


37 (7/5)




Review Revision of weather, action and toy items

Extra - activities

Project based activity: Liberation Day

38 (14/5)

READING PROMOTION




Final Test


Semester 1 – Week 6 Periods 1-2

Objectives: Students can identify some types of clothes and understand a short story.

Topic- Key language Resources and Materials Key Activities

UNIT 7

ARE THESE

HIS PANTS?

Lesson 1

WORDS

Integrated skills:

speaking, listening,

reading, writing

Key vocabulary:

dress, socks, T-shirt,

pants, shorts

Sentence patterns:

Are these her socks?

Yes, they are.

No, they aren‟t.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 48

Workbook p. 48

Materials:

CD track 76-78

Story poster 7

Flashcards 61-65

Worksheet: Spinner game

INTRODUCTION

Weather Report: Weather songs or chants.

Warm up and review:

Sing the song In my family (page 42) to warm the class up and review the words

related to family members.

Lesson presentation:

Show a picture of a clothing store to give a meaningful context. (Tomorrow I‟ll go

to Dalat. I want to buy some new clothes. What should I buy? A dress or a T-shirt?

Pants or shorts? Socks or shoes?) Show the clothes flashcards while playing the audio

– track 76 to elicit the vocabulary. Students can discuss in groups and give their

answers. They can say the reasons why they choose in Vietnamese. Teacher will

conclude by saying his/her choice.

Listen, point and repeat: Ask students to listen again and repeat.

Practice through a chant: Play the audio – track 77 for students to listen to the

chant and repeat more than once.

DEVELOPMENT

Spinner game:

Ss work in pairs. Students take turns to spin a pencil (or a pen) to pick up the word.

When the student picks up the word after spinning, he/she reads aloud the word and

draws a picture describing this word on a part of the spin. The student who is the first

to read and draw 4/6 words in the spin is the winner.

Lead-in: Use story poster 7 to present the story. Point to Mom and then Dad and ask

Who‟s this? Ask students to name as many things in the picture as they can. Talk about

the frame with the class. Ask What‟s happening? Ask students to predict the story.

Play the audio – track 78 and ask students to listen it twice.

Listen and read: Ask students to listen again while reading.

Comprehension questions: Ask students some questions e.g. Where are Mom and

Dad? What are they doing? Which clothes are Rosy‟s / Billy‟s / Dad‟s? How‟s the

weather? Where does Mom put Rosy‟s / Billy‟s clothes? - Ask students to open their books and repeat while playing the audio again.

TEXTBOOK: FAMILY AND FRIENDS 1


CONSOLIDATION

Spelling Bee: This can be done with the whole class or in two teams. The first player in team one is

given a word to spell orally. The first in team two writes the letters on the board. If

correct, the team gets a point.

Consolidate by listening to Time to Talk Student Audio CD (track 45).

Internet activity: http://learnenglishkids.britishcouncil.org/en/fun-with-

english/teddy-dresser

Story time: “I love you, Mother”

Project - based activities: Homework: Workbook (pages 48).

Home activity: Ask students to listen to the story again (CD track 78) at home.


Worksheet - Spinner game


Objectives: - Students can make the sentences, ask and answer questions with his and her. - Students can act out the story.



UNIT 7

ARE THESE

HIS PANTS?

Lesson 2

GRAMMAR

Integrated skills:


reading, writing

Key vocabulary:

his, her

Sentence patterns:

This is her dress.

These are his shorts.

Are these her socks?

Yes, they are.

Are these his pants?

No, they aren‟t.

aren‟t = are not

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 48 + 49

Workbook p. 49

Materials:

CD track 77 – 79

Story poster 7

Realia: Items of clothing

(dress, T-shirt, socks,

pants, shorts)

Flashcards 61 - 65

Worksheet: Connect 4

dots game

INTRODUCTION


Warm up and review:

Have students put on the clothes that they bring with them. Play the recording for

students to chant. Each time that students hear their items of clothing mentioned, they

sit down.

Fashion Show: Have each student stand up one at a time and elicit from the class what

he or she is wearing.


Lead-in: Check how many family members there are in the story that students can

remember. Point to the story poster 7 and ask students to tell what happened in the

story. Play the audio track 78 then pause for students to repeat.

Listen to the story and repeat to prepare for role play.

DEVELOPMENT

Role play:

Divide class into eight groups. Assign each group a story poster. Ask students to look

at the different actions that the people do in the story. Elicit a set of actions to use when

acting out the story. Students practice acting out the story. Ask some groups to come to

the front of the class to act out the story.

Story actions:

Picture 1: Mom pulls Rosy‟s dress on the line. Dad holds up a sock in each hand.

Picture 2: Dad passes a T-shirt to Mom. Mom is holding a basket.

Picture 3: Mom holds up Dad‟s shorts.

Picture 4: Dad takes the shorts, smiling.

Listen and say: Look at each picture one at a time and ask students what they can

see. Playing the recording all the way through for students to listen. Play the recording

again, pausing for students to repeat each line. Hold up a clothes flashcard and

substitute it for the first sentence on page 49. Ex: This is her T-shirt.

Look and say: Ask students to look at the pictures in their class books. Model the

question and answer with a student in the class. Ask students to practice in pairs.

Write: Practice writing with the incomplete sentences in the Student Book p.49.

CONSOLIDATION

Connect 4 - dots game:

Students work in pairs. They take turns to fill in an untaken line between two dots.

They have to read aloud the words between two dots. They connect lines to make as


many squares as possible. If the student 1 completes a square, he/she has to make a

sentence and then he/she owns it, and makes another line. The student who makes

more squares than his/her friend is the winner.

Story time: “I love you, Mother” Project - based activities: Homework: Workbook (pages 49) + Grammar time, Workbook page 103.



Objectives: Students can identify more words of clothes and use clothes words in the context of a song.


UNIT 7

ARE THESE

HIS PANTS?

Lesson 3

SONG

Integrated skills:


reading, writing

Key vocabulary:

shoes, coat, hat

Sentence patterns:

I put on my shoes.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 50

Workbook p. 50

Materials:

CD track 80-81

Flashcards 61-68

Worksheet of project

based activity.

Cultural note:

Dress code

In the USA there are

public schools (free for

everyone) and private

schools (families pay for

their children to attend).

90% of students in the

US go to public schools.

In private schools,

students have to wear

school uniforms. In

public schools, students

usually don‟t have to

wear uniform, but there

is a dress code. The dress

code is different in

different public schools.

In most schools, students

cannot wear very short

skirts, shorts and tank

INTRODUCTION


Warm up and review:

„Draw It Relay‟ game Play „Draw it relay‟ game. Divide the students into two teams. Whisper a word to the

first member of both teams and have them run to the board and draw a picture of the

word as fast as possible. Award points to the fastest and most correct team.


Lead-in: Use flashcards 66 – 68 to introduce the three new words. Hold up the cards

one at a time and play the first part the recording for students to repeat.

Play the second part of the recording for students repeat the words. Play the

recording all the way through again for students to listen and point and then repeat.

Lead-in: Ask students to look at the pictures. Point to the items of the clothing and

ask some students What‟s this?

Song presentation: Play the recording for students to listen and point to the

pictures when they hear the three new words. Then play it again as they follow the

words in their books. Recite the words of the songs with the class, without the music.

Say each line for students to repeat. Play the recording again for students to sing along.

Sing and do: In each verse, students mime putting on the items of clothing. At the

end of the song, they wave goodbye. Practice the actions with the class. Play the

recording for students to sing the song and do their actions.

DEVELOPMENT

Memory Tray:

Bring in a tray of various items of clothing. Elicit the names of the objects and give the

students a minute to memorize what's on the tray. Take the tray away and see how

many items can be remembered. The student who remembers the most items gets a

point.

Sing a song:

In groups, students are going to sing a different version of the song. Put the T-shirt,

shorts and shoes flashcards on the board. Point to the first flashcard and sing the first

verse of a new song with the class. Do the same way with shorts and shoes. Use dolls


tops (tops without

sleeves). Many schools

do not allow children to

wear T-shirt with

inappropriate pictures,

such as guns. Students

usually cannot wear hats

in class.

and clothes to have fun atmosphere.

CONSOLIDATION

Simon says:

Play Simon says…to practice clothes vocabulary and the instructions from this lesson.

Give instructions Simon says put on your coat …

Project – based activity: Have students write their names and decorate the covers of the book. Then keep them

in the folder to use them again in next lessons.


Project - based activities: Back – to – school book

Homework: Workbook (pages 50)


Worksheet - Project-based activity


Semester 1-Week 6 Period 7

Objectives: Students can identify and count from one to ten (forwards)


MATHS

COUNTING (1-10)

Integrated skills:


reading, writing

Key vocabulary:

number, one, two three,

four, five, six, seven,

eight, nine, ten (orally)

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Workbook p 3+4

Materials:

Numbers cards (1-10)

Pairs of pictures and

number cards

INTRODUCTION


Warm up and review:

Play a game: Make a group

Call out a number from 2 to 6. Students run to make a group of the number called. Play

a drum or tambourine as a „stop‟ sign. Students must sit down if they cannot form a

group. Play at least 3 times. (Example: Make a group with the number 3).

Play a game: Clap the number

Hold up a card with a number from 1 to 10. Show the number. Students have to say the

number out loud and then give the correct number of claps. Let some students take

turns to hold up a number.

DEVELOPMENT

Open workbook on page 3 and 4:

Demonstrate the activity (from book) on the board. Students have to find the missing

number in a counting sequence. After demonstration, students complete activity in their

workbooks individually.

CONSOLIDATION

Find your partner:

Give each student one card. The card will have a picture to represent a number.

Students have to find the partner who has the same number. Students use sentence

pattern What do you have? I have … / I have number… Students put up hands when

they have found partner. Check students are correct.


Homework:


Objectives: Students can identify some parts of the body. Topic- Key language Resources and Materials Key Activities


SCIENCE

BODY PARTS

Integrated skills:


reading, writing

Key vocabulary:

head, arm, leg, foot,

hand, fingers, toes

Sentence patterns:

Touch your …

Resources:

Textbook: SUCCESS

WITH SCIENCE 1

Pupil book page 2+3

Workbook page 1

Materials:

Large chart of body

Flashcards with key

vocabulary

Magnets for board

Scissors

Glue stick

Colored pencils or

crayons

INTRODUCTION



Stick a big picture of the body on the board so that students can see it clearly.

Ask students if they name any body parts in English. Point to different parts and ask

students if they know the name and then tell them. Students repeat.

Hold up the flashcards of different body parts and tell students the words. Students

repeat the words.

Ask students to come to the board and pick up a flashcard, read the word aloud then

point to the part of the body written on the flashcard.

DEVELOPMENT

Game: Touch your …

Ask students to stand up and give them a command such as touch your arm, touch

your leg …If students point to wrong part of the body they have to sit down. At the end

of 6th

command, look and see how many students are standing. They are the winners.

Open workbook on page 1:

Ask student to have to cut out the picture of the body and labels on page 1. Have them

paste the body onto workbook page 3 and paste the labels of body parts in correct

places.

CONSOLIDATION

Sing a song: Heads and shoulders

Sing and act out to students. Students listen and look at the teacher, then try to follow

words as he/she sings. Enjoy the song with students.

Make a new verse song:

Students work in groups. They try some different words to make up a new verse for the

song. Ask groups to present their ideas. Choose some groups to perform their new

song.


Homework:


Semester 1- Week 7 Periods 1-2

Objectives: Students can pronounce the sound /∫/ on its own and in words.

Students can differentiate between the sounds /∫/, /s/, and /h/ Topic- Key language Resources and Materials Key Activities

UNIT 7

ARE THESE

HIS PANTS?

Lesson 4

PHONICS

Integrated skills:


reading, writing

Key vocabulary:

shoes, sheep, fish

Sentence patterns:

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 51

Workbook p. 51

Materials:

CD track 82-83

Phonic cards 27-29

Worksheet of „identify

and color the sounds‟

activity.

Language note:

digraphs

Distinct sounds that are

represented by a

combination of letters

such as sh, ch, and th are

called “digraph.” These

are different from

consonant blends, which

will be covered in level

2. Digraphs should be

treated as if they were

letters of the alphabet in

their own right.

INTRODUCTION


Warm up and review:

Sing a song: Every day!

Play a game: What's Missing?

Scatter 8 flashcards face up on the table. Give the students a minute to look at them.

Then have them close their eyes and take away one flashcard. Tell the students to open

their eyes and ask, "What's missing?" Reward the student that guesses correctly.


Lead-in: Tell students that although they have learned all the letters of the alphabet,

they haven‟t learned all the sounds of English yet. Tell students that today they will

look at the letter sh that represent the sound /∫/. Write sh on the board in large letters

and explain that this is a new sound. Model the sound for students to repeat.

Hold up phonics cards 27-29 one at a time, playing the first part of recording for

students to listen and to repeat.

Play the second part of the recording for students repeat the words. Play the

recording (the whole track) again for students to listen and point and then repeat.

Ask students to look at the picture. Tell them that the girl‟s name is Shirley. Ask

what she has and what clothes are red. Play the recording for students to listen and

repeat.

Put the three phonics cards in different places around the room. Play the recording

again for students to repeat the chant line and point to the cards as they hear the words.

DEVELOPMENT

Chant and do:

Divide the class into four different groups. Assign an action to each group.

Group 1 – jump in the air.

Group 2 – clap your hands

Group 3 – wave your arms



Group 4 – turn around

Do the chant together. The groups do their actions when they hear the sound /∫/. Swap

the actions between the groups and do the chant again.

Read the chant again. Circle the sh sounds.

Look at the picture and circle the correct sound.

CONSOLIDATION

Identify and color the sounds:

Give each student a sheet of paper. Ask students to follow instructions. Ask students

read the words in the picture and color.

Sound h - green

Sound s - orange

Sound sh - yellow

Story time: “I love you, Mother” Project - based activities: Homework: Workbook (pages 51)


Worksheet of „identify and color the sounds‟ activity.

Sound h - green

Sound s - orange

Sound sh - yellow


Semester 1-Week 7 Periods 3-4

Objectives: - Students can read and understand a story. -Students can read for specific details. Topic- Key language Resources and Materials Key Activities

UNIT 7

ARE THESE

HIS PANTS?

Lesson 5

SKILLS TIME!

Integrated skills:


reading, writing

Key vocabulary:

Revision of colors and

items of clothing

Additional vocabulary:

try on , team

Sentence patterns:

What‟s your favorite

color?

What color is Max‟s T-

shirt?

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 52

Workbook p. 52

Materials:

CD track 84.

A set of colored pencils

A glue stick

A large piece of paper for

each group of four or six

Pictures of clothes from

magazines

A set of concentration

game

Worksheet for Rock-

Paper-Scissors game

INTRODUCTION


Warm up and review:

Play a game: Concentration

Have the students sit in a circle. Spread out the flashcards (2 sets) face down. Students

take turns flipping over two cards and saying the sound and the word. If the flashcards

are a match, the student keeps the cards. If they are different, they remain face down.

The student with the most pairs is the winner.

Sing “Sing a rainbow!” song to review colors.


Lead-in: Ask students to look at the pictures. Point to the picture of the boy and

explain that his name is Max. Point to the lady and ask who she is. Ask students to

work in pairs, taking turns to point to different clothes and saying the words. Point to

the different items of clothing and ask Are these pants orange/blue? Is this T-shirt

green/blue/orange?

Listen and read:

Ask students to look at the pictures. Tell them that they are going to hear a

conversation between Max and his mom in the store. Play the recording for students to

listen and follow silently in their books. Play the recording the second time. Answer

any questions students have. Ask simple questions to check their comprehension

e.g. Which clothes does Mom/Max like? What is Max‟s favorite color? Why does

Max like orange?

DEVELOPMENT

Read again. Circle the wrong word and write the correct word.

My favorite clothes poster:

Divide the class into groups of four to six. Tell students that they are going to make a

poster with pictures of their favorite clothes. Give each group a set of colored pencils,

a glue stick, a large piece of paper, and some magazines with pictures of clothes.

Students write the title My favorite clothes at the top of their picture. They cut out

pictures of the clothes they like from magazines and stick them onto a piece of paper.

They can then label each item of clothing such as green T-shirt / white shorts / red

socks … Collect in the posters and display them on the wall.


CONSOLIDATION

Rock – Paper – Scissors game:

Give each pair of students a sheet of paper. They begin at „Start‟ and do „rock, paper,

scissors‟. The winner goes first. He/she reads aloud the sentence in the first box. Then

they continue doing „rock, paper, scissors‟ again. The winner moves toward the next

box. Who finishes the six boxes first wins this game.

Value worksheet: page 15 (Teacher‟s Book CD-ROM)


Project - based activities: Homework: Workbook (pages 52)

A set of concentration game:

/∫/ /∫/ /s/ /h/

Shirt sheep sofa hat


Worksheet for Rock-Paper-Scissors game.

All Max‟s pants are orange.

This is a green coat.

Billy‟s favorite color is blue.

These are purple shorts.

I like these socks.

Yellow and red are nice colors.

These are purple shorts.

Billy‟s favorite color is blue.

This is a green coat.

All Max‟s pants are orange.

Yellow and red are nice colors.

I like these socks.



Objectives: Students can develop their learning skills.

- Listening: identify pictures from their descriptions - Speaking: ask and answer questions about colors - Writing: identify and write „s in a sentence and write about favorite clothes


UNIT 7

ARE THESE

HIS PANTS?

Lesson 6

SKILLS TIME!

Integrated skills:


reading, writing

Key vocabulary:

Revision of colors and

clothes


What about

Sentence patterns:

Revision of structures

seen previously

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 53

Workbook p. 53

Materials:

CD track 85

Pictures of clothes from

magazines or catalogs

Worksheet for Battleship

game

Worksheet for project

based activity

INTRODUCTION


Warm up and review:

Play a game: Switch seats

Put chairs in a circle. Writes on the board, “Switch seats if you are wearing brown

shoes.” Stand in the middle and then say “Switch seats if you are wearing brown

shoes.” Students who are wearing brown shoes switch seats. The teacher tries to find a

seat while the switching is going on. The person who is left standing in the middle and

says, “Switch seats if you are wearing ____.”


Listen and number: Explain that you are going to play a recording of a girl and her

mom talking about the different clothes. They have to listen and number the items in

the order they hear them. Play the recording the whole way through. Students listen

and number to each picture as they hear the word.

Look at the pictures again. Point, ask and answer.

Circle “ „s “ and match

DEVELOPMENT

Describing pictures:

Divide the class into groups of four or six. Give each student at least two pictures of

different clothes from magazines. Students take turns to hold up a picture and ask

What color is this…? What color are these …? for the rest of the group to answer.

Picture Race: Use pictures of clothes from the collection you brought in. Assign 10 pictures to groups

of about 5 students sitting in a circle. Working individually, they will compete to write

brief descriptions of as many pictures as they can in 5 minutes. Then they share the

ideas with the class.

CONSOLIDATION

Battleship game:


Work in pairs. Both players place their ships (6 ships) on the “your ocean” grid.

2 2 . 2

Attack enemy ships by calling a square. Whosever goes first ask question Are you

wearing (a red T-shirt)? The other player says either “HIT” or “MISS” depending

upon whether one of his ships is in the position called out. The person calling out

should mark a hit or a miss on the “enemy ocean” grid to keep track of the shots. The

other person should mark the shot on “your ocean.” If the shot is a “HIT” the player

goes again. Otherwise, the other player takes a turn. Once a player has sunk all the

opponent ships, he is the winner.

Project – based activity: Have students write and trace their hand on this page of the book. Then keep them in

the folders.


Project - based activities: Back – to – school book

Homework: Workbook (pages 53)


Worksheet for Battleship game

1. Draw in 2 of each boat

in your ocean.

2. Attack enemy ships by calling

a square ( Are you wearing a red T-shirt? )

3. Sink all the enemy ships to win

red yellow blue green pink black white purple brown

T-shirt

coat

pants

shoes

socks

shorts

hat


red yellow blue green pink black white purple brown

T-shirt

coat

pants

shoes

socks

shorts

hat


Worksheet for project based activity



Objective: Students can identify and count from one to twelve (forwards & backwards)


MATHS

COUNTING (1-12)

Integrated skills:


reading, writing

Key vocabulary:



eight, nine, ten, eleven,

twelve (orally)

Sentence patterns:

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p.6+7

Workbook page 5

Materials:


Large number lines

Worksheet for board

game (First to 12)

INTRODUCTION


Warm up and review: Play a game

Students stand in a circle and chorus counting from 1-10. Instruct the students to each

call out one, two or three of the numbers in numerical order. The student who calls out

'ten' must sit down. Continue until only one student is standing. That student wins the

game. E.g. "one, two", "three, four, five", "six", "seven, eight, nine", "ten (sits

down)"


Introduce the numbers 11 and 12. Hold up flashcards, say number and ask students

repeat. Do this at least 3 times.

Number lines (number lines should start with number 0) Put up 2 large number lines on blackboard. Ask students to count from 1 – 12

following as pointing to numbers on the line. Students will count forwards and

backwards on the number line with the teacher. Tell students to have to close their

eyes. When they open their eyes, ask them What number has been covered? Students

check by counting aloud from beginning of number line and stop when they get to the

number has been covered. Students will predict what should come next. Repeat activity

3 times, choosing different numbers to cover.

DEVELOPMENT

Open Pupil book ( pages 6 and 7) and workbook (page 5): Students will record

answers to questions in the books. Ask students to share their answers.

CONSOLIDATION

Game: First to 12 (board game): Students work in pairs or groups. Students roll a

dice and move counters on board that number of spaces. To keep moving on the board

game, students just roll a dice and keep on moving until they reach 12. Students must

roll to get number 12. If they are on number 11 and roll to number 2, they must miss a

turn. They must wait until they roll to number 1 to move to 12. The winner is the first

to get number 12.

Semester 1- Week 7 Period 8

Objectives: Students can identify some parts of the body. Topic- Key language Resources and Materials Key Activities


SCIENCE

OUR BODIES

Parts of the body

Integrated skills:


reading, writing

Key vocabulary:

left, right

Sentence patterns:

Resources:

Textbook: SUCCESS

WITH SCIENCE 1

Pupil book page 4

Workbook page 3

Materials:

Large poster of body

Large poster of song

Flashcards with key

vocabulary

Magnets for board

Scissors

Glue stick

Coloured pencils or

crayons

INTRODUCTION


Play a game: Left/Right

Hold up flashcard with word “LEFT” while raising the left hand and ask student to

follow up. Ask students to repeat and do the action. Repeat with the word “RIGHT.”

Tell students that you will say left or right and the student must respond by raising the

correct hand. Tell students that now you will use the words left or right with other parts

of the body. Students need to raise this body part such as left arm, right arm, left leg…


Introduce song Hockey Pokey by asking students to look for some words that

describe the body parts. Students take turns to find words and underline with their

pencils or markers. Ask student to look at the chart when introducing the song to

children and demonstrating actions with body follow same steps for introducing song

and students repeat.

Ask students to stand in a circle in the classroom and perform the song. Teacher

should stand where all children can clearly see or hear her/him to support students sing

the lyrics correctly with appropriate actions.

DEVELOPMENT

Make a new verse song:

Place the poster with the lyrics on the board and cover up words for body parts and

position on body. Students try some different words to make up a new verse for the

song. Tell students they don‟t have to follow the same order as the song. Choose some

groups to perform their new song.

CONSOLIDATION

Open workbook on page 3:

Ask student to write the names of these body parts.

Story time: “I love my mother”

Homework:


Worksheet for board game


Semester 1- Weeks 8 + 9 Period 1-6 (week 8) + period 1+2 (week 9)

Objectives: Review clothes topic and do some exercises related to Cambridge Test.


EXTRA

ACTIVITIES

UNIT 1

WELCOME TO

VIETNAM

Integrated skills:


reading, writing

Key vocabulary:

Items of clothing

Sentence patterns:

What are you wearing?

I am wearing …

He‟s wearing …

Resources:

Textbook: FUN

WITH STARTERS 2

( Vui học cùng kỳ thi

Starters – Cambridge)

UNIT 1: WELCOME TO VIETNAM

Read and write yes or no. (Page)

1. No 2. Yes 3. No 4. No 5. Yes

Read and write yes or no. (Page)

1. Yes – No 2. Yes – No 3. No – Yes

Listen and write. Complete the crossword. (Page)

1. Skirt 2. Suit 3. Shirt 4. Handbag 5. Pants 6. Jeans 7. Dress

Find the questions and write the answers. (Page)

1. What is he wearing? He‟s wearing a shirt.

2. Is she wearing a skirt? No, she isn‟t.

3. What are you wearing? I‟m __________.

Write a word. (Page)

1. Beach 2. Sun 3. Tree 4. Shell 5. Flowers

Listen and write a word or a number. (Page)

1. Billy 2. Lucy 3. Eight 4. Three 5. One

Project – based activity: Have students write personal information about their location on the page of the book.

Then keep them in the folder to use them again in next lessons.


Project - based activities: Making a “Back - to - school book”


Worksheet for project based activity



Objectives: Students can be familiar with addition.


MATHS

COUNTING CATS

Integrated skills:


reading, writing

Key vocabulary:



eight, nine, ten, eleven,

twelve (orally),

altogether

Sentence patterns:

How many?

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book 8 – 11

Materials:


Picture cards – models of

happy and sad cats

Sets of different numbers

of black cat faces for

group activity (between

10-12)

Papers, markers, crayons,

scissors, glue

Copies of questions for

problems solving for

each group.

Answer sheets for each

group.

INTRODUCTION


Play a game: What's Missing? Scatter 8-10 numbers cards face up on the table. Give the students a minute to look at

them. Then have them close their eyes and take away one card. Tell the students to

open their eyes and ask, "What's missing?" Reward the student that guesses correctly.


Happy/sad cats

Put up pictures of a happy and a sad cat on the blackboard. Ask students “Which cat

look happy?” Students respond. Hold up other picture and ask “How does this cat

feel?” Hold up pictures and ask students to say whether the cat is happy or sad. Do this

a few times.

Count the cats: Put up chart with mixture of happy and sad cats. Ask students How

many happy cats? One student gives answer and checks by counting cats. The student

points to each one as other students count.

DEVELOPMENT

Open Pupil book on page 8 – 11: Students will record answers to questions in the

books. Check answers by swapping books with their partners.

Group problem solving – How many cats:

Divide the class into groups of four or six. Each group is given a pile of cat faces

without expressions. Each member of group has to fill in the cat‟s face and make it

happy or sad. Students paste their cats onto chart paper. Ask students to paste on

questions How many cats are happy? How many cats are sad? How many cats

altogether? Display complete chart on the wall.

CONSOLIDATION

Solving problems: Groups take response sheet and move around classroom. Each

group will try to answer questions on problem solving question charts belonging to

other groups. Once all groups have had an opportunity to record answers to questions,

the whole class will check the answers.



Objective: Students can identify some parts of the body. Topic- Key language Resources and Materials Key Activities

SCIENCE

OUR BODIES

Hands and The Foot

Integrated skills:


reading, writing

Key vocabulary:

hand, foot, biggest,

smallest, longest, shortest

Sentence patterns:

Resources:

Textbook: SUCCESS

WITH SCIENCE 1

Workbook page 4+5

Materials:

Large poster of body

Flashcards with key

vocabulary

Magnets for board

Scissors

Glue stick

Colored pencils or

crayons

INTRODUCTION


Sing a song: Hokey Pokey

DEVELOPMENT

Workbook activity: Trace and cut out your hand

Ask students to hold up one hand. Explain that in this lesson they will trace around

their hand and cut it out. Students will engage in activity.

Ask students to work in groups. They compare hands and organize them in order from

biggest to smallest. When all in group agree on order, ask them to paste onto a large

paper. Display final presentation on classroom wall. All groups check each other‟s

work. Encourage students to discuss the displays using the words big and small.

Workbook activity: Trace and cut out your foot

Explain that in this lesson they will trace around their foot and cut it out. Ask students

to work with partner for activity. Partner will trace around foot and then student cuts

out traced foot.

Ask students to work in groups. They compare the feet and organize them in order

from shortest to longest. When all in group agree on the order, ask them to paste onto a

large sheet of paper. Display final presentation on classroom wall. All groups check

each other‟s work. Encourage students to discuss the displays using the words short

and long.

CONSOLIDATION

Body parts touch:

Play the music and students move around the room. When the music stops the teacher

calls out the name of a body part and students have to find a partner and the pair have

to make only those body parts touch. Example: call out hands. Students can only touch

hands together – no other part of their bodies. This game only for body parts as hand,

foot, head, leg, and arm.


Homework:


Worksheet for counting cats

How many happy cats?

How many sad cats?

How many cats altogether?

Group 1:


How many sad cats?


Group 2:


How many sad cats?


Group 3:


How many sad cats?


Group 4:


How many sad cats?


Group 5:


How many sad cats?


Group 6:


How many sad cats?



Semester 1- Week 9 Periods 5 – 6

Objective: Elementary school students can make a wonderful book at the beginning of the school year.


EXTRA

ACTIVITIES

Integrated skills:


reading, writing

Materials:

-Paper

-Printer

-Crayons, pens, or

markers

-Hole punch and some

string [or a stapler] (to

bind the book)

-Glue stick and photo of

child (optional)

Project – based activity

This is a wonderful book that elementary school students can make at the beginning of

the school year. In this book the students write about themselves, their families, and

their favorite things.

Step 1: Students create a cover of the book. (Week 4 – Periods 5 - 6)

Step 2: Students write personal information and trace their hand on the page of the

book. (Week 5 – Periods 5 - 6)

Step 3: Students write personal information about the place to live on the page of the

book (Week 6 – Period 5 – 6)

Step 4: Students write about their favorite things. (Week 7 – Periods 7 - 8)

Step 5: Students write about their school in this year. (Week 7 – Periods 7 - 8)

- Bind the pages of the book together by stapling them or by punching holes in

the left margin and tying the pages together with a ribbon. Or punch holes and

put the book in a folder or a notebook.

- Students can show their back – to – school books with the class.

Extra activity: A rebus story (answer key)



Worksheet for project- based activity



Worksheet for extra activity





Objective: Students can name the numbers from one to ten


MATHS

NUMBER

Lesson

NUMBER NAMES

Key vocabulary:

zero , one , two , three ,

four , five , six , seven ,

eight , nine , ten .

Vocabulary revision:

say, point to, write

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p.36-37

Workbook p.6

Materials :

- Flashcards of number

names

- Picture cards of

numbers 0 – 10

- Number cards ( 0 – 10 )

large size for T

- Sets of cards for

concentration game

(each group gets one set)

IIINNNTTTRRROOODDDUUUCCCTTTIIIOOONNN

Weather Report:

Warm up and review:

Counting Rhyme: - 1, 2, buckle my shoes, 3, 4 sit on the floor, 5, 6 pick up

the stick……

- Put the wall chart of rhyme on the board. Ss listen to the rhyme on CD. Read each

line and ask Ss to repeat. Ss practice saying in chorus.

- Ss work in groups of 6 and perform rhyme with actions.


Introduce flashcards for number names 0 – 10 -T puts cards on blackboard, face up. On the other side of blackboard, T puts cards

with number in figures. Hold the word card and say the name of the number

- Ss repeat twice for each number. Ss play game “Make a match”

Make a match: Ss have to find pairs of cards that match word to figure (0-10 )

DDDEEEVVVEEELLLOOOPPPMMMEEENNNTTT

Workbook Activity – p.6: Number names.

T and Ss check answers

Game : Number Concentration – Group Activity

- Give each group 2 sets of cards - one set with figures 0 -10 and the other with words

from zero to ten and ask Ss face them down.

- Ss take turns turning up 2 cards, say the numbers and if correct they keep the pairs. If

not correct, cards must be turned back down. Ss continue the game until all pairs are

matched.

CCCOOONNNSSSOOOLLLIIIDDDAAATTTIIIOOONNN

Number Name Word Find: Ss have to find number names in the word. Ss can

complete for homework activity and return next lesson.

Story time: “I love you , Mother ”



Objective: Students can say the names of the parts of the head.


SCIENCE

OUR BODIES

Lesson

PARTS OF THE

HEAD

Integrated skills:


writing

Key Vocabulary: eyes, nose, ears, mouth,

teeth, tongue, hair


head

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p.5

Workbook p.6

Materials :

- Flashcards

- Paper ( A3 )

- Sets of Concentration

Game Cards

- Magnets

- Glue

- Colored pencils

- Masking tape


Weather Report:

Warm up and review:

Song “ HOCKEY POCKEY ”

Listening Game: Touch your ……….

Give Ss a series of commands beginning with Touch your………. .Ss follow the

commands e.g. Touch your nose. - > Ss touch their noses.


Chart – Parts of the Head

Point to different parts of the head and ask Ss if they know the word for this part of the

head in English. Tell Ss the names of the different parts of the head. Hold up the

flashcards, say the words.

Ask Ss to come up and point to this part of the head on the chart. Call out different

parts of the head and Ss have to touch the part called e.g. Touch your nose / tongue /

hair / teeth / eyes / mouth / ears.


Labeling the parts of the head:

Put up a chart of the head on the board which labels are covered - Flashcard labels are

placed face up on the board. Ss take turns selecting a word, reading it aloud to the class

and then placing it in the correct place on the chart.

Workbook Activity: Cut and paste labels and place next to correct part of the head.


Make a face:


Draw a face on the blackboard. Ss take turns reading a flashcard and then draw in that

part of the face.

Variation:

Put up the chart with a face and has cutouts of the different parts. Ss read flashcard and

find matching part. Put it on the face.

Homework Activity: Review parts of the head

Ss draw a face at home and label parts then can bring to school to display in classroom.




Objectives: - Students can identify different places in a home.

- Students can understand a short story.

Topic- Key language Resources and

Materials Key Activities

UNIT 8

Where’s Grandma?

Lesson 1

WORDS

Integrated skills:


reading, writing

Key vocabulary:

kitchen, living room,

dining room, bedroom,

bathroom


certificate, show, surprise,

good, work, good job

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p.54

Workbook p.54

Materials:

- Flashcards 69 – 73

- CD track 86 – 88

- Story poster 8


Weather Report:

Warm up and review:

Sing the song “Hello, How do you do?”

Guessing Game: Divide the class into groups. Stick the flashcards 61-68 on the board

( dress , socks , pants … ) then give students the clue to guess the word

Ex: This word has 5 letters. The first is D and the last is S. D __ __ __ S

Can you guess what it is?

Students race to the board, getting the correct picture then say it aloud. The group that

has the most cards is the winner.


- Use flashcards 69 – 73 to introduce the new words, playing the recording. Students

listen, point to the pictures p54 and repeat.

- Check students‟ understanding by asking questions.

Ex: What can you see in the dining room? ( chairs and tables )

What can you do in the dining room? ( eat )

- Give students the word cards, do the chant. They listen, say and hold the words in the

air.


Dialogue presentation :

- Stick the story poster 8 on the board, explaining some new words. Ask questions to

encourage predictions from different members of the class Who‟s this? What

happens? What room are they in?

- Play the recording, point to the poster and explain the story. Students listen and

practice.

Role – play: Students work in groups of 6, acting out the story.

Comprehension questions: Ask some questions to check their understanding.

What does Rosy have? Is grandma in the kitchen? Is Dad in the living room? Where

are Rosy‟s family members?




My group‟s house: Students work in groups of 6, draw and color a big house

with some rooms .Then, each group comes to the front and talk about the house

by using simple sentences. T sticks their works on the “Works from our heart”

corner.

Ex: This is my group‟s house. This is a kitchen. These are 2 bedrooms. …………….

Story time: “I love you , Mother ” Homework: Workbook ( page 54)



Objectives: - Students are able to ask and answer questions about where people are.

- Students can write Is or Are at the beginning of questions.

- Students can act out a story.



UNIT 8

Where’s Grandma?

Lesson 2

GRAMMAR

Integrated skills:

speaking, listening, reading,

writing

Review vocabulary:

Rooms in a house.

Members of a family

Sentence patterns:

Where‟s grandma?

She‟s in the bedroom.

Where are Dad and Billy?

They‟re in the kitchen.

Is she in the bedroom?

- Yes, she is.

Are they in the living room?

- No, they aren‟t.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 55

Workbook p. 55

Materials:

- Hello flashcards 1-3

- Family flashcards

57- 60

- CD track 88 - 89

- Story poster 8


Weather Report:

Warm up and review:

Students sing the song “ In my family ” p.42

Miming Game: Mime the action of going to bed. Students call out “Bedroom!”

- Ask a student to come to the front and mime something he / she might do in one of

the other rooms. The others guess. Repeat with the other house words.

Lesson presentation: - Use the story poster 8 to ask students what happened in the story to model the

patterns. Gives a meaningful context to lead in the patterns Children! Let‟s visit Rosy‟s

family again. Rosy is holding a certificate that she has been awarded and she wants

to show it to her family. Is Grandma in the kitchen? Are Dad and Billy in the living

room? Where‟s Grandma? Where are Dad and Billy?

- Write the sentence patterns on the board, show students how to make the short forms

She‟s / He‟s and They‟re by writing the words separately and then together on the

board and show how to use “ She‟s , He‟s , They‟re ”

- Put the grandma flashcard on the board and write “She‟s” next to the picture of

grandma. Replace the picture of grandma with grandpa and write the word “He‟s”

Put flashcards of at least 2 other family members on the board and write “They‟re”

next to the pictures.

- Play the recording for students to repeat. (Repetition Drill and Substitution Drill)


Practice :

- Draw a big house with 5 rooms on the board. Put the family flashcards (1-3, 57-60) in

each room of the house.

- Model the question and answer with some students, then ask students work in pairs.



- Call some students come to the front to practice the patterns.

Look and Say: Ask students to work in pairs - take turns asking and answering about

the pictures on p.55

Look again and write :

Ask students to look the exercise in their class books and complete the sentences

individually. Go over the activities with the class.


Matching :

Give each student a worksheet with questions and answers. Check their answers to

know how they combine the sentences with he‟s, she‟s and they‟re.



Semester 1- Week 10 Periods 5 - 6

Objectives: - Students can identify more words for homes.

- Students can use house words in the context of a song.



UNIT 8

Where’s Grandma?

Lesson 3

SONG

Integrated skills:


reading, writing , singing

Key vocabulary:

house, apartment, flat,

upstairs, downstairs .


follow, table, chair,

go through

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p.56

Workbook p.56

Materials:

- My house flashcards

69 – 77

- CD track 90 – 91


Weather Report:

Warm up and review:

Song “ The Family Song ” – Tiny Talk p.72

Chinese Whisper: Divide class into groups. Show a sentence to the last student from

each group. He / She whispers to the next student. Continue to the first student, he / she

races to the board say it aloud and write the sentence (if the student is good enough).

Ex: Rosy is in the dining room. Dad and Grandma are in the living room. …………


- Use the flashcards 74 – 77 to introduce new words. Hold up the cards, playing the

recording and ask students to listen.

- Students look at the pictures, listen to the recording and say the words again.

- Hold up the cards and ask individual students to say the words.


Activity:

- Divide class into groups. Put flashcards 69 – 77 in different places around the room. -

- Say the words. Students race and get the correct pictures. The group getting the most

pictures is the winner.

Present the song:

Ask students look at the picture of the house on p.56. Use pictures to explain some new

words. Play the recording, say the words and ask students to repeat. Ask individual

students to say the words again.

Song actions :

Come into my house (arms open to welcome)

What can you see? (look from left to right)

Upstairs and downstairs ( point upwards and downwards )

Come, follow me (beckon)

Go through the door ( open the door )

Go upstairs (point upwards)



Go downstairs (point downwards)

What‟s in my bedroom / the dining room? (open the door )

Four teddy bears (cuddle a teddy bear)

Table and chairs ( sit down)

Practice with the class. Play the recording for students to sing the song and do their

actions.


Interview : Students walk around the class to interview the others by using

questions :

Where‟s your bedroom? It‟s upstairs / downstairs.

What‟s in your bedroom? a bed, a teddy bear,…

Where‟s your dining room? ……

Story time: “I love you , Mother ” Project based activity: HALLOWEEN DAY

Materials: Sheets of paper with the simple 8- shaped mask.

Pencils - Scissors - A paper stapler - Crayons - Cardboard - Markers - stickers - Glue - String or ribbon.

Step 1: Students cut the simple 8 shapes out of the papers.

Homework: Workbook ( page 56)


The 8 - shaped mask for girls and boys

The 8 - shaped mask for girls and boys

http://www.google.com.vn/imgres?q=pictures+of+mask+paper&hl=vi&sa=X&rlz=1W1ADFA_en&biw=979&bih=775&tbm=isch&tbnid=JR_2iy-r1dAo7M:&imgrefurl=http://www.pickegg.com/wholesale/10-sets-per-pack-paper-double-butterfly-masquerade-mask-for-halloween.html&docid=GugGahWICI8AhM&w=290&h=290&ei=ytc2ToT0AoWOmQXo5-jwCg&zoom=1


http://www.google.com.vn/imgres?q=pictures+of+mask+paper&hl=vi&sa=X&rlz=1W1ADFA_en&biw=979&bih=775&tbm=isch&tbnid=3VN0ojutSo_Z0M:&imgrefurl=http://parenting.leehansen.com/downloads/crafts/masks/mask4.htm&docid=qm91e8MDsqqvvM&w=369&h=800&ei=ctc2Tq-AHOKEmQXPvdjwCg&zoom=1


ACTIVITY


Cut the pattern from construction paper. Fold

the pumpkin along the vertical dotted line .

With scissors, cut along the horizontal lines.

Carefully open them. Make the pumpkin three- dimensional

by pushing on strip forward and the next backward .

Alternate the strips in this way until you have done

them all. Attach a piece of yarn to the top and

hang in the classroom .

You may want to have students write spooky

vocabulary words on the strip sections before

cutting .


Semester 1 - Week 10 Period 7

Objective: Students can count the number of letters in names


MATHS

NUMBER

Lesson

HOW MANY

LETTERS?

Key Vocabulary:

zero, one, two, three, four

five, six, seven, eight,

nine, ten, eleven, twelve,

letters, longest, shortest


say, point to, write,

counting, numbers, name

how many, who has

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p.12-13

Materials :

- 6 name cards for

introductory activity.

- Cards for Ss‟ activity

- Number cards ( 0 – 12 )

Large size for T.

- Colored markers

- Masking tape or glue

- Charts with numbers

2 – 12 for Ss to display

names


Weather Report:

Warm up and review:


How many letters in your name?

- Put a card with the name of one student in class. Ex: Hoa Mai

- Ask Ss to count the number of letters in Hoa Mai. Have a student count and write the

number on the board. Repeat the activity with another Ss‟ names.

- Ask “Who has the longest name? “ “Who has the shortest name?”

- Record the responses on the board.


- Ask Ss to write their names on a card and write the number of letters in their names.

Ex:

- Put up charts with a number from 2 – 12 around the room. Ss look at the number of

letters in their name and paste their name card onto the chart with the same number.

Questions: Who has the longest name? Who has the shortest name?

- Ss move around, look at the charts to find the longest name, the shortest name and

how many letters.

- All answers if correct should be accepted and recorded.


Student Resource Book P.12 – 13 :

- Ss have to find names in list - which is the longest and name which is the shortest.

- Ss record responses to Resource Book Task in their notebooks.

- Go over the answers with the class.


Ngoc Bich 8



Objective: Students can say the names of the parts of the head.


SCIENCE

OUR BODIES

Lesson

PARTS OF THE

HEAD

Key Vocabulary (revised)

eyes, nose, ears, mouth,

teeth, tongue, hair


(revised)

big, little, blue, black, red

green, short, open, white

.

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Workbook p.7-8

Materials :

- Sentence maker to hold

flashcards

- Pictures and word cards

- Flashcards

- Paper ( A3 )


Game Cards

- Magnets

- Glue

- Colored pencils

- Masking tape


Weather Report:

Warm up and review:

Song “Head, shoulders, knees and toes”

Concentration Matching Game :

- Put all the word cards on one side of blackboard face down and the picture cards on

the other side of the board face up.

- Ss take turns turning over a word card, saying the name of one part of the head and

then finding the picture that matches the word. When a pair of cards has been matched

correctly, they are put together on the board.

- If a student can‟t read the word or doesn‟t match the word to the correct picture, both

cards have to be returned to the board in their original places. Another child has an

opportunity to make a match.

- The game is over when all cards have been correctly matched.


What is missing?

- Display on the board a series of pictures of faces (4 large cards). Ask What part is

missing from the face?

- Ss volunteer to say what part they think is missing. If this is the correct answer, he /

she will come out to the board and add in the missing part of the head.


Workbook Activity 1: What‟s missing?

- Ss look at each picture and draw in the part that is missing and write the word for that

part underneath the picture.

Workbook Activity 2: Draw a monster face

- Ask Ss to open their workbooks - p.8. Say the name of one part of the head and ask

Ss to draw that part on the face.

- The flashcard with that word will then be placed on the board.

- Continue calling out parts of the head. Ss will swap workbooks and look at each

other‟s completed Monster faces. Each student will take turns telling their partner

about the different parts of the head that they have drawn.



Concentration Game: Find the pairs

- Give each group 2 sets of cards. Ask Ss to put the word cards face down on one side

of the table and picture cards face down on the other side.

- Ss take turns turning up one word card and one picture card. Ss must say the word

and if they make a match they keep the cards.

Homework Activity :

Ss can practice drawing a funny face and describing the parts of someone‟s head in

English. Ss can bring drawings done to school to display.




Objectives: - Students can pronounce the sound of letters ch in words correctly.

- To help students develop their speaking skills.



UNIT 8

Where’s Grandma?

Lesson 4

PHONICS

Integrated skills:


writing

Key vocabulary:

chair, teacher , chick


chirp, say, little

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 57

Workbook p. 57

Materials:

- Phonics Flashcards

30 -32

- CD track 92 - 93


Weather Report:

Warm up and review:

Song “ The Alphabet rock ” Circle the words: Divide the class into groups. Write a lot of words on the board that

students have studied. Ask students to say them again to check their pronunciation.

- Ask students to circle the words which is the sounds of “ sh ”, “ s ” , “ c ” ….. then

race to the board , circle the correct word and say it aloud. The group having the most

correct answers is the winner.

Lesson presentation: Use phonics flashcards 30 -32 or real objects to introduce the letters and the sound of

ch. Play the recording. Students listen, point to the pictures p.57 then repeat.


Listen and chant :

- Use gestures to introduce the additional vocabulary. Ask students to look at the

picture of the chant. Ask some questions to encourage predictions from students.

Who‟s this? (a teacher) What does she have? (a chick) How does a chick say?

( chirp, chirp ) Where is the teacher sitting? (on a chair).

- Play the recording. Read the chant line by line and ask students to repeat. Play the

chant again for students to chant along.

Chant actions :

My name‟s Charlie. ( point to yourself )

This is my teacher. ( point to the teacher )

She‟s on a chair. ( sit on a chair )

She has a little chick. ( flap your hands )

Chirp, chirp, chirp, says the chick. ( flap your hands )

- Practice the actions with the class. Play the recording for students to chant and do the

actions.




Circle the ch sounds:

- Have students look at the chant in exercise 2. Ask them to find the others of ch at the

beginning or ending of words.

- Go over the exercise with students.

Exercise 4 - p.57: Go over the answer with the class.

Matching:

Divide the class into groups. Give each group some phonics sound cards and phonics

picture cards. Ask students to match the sounds to the correct pictures - in 30 seconds,

the group with the most correct answers is the winner.




Objectives: - Students can read and understand a description of an apartment.

- Students can find specific information in a text.



UNIT 8

Where’s Grandma?

Lesson 5

SKILLS TIME

Integrated skills:

speaking, listening, reading

Key vocabulary:

homepage, a photo

Review vocabulary:

Rooms in a house

Members in a family

Sentence Patterns: Review the previous ones

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 58

Workbook p. 58

Materials:

- Flashcards 69 – 75

- CD track 94

- A4 size papers

- Colored pencils


Weather Report:

Warm up and review:

Song “Come into my house” Bingo: Give each student a bingo sheet. Students write down any room in a house or

member of a family on the sheet. Students listen and check the words called. When the

words in rows or in columns are checked, they shout “Bingo”.

Lesson presentation: - Ask students to talk about their house or apartment by answering the questions :

Do you live in a house or an apartment? Can you name the rooms in your house?

What‟s your favorite room? What can you do there?

- Gives a meaningful context to introduce the reading: Your house / apartment is very

nice. Today we will visit a beautiful and interesting place. Do you know that place?

Let‟s visit Suzy‟s family.


Present the reading :

- Ask students to look at the pictures on p.58. Ask questions to encourage their

predictions. Who‟s Suzy? Does Suzy live in a house or an apartment? Who does she

live with? Can you name the rooms in Suzy‟s house?

- Use pictures or real objects to explain the new words. Play the recording for Ss to

listen and point to the pictures. Play the recording again for Ss to listen and repeat the

reading line by line in chorus.

- Ask individual Ss to read the reading for the class. Have Ss look at the question at the

end of the homepage and find Suzy‟s brother.

Check students‟ understanding:

Comprehension questions: Students work in pairs to finish the task.” Where does

Suzy live? Where is Suzy‟s family? Is the dining room big? Is the bedroom big for

Suzy? What can you see from the window?”

Write True or false: Give each student a worksheet, ask Ss to read and write T if the

sentence is true or F if it is false.


Read again and write p.58: Students read the sentences carefully and fill in the blanks

Go over the answers with the class.


My favorite room :

- Students work in groups of 4. Give each student a sheet of paper. Students draw a

picture of their favorite room in their house/ apartment.

- Students take turns holding up their pictures and telling the others in their group about

the room they like. Some Ss come to the front and tell the class about their favorite

rooms.



Semester 1- Week 11 Periods 5 -6

Objectives: - Students can number items in the correct order.

- Students can ask and answer the questions beginning with Where.

- Students can identify vowels within words.



UNIT 8

Where’s Grandma?

Lesson 6

LANGUAGE SKILLS

Integrated skills:


writing

Key vocabulary: Review


TV

Sentence Patterns: Review the previous ones

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 59

Workbook p. 59

Materials:

- Flashcards 76 - 77

- CD track 95

- Papers ( A3 size )

- Colored pencils


Weather Report:

Warm up and review:

Song “ Come into my house ”

My House: Students work in groups of 6. Each group has a sheet of paper (A3 size).

- Ask Ss to draw a house with 2 floors, a stairs and rooms, then draw the objects in the

rooms and color them.

- Each group comes to the front and talks about their house by using sentence patterns

in this unit.


- Ask Ss what they can remember from the reading. Students name the room in Suzy‟s

apartment and tell the class what room they can remember.

- Ask Ss to look at the pictures on page 59, point to the pictures for the Ss to say the

words and ask them name as many things in the rooms as they can.

DEVELOPMENT

Listen and number :

- Explain that Ss will listen to a girl talking about the rooms in her house. Students

listen carefully and number the rooms in order.

- First, play the recording for Ss to point to the rooms they have just heard.

- Second, play the recording again and pause at appropriate places for Ss to number the

rooms.

- Finally, play the recording again for Ss to complete the exercise.


Answers Key:

1. Bedroom 2. Bathroom 3. Kitchen 4. Living room 5. Dining room

Speaking: Look at the picture again. Ask and answer. - Ask Ss to look at the questions and answers. Read the speech bubbles aloud for Ss to

repeat. Model and drill correct intonation. Hold up the upstairs and downstairs

flashcards. Say the name of each room in the picture and ask Ss “upstairs or


downstairs?” Students look at the picture and say each room is upstairs or downstairs.

- Ask Ss to work in pairs. They take turns to ask and answer questions about the rooms

in the picture. Ask some pairs to come to the front and practice.

Writing: Say the letters. Circle the vowels in the words. - Copy the vowels and the example sentence on the board. Point to the vowels for Ss to

say the letter names in chorus.

- Ask Ss to look at the example sentence and call out the vowels. Circle the letters as

Ss say them. Allow time for Ss to finish.

- Go through the answer with the class.

CONSOLIDATION

Dice game:

Students work in groups of 6 or 8. Give each group 2 dices (one is members of a family

and the other is rooms in a house). Students take turns tossing the dice, making

questions (who has the dice of members of a family) and answering (who has the dice

of rooms in a house)

Unscramble sentences:

- Students wok in groups of 4. Give each group a set of word cards. Set a limit time and

ask Ss to put the words in correct order to make sentences.

- The group having the most correct answers is a winner.


Project based activity: HALLOWEEN DAY

Materials :

- Sheets of paper with the simple 8 - shaped mask.

- Pencils - Scissors - A paper stapler - Crayons - Cardboard - Markers - Stickers - Glue - String or ribbon.

Step 2: Affix the paper mask to a piece of recycled cardboard to make it more durable. Then, use scissors to cut the mask out.




Objective: Students can use maths language and signs.


MATHS

Lesson

RABBIT HOPS

Key Vocabulary:

rabbit, hop, and, plus,

altogether, equals

maths symbols + =

Vocabulary Revision:


numbers, how many

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p.14-15

Materials :

- Counting book

- Blue plastic sheet for

the activity

- 2 bunny headbands for

Ss to wear while hopping

along number line.

Cards for matching

activity:


Weather Report:

Warm up and review:


Counting Book: Read counting book to Ss once and then Ss read the book.

Ex:

Bunny hops on the number line:

Put blue plastic number line on the floor and demonstrates activity on board first. Put

up number line on board. Call out how many hops on the number line – the first bunny

hops that number. Call out the next number of hops – child hops. Ask Ss “How many

bunny hops altogether?”

Continue activity with at least 3 more Ss. Each student wears bunny headband as they

do this activity. Write up what Ss have been doing and show Ss how we can use maths

language and signs.

Ex: 2 bunnies hop and 1 hops altogether 3 hops

2 + 1 = 3

Hold up flashcards and introduce new vocabulary and maths signs to Ss. Ss repeat

words as T introduces each word.

and , plus + altogether , makes =

plus and

altogether

equals

+ =

2

two



Student Book pages 14 – 15: Ss record answers in their notebooks.

T and Ss check answers together. Ss can swap their notebooks to check each other‟s

work.


Make a match: T puts up word cards that mean the same as the maths

symbol + and the words for the maths symbol =

Ss take turns drawing a line between word and sign.

Story time: “I love you , Mother”



Objective: Students can find and say what is the same or different about their partners.


SCIENCE

OUR BODIES

Lesson

SAME -

DIFFERENT

Key vocabulary

(revised)

same, different


(revised)

shorts, tall , long, small,

big, eyes, hair, nose,

mouth, legs, ears,

the other body parts have

already introduced .

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p.6

Workbook p.9-10

Materials :

- Sentence maker to hold

flashcards

- Pictures and word cards

- Flashcards

- Paper ( A3 )


Game Cards

- Magnets

- Glue

- Colored pencils

- Masking tape

- Blank chart


Weather Report:

Warm up and review:

Song “Head , shoulders , knees and toes”


Picture Chart – Same and Different

- Put picture 1 on the blackboard and ask Ss “What can you tell me about the children

in the picture?” Point to one student and says “Does this girl have brown eyes?” and

then point to the other student “Does this girl have brown eyes?” “The two girls have

brown eyes – we can say they have the same eye color.”

- Ask Ss “Can you tell me what is the SAME between these girls?”

- Ask some guiding questions to support Ss‟ responses E.g: Are the two girls TALL?

What about the hair?

- Ask Ss to see some things that are not the same and explain “They are different.”

Have Ss find some things that are different.

- T and Ss repeat what is the same about the children and what is different in the

picture.

Game: Partners – same / different

- Give a command and ask Ss to follow command to find a partner. E.g. Find a

partner who has something the SAME as you. Find a partner who has something

DIFFERENT from you.

- Ask at least 6 pairs each time to say about their partners.



“Same or Different” Drawing:

- T models workbook activity with Ss. Put the chart with 2 blank faces on the board.

Ask a student to choose one flashcard with a part of the face. (Ex: eyes), the student

has to select either Same or Different flashcard. (Ex : Same) . Then the student

draws the eyes on each face and they must be the same.

-Repeat process with different parts of the face and changing the same / different cards

Workbook Activity p.10 - What is missing?

Ss have to look at the faces and decide what is missing. They have to draw in the

missing part of the face. They have to write the name of that missing part underneath.


Concentration :

Two sets of cards are placed face down in two places on the children‟s tables. Ss take

turns turning up 2 cards to make a match. Winner is the person with the most pairs.

Homework Activity: Ask Ss to look at picture of 2 girls in book and practice finding

what is the same and what is different. Practice saying the words: same, different with

the following parts of the head – hair, eyes, ears, nose, mouth.




Topic- Key language Resources and Materials Key

EXTRA-

ACTIVITIES

UNIT 2

WELCOME TO

JAPAN!

Integrated skills:


reading, writing

Key vocabulary:

Review words of places in

a home

Sentence patterns:

Revision.

Resources:

Textbook: FUN

WITH STARTERS 2



Unit 2 : Welcome to Japan

Read and write True (T) or False (F).

1. T 2. T 3. F 4. F 5. T

Sort these words and say. Bathroom: sink

Bedroom: bed, pillow, bookshelf, mat

Kitchen: cupboard, table

Living room: TV, chair, desk, sofa, computer

Look, read and write. 1. Dinning room 2. Bathroom 3. Dinning room 4. Hall

Write yes or no. 1. Yes 2. No 3. No 4. Yes 5. No 6. Yes

Listen, number and write.

1. armchair 2. TV 3. radio 4. telephone 5. bed

6. lamp 7. bookshelf 8. cupboard 9. clock 10. mirror

Read and write. Then color. 1. bed 2. mat 3. lamp 4. radio

5. balls 6. teddy bear 7. bag 8. book

Read the text again. Write the answer with one or two words. 1. red 2. on the floor 3. three 4. a teddy bear 5. on the table

Look at the picture A and B. then fill in the blank.

1. on 2. on 3. under 4. next 5. next 6. under

Find the questions and answers

1. What is there in the kitchen? The cupboard is in the kitchen.

2. Is the bed in the living room? No, it isn‟t.


3. Where is the TV? It‟s in the living room.

4. What is next to the bathtub? The sink is next to the bathtub.

5. Are there chairs in the dining room? Yes, there are.

Look at page ____. Choose True (T) or False (F).

1. T 2. T 3. F 4. F 5. T 6. F

Project- based activity : HALLOWEEN DAY

Materials :

- Sheets of paper with the simple 8- shaped masks.

- Pencils - scissors - a paper stapler - crayons - cardboard - markers

stickers - glue - string or ribbon.

Step 3 : Decorate the masks with crayons, markers and many different kinds of stickers

to make them more colorful and attractive.



Semester 1- Week 12 Periods 5+6


Project - based activity:

HALLOWEEN

Materials:

- Papers with the simple 8

shaped masks.

- Pencils

- Scissors

- A stapler

- Crayons

- Cardboard

- Markers, stickers

- Glue

- String or ribbon

Project - based activity : HALLOWEEN

Step 4 :

- Staple string or ribbon onto the mask so it can be tied around the head.

- Hold a Halloween party for Ss.

- Divide Ss into groups.

- Each group will come to the front to show their masks for a fancy dress

party.

- Members in each group will talk about their colorful masks by using

simple sentences.

Ex: This is my very lovely / colorful / nice mask.

It‟s pink / green / blue …..

It has some hearts / stars / flowers ……

- The winner is the most graceful.

- Give Ss candy then decorate the class with Ss‟ colorful masks.

( Present the phrase used on Halloween Day: TREAT or TRICK )

Mask are the way to make kinder art faces,

that lift and transport us to new and wild places .

From a bird to a beast to a sad happy clown ,

mask make you laugh , make you jump , make you frown .

Using paper and scissors and objects you find ,

You can make masks of all colors and kinds.


Spider and Fly This simple outdoor game will delight students. Ask the students to stand in a

circle and hold hands. (These students are the web.). Choose one student to be

the spider and another student to be the fly. The fly stand inside the circle and

the spider stands outside. The students forming the web move the circle

clockwise. When the teacher claps her hands the circle stops moving and the

spider darts inside the web to chase the fly. The fly may run outside the circle.

As the spider tries to tag the flyby raising and lowing their arms so that the fly

can dart in and out. They can use their arms to block the spider. The teacher

may need to set a time limit so that several students have the opportunity to be

the spider or fly .


Halloween Word Find The teachers explain the meaning and ask the students to find these

hidden words: CANDY, COSTUME, MASK, ORANGE, BLACK, SKELETON, SPOOKY,

TRICK OR TREAT, BATS, GHOST, WITCH, PUMPKIN, HALLOWEEN,

OCTOBER.

Spider Pattern



ACTIVITY



+ 1 1 = 2


Objective: - Students know some maths words (adding) in English. Topic- Key language Resources and Materials Key Activities

MATHS

Lesson

ADDING

Key vocabulary: and, adding, plus, equals,

altogether, Math Symbols

+-=

Vocabulary to revise:


number

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p. 7 – 8

Workbook p.7 - 8

Adding wall chart

Counting rhyme

Materials:

Mask of elephants for Ss

to wear when acting out

rhyme.

Number and Symbol

cards

1,2,3,4,5,6,7,8,9,10, +, =

Cards for matching

activity – two sets of

cards for each group. 12

cards in each set.

E.g.

2 rabbit hops and 1

rabbit hop

2 + 1


Counting rhyme – One elephant: Ss listen to ryhme on CD. Teacher puts up wall

chart. Ss practice each line. Then say the rhyme with Ss acting it out. Ss can wear

elephant masks to make the activity more fun.

Make an addition: Teacher puts up numbers and maths symbols + = on cards on the

board. Teacher models the addition in the first verse of the Counting Rhyme.

Ss then take cards and make an addition for the next verse.

Give Ss practice with at least 5 verses.

If Ss have difficulty, have them act verse out first and then make addition.


Workbook Activity – p.7-8: Ss have to say the numbers aloud and then add together. Ss can use number strips to

help with this activity.

One page of the workbook could be given as a homework activity.


Matching Game – Group Activity:

- Each group has two sets of cards.

e.g.

2 rabbit hops and 1 rabbit hop 2+1

- Play the game in the same way for Number Concentration – one set of cards face up

and the other set facedown. Ss take turns to turn up one card and find a match. If the

two cards match, the student keeps the cards. The winner is the student in group with


most pairs.


Objective: - Students know how to keep their body clean so that they are healthy.


SCIENCE

Lesson

HOW TO KEEP

CLEAN

Key vocabulary:

clean, have a bath, comb

your hair, brush your

teeth, wash your hands


after you go to the toilet,

before you eat, soap,

sponge, toothbrush,

toothpaste, bowl, mirror,

towel (have these words

on picture cards and

display in sentence

maker)

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p. 7

Workbook p.11

Materials: - Flashcards of key

vocabulary – phrases

- Large chart pictures to

show the following ways

to keep clean – have a

bath, comb your hair,

brush your teeth, wash

your hands after you go

to the toilet, wash your

hands before you eat.

- A3 size collection of

chart pictures for role

play activity.

(Picture Source: Let‟s go 2

Teacher‟s Book and

Student Workbook)

Objects from home: soap,

sponge, bowl, toothbrush

and toothpaste, towel,

comb, mirror (for

practice activities)


Show and tell – Mystery box:

- Teacher puts some things we use to keep ourselves clean in a box.

- Teacher asks a student to take one thing from the box.

- Teacher asks Ss “Do you know what it is?” Give Ss opportunity to respond.

- Teacher then shows the object and tells the Ss its name. E.g. This is a

toothbrush.

- Teacher asks question “What do we use a toothbrush for?” confirm Ss‟

respond with “Yes, that‟s right. We use toothbrush to clean our teeth.”

- After Ss have selected about 3 objects from the box, identified the objects and

why we use them, the teacher will then say to the Ss “We use these things to

keep ourselves clean.”

Role play – Keeping clean:

- Teacher puts picture charts on the board and asks Ss to say what is happening in

each picture. Teacher confirms Ss‟ responses.

- Teacher tells Ss that they are going to role play the situations – in pairs.

+ Step 1: In pairs Ss will come out and role play different activities for keeping

clean.

+ Step 2: Teacher will show each pair a card with a phrase (action) and picture

and the Ss will then role play this action.

+ Step 3: When the pairs have finished their role play, other Ss put their hands

up to say what the role play was about. Ss can use objects teacher brought in for

the lesson, for their role play.

Teacher and Ss confirm guesses by displaying their card on the blackboard

and then pointing to the larger picture chart.

Role play situations:


-Keeping clean Diaries

for children to complete

at home – 1 copy per

child.

- Sentence Maker for

holding flashcards

- Magnets for blackboard

- Pencils, erasers

-Colored pencils or

crayons

-Masking tape


Paired talking using pictures in Ss Resource Book – page 7.

- Ss take turns telling each other ways to keep clean.

Picture labeling using large picture charts and flashcards:

- Teacher asks Ss to match labels to each picture.

- Then Ss take picture word cards for things we use for different actions and

place those cards on the pictures.

Workbook activity: Match picture to label: Ss use Resource Book to check that

they have matched picture and labels correctly. (Ss could swap books with a partner

and they could then check each other‟s work using the Resource Book)


Picture Discussion:

- Teacher asks Ss to say what we can do every day to keep clean.

- As the teacher points to a picture, Ss say what the picture is about.

Picture/ Label Mix up:

- Teacher asks Ss to close eyes and mixes up labels and pictures. When Ss open

eyes they have to volunteer to say what is wrong and change labels.

Homework activity: Keeping Clean Diary: Ss tick off as they practice the

different ways to keep clean. Bring diary for next lesson to report back.


brush teeth comb hair have a bath

wash hands after going to the toilet wash hands before eating


Semester 1- Week 13 Periods 1 – 4

Topic- Key language Resources and Materials Key

EXTRA-ACTIVITIES

UNIT 2

WELCOME TO

JAPAN!

Integrated skills:


writing

Key vocabulary:

Revision words of places in a

home

Sentence patterns:

Revision.

Resources:

Textbook: FUN

WITH STARTERS 2



Unit 2: Welcome to Japan (cont.)

Read and unscramble the words.

1. There is a pen on the table.

2. There is a bee on the flower.

3. There is a cat on the sofa.

4. There are three balls under the table.

5. There are two cars under the lamp.

6. There is a clock on the wall.

My house poster. This is my living room. I can see a (sofa), a mat, a (table) and a lamp. We

can read books here.

This is my bedroom. I sleep here. I can see a bookshelf, a (lamp) and a (bed).

This is my kitchen. We cook in it. I can see a (cupboard) and a (stove).

This is my bathroom. We have a bathtub here. I can see a (sink) and a

(mirror).

This is my garden. We can play in it. I can see (flowers) and (trees).


Project Based Activity: Teacher‟s Day



10 1 = 9

Objective: - Students can understand some math words.


MATHS

Lesson

TAKING AWAY

Key vocabulary: take away

takes away

equals

How many are left?

Math Symbols - =


number

say

point to

write

cars

frogs

rabbits

books

teddy bears

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1


Materials:

-Taking Away flash cards

: vocabulary and symbols

-Number cards

0,1,2,3,4,5,6,7,8,9,10,

-Maths Symbol cards

- =

-Wall Chart – counting

-Rhyme 10 Green Bottles

-Cut outs of Bottles (put

Velcro on back)

-Laminated cut out of

wall for hanging bottles

(Velcro strips to hold

bottles in place)

-For group activities –

objects for Ss to count

and practice taking

away. (one set for each

group.)


Taking Away Green Bottles:

- Ss act out the counting rhyme green bottles.

- Teacher introduces the new vocabulary and symbols for the lesson:

take away

- Teacher gives Ss practice in repeating words. Introduce: How many are left?

- Give example of how we use vocabulary with green bottles.

Matching Game: Teacher puts up symbol and words cards on the board. Ss take

turns to make a match.

Making Taking Away Number Sentences:

- Ss help teacher make number sentences to tell what happened in the Counting

Rhyme Ten Green Bottles.

- As one bottle is taken away teacher asks Ss how can we make a number

sentence to show what happened to the bottle. Use number and symbol cards.

E.g.


Making a Take Away- Group activity:

- Teacher puts a variety of objects on Ss‟ tables. Ss in the group take turns to take

away some of the objects. The groups then have to say what happened and how

many are left.

- Then the groups can write the number sentence to show what happened.

Ex1: Ss say 10 cars. Thuy takes away 4 cars.

How many are left? 6 cars.

Ss write: 10 – 4 = 6

- equal =

takes away - equals =


Ex2: Ss say 8 frogs. And takes away 4 frogs.

How many are left? 4 frogs.

Ss write: 8 – 4 = 4


Student resource Book activity (page 16 – 17 )

Ss record answers to questions in their notebooks. Teacher and Ss correct work

together.




Objective: - Students know how to keep their body clean so that they are healthy.


SCIENCE

Lesson

KEEPING CLEAN

Key vocabulary:

to be introduced: wash,

dry


fingers

toes

knee

arm

nose

ankles

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1


Materials:

- Flashcards of key


- Large chart pictures :

have a bath

-Chart of poem –

Keeping clean

-Teacher model of

Keeping Clean diary –

last lesson‟s homework

activity

-Teacher model of

Keeping Clean mini Book

for Ss‟ activity.

Teaching Aids:


holding flashcards


- Pencils, erasers

Colored pencils or

crayons

Masking tape


Check Ss‟ Keeping -Clean Diaries:

- Ss share what they remembered every day and share what they sometimes

forgot.

- Teacher uses model to ask Ss about each activity.

- Teacher asks Ss “What is the first activity?” Ss respond.

- Teacher then asks Ss who remembered to do this every day.

- Continue with questions for other activities for daily cleanliness.

Note: Remember to tell Ss to give themselves a big clap for remembering the ways we

can keep clean every day. Clap after Ss give responses for each action.

Give gentle encouragement for Ss to practice actions they forgot.

Introduce Poem – Keeping clean:

- Teacher puts up charts on blackboard.

- Teacher briefly tells Ss that the poem describes the way we really need to wash

all parts of our body to keep clean.

+ Step 1: Teacher read one line of the poem aloud. Ss repeat. Continue until

each line has been read.

+ Step 2: Teacher and Ss read the poem together.

+ Step 3: Teacher introduces actions for each line.

+ Step 4: Ss copy actions as they say each line.

+ Step 5: Ss practice the poem together with the actions. If space is available,

ask the Ss to stand up in the middle or at the front of the room for this reading

of the poem.

- Teacher asks Ss to close eyes and covers the key words in poem with flashcards

of picture of the words.

- Then Ss read through the poem predicting the missing word.

- Teacher reveals word underneath picture card.



Paired reading of the Poem:

- Ss take turns to read a line of the poem to each other using resource Book.

Make a new poem – Group Activity: - Each group will be given a chart with the poem but with words missing.

- Each group will also have a set of flashcards of the key words (fingers, toes,

arm, knee, ankles, nose) and will place on the chart to create a new version of

the poem.

- Each group will display their completed task on walls.

- Groups will have an opportunity to read and perform their poem.





Objectives: - Students can identify foods in a lunchbox.

- Students can understand a short story. - To talk about the importance of sharing and helping others ( Students can learn a lesson about sharing)


UNIT 9

Lunchtime!

Lesson 1

WORDS

Integrated skills:

listening, speaking,

reading

Key vocabulary:

lunchbox, sandwich,

drinks, banana, cookie


lunch, lunchtime, choose

Sentence patterns:

I have ………..

I don‟t have…………..

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 60

Workbook p. 60

Materials:

Flashcards 78-82

Students cards

CD track 96, 97,98

Story poster 9


Weather report.

Warm up – Review:

Sing “Come into my house”. Concentrate Game. (Review the rooms in the house.)

- Chant the "Mingle" to make Ss gather in groups of 4 or 5. While singing the "mingle

chant", the Ss move around, mingling with each other.

“Mingle! Mingle! Mingle! Mingle! Mingle! Mingle!”

- Students ask teacher a question that teacher can answer with a number e.g. "How old

are you?" or "What time is it?". Teacher answers and the Ss get into groups of that

number e.g. Teacher says "I'm 4 years old" then Ss get into groups of four.

- Give one set of picture cards and one set of words to each group and place them face

down in random order on the desk. Ss turn over two cards, look and say the words.

If the cards match, Ss keep them and get points.

Lead in: Use flashcards 78- 82 to introduce the new vocabulary (lunch box,

sandwich, drinks, banana, cookie ) while playing the audio – track 96. Have Ss listen

and repeat each word several times at normal speed in chorus, groups and in

individuals. Pay attention to the final sounds.

Slap Game:

- Sing the "mingle chant" to divide Ss into small groups. Give each group a set of the

student cards and face them up on the desk. Call out the word.

- The first Ss in each group who slaps the correct card and produces the word.

- The Ss in each group holding the most cards is the winner.


http://genkienglish.net/howold.htm

http://genkienglish.net/howold.htm

http://genkienglish.net/mrwolfsong.htm



Listen, point and repeat Ask Ss to open their Class books and look at the pictures of different food items and

the lunchbox to listen and point to the appropriate picture at the first time. Have them

listen and repeat at the second time. And the last time, they will listen, point and repeat

the words.

Listen and chant

Give some word cards to Ss and play the chant for Ss to say the words. Ss stand up

when they hear the words.

Listen and read

- Use Story poster 9 to present the story. Ask Ss to name as many things in the picture

as they can. Talk about the frame with the Ss to encourage predictions from different

Ss of the class.

- Play the recording once for Ss just to listen and follow the dialogue on the poster.

Then ask them to open their books. Play the recording again for Ss to listen, point to

the words and repeat at least twice.

- Ask Ss to find and point to the words that they have just learnt.


Our Lunchbox Game:

- Divide the class into two groups. Draw the outline of two big lunchboxes on the

board.

- Invite individual student of two groups to come to the board and stick it with different

things and say. (e.g. three cookies, two bananas…) Continue until the lunchbox is full.

- Which group finishes first is the winner.

- Point to the different foods in the lunch boxes for Ss to say aloud again.


Project - based activity: Homework: Workbook (page 60).


Semester 1 - Week 14 Periods 3 - 4

Objectives: - Students can make sentences with I have/ I don‟t have……

- Students can act out the story.


UNIT 9

Lunchtime!

Lesson 2

GRAMMAR

Integrated skills:


reading, writing

Key vocabulary:

lunchbox, sandwich,

drinks, banana, cookie

Review vocabulary:

apple, egg, fish, orange

Sentence patterns:

I have ………..


Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 61

Workbook p. 61

Materials:

Flashcards 78-82

CD track 99

Story poster 9

Some toy apples,

bananas, sandwiches,

lunchbox, drinks.


Weather report.

Warm up – Review:

Ostrich Game: - Select 2 Ss that will play the game. These 2 then face each other in the front of the

class. Use a clip to fasten a picture card to the back of each student.

- The Ss must always have their hands behind their back. Get them to perform a Sumo

Stomp and then say "Ready, steady go!!"

- The Ss now have to try and see what card is on their opponent‟s back. When they

know the answer, they put their hand in the air and teacher asks them what it is. If

he/she is correct they win! (Make sure the other Ss don't shout out the answer! - Insist

that the Ss always have their hands behind their backs.)

- Jumping is one of the best tactics - hence the "Ostrich Game"!

Lead in: Point to the poster 9 and ask Ss what happened in the story, which foods that appear in

the story.


Listen to the story and repeat. Act .

- Ask Ss to look at the story on page 60 of their books. Students listen to the recording

and repeat.

- Have Ss practice the dialogue many times in chorus and in groups of four.

- Ask some of them to act out the dialogue again.

Unscramble Sentences: Copy the sentences in the dialogue and cut them into stripes. Give each group the

stripes of the dialogue. In groups, Ss put the stripes in the correct order.

Introduce the sentence pattern:

- Hold up an apple and say “I have an apple.” Hide it, shake your head and show your

empty hands and say “Now I don‟t have an apple.”

- Do the same with other foods. Use the number in front of them.(I have two bananas..)


http://genkienglish.net/general.htm


Listen and say.

- Play the recording, pausing for Ss to repeat each line. Point out the box showing the

long and short forms of “do not have”. Show Ss how to make the short forms on the

board.

- Focus attention on the third sentence. Explain why we say “an apple”. (Because

“apple” begins with a vowel)

Look and say.

- Ask Ss to look at the pictures. Point to the pictures and ask “What does he/ she

have?” Model the example.

- Ask Ss to work in pairs, take turns pointing to the pictures and saying what one of the

people in the picture has or doesn‟t have, using the words in the word box.

- After that, ask some Ss to tell the class about what the people in the pictures have or

don‟t have.

Look again and write:

- Ask Ss to look at the pictures in their books. Ask one student to read the example

sentence for the class. Have Ss to look at the rest of the sentences and write down the

missing words.

- Go over the answer with the class.


My Lunch box Game:

- Give each student a worksheet of a lunchbox and a lot of pictures of different kinds of

foods. Ask them to stick the pictures of food on their lunchbox and in pairs talk about

what they have and what they don‟t have in their lunchbox.

- Ask some Ss to tell the class about what they have or don‟t have in their lunchbox.


Workbook Activity: Do exercise on p.61.



Objectives: - Students can identify more types of food.

- Students can use food words in the context of a song.



UNIT 9

Lunchtime!

Lesson 3

SONG

Integrated skills:


reading

Key vocabulary:

tomato, pear, grapes


share

Sentence patterns:

I have ………..


Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 62

Workbook p. 62

Materials:

Flashcards 83-85

CD track 100-101

Some toy apples,

bananas, sandwiches,

lunchbox, drinks.

Two lunchboxes:

one is blue, one is red.


Weather report.

Warm up – Review:

Passing the lunchboxes Game:

- Give Ss two lunchboxes - one is red, the other is blue. There are many kinds of food

in the two lunchboxes.

- When teacher turns on the music, Ss pass the lunchboxes to their partners.

- When teacher stops the music, Ss having the lunchboxes will stand up and pick up

one kind of food then make a sentence with “I have/ I don‟t have…”

Lead in:

- Use flashcards 83-85 to introduce the three new words. Hold up the cards one at a

time and say the words for Ss to repeat several times in chorus, groups and individual.

- Put the flashcards on the board and point to them in a different order for Ss to repeat

again.

- Conduct a quick drill of the after introducing each new item. Use flashcards 78-85 to

cue. Don‟t speak as showing the cards. Have Ss identify the new items plus all the

previous learned items.


Listen , point and repeat

- Ask Ss to look at the pictures on page 62. Play the first part of the recording for Ss to

point to the words.

- Play the second part of the recording for Ss to repeat the words.

- Play the recording all the way through for Ss to listen and point and repeat.

Listen and sing

- Play the recording for Ss to listen and point to the pictures when they hear the three

new words. Then play it again as they follow the words in their books.

- Recite the words of the song with the class without the music or recording. Say each

line and ask Ss to repeat.

- Play the recording again for Ss to sing along several times.



Sing and do:

Give the sandwich, tomato, pear, and grapes flashcards to Ss. Play the song again.

When the Ss hear their words, they stand up and raise their cards.

Ask Ss to look at the pictures and decide together on what the action should be.

+ Open my lunchbox – mime opening a box.

+ What can you see? – point to your eyes.

+ I have… - mime holding up the different types of food.

+ You can share with me / I‟m happy to share – offer food to classmates.

- Practice the actions with the class. Play the recording for Ss to sing the song and do

their actions several times. Ask some Ss to come to the front to sing and do.


Word Quiz: Look at the letters, write the word in the box then say.

- Each student gets a wooksheet.

- Tell them that they have to write the words in the boxes.When they have

finished , ask them to find someone and swap their quizzes.

- Check the answer. ( banana – cookie – tomato – drinks – sandwich - grapes)


Workbook Activity: Do exercise on p.62.



WORD QUIZ

Look at the letters, write the word in the box then say.

a a n b a n

c h i d w a n s s e p r a g

t o o m a t

c i e o o k

s i r k n d



Objective: - Students can do the math problems in the workbook


MATHS

Lesson

TAKING AWAY

Key vocabulary:

take away

takes away

equals

How many are left?

Math Symbols - =


Number story

say

point to

write

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Work book p. 9- 10 -11

Materials:

- Taking Away

flash cards - vocabulary

- Number cards

0,1,2,3,4,5,6,7,8,9,10,

- Maths Symbol cards

- =

- Chart with model of

workbook activity

(laminate)

-Seeds/ counters for Ss‟

practical activities.

- Number strips for Ss

and paper clips (0 – 10)

- Concentrate cards for

each group – 6 picture

cards, 6 number story

cards.


Taking Away – practical activity:

- Teacher organizes 10 Ss in a line at the front of the classroom. Teacher asks Ss

“How many Ss are standing?”

- Teacher writes response on blackboard.

- Teacher asks one student to come up and take some Ss away.

- Teacher asks Ss “How many Ss did (student‟s name) take away?”

- Teacher writes response on blackboard.

- Teacher then asks Ss “How many Ss are left?”

- Teacher writes response on blackboard

- Teacher then tells Ss the number story and puts in the missing symbols.

Practical Take Away

- Teacher puts counters or seeds on Ss‟ desks:

Step 1: Teacher asks Ss to count out 10 seeds/ counters.

Step 2: Now take away 2 seeds/ counters.

Step 3: How many are left? Ss answer.

Step 4: Teacher asks a Student to come and write the number story on the board.

Step 5: Student can write with chalk or make the number story with number and

symbol cards.

Step 6: Teacher repeats activity twice.


Teacher Demonstration:

- Teacher demonstrates activity in workbooks on the board.

- Put up cards with flowers.

- Teacher asks Ss to count the flowers.

- Teacher writes number in the box.

- Teacher asks one student to draw a line through one flower.

- Teacher asks ss “How many did we take away?” Records number in the box.

- Then teacher asks “How many are left?‟, records the answer in the box.

Workbook activities ( page 9 – 10 – 11)

- Ss record answers in workbook.


- Teacher and Ss correct.

- One page may be given as homework activity.


Number Concentration: Taking away (Group Activity) - Revision of vocabulary

- Each group will receive two sets of cards – one set with written take away

phrases and the other with a picture showing the story. Both sets of cards will

be placed face down on the table.

- Ss take turns to turns up two cards, say the number story check the picture tells

the same story and if correct they keep the pair.

- If not correct, cards must be turned back down.

- Game continues until all pairs are matched.

9 take away 4



Objective: - Students know how to keep their body clean so that they are healthy and can make a minibook.


SCIENCE

Lesson

KEEPING CLEAN

Key vocabulary to be introduced: wash,

dry

Additional vocabulary

(to be revised)

fingers

toes

knee

arm

nose

ankles

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Workbook p. 12

Materials: - Flashcards of key


- Large chart pictures :

have a bath

- Chart of poem :

Keeping clean

-Teacher model of

Keeping Clean diary –

last lesson‟s homwork

activity

-Teacher model of

Keeping Clean mini Book

for Ss‟ activity.


holding flashcards


- Pencils, erasers

-Colored pencils or

crayons

-Masking tape



Workbook activity – Mini Book : Keeping clean

- Teacher will model this activity first and then tell Ss that for this lesson they

will spend time drawing the pictures for their books.

- In the next lesson they will cut out pages, make book covers and put the

minibooks together.

Ss will complete pictures for homework activity.


Find the missing word – Cloze Test

- Ss have to predict missing word.

- Choose word from flashcards on board.

+ Step 1: Teacher puts chart of poem on the board – last word in 6 lines

missing. Flashcards of words placed underneath the board or on the sentence

maker.

+ Step 2: Ss take turns predicting a missing word. When a child has placed the

word they think is missing, in the space at the end of the line, they must read

the whole line. Other Ss will confirm whether or not the student has chosen the

correct word.

+ Step 3: All Ss read through the poem to confirm that all words are in the

correct space.



Semester 1 - Week 15 Periods 1-2

Objectives: - Students can pronounce the sound / θ /

- To differentiate between the sound / θ / , / t / and / h /


UNIT 9

Lunchtime!

Lesson 4

PHONICS

Integrated skills:

listening – speaking

reading

Key vocabulary:

three, bath, teeth


count, baby

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 63

Teaching Aids: - Phonics cards 33-35

- CD track 102-103

* / θ/ pronounced with

tongues protruding a bit

between their upper and

lower front teeth.


Weather report.

Warm up – Review:

- Ask Ss which pair of letters they looked at in the previous phonics lesson (ch) and

which sound these letters represent (ch)

- Ask Ss if they can remember the words from the lesson that contained the sound

(chair, teacher, chick, Charlie, chirp).

- For each word, ask Ss where the /t∫/sound comes (at the beginning, in the middle, or

at the end of the word) .Write the words on the board for different Ss to come to the

front and circle the ch.

- Play the CD and say the chant from page 57 to review the sound /t∫/.

Phonics matching: (chair, teacher, chick)

- Display the phonics sound cards on the board.

- Place the phonics picture cards on the table. Call Ss to come to the front of the class

to match the cards to the correct sounds on the board.

Lead in: - Tell children that today they will be looking at the letters th that represent the sound

/θ/.

- Write th on the board in large letters. Model the sound for children to repeat.

- Hold up phonics cards 33-35 one at a time, saying the words for the class to repeat.

Hold them up in a different order and repeat.


Listen , point and repeat – track 102:

- Ask Ss to look at the words that contain the letters th on page 63 in their class book.

- Play the first part of the recording for Ss to listen to the sound and point to the letters

that form it.

- Play the second part of the recording for Ss to repeat the sounds and the words in

chorus.

- Play the recording all the way through several times for Ss to listen, point and repeat.



Listen and chant – track 103:

- Ask Ss to look at the picture of the baby. Explain that the baby‟s name is Theo. Ask

where Theo is.

- Play the recording for Ss to listen to the chant.

- Put the three phonics cards in different places around the room.

- Play the recording again for Ss to point to the cards as they hear the words.

- Repeat the chant line by line and ask Ss to repeat after the teacher. Then play the

chant again and pause after each line for them to repeat.

- Play the chant twice more for Ss to follow in their books.

- Ask some groups of Ss come to the front to practice the chant.

Read the chant again. Circle the th sound:

- Ask Ss to look at the chant in Exercise 2 again. Students find and circle th at the

beginning or ending of the words.

- Go over the exercise with the class. Read the text together, emphasizing each of the

/ θ /sounds in the words.

Look at the picture and circle the correct sound:

- Point to the first picture. Ask Ss “What‟s the sound?” to elicit the sound /θ /. Show

Ss how the /θ/ sound is circled.

- Ask Ss to look at the rest of pictures and circle the sounds that the words begin with.

- Go over the exercise with the class. Write the words on the board and invite some Ss

to come to the board to circle the letters that represent the sounds they begin with.


th Blend Vocabulary Wheel:

- Sing the "mingle chant" to make Ss in groups of 4 or 5.

- Ss take turns to spin the wheel and read aloud the words.



Homework: Workbook: Do exercise on p.63.

three

this these

bath

those

teeth the

thank



Objectives: - Students can understand descriptions of lunch boxes.

- Students can match lunch boxes with their descriptions.


UNIT 9

Lunchtime!

Lesson 5

SKILLS TIME!

Integrated skills:


reading - writing

Key vocabulary:

lunchbox, sandwich,

drinks, banana, cookie,

orange, tomato, apple,

pear


cheese, egg, water, today

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 64

Teaching Aids:

- Flashcards 78-85

- CD track 104

- A set of picture cards of

food for each group.


Weather report.

Warm up – Review:

Island Hoping Game:

- Ss work in pairs. Give each student a pile of picture cards of food. They can be

different cards, but the amount of cards should be the same for each student.

- Teacher says "Go!"

- Ss pick up the top card of their pile of cards. They shout out the word on the card - or

for a more challenging version, they make up a sentence that features that word.

(I have/ I don‟t have…). They put the card on the desk after shouting out.

- The first students to finish shouting out the word or making up a sentence of their

piles of cards win!

Lead in:

- Ask Ss to look at the pictures and try to predict what the text is about.


Point to the food. Say the words:

- Ask Ss to look at the pictures again. Point to the different types of food for Ss to say

the words.

Listen and read.

- Explain that each of the three children is going to describe what they have in their

lunchbox today. They are going to describe one of the lunchbox A, B, C.

- Play the recording for Ss to listen and follow the text in their books.

- Play the recording the second time, stopping after each person.

- Ask some comprehension questions: Does he have a banana? Does he have a drink?

- Talk about the lunchboxes with the class. Ask some questions: What‟s your favorite

food in lunchbox A, B, C? Do you like lunchbox A, B, C?

Read again. Write A, B, C:

- Ask Ss to look at the picture 1 and read the sentence “Her lunch box is A.”

- Ask them to look at the lunchbox A and tell what they can see. Students read the



girl‟s description of her lunchbox.

- Tell the Ss to read about the boy and the other girl and choose their lunchboxes by

looking at the pictures and reading the text carefully again. Then write the letter of the

lunch boxes in the blanks.



Guessing Game: - Stick three pictures of lunchboxes with different kinds of food.

- Invites one student to come to the front; he/she tells the class about what he/ she has

in his/ her lunchbox and other student will guess which lunchbox is his/ hers.

Dominoes:

- Resources and preparation: Copy the sample dominoes or make your own set. Prepare a set of dominoes for Ss to play in pairs.

- Show Ss some picture and food-word dominoes. Explain the activity to the class: put

the word beside the correct picture.

- Show Ss how to divide a set of dominoes – five cards for each student in pairs. They

can place a card on the other side of the first card so that either the word and picture

match.

- The first S puts down a card. The second checks to see if he/she can match the picture

or the food word and if possible puts down a matching word or picture.

- If Ss cannot match, they say “Pass”; it is the turn of the other.


Homework: Do exercise on p.64 (Workbook)




Objective: To develop students‟ language skills


UNIT 9

Lunchtime!

Lesson 6

LISTENING

Integrated skills:


writing

Key vocabulary:

lunchbox, sandwich,

drinks, banana, cookie,

orange ,tomato, apple,

pear


inside

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 65

Teaching Aids:

- Flashcards 78-85

- CD track 105

- Balloons for each

group.


Weather report.

Warm up – Review: Balloon Game:

- Use the Mingle game to put the students into groups of 4 or 5. Each group forms a

circle and they hold hands. Give each group a balloon.

- As a group they have to keep the balloon in the air, but when it touches a part of

someone's body, they have to shout out an English word of food.

- See if they can make it all the way without letting the balloon fall.

- Which group can keep the balloon in the air for a long time is the winner.

Lead in:

- Ask Ss to look at the chart and try to predict what they are going to hear.

- Have Ss look at the different kinds of food and name them.


Listen and check

- Explain that they are going to listen and have to decide whether the speaker has the

item of food in their lunchbox. If they have it, the Ss will check the correct box.

- Play the recording the whole way through for Ss to listen. Play the recording the

second time, pausing after the first item.

- Show Ss the example check mark in the box. Ask what other items the speaker has

and tell them to check the boxes in the first row.

- Play the recording for Ss to tick the words in the second and third row.

- Play the recording all the way through again for Ss to check their answers.


Look at the pictures again. Ask and answer :

- Ask Ss to read the words in the box. Ask them to read the example and look at the

chart again. Explain the way to ask and answer.

- Ask ss to work in pairs, take turns to ask and answer similar questions, using the

words in the box.

- Ask some pairs to ask and answer the questions for the class.

Write:


http://genkienglish.net/mingle.htm


- Write the five vowels on the one side of the board.

- Write some singulars nouns beginning with vowels that Ss have already known.

( apple, egg, ink, orange, umbrella…)

- Write some singular nouns beginning with consonants on the other side of the board,

then explain the rule.

- Write an before the nouns beginning with vowels, and a before the nouns beginning

with consonants.

- Read them aloud with their articles and ask Ss to repeat in chorus. Erase the articles.

Say the words and ask Ss to say the articles a or an.

- Ask Ss to look at the exercise and write a or an in each of the blanks.



Find someone who (Interview Game)

Teacher gives each student a chart like Exercise 1. On the left side of the paper Ss will

write the names of the other people in the class that they interview. At the top of each

column, there will be different kinds of food. Ss take turns interviewing the other Ss

what they have in their lunchboxes and putting a check in the appropriate place each

time they hear a kind of food mentioned. Teacher asks some Ss to come to the front

and describe the lunchboxes of other Ss that he/she interviewed.

Game: What‟s in the lunch box?

- Resources and preparation: a box like a lunch box, pictures of food items that

students have already known.

- Show Ss the lunch box. Tell them that there are a lot of pictures of food in the box.

- Say the rhyme and encourage Ss to clap out the rhythm.

What‟s in the lunch box?


Is it a sandwich? (a banana)

Is it a cookie? (a pear)

I don‟t know

About that!



- Let each S take a picture from the box, show the picture to the class then say the name

of the food he / she has just taken. Ss keep their picture beside them until everyone

finishes.





Objective: - Students can make a subtraction in English

Topic-Key language Resources and


MATHS

Lesson

MORE TAKING

AWAY

Integrated skills:


reading, writing

Review vocabulary:


number story

Key vocabulary:

take away, takes

away, equal, how

many are left?

symbol “=” “-“

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p. 18-19

Materials:

A chart with balls

Number cards

CD player


Weather report

Warm up and review:

Sing a song: Ten little Indians

Have students sing the song to review numbers from 1 to 10


Problem-solving

- Put up the chart with balls. Have a student volunteer take away 2 balls. Ask

students how many balls are left. Have them write the answer on the board.

Frogs on the pond

- Put up chart showing some frogs in the ponds and some out of the pond. Ask

students to count the frogs altogether. Take away some frogs from the pond. Ask

the students how many frogs are left.

- Have students read the number story aloud then change the number story.


- Have students open their books. Have them write the answers. Check the answers

with the children.


Take away game:

- Each pair needs a game board, a dice. Each child have a set of 10-12 counters

( different color for each player). Ss take turns throwing dice. Students see if the

number is the answer of one of the take away problems on the board.

- If children can find the answer to that problem. They put a counter on that

number. The winner is the first to have four squares covered in a row.


Homework: Workbook




Objective: - Students know how to stay healthy



SCIENCE

Lesson

OUR BODIES

HOW TO KEEP

HEALTHY

Integrated skills:

Speaking, listening,

reading, writing

Key vocabulary:

Healthy, eat healthy

food, do exercise, have

good sleep.

Resources:

Textbook:

SUCCESS WITH

SCIENCE

Pupil book p.10

Workbook p.13

Materials:

-Flash cards of key

vocabulary

-Survey question

forms for pair

activity.

-Class healthy

living survey chart

size for whole class

activity

-Picture cards for

classification

activities - Food

and Exercise


Weather report

Warm up and review:

- Teacher to Ss “Last week we learned about keeping clean if we keep clean we

will be HEALTHY”. Play a game.


Vocabulary

- Use pictures to present the new words, try to elicit the words from the students:

eat healthy food, do exercise, have good sleep.

- Ask students to practice saying the words as the whole class, in groups and

individual.

What foods are healthy foods - classification activity: - Ask students to look at some pictures of food they might eat in a week and say

what foods they think are healthy and what are not so healthy.

- Students select a card and decide where to place it on the tables on the board.

- Check the answer with the class.

Healthy foods NOT healthy foods

What is exercise? - Classification activity: - Ask students to look at some pictures of different activities student enjoy for

leisure in a week and say what activities they think the examples of exercise and

what are not.

- Students select a card and decide where to place it on the tables on the board.

- Check the answer with the class.

Exercise NOT Exercise



Class survey:

- Put up chart of different way we can keep healthy. Ask questions and students

respond.

- Students fill in the chart with approximate number of children who do these

things every day.

Ways we keep healthy Do you do this everyday?

YES NO

Eat healthy food

Do exercise

Have a good sleep

Workbook activity make a mini poster-how to keep healthy:

Show students model of poster and explain the task to students.


Paired discussion/ survey:

- In pair, students take turns asking 3 key questions and recording the answers with

a tick in the correct box.



Semester 1- Week 16

Project Based Activity: Teacher’s day

Supplies needed: Colored construction paper - Scissors - Glue - Markers or crayons

Pop-up Flower Garden Card

1- Fold two rectangular pieces of construction paper in half. One piece will be the outside of the

card and one piece will be the inside.

2- On the piece that will be the inside, cut two short lines near the middle of the fold.

3- Fold the two outside flaps that you just made (but do not fold the middle flap). Unfold the

flaps.

Period 1- 2



Supplies needed: Colored construction paper - Scissors - Glue - Markers or crayons

Pop-up Flower Garden Card (cont.)

6- Refold the card. Cut two short lines through the folded flaps on the sides.

7- Fold the outside flaps that you just made. Unfold the flaps.

8- Open the card. Push the two flaps towards the inside of the card - they will form 4 step-

like protuberances


Supplies needed: Various colored construction paper - Scissors - Glue - Markers or crayons

Pop-up Flower Garden Card (cont.)

9- Cut some small flowers, stems and leaves from construction paper.

10- Decorate them with crayons or markers if you like.

More greetings:

I miss seeing you a bunch. Have a bunch of fun on TEACHER’S DAY. Thanks for helping me grow! I really blossomed in your class.


Semester 1- Week 16 + 17

Objectives: - Review food & drink words – Sentence patterns “ I (don‟t ) like ”, “Do you like …?”

- Students do some exercises related to Cambridge Test.

Period 3-8 (week 16) +

Period 1-2 (week 17)

Topic- Key language Resources and Materials Answer Key

EXTRA

ACTIVITIES

UNIT 3

WELCOME TO

NEW ZEALAND

Integrated skills:


reading, writing

Review vocabulary:

Food and Drink words

Review sentence patterns:

I like……………

I don‟t like……………

Do you like …….?

Would you like …… ?

Resources:

Textbook: FUN

WITH STARTERS 2


Starters – Cambridge

Unit 3: WELCOME TO NEW ZEALAND Read and write yes or no.

1. yes 2. no 3. no 4. yes 5. yes

Find eight different types of food and drink. Colour and say.

1. bananas 2. a mango 3. an ice cream 4. milk

5. a pineapple 6. an apple 7. grapes 8. a pear

Sort and write. Fruits: grapes, bananas.

Vegetables: tomatoes, carrots, potatoes.

Drinks: juice, milk, tea, water.

Complete the sentences. 1. sausages 2. salad 3. burgers 4. carrots 5. cookies 6. pea.

Listen and tick.

1. Tick a burger and water.

2. Tick salad and chicken

3. Tick juice and pizza.

4. Tick rice and sausage.

5. Tick a cup of ginger tea.

6. Tick a mango.

Fill in the blank.

1. menu 2. burger 3. sausage 4. juice 5. water 6. ice cream

Write the answer with one or two words.

1. the zoo 2. black, white 3. Three 4. bananas 5. no





Objective: - To review vocabulary and structures of the previous lessons.


UNIT 9

Lunchtime!

Lesson

REVIEW 3

Integrated skills:

listening - speaking

reading - writing

Key vocabulary:

Vocabulary and

structures in Units 7,8,9

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 66

Teaching Aids:

- Flashcards 61-85


Weather report.

Warm up – Review:

Food Chant: (Review Unit 9)

Apple. Apple. I like apples. (2 times)

Banana. Banana. Bananas are yellow. (2 times)

Pear. Pear. Pear is green. (2 times)

Grapes. Grapes. Small purple grapes. (2 times)

Sandwich. Sandwich. I want a sandwich. (2 times)

Cookies. Cookies. Cookies are delicious. (2 times)

Tomato. Tomato. Round red tomatoes. (2 times)

Drink. Drinks. More drinks, please. (2 times)

- Teacher uses the flashcards of the food and elicits Ss to chant in chorus, and groups.


Sticky Fingers Game: (Review Unit 8) - Teacher use one of the flashcards (69 -77) to stick on the board to make a key word.

- Teacher plays this game with 3 Ss at a time. Teacher reviews some vocabulary

and structure “Where….?”, clear some space in the classroom.

- Ss each grab one of the teacher's fingers, which are outstretched as shown.

- Teacher assigns a special "keyword" (e.g. bedroom)

- Ss ask question. (e.g. Where are you?). If the teacher answers with the keyword

(e.g. I’m in the bedroom.) the Ss run to the far wall.

- If on the way, the teacher "tags" a student, he/she is out.

- If a student lets go when the teacher hasn't said the keyword (e.g.if the keyword is

"bedroom" and the student runs when the teacher says "Dinosaur")then he/she is out

- Repeat until only one student is left. Start again with 3 more Ss.

- When everyone has had a go, try it again with 3 winners. Keep playing with the

winners, just like a championship, until teacher finds the ultimate winner!




Leapfrog Game: (Review Unit 7)

- On the board, from left to right put flashcards 61 - 68.

- Split the class into two teams. One team lines up on the left side of the room, and the

other team on the right side of the room.

- The first student from each team comes to the board, one at the left side and one at the

right. They read the words out loud, one at a time, "leaping" along to their opponent's

side of the board.

- When they meet they have to do the Rock, Paper, Scissors game. The losing kid sits

down. This kid is replaced by the next member in their team. This member starts from

the start of their line. The winning kid continues from where he/she stopped.

- The teacher says "Go!" and they start again, reading the words out loud until they

meet.

- If they manage to reach their opponent's side of the board they have won!

Student Book Activity:

- Students do the exercises 1 and 2 on page 66.




http://genkienglish.net/clipart.htm



Objective: - To review vocabulary and structures that students have learned.


UNIT 9

Lunchtime!

Lesson

REVIEW 3

Integrated skills:


reading - writing

Key vocabulary:

Vocabulary and

structures in Units 7,8,9


cheese, egg, water, today

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 67

Teaching Aids:

- Flashcards 61-85

- Dices: one dice for one

group.

- Balls, bats


Weather report.

Warm up – Review

Dice Game:

- Teacher make some dices for Ss to work in groups to review the sounds /θ/, / t /, /h/


Bat the ball Game:

- Teacher divides the class into two teams.

- In turns one player from the first team selects a bat. A pitcher throws a ball to the

player. The player must hen form a word by using the beginning sound – spelling on

the ball and one or more of the vowel spelling on the bat.

- If the player can use all four vowel spellings to make a word, he or she earns a home

run. If the player can use three of the spellings, a triple is earned. If two are used, a

double is earned. And if one is earn, a single is earned. If the player unable to form a

word, an out is earned.

- The player moves that number of bases and the game continues. After three outs, the



second team is up at bat.


Filling Game:

- Teacher puts the frog cards on the board, draws the arrows and a pond and asks the Ss

to help the frog gets to the pond by filling in the blanks with suitable letters ch, sh, or

th.

ch

sh

air ick irp er

oes eep irt e


Student Book Activity:

- Students do the exercises 3, 4, 5 on page 67.










Objective: - Students can count to 10.



MATHS

Lesson

COUNTING

Integrated skills:


reading, writing

Review vocabulary:

one, two, three, four,

five, six, seven, eight,

nine, ten,. Say, point

to, write, how many,

altogether

Key vocabulary:

girls, boys, hungry,

thirsty.

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p. 22-23

Materials:

- Flashcards of new

vocabulary

- Picture cards


problem from pupil

book for

demonstration


Weather report

Warm up and review:

Game: 1 - 10 buzz

Students count from 1-10. However, the pupil who is supposed to count 5 an 10 says

BUZZ and then the next child starts at 1. Game continues until all students have had a

turn.


Vocabulary: - Put on the board a series of picture cards of babies and ask questions “Can you find a

boy baby?” “Can you find a girl baby?”

- Show flashcards of phrases baby boy, baby girl. Have students listen and repeat.

- Have students match up a phrase card to a picture card.

- Repeat the activity for hungry and thirsty


Counting babies:

- Put a chart on the board. Model the activity in pupil books.

- Have students go to the board do an orally count (the babies) when answering each

question. Record responses on the board

Open pupil books: - Have students open their books. Students record answers in their notebooks

- Check the answer together


Make a picture problem - Group task:

- Students have to add bowls of food or glasses of milk to babies to make a problem

and then display for other students to solve.

- Groups walk around room, counting babies and answering questions for each picture.


Homework: Workbook



Objectives: - Students can identify fruits and vegetables

- To understand how to keep fit



SCIENCE

Lesson

OUR BODIES

HEALTHY

FOOD

Integrated skills:


reading, writing

Review vocabulary:

fish, orange, carrot,

plum chicken apple,

rice, milk.

Key vocabulary:

fruit, vegetable, bean,

salad, banana,

potatoes.

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1 Pupil book p. 11

Workbook p. 15-19

Materials:

-Flash cards of key

vocabulary

-Blank

classification chart.

-Class healthy

living survey chart


activity

-Picture cards of

foods


Weather report

Warm up and review:

- Use pictures to review the vocabulary fish, orange, carrot, plum, chicken, apple,

rice, milk. Have students listen and repeat.


Vocabulary

- Use real objects or plastic models to present the new words: fruit, vegetable,

bean, salad, banana, potatoes

- Have students practice saying the words as the whole class, in groups and

individual.

Classification activity-fruit or vegetable:

- Place pictures of different food items on the board ledge.

- Remind the students of the word healthy.

- Ask students what is the SAME about the foods. Confirm by telling children that

they are all example of Fruit. Put the flashcard on the board.

- Do the same activity with vegetables..

- Put up the classification chart on the board. Students hold up the cards, say the

names of the food and whether it is fruit or vegetable.

- Students place the card on the chart.

Classification activity-healthy or NOT healthy:

Do the same activity with healthy and not healthy

Game - Make a group

- Give each student a picture card of food.

- Students move around and look for the others who have the same type of food and

make a group.


Going shopping for a healthy dinner:

- Model the activity. Place labels with names of different foods in front of plastic

models or real foods.


- Give each group a cut out shopping basket. Students write down the names of the

food they will choose for a healthy meal.

- Students draw pictures of their healthy foods and cut them out and stick on to the

basket.

Workbook activity 2 let‟s go shopping- healthy food::

- Model the activity for students. Students color and cut out the pictures of different

foods and paste onto the next page in their workbook under correct heading.


Who am I game:

- Place picture cards face down on the students‟ desks. Students take turns standing

up and showing their card an tell the class the name of the food and say whether it

is a fruit or vegetable or not. Ex: I am an orange. I am a fruit.

Agree or not:

- Students look at each group‟s healthy meal and see if they agree that the foods

selected are healthy.

Group Is this a healthy meal?

1 Yes/No

2 Yes/No

3 Yes/No

4 Yes/No

5 Yes/No

6 Yes/No


Homework: Workbook page 15-19



Objectives: - Students can identify adjectives for describing hair.

- Students can understand a short story.



UNIT 10

A NEW

FRIEND!

Lesson 1:

WORDS

Integrated skills:


reading, writing

Key vocabulary:

long, short, black,

curly, straight

Sentence pattern:

She has ……..

He has ……...

Look over there.

It‟s Adam

Resources:

Textbook:

FAMILY AND

FRIENDS

Class book p. 68

Workbook p. 68

Materials:

- CD 1 track 106-108

- Teacher cards

- CD player

- Story poster 10


Weather report

Warm up and review:

Picture walk

- Have students look at the poster. Cover the text with a piece of paper so it won‟t

distract the students. Encourage the students to talk about what they see by using

the language they know.

- Ask questions to help students talk about the pictures e.g. Who is in it? What‟s

happening? As teacher progresses through the book in this manner, see if students

can predict what might happen next or what the story might be about.


Vocabulary

- Ask students to close their books and use teacher cards to present the new words:

long, short, black, curly, straight.

- Have students practice saying the words as the whole class, in groups and

individual.

Dialogue presentation - Ask students to close their books and use the poster to present the setting of the

dialogue.

- Play the recording once for students just to listen and follow the dialogue.

- Ask students some questions about the dialogue What does the girl have? Who

are they? What do they see?

- Encourage any predictions.

- Ask some comprehension questions Who is in the picture? Who is the boy‟s new

friend? What does he look like? Are Adam and Alice friends?

- Ask students to open their books. Play the recording again, pausing each sentence

for students to repeat.

- Have students practice the dialogue chorally and individually then in pairs.




Living dialogue:

Select sentences from the dialogue. Divide the class into groups and assign one

sentence to each group. Each student in the group is assigned one word in the

sentence. Student are not allowed to speak accept to repeat their words. They

arrange themselves in correct order.


Concentration game:

- Separate the students into pairs or groups of three or four. Give two sets of

pictures to each group and place them facedown in random order on the desk. One

set with words and the other bearing pictures. One at a time, students turn over two

cards and try to find two identical cards.

- As each student looks at the cards, he or she says the word or phrase that is shown

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


Homework: Workbook - page 68


Concentration game

He/ gray hair

She/ gray hair

She/ long hair

He/ curly hair

He/ Short brown

hair

She/ red hair

He/ black hair

She/ Blue eyes



Objectives: - Students can make sentence with has/ doesn‟t have to describe appearance.




UNIT 10

A NEW

FRIEND!

Lesson 2:

GRAMMAR

Integrated skills:


reading, writing

Review vocabulary:

long, short, black,

curly, straight.

Key vocabulary:

has, doesn‟t have

Sentence pattern:

She has blue eyes.

She doesn‟t have

brown eyes.

Resources:

Textbook:

FAMILY AND

FRIENDS

Class book p. 69

Workbook p. 69

Materials:

- CD 1 track 109

-Teacher cards

- CD player


Weather report

Warm up and review:

Scramble (Fruit Salad)

- Students sit in a circle (or several circles for large classes).

- Assign a different word to each student call out two words at random. Those two

students stand and exchange seats. To cue all students to change seats, call out

Scramble! The first time you call scramble! , remove one chair from the circle. Now

one student will have to remain standing in the center of the circle. When two students

exchange seats they will have to race with the students in the center to get a seat.

Another way you can play this game is to assign several students the same word. Call

out only one word instead of two. All student assigned that word must switch places


- Point to the poster and ask students what happened in the story.

- Students open their books to page 68.

- Have students listen to the story and repeat. Write the dialogue on the board but

leave some gaps. Students can fill in the blank with their own information as long as it

is meaningful.

- Students work in pairs, acting out the dialogue. They can look at the dialogue on the

board if necessary.

Grammar presentation: 1. Ask students to close their books and use the poster to introduce the patterns.

- Write the pattern on the board. Have students listen and repeat She has curly hair.

Swap the pictures and have students do the substitution drill.

- Ask students to open their books.

2. Play the recording and have students repeat then introduce the contraction.

doesn‟t have = does not have

- Have students practice in pairs.

3. Point to picture 1 to model the patterns. Teacher can do this with student



volunteers. Have students work in pairs pointing and saying.

4. Look again and write: Read the examples with the students. Have students fill in

the blanks in individual. After finishing, students cross-check.


Walk and talk:

- Cut out pictures of people from magazines or newspapers. Place different pictures

around the room. Have students walk around in pairs.

- At the signal Stop!, partners must stop at a pair of cards and exchange questions and

answers, using the pictures as cues

S1: (pointing to the first picture) What does she look like? S2: She has (black hair).

Partners then switch roles S2: (pointing to another picture) What does he look like?

S1: He has (curly hair)


Who am I?

- Write the following paradigm on the board:

My name‟s ( _______________)

I have (___________)

I like (_________)

My best friend is (___________ )

She has (__________________)

- Have students complete the information on a blank card. Collect the cards. Choose

one card at random and read the information aloud, omitting the student‟s names

- Have the class guess who is being described.


Homework: Workbook page 69



Objective: -Students can identify shapes.



UNIT 10

A NEW FRIEND!

Lesson 3:

SONG

Integrated skills:


reading, writing

Key vocabulary:

square, circle, round,

triangle


side, smooth, same.

Sentence pattern:

It has four sides.

It‟s round.

Resources:

Textbook:

FAMILY AND

FRIENDS

Class book p.70

Workbook p. 70

Materials: CD1 track 110-111

- Teacher cards

- CD player.

- Colored paper.

- Scissors


Weather report

Warm up and review:

Review the song “Open my lunch box” from the previous unit.

What do I have in my bag today?

- Bring some classroom objects or models to the class (a CD, a small clock…)

- Have students guess what is in the teacher‟s bag. Teacher can give students some

clues. For example, ”It‟s round”


Vocabulary

- Use some real object to elicit the vocabulary of shapes. For example, a CD for

circle, a table for square.

- Ask students to close their books and use teacher cards to present the new words:

square, circle, round, triangle.

- Have students practice saying the words in chorus, in groups and individual.

Song presentation: - Ask students to open their books and look at the pictures. Play the recording,

students listen and point to the pictures and repeat. Play the recording once again,

students listen and point to the words.

- Have students listen and repeat line by line. Students sing along with the

recordings.

Sing and do:

- Work together on how to act out the song.

- Practice the actions with the students. Play the recordings for students to listen,

sing and act out.


Where do you see a square?

- Elicit the names of things that is in the shapes of a square, a circle or triangle.

Teacher can make it a competitive game of two groups.



- Give students a few minutes to think of objects that come in the shapes of a

square, circle and triangle. Tell students a name of a shape, students say the

corresponding object.

Make a Tangram:

- Have students take out their colored paper and scissors. Show some samples of

Tangram.

- Have students think of what they want to make. Tell them that they can only use

squares, circles and triangles.

- Have them make their own Tangram. Have them show their work to the class then

they talk about their patterns. E.g. It has three triangles…


I spy:

- Teacher model first. Think of something around the classroom but don‟t tell the

students.

T: I spy

with my little eye

something has four sides.

- Ss guess what the object is. The object must be visible in a room or in a wall

picture.





Objective: -Students can count in 3‟s.



MATHS

Lesson

TOYS

Integrated skills:


reading, writing

Review vocabulary:


Key vocabulary:

three, six, nine,

twelve.

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p. 24-25

Materials:

- Number cards-1-20

- Picture cards


problem from pupil

book for demonstration


Weather report

Count the threes

- Put up the chart which shows objects in groups of three. Ask students to help

count one group of three. Circle the group and ask if there are any more of those

objects. Students continue until all groups of three objects have been found.

- On large number strip, teacher shows students how to count in threes by

circling the 3‟s pattern. Have students read the pattern. Students explore the

picture for their objects in groups of three, and work out how many threes. Use

number strip to count all objects- but in 3‟s pattern.

1 2 3 4 5 6 7 8 9 10 11 12


Paired counting in three‟s:

- Students circle the three„s counting pattern on their number strips. Then take

turns saying the pattern aloud to their partner. Students must point to the

number as they say them.

How many three‟s:

- Give each group a picture chart. Each chart has three questions about the

objects. Each group has to count an write the total number of objects.

Open pupil books: - Have students count the object in groups of three and record total number.

- Check the answer together.


Fill in the missing numbers:

Each child is given a number strip. Students have to work out what numbers are

missing and write them in the box. (revision of three‟s counting pattern)




Objectives: - Students can identify fruits and vegetables.

- To understand how to keep fit.



SCIENCE

Lesson

OUR BODIES

EXERCISE

EVERYDAY

Integrated skills:


reading, writing

Key vocabulary:

exercise, go for a

walk, ride a bicycle,

jump rope, run, go

swimming, dance.


fast, slow

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1 Pupil book p.12

Workbook p.20

Materials:

-Flash cards of key

vocabulary

- Blank

classification chart.

- Class healthy

living survey chart


activity

- Picture cards of

activities for doing

exercise.


Weather report


TPR activity: Let‟s move our bodies

- Model the activities then have students do the actions then say the name of the

actions.

Raise your hands, touch your toes

Raise your hands, touch your toes

Move your hands to the left, move your hands to the right

Move your hands to the left, move your hands to the right

Jump up and down, jump up and down

Now turn around , turn around , turn around

and sit down

Discussion: What exercise do you do? What is your favorite activity for

exercise?

- Ask students what they like to do at home for exercise. Record the responses on

the board.

- Show students some pictures of doing exercise and labels for each picture.

- Have them listen and repeat. ride a bicycle, go for a walk, jump rope, run, go

swimming, dance

- Students match the pictures and the labels. Point to different pictures then have

students say what exercise children are doing.

- Ask students if the activities in the picture show the same activities students like

to do.

Extension activity:

- Bring some equipment for exercise to the classroom (jump rope, ….. )

- Ask students to look at the equipment and identify what it is and when it is used.

- Have students listen and repeat the word exercise.



Paired discussion - using pupil book:

- Students take turns telling each other what exercise activities the children in the

pictures are doing.

- Students ask each other questions “What exercise do you like to do?” and

respond to the statement, I exercise everyday Yes/No.

Group classification activity:

- Each group is given a series of picture cards. Students have to sort them into two

groups. Students display completed task on the wall

Exercise NOT Exercise

- Check the answers together.


Class survey: What exercise do you like to do?

- Tell students that they will look at different activities students in the class like to

do for exercise and write down the number of students who like each activity.

-students can put up their hands for more than one activity.

What do you

do for

exercise?

run go

swimming

ride a

bicycle

dance jump

rope

How many

children like

to…?





Objective: Students can pronounce the sound / ᴂ /



UNIT 10

A NEW

FRIEND!

Lesson 4:

PHONICS

Integrated skills:

speaking, listening, reading, writing

Review vocabulary:

cat

Key vocabulary:

fan, man

Resources:

Textbook:

FAMILY AND

FRIENDS

Class book p. 71

Workbook p. 71

Materials:

CD 1 track 112-113

Phonics cards

CD player


Weather report

Warm up and review:

Sing the song: “It‟s a square”

Hangman

Select a word (e.g. an apple) and draw the corresponding number of dashes on the

board (- - - - -). Invite students to call out a letter. If the letter is included in the

word “apple”, write it over the appropriate dash; if not, write it at the side of the

board and draw the first stroke of the hangman picture. The game finishes when the

teacher completes the hangman picture.


- Show students an apple and have them listen and repeat. Write “a” on the board.

Point to the letter, say the name and the sound of the letter. Below the letter write

the corresponding words cat, fan, man.

- Circle letter “a” and have students listen and repeat. Hold up the phonics cards to

introduce the sounds.

- Ask students open their books to page 71. Have students listen to the recordings,

point and repeat. Students listen and chant.

- Have student listen to the chant again and circle the a. Students look at the

pictures and unscramble the letter.




Snap the sound:

- Give each students letter cards of “a” and “e”. Read a word, students listen and

pick up the corresponding card.

: mat met

Pat pet

Pan pen

Kettle cattle

Set sat

Bat bet

Ted tad

Led lad

Bed bad

Tongue twister:

- Have Ss practice as a whole class and individually. Students read the sentence to

their friends

A sad man has a mad cat and a bad hat in his bag.

The fat cat is on the mat.


Rhyme Bingo:

- Give each student a sheet of bingo grid then write the words on the board.

Students can choose the words to write down their bingo grids.

- Teacher prepares another list of words rhyming with the words on the board.

- Teacher or student volunteer calls out a series of words. Students mark the words

on their bingo cards which rhyme with the teacher‟s words.

- The first student to have all the grids marked raise their hands

Ex: T : bad

Ss mark the word “ cat”




Make a Tangram



Objective: -Students can read and understand a descriptive letter.



UNIT 10

A NEW

FRIEND!

Lesson 5:

SKILLS TIME

Integrated skills:


reading, writing

Review vocabulary:

curly. Straight, long,

short, black, brown

Key vocabulary:

good, best.

Sentence pattern:

Dear Yasmin,

Tell me about your

friends

Resources:

Textbook:

FAMILY AND

FRIENDS

Class book p.72

Workbook p. 72

Materials:

- CD 1 track 114

- Photocopy picture

in the textbook.

- CD player


Weather report

Warm up and review:

Stand up game:

This game will challenge students‟ listening comprehension. Students should

respond to teacher‟s commands depending on personal information.

T: Stand up if you have brown eyes.

Students with brown eyes stand up.


- Use a picture and ask questions to lead in and raise students‟ interests

e.g. How many people are there in the pictures? Can you guess who they are?

- Teacher can do the slow reveal. Teacher can introduce the names of the

characters in the pictures Sally, Polly, Isobel.

- Play the recordings have students listen, point and repeat. Ask questions to check

students‟ comprehension.

- Have students read the text silently and write the names of the people in the

pictures. Go through the answer with the class.


Find it fast:

Have students practice scanning to find specific words. Explain that you are going

to say a word, for example,” hair” and you want students to see how quickly they

can count the number of times they see that word in the passage

Introduce your friends to the class:

Ask students to bring in pictures of themselves and their friends or ask them to

draw and color. Have them introduce their friends to the class. Help them when

necessary.


Write a letter to tell about your friends:

Give each student a sheet of paper. Ask them to write a word to describe their

friends‟ appearances. Have them draw pictures of their friends (Teacher should



give students a letter format but leave some gaps) before filling in the blanks.



Write a letter to tell about your friends:

Dear………,

This is the picture of…………………

……………is my best friend. She has………..

………………………….

…………..is a good friend. He has……….

……………………….

I am in the picture, too. I have………………

…………………………….

Tell me about your friends.

From

……………….



Objective: -Students can develop their language skills and use them to describe appearances



UNIT 10

A NEW

FRIEND!

Lesson 6:

LANGUAGE

SKILLS

Integrated skills:


reading, writing

Review vocabulary:

curly. straight, long ,

short, black, brown

Sentence pattern:

She has red hair. Who

is it?

It‟s number 1, Polly.

Resources:

Textbook:

FAMILY AND

FRIENDS

Class book p. 73

Workbook p. 73

Materials:

- CD 1 track 115

- Phonics cards

- CD player


Weather report

Warm up and review:

Listen and draw

- Prepare a picture of a famous character, for instance, Harry Potter. Provide the

language needed.

- Teacher or students volunteer describe the picture but do not show it to the class.

Have students listen and draw pictures then color their pictures. After that, ask the

class to tape their pictures on the wall.

- Have them compare their pictures to the original one.


Part 1:

- Ask students to look at part 1. Elicit the description from the students.

- Play the recording, students listen and point. Play the recording once again.

Students listen and number.

- Go through the answers with the class.

Part 2:

- Model the pattern with students volunteer. Have students take turns asking and

answering in pairs. Ask some students to demonstrate in front of the class.

Part 3:

- Ask one student volunteer to go the board circle ”n‟t” and match two sentences as

modeling.

- Have students do the exercise in individual. Have students check the answers

together.


Find some one who…

The teacher or student volunteer describes a person in class. They race to find the

appropriate one. Then they have to describe that person or thing.



Ex: T: She has long black hair and big eyes.


How many sentences (Scramble words)

- Give the students several words of different part of speech. Ask them to think of

as many sentences as possible with the given words. It is better to set a time limit.

Ex: T: he, she, red, black, have, has, hair, doesn‟t

Ss: He has red hair/ He doesn‟t have black hair…




Semester 1- Week 19 (period 7+8) + Week 20 (period 1-6)


EXTRA -

ACTIVITIES

UNIT 4

WELCOME TO

EGYPY!

Integrated skills:


reading, writing

Key vocabulary (Unit 4)

Revision words of shapes

and school things, colours


Zoo animals vocabulary

( Answer Key is in Unit 11)

Sentence patterns:

Revision.

Resources:

Textbook: FUN

WITH STARTERS 2



Unit 4 : Welcome to Egypt

Read and write yes or no.

1. yes 2. yes 3. no 4. no 5. no

Look at the pyramid again and write the colours. 1. yellow 2. pink 3. orange 4. green 5. blue 6. red 7. purple

Listen and colour. 1. Letter G is orange. 2. The rubber is brown.

3. The ruler is green. 4. The chair is blue.

5. The tick is purple.

Colour, write and talk.

___board___

___ clock ____

___ chairs and desks ____

___ one bag ____

___ pencil case ___

Listen and stick.

1. On the white bookcase, Wish is happy. It stands between 2 purple bags.

They‟re under the red ruler.

2. On the pink bookcase, Wish is sad. It stands behind the black pencil case.

They‟re on a grey clock and two orange pencils.

3. On the yellow bookcase, Wish is happy. It stands between a brown book and a

red board. They‟re on the purple bag.

Listen and tick () the box. 1. May is in front of the pyramid.

2. Pat can see three cats on the tables.

3. Tony‟s got a book about Japan.

4. Nick can put the map in the cupboard.


Listen and draw lines.

1. Pat and the computer.

2. Lucy and the bookshelf.

3. Bill and crayons.

4. Alex and pencil case.

5. Tony and the big chair.



Objective: - Students can develop their arts and crafts skills through the activity.

- To talk about New Year‟s Day.



PROJECT BASED

ACTIVITY

THE NEW

YEAR’S DAY

Integrated skills:


reading, writing

Review vocabulary:

shapes and

appearances

Key vocabulary:

fruit, vegetable, bean,

salad, banana,

potatoes.

Materials:

-Construction paper

-Colored paper

-Pencils

-Glue

-Hole punch

-Scissors

Foreign language:

- Ask students what they say on New Year‟s Day. Ask students if they can say

“Happy New Year” in other foreign language.

- Have students complete the worksheet. Check the answer together. (Optional)

- Have students say wishes to their friends in different language. (Optional)

Lucky number

- Prepare some slots with questions about previous lessons on them. There is one or

two lucky slots among them. Put slots into a bag.

- Divide students into two teams. A representative from each team takes turns

drawing slots and answering the questions. Each team gets a point for every correct

answer.

- Students who draw lucky slots have chances to get two points for their team and

receive a red envelop with lucky money in it.

Make a paper swallow

- Prepare a square sheet of paper. Make a paper swallow as following instructions.

- Collect students‟ works and hang around the classroom.

Make a happy face on New Year‟s Day

- The object of the game is to place paper cutouts in the shape of the eyes, nose, and

mouth on the face while blindfolded.

- Then one child is blindfolded with a cloth. The blindfolded child tries to place

cutouts of the eyes, eyebrows, mouth, and nose on the face, while the other children

shout instructions-for example, "Higher!" "To the left!" "There!" After the child

places the pieces, the blindfold is removed so the child can view his or her

handiwork. For younger children use flannel facial features on a flannel face.

PROJECT BASED ACTIVITY


Let‟s make New Year‟s Resolution Mobile - Each student can make his or her own New Year‟s Mobile by cutting these pattern

pieces from colored paper. You may want to mount the finished pieces on poster

board for added durability.

- Students can list their promises for the New Year on the bell pattern pieces.

Story time: “I love you, mother”

Homework: Have students complete the new year resolution at home. Then, have them share the ideas with their friends the next

period. Help them with new vocabulary.


Worksheet: Foreign language

Happy New Year!

1. Feliz ano novo________________

2. Onellista uutta vuotta_______________

3. Chuc mung nam moi____________________

4. Masaya bagong taon__________________

5. Buon anno________________

6. Godt Nyttar__________________

7. Szczesliwego nowego roku____________

8. Heureuse nouvelle annee___________

9. Feliz ano Nuevo_______________

10. Akemashite omedetou________________

11. Sehe Bokmanee Bateuseyo________________

12. Xin Nian Kuai Le_________________

a. Vietnamese b. Chinese c. Korean d. Polish e. French f. Spanish

g. Portuguese h. Japanese i. Italian j. Filipino k. Norwegian l. Finnish


ANSWER KEYS

1. Portuguese

2. Finnish

3. Vietnamese

4. Filipino

5. Italian

6. Norwegian

7. Polish

8. French

9. Spanish

10. Japanese

11. Korean

12. Chinese


Lucky number:

It has four sides. They are all the same. What is it?

Sing a verse of the song “It’s a square!”

LUCKY! She has short black hair and big eyes. She is tall. Who is she?

Read this sentence aloud” the cat has a hat”

LUCKY! I have/has__________ blue eyes

My new friend is/are____________ David

She does not have black hair= She_______ have black hair

Read the following words aloud “pan” “pen”


Project based activity:




Homework:

Last year two best things that happened


Make a paper swallow:




Objective: Students can identify the zoo animals.


UNIT 11

I LIKE MONKEYS!

Lesson 1

WORDS

Integrated skills:


reading, writing

Key vocabulary:

elephant, giraffe,

monkey, big, tall, little.


zoo, funny

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 74

Workbook p 74

Materials:

CD 2 track 116-118

The zoo flashcards 94-99

Story poster 11


Weather Report

Warm up and review:

Animals dance: Draw 4 circles with different animals in them. Assign a different

dance/ action to each animal (eg. Dog = jump; cat = spin; ect). Have Ss stand up and

do the dance or action each time you touch or say the animal.


Lead in: Give the meaningful context to introduce the vocabulary (Display a picture

of a zoo. Ss pretend to go to the zoo)

Hold up each Flashcard 94- 96 to introduce the new vocabulary (an elephant, a

giraffe, a monkey) while playing the audio – track 116. Have Ss listen and repeat each

word several times at normal speed.

Listen and chant (track 117): Give some word cards to Ss and play chants and Ss

say the words. Ss stand up when their words are said.

Listen and read (track 118): Use Story poster 11 to present the story. Ask some

questions about the story Who can you see? Where are they? … and identify the

animals in the frame 1,2 and 4 in the story. Encourage students to have predictions.

Then ask Ss to open their books and play the audio for Ss to listen, point to the words

and repeat at the same time. Ask some comprehension questions:

Where is Rosy and her family?

Does Billy like elephants/ giraffes/monkeys?

Why?/Why not?

Ask students to open their Class Books on page 74 and practice reading while listening.

Have students practice their pronunciation in groups and pairs.




Pointing game:

Put flashcards 94-96 in different places around the room. Call out one word. Ask

students to listen to the teacher and point to the correct flashcard as fast as possible

then repeat it loudly.

Fishing game: Give Ss the fishing rods. Cut some fish and put them in a tub or on the floor. Let Ss try

catching fish with his fishing rod. Have student practice counting as he/she catches

each fish

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


Exchanging your seats: Each student has a word card. Make sure that all of them are able to identify these

words.

Everyone sing “Old MacDonald had a farm.” song. Suddenly call out one word.

Students with that word in hands will stand up, try their best to find another seat and so

does the teacher. The student without seats will be in the front and start to call another

word.

Continue this game as the same way.

Story time: “The very hungry caterpillar”

Homework: Workbook ( pages 74)



Objectives: - Students can make sentences with like and don‟t like

- Students can act out the story


UNIT 11

I LIKE MONKEYS!

Lesson 2

GRAMMAR

Integrated skills:


reading, writing

Key vocabulary:

elephant, giraffe,

monkey, big, tall, little

Sentence patterns:

I like lions.

I don‟t like giraffes.

They‟re big.

I‟m little.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 75

Workbook p 75

Materials:

CD 2 track 116-118

The zoo flashcards 94-99

Story poster 11


Weather Report:

Warm up and review:

What‟s missing?

Display the flashcards from the vocabulary set on the board. Point to each one, one at a

time for Ss to say the words. Give the class a few seconds to look at them. Ask Ss to

face down. Remove a card. Display the cards again ask What‟s missing?


Put pictures in the order:

Divide the class into groups. Each group has a set of pictures. Play the story CD2 track

118. Students work in groups, listen to the CD and put these pictures in the order -

Students listen again and check their works.

Listen to the story and repeat. Act

Ask Ss to turn to the story on Page 74 of their Class Books. Play the recording for Ss to

repeat.

Divide the class into groups of seven to plays the part of Rosy, Billy, Mom, Dad, an

elephant, a giraffe, a monkey. Ask Ss to look at the different actions that the people and

animals do in the story.

Picture 1: Rosy points to the elephants, smiling. The elephants swing their trunks.

Billy extends his arms to show how big they are.

Picture 2: Dad points to the giraffes. The giraffes stand up tall and eat leaves from a

tree. Billy puts his hand above his head to show how tall they are.

Picture 3: Mom shakes her head. Billy points excitedly to the monkeys.

Pictures 4: Rosy and Billy laugh at the monkey. The monkeys play in their cage.

Listen and say: Play track 119 and show flashcard 96 to present the pattern “I like monkeys". Have Ss

repeat the pattern for each word. Play track 119 again and put flashcard 94 upside

down to elicit “I don‟t like elephants”. Play track 119 again and ask Ss to look at the



book and repeat the pattern. Divide the class into 2 groups and each group alternates

repeating after audio.

Look and say:

Write I on the board, he/she/it on a new line, and they on a third line. Point to yourself

and say I „m (tall). Point to few students in class and say They‟re (little).

Students practice writing with the incomplete sentences in the Student Book p.74.


RPS Three cards: Ss have three cards each. They pair up and do RPS. The loser has

to shows the cards to the winner. The winner says: “I like giraffes”, then the loser says

“I don‟t like giraffes” and gives the winner the card of giraffes. Ss then change

partners.

Tornado

Divide the class into groups and stick the flash cards of animals on the board with

either picture facing the board. And mix six tornado cards with the pictures cards. Then

the groups take turns choosing the number cards. If Ss make correctly the sentence “I

like……..” or “I don‟t like….” by using the chosen card, their group can draw a line to

draw a house. If Ss choose a tornado card, they will blow down their entire opposite

group part of drawing a house.

The group to draw a complete house wins.


Concentration Game:

Give 2 sets of cards (1 set of animal pictures and 1 set of word cards) to each group and place

them face down in random order on the desk. Once at a time, Ss turn over 2 cards and Ss try to

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

match, the St keeps them and gets a point.

Value worksheet: Be kind to animals





Objectives: Students can make the sentences


UNIT 11

I LIKE MONKEYS!

Lesson 3

SONG

Integrated skills:


reading, writing

Key vocabulary:

tiger, snake, parrot.


hip, hooray!, growl, hiss,

squawk, hear.

Sentence patterns:

I like lions.

I don‟t like giraffes.

They‟re big.

I‟m little.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 76

Workbook p 76

Materials:

CD 2 track 120-121

The zoo flashcards 100-

102

Culture note: Zoo in the

United States

There are many zoos in

the United States.

Typical zoo animals

include lions, tigers,

elephants, parrots,

zebras, monkeys, and

giraffes, but most zoos

will have many more

types of animals, big and

small from all over the

world. The Central Park

Zoo in New York, New

York is the oldest zoo in

the United States. It

opened in 1860.

The San Diego Zoo in

California in the USA‟s

largest zoo. It has over

4,500 animals.

There are other places to


Weather Report:

Warm up and review:

What am I?

Review the animal vocabulary with a miming activity. Hold your arm in front of your

nose and wave it around. Ask the class “What am I?” to elicit an elephant.

Ask another student to mime an animal for the rest of the class to guess.


Lead in: Set up a meaningful context to introduce the new lesson. (Ex: Today we take a

tour around the zoo and continue to name zoo animals …). Play the audio (CD2 track 120)

and T labels the cards (a tiger, a snake, a parrot) under the pictures.

Listen, point, and repeat:

Put the teacher cards on the chalk rail. Ask Ss listen and tell about what they hear from CD

track 120. Show the card and have Ss repeat the sentence pattern and practice.


Listen and sing:

Ask students to open their Class Book p.76 and identify what animals in the pictures

are they. Play CD2 track 121 and Ss listen and point to the pictures when they hear the

three new words. Introduce the song rhythmically. Have Ss clap to keep the beat as

teacher models the song line by line.

Ask students to repeat. Play the recording again for Ss to sing along.

Stand up game: Give each student a body word from the song. Play the song. Each time students hear

their word on their card; they quickly stand up and sit down.

Sing and do:

Practice the actions with the class. Play the recording for students to sing the song and

do their actions.

Song actions:

Tiger – hold fingers up like claws.

Snake – wiggle one arm like a snake.

Parrot – flap arms like wings



see animals in the USA.

Aquariums are like zoos,

but they are for ocean

animals. Common

animals in an aquarium

are penguins, fish, and

stingrays. People can also

see animals in wildlife

parks. These are different

from zoos because

animals aren‟t in

enclosed places. The

animals are free to move

around the land, and

visitors must stay in their

cars.

.


Zoo game: Divide the class into groups and assign them as different animals and give them

flashcards of the animals they are representing. Walk around the room and talk to Ss

who can only reply as an animal. E.g. “Hello Thanh”, Thanh in the cows group

replies: “Moo!” Then, the whole class names the animal after listening to Thanh‟s

reply.

Flash Game:

Divide the class into different teams. Choose a picture that includes various animals.

Show the picture for a few seconds and take it away.

Ask Ss to work in group and say what they saw and give them point s for each correct

answer.


Project based activity: Stand – up Valentines!

Materials: Some colors paper, scissors, glue, tape, or staples.

Step 1: Cut out the row of hearts from paper. .



Semester 2 - Week 22 Periods 7

Objectives: Students can identify the five senses.


SCIENCE

Lesson :

Our Senses

The Five Senses

Integrated skills:


reading, writing

Key vocabulary:

smell, taste, see, hear,

feel, and touch.


Revise parts of body –

eyes, ears, nose, tongue,

hands

Resources:

Textbook: SUCCESS

WITH SCIENCE 1

Pupil book p 13,14

Materials:

Flashcards with key

vocabulary – a set large

cards

Pictures

Sentence Maker to hold

key vocabulary

Magnets for board

Colored pencils or

crayons

Masking Tape


Weather Report:

Warm up and review:

Sing the song: Head, shoulders, knees and toes.


What can I see?

Looking for detail in a picture - Test your visual memory

Put a picture on the blackboard – the picture should have clear simple images.

Tell Ss to look at the picture for a minute.

Remove the picture and Ss will draw what they saw in the picture.

Put picture back and Ss see what they remembered clearly.

T asks Q. „‟ What part of the body did we use for this activity?

What can I hear?

Making sounds

Make three different sounds and Ss listen:

1) Banging a drum 2) Hitting two spoons together 3) Clicking a stapler.

Put up picture cards to show the sounds – one word to describe sound written

underneath – drums, spoons, stapler)

Tell Ss that she / he will make the sounds again but that Ss will not be able to see what

the T is doing. Ss must listen and write what sounds they hear. Ss will then identify

sounds by pointing to the correct picture.

T asks Q. “What part of the body did we use for this activity?

What can I smell?

Invite 3 Ss to come out to the front of the class. Then cover Ss‟s eyes with scarf so that

they can not see object.

Hold up to each child‟s nose a fruit. Each child has to guess the fruit by the smell.

When Ss have had their turn they take scarves off and see if they were correct.




What can I taste?

Give out a piece of fruit on a toothpick to each child.

Place two containers on tables. One has salt the other sugar.

Ss have to dip their fruit into one container and then guess whether it was salt or sugar.


What can I feel?

Have a mystery box that contains some objects.

Invite some Ss to have a turn at feeling inside the mystery box. Ss have to feel one

item, guess what it is and then after their guess take the objects out of the box to see if

they were correct. (4 children)



Put key sentences from Students Resources Books on the board.

I can see with my .............................................

I can hear with my ...........................................

I can smell with my ..........................................

I can taste with my ..........................................

I can touch with my .........................................

Put picture cards with parts of the body – eyes, ears, nose, tongue, hands

T reads the sentences and ask Ss to choose which body part and word will complete the

sentence. Then T and Ss read sentences together.



Semester 2- Week 22 Periods 8

Objectives: Students can make an addition to 10


MATHS Lesson :

EIGHT COUNTERS

Integrated skills:


reading, writing

Key vocabulary:

add

one to ten (orally)

number

add

yes

no

How many altogether?


say

write

point

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p 26,27

Materials:

Mental Addition cards

Response sheets for

mental addition activity

A 3 size sheets

For YES/ NO game

(Laminate the YES/ NO

chart)

Cards with addition for

YES/ NO game. (one set

for each group)

Cut out counters (6)

Number cards – 1 to 10

Addition Game – Game

Boards


Weather Report:

Warm up and review:

Sing the song: Head, shoulders, knees and toes.


How many counters?

T puts up 4 cut out counters on blackboard and asks Ss.

How many counters can you see? Records Ss‟ answers on the board. Then T puts up 2

more counters. Ask Ss “How many counters did I add to the blackboard? Record Ss‟

answers. How many altogether? Record answers T ask Ss if they can write a number

sentence to show what happened with the counters. E.g. 4 + 2 = 6

Mental Addition:

T holds up flashcard with an addition – E.g. 5 add 3 – T asks Ss “What do we do

here?” Ss respond – T confirms – Yes, it says 5 add 3 or we could write it this way

5 + 3 – What is the answer? Write on blackboard.

Then T tells Ss that they will hear six additions and they have to add the numbers in

their heads and write the answer only on their response sheets.

1. 2 add 5 2. 4 add 1 3. 5 add 3 4. 6 add 2 5. 7 add 1 6. 1 add 9

(Copy record sheets from previous lesson using mental addition) Ss swap sheets to

mark.


YES/ NO Game: Group task – Each group is given a record sheet and 6 addition

cards.

Step 1. The cards should be turned face down and put in a pile.

Step 2. Each child takes a turn and picks up a card.

Step 3. The child must aloud the addition.

Step 4. They must then say whether the answer is correct or not correct.

Step 5. If correct the child must place the card in the YES column.

Step 6. If the answer is not correct they put the card in the NO column.

Ss can put cards on record sheet with masking tape or blue tac


Student Resource Book – Eight Counters


T explains task to Ss and then Ss complete activities in resource book. Ss record

answer in their notebooks. T and Ss correct together.

An Alternative to this activity is the Game: Adding (instruction and game on sheet

attached – Ss can complete student book task for home work.




Objectives: - Students can pronounce the sound of “e” on its own and in words

- Students can identify the letter e in the middle of words.

- Students can blend the vowel e with consonants to form simple CVC words.

- Students can match rhyming words.


UNIT 11

I LIKE MONKEYS!

Lesson 4

PHONICS

Integrated skills:


reading, writing

Key vocabulary:

bed, pen, red

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 77

Workbook p 77

Materials:

CD 2 track 122-123

Phonics cards 39 -41


Weather Report:

Warm up and review:

“I know, I know, I know” game: Divide students to 2 teams. And Ss make two lines. Hold up the flashcards (cat, fan,

man) one at a time. The first student who can sound out the letters and say the words

after he/she says “I know, I know, I know” is the winner.


Lead in:

Hold up the bed, pen, and red phonic cards, one at a time, say the words for the class repeat.

Ask whether the sound comes at the beginning, middle or end of these words. Call three Ss to

come to the front of the class. Give them phonics cards for b, e and d. Ask Ss to stand a short

distance from each other. Point to the letters for the class to name them. Ask Ss to move closer

together. Encourage the class to say the sounds again and run them together to pronounce the

word bed. Use the same process with different Ss holding new flashcards. Ss say p-e-n and

r-e-d. Ask Ss What‟s the vowel? To elicit e.


Listen, point, and repeat:

Ask Ss to look at the words and pictures in their Student Books. Play the first part of

the recording for Ss to listen and point to the pictures. Then play the second part of the

recording for Ss to repeat the sounds and words in chorus

Listen and chant

Play CD2 track 123 for students to listen to the chant. Put the cards in different places

around the room. Students listen, point to the pictures as they hear the words then

repeat. Divide the class into 3 groups: bed, pen, and red. Students chant together;

each group says their own lines.

Be a poet:

Ask Ss to work in pairs and read the poem “BEG FOR AN EGG” and circle all words

have the sound of “e”. Then do the worksheet of the poem.





Match the words that rhyme

Ask Ss to look at the pictures. Point to each one for children to say the word. Make

sure they are correctly producing. Look at the example with the class. Tell Ss that they

are four pairs of rhyming words. Model the words Ken and pen to show how they

rhyme. Ask Ss to draw lines to match the other rhyming words. Go through the

answers with the class.

Optional activity

Tell Ss that you are going to say some sentences containing words with the sound of e

in the middle. Read out the following sentences one at a time: This is my pen. The

apple is red. It‟s my pen. Is Ken in bed? You have ten pens. When Ss hear a word

with the sound of e in the middle they should tap the table. They then say the sound

and repeat the word.

Story time: “The very hungry caterpillar.”



Worksheet: Be a poet!

Beg for an Egg

I beg for an egg

from my red hen.

I get some corn.

It's in her pen.

She clucks! What luck!

This is the end

of begging for an egg

from my red hen.


Semester 2-Week 23 Periods 3 - 4



Beg for an Egg Circle the short e words.

beg egg ear some

corn pen red me

end ten feed fed

he pet met meet

Color the hen red. Draw 3 eggs by the hen.

Draw a baby chick by the hen.


Objectives: - Students can read and understand a poem.

- Students can read for specific information.


UNIT 11

I LIKE MONKEYS!

Lesson 5

SKILLS TIME

Integrated skills:


reading, writing

Key vocabulary:

Revision.


leaves, top, tongue,

wrong, there, food, head,

neck, at al, listen, true,

on top of

Sentence patterns:

Revision.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 78

Workbook p 78

Materials:

CD 2 track 124

Worksheet


Weather Report:

Warm up and review:

Category spin: Divide Ss into groups. One student spins a pen and the student

that the pen points to is the first. The student needs to say a word from a pre-decided

category. The next student will say the last word and add his own and so until it gets

to the one who fails. E.g.: S1: “giraffes”, S2: “giraffes, dogs…”


Lead in:

Ask Ss to look at the picture and tell what they can see. Ask What‟s the giraffe doing? (It‟s

eating leaves from a tree.). Ask Ss to guess what the text is about.(It‟s a poem about a

giraffe.)

Look at the picture. Talk about the animal:

Ask Ss to look at the picture again. Ask them to tell everything they can about the

giraffe in English. (It‟s a giraffe. It‟s tall. It‟s brown and yellow. It has four legs.)

What am I game:

Give each pair of students two a worksheet and ask them to look for the animal by

reading the hint in each square.


Read and listen to the poem:

Play the recording (124) for SS to listen to the poem. Play the recording again and

ask Ss open and point to the books while they listen the poem.

Ask some comprehension question about poem. (Where is the giraffe? What does

the giraffe look like? What can it see?...)

Read again. Write T(True) or F(False):

Make the example sentence up on the board. Then ask Ss to read the other sentences

and read the poem again to see whether the sentences are true or false. They mark

them accordingly. Play the recording again as they mark their answers.

True/False game:

Place two chairs together in the middle of the blackboard and write TRUE above one

and FALSE above the other. Divide the class into two teams, and appoint a score in

each team. Read some description about animals. Ss listen and run to sit on the

TRUE chair if the sentence is right. Or Ss run to sit on the FALSE chair if the

sentence is wrong. The team with most points after 10 minutes (or when the cards


have been used, or when every player has had a turn) is the winner.

Some descriptions about animals:

1. I‟m a frog. I‟m small and green. I can jump and I eat insects.

2. I‟m a tiger. I‟m brown with pink stripes. I can run very fast. I live in the

house.

3. I‟m a giraffe. I‟m tall. My body is brown with spots I have got a long

neck and small ears.

4. I‟m a monkey. I‟m brown or black. I have got a short tail and big ears.


Blow wind blow” Students play in the whole class.

Teacher: Blow wind blow

Class: Blow what? Blow what?

Teacher: Blow who likes monkeys

The student, who likes monkeys, runs quickly to the front next to the teacher for

being safe. Then He/ She is the next to give command.

Student A: Blow wind blow

Class: Blow what? Blow what?

Students A: Blow who likes elephants

Any student runs quickly to the front next to student A……




I have four legs.

I live in Africa.

I am big and grey.

I live in the river.

I am beautiful.

I have six legs.

I can fly.

I eat honey.

I am small.

I can be scary.

I have eight legs.

I spin a web.

I am small.

I have feathers.

I lay eggs.

I can sing and fly.

I oink.

I give you bacon.

I like mud and dirt.

I am pink.

I am small and brown.

I eat nuts.

I can climb trees.

I have a nice tail.

I live on the farm.

I have horns.

I moo.

I give milk.

I live in the house.

I eat everything.

I am small and grey.

Cats eat me.

I can swim.

I can’t fly.

I eat fish.

I am a bird.

I have a mane.

I whinny.

You can ride me.

I live in a barn.

I live in the city.

I have a long tail.

I eat rubbish.

People don’ like me.

I am a pet.

I like mice.

I have nine lives.

I purr and meow.

I am brown.

I have a mane.

I like to eat zebras.

I roar.

I live in Africa.

I am yellow and brown.

I eat leaves.

I have a long neck.

I eat vegetables.

I can run fast.

I can be a pet.

I have long ears.

I eat insects.

I live in the pond.

I hop.

I am green.

I hiss.

I can be poisonous.

I am long.

I have a forked tongue.

I have four legs.

You can ride me.

I have tusks.

I have a long nose.

I can swim and dive.

I have two legs.

I have wings.

I quack.

I eat other animals.

I have a big mouth.

I am green.

I live in the water.

I have four legs.

I am a pet.

I hate cats.

I bark.



Objectives: - Students can listen for specific details

- Students can describe animals.

- Students can identify and write adjectives in sentences.


UNIT 11

I LIKE MONKEYS!

Lesson 6

SKILLS TIME

Integrated skills:


reading, writing

Key vocabulary:

Revision.


pretty, next, first

Sentence patterns:

Revision.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 79

Workbook p 79

Materials:

CD 2 track 125

The zoo flashcards 94-

102


Weather Report:

Warm up and review:

“Rock – Paper – Scissors” Three cards: Students have three cards each. They pair

up and do RPS. The loser has to show the card to the winner. The winner says: “I like

birds” then the loser says “I don‟t like birds” and gives the winner the card of birds.

Students then change partners.


Lead in:

Put flashcards 94 – 102 on the board. Ask Ss “Do you like monkeys/lions/ tigers/

snakes?”. Encourage Ss to give reasons why they like or don‟t like the animals.

Listen and draw or :

Ask Ss to listen and draw a smiley for like and a sad face for don‟t like. Play the

recording and Ss point to the pictures on the page as they hear the words. Then play it

again and pause after item 1 to show the example answer. Then play again for Ss to

complete the faces.


Look at the picture again. Ask and answer: Ask Ss to read each word in the words box. Read the first speech bubble aloud for Ss

to repeat, and model correct intonation for the class. Ask Ss to work in pairs and read

the dialogue for the class. Ask Ss to take turns describing the animals in the box for

their partners to guess.

Circle the adjective :

Explain that two example sentences contain one describing word, and this word is

called adjective. Ask Ss to look at the exercise in their Student books. Allow time for

Ss to circle the adjective in each of the sentences. Go over the answers with the class.

Magic box Put some plastic animals into some bags and place the bags in front of the class.




Divide the class into groups. There are two groups with two students in a turn. S1 puts

his/her hand in the bag and guesses the animals by calling out the name of the animal

and S2 write that name on the board in the limited time. The group guessing correctly

gets one point for each name.


Optical activity:

Write a list of adjectives on the board, one below the other (tall, little, big, yellow,

nice, black, white). Point to each adjective in turn and ask the class which animal they

think it could describe. Write the name of the animal after the appropriate adjective.

As a class, extend the animal descriptions to make complete sentences (This is a

giraffe. …)

Optical activity: Divide the class into groups of four or six. Give each group different parts of the

animals. Ss work in group to stick the body parts in the correct positions so that the

animal is complete. Have Ss write the animals‟ name next to the image on the paper.



Materials: Some colors paper, scissors, glue, tape, or staples.


Step2: Write your own valentine message on the hearts.




I love my

mother!! I love my

father!! I love my

brother!!

I love my

sister!!



Objective: Students can identify the five senses.


SCIENCE

Our Senses

The Five Senses

Integrated skills:


reading, writing

Key vocabulary:

smell, taste, see, hear,

feel, and touch.


Revise parts of body –

eyes, ears, nose, tongue,

hands

Resources:

Textbook: SUCCESS

WITH SCIENCE 1

Pupil book p.21-22-23

Materials:

-Flashcards of key

vocabulary

-Sets of picture cards of

parts of body we use for

sensory experiences –

eyes, nose, tongue,

hands, ears

-Chart with Words for

TPR activity.

-Sentence Maker to hold

key vocabulary

-Magnets for the board

-Colored pencils or

crayons

-Glue

-Scissors

-Masking Tape

-Colored Makers


Weather Report:

Warm up and review:

Game: What part of the body do I use?

T asks question and Ss answer by pointing to a body part and saying its name.

1. What do I use to see?

2. What do I use to smell?

3. What do I use to taste?

4. What do I use to hear?

5. What do I use to feel?


Picture Discussion – Ask Ss to look at the first page in the Pupil Resource Book.

Step 1. Tell Ss to look at the first picture.

Step 2. Look at our five senses – Which one tells us what the boy is doing? Ss select

from: see, hear, smell, taste, feel. Confirm Ss‟s response.

Step 3. Ask Q. What can the boy smell? Ss respond.

Step 4. Tell Ss to look at second picture

Step 5. Look at our five senses – Which one tell us what the girl is doing? Ss select

from: see, hear, smell, taste, feel. Confirm Ss‟s response.

Step 6. Repeat process with 3rd

, 4th

and 5th

pictures.


Workbook Activity Cut and paste. Ss have to match word and pictures of body part next to name of

one of the five senses.

T and Ss connect work together.


Word Find – Our Senses Ss have to find the key words relating to the lesson on the Five Senses.


Homework Activity: Ss have to complete Word Find at home. Ask Ss to review the

pages from the Pupils Resource Book. Ss can practice reading questions and

completing the sentences with the correct word.




Objective: Students can identify the number between 2 numbers


MATHS

NUMBER

Integrated skills:


reading, writing

Key vocabulary:

between numbers 1 – 20

(orally)

What number is

between ????.


say

point to

write

number story

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Workbook page 12

Between

Materials:

Number cards 1 – 20

Bingo Cards (1 per child)

Numbers from 1 – 20

e.g.

8 20 6

2 14 5

11 10 16

Containers of counters

or seeds for each pair or

individual Ss.

Large number strip

(laminated) for modeling

activity for Ss.

Individual number strips

for Ss.


Weather Report:

Warm up and review:

Sing a song: Ten fingers on my hands


Bingo (a game for individual children or pairs)

T gives out to each child or pair, a game board with a mixture of numbers from 1-20.

Each child or pair also receives some seeds or counters to use to cover numbers.

Step 1. T has number cards for 1-20, shuffles cards and places face down on teacher

table. T picks up card and calls out number and then places card on blackboard.

Steps 2. If Ss have that number on game board they cover that number with a counter

or seed

Step 3. T continues picking up a card and call number and then put on the board.

Ss cover the number with a counter or a seed.

Step 4. When a child or pair has covered a line of numbers then they must call out

BINGO, and the game stops.

Step 5. T checks the gameboard for the Ss or pairs who call BINGO to see if all of the

numbers covered have been called – T checks with cards on blackboard.

If Ss or pairs are correct, they are declared the winners of the game.

Find the number in between – T puts a number strip on blackboard and gives out

individual number strips to Ss. Each number strip should have two paper clips

attached.

Step 1. T asks Ss to find a number and then find another number – Ss mark each

number with a paper clip. T circles number with marker.

Step 2. T then asks Ss to point to the number in between those two numbers. T models

on number line on the board. T then asks Ss to say the name of the number.

Step 3. T repeats, “That‟s right. The number 8 is between 7 and 9.

Step 4. T repeats activity with other numbers.


Workbook – Between – Ss write answers in workbooks.


T and Ss check answers.


Game: Bingo – Ss repeat game from Introduction section of lesson.

Bingo (a game for individual children or pairs)

T gives out to each child or pair, a game board with a mixture of numbers from 1-20.

Each child or pair also receives some seeds or counters to use to cover numbers.

Step 1. T has number cards for 1-20, shuffles cards and places face down on teacher

table. T picks up card and calls out number and then places card on blackboard.

Steps 2. if Ss have that number on game board they cover that number with a counter

or seed

Step 3. T continues to pick up a card and call number and then put on blackboard. Ss

cover number with counter or seed.

Step 4. When a child or pair has covered a line of numbers then they must call out

BINGO, and the game stops.

Step 5. T checks the gameboard for the Ss or pair who call BINGO to see if all of the

numbers covered have been called – T checks with cards on blackboard.

If Ss or pairs are correct, they are declared the winners of the game.



Semester 2- Week 24 - Extra activities Periods 1 - 6

Objective: Students can listen for specific details

Students can describe animals.


EXTRA-ACTIVITIES

UNIT 5

WELCOME TO

AUSTRALIA!

Integrated skills:


writing

Key vocabulary:

Zoo animal vocabulary

Sentence patterns:

Revision.

Resources:

Textbook: FUN

WITH STARTERS 2



Weather Report:


Ask Ss to read the text then write YES or NO

Answers:

1. Yes 2.Yes 3. No 4. No 5. No Find the hidden picture.

Ask Ss to color the toy words yellow, the number words purple, the animal words

blue, and the body words red. IT‟S A BUTTERFLY. Look and write:

Ss work in pairs and play RPS to fill in the blanks with the names of animals in the

picture.

Answers:

1. an elephant 2. a zebra 3. giraffes 4.a hippo 5. a horse 6. birds

7. a tiger 8. a horse 9. a lion 10.a monkey 11. a rabbit 12.a rhino Read, stick then write the name:

Ask Ss to read the descriptions about animals and figure out which animal is it. And

take the stickers of the animals and stick in the frame. Then write the names of

animals. Answers:

1. a zebra 2. a hippo 3. a lion 4. a crocodile

Listen and number:

Ask Ss to listen the recording and number the spider.

Answers:

1. The spider on the window.

2. The spider on the sofa.

3. The spider under the table.

4. The spider on the ceiling.

Read and colour:

Ss read the text and colour the dogs.

Answers:

1. The dog with the curly tail is grey and black.

2. The dog with the short tail is brown.

3. The dog with big tail is yellow.


4. The dog with the straight tail is black and white. Board game:

Ss work in pairs and play board game.

Sort and write:

Ss sort the animals into three columns (in water/on land/ on land &in water). Then

write about the animals.

Answers:

In water: whale, dolphin, octopus.

On land: panda, monkey, tiger, spider, giraffe, zebra, lion, elephant.

On land and in water: 1. Whale, dolphin, and octopus live in water.

2. Panda, monkey, tiger, spider, giraffe, zebra, lion, and elephant live on

land.

3. Crocodile and frog live on land and in water. Read and write about the animals:

Ask Ss to work in groups. Ss read and answer the questions. Then write about the

animals.

Back to base:

Ask Ss to do this page individually. And check Ss‟ books




Objective: Students can identify the biggest and smallest numbers


MATH

NUMBER

Lesson

Biggest / smallest

number (1 – 20)

Integrated skills:


reading, writing

Key vocabulary:

numbers 1 – 20

biggest

smallest


say

point to

write

between

Sentence patterns:

Revision.

Resources:

Workbook

Page 13

Materials:

Number cards 1 – 20

Chart with activity for

Introductions

What number is

between:

10

12

6 8

16 18

13 15

Number Card Sets (1-20)

for each group.

Record sheets for each

group.

Biggest

number

Smallest

number

1.

2.

3.


Weather Report:

Warm up and review:

Sing a song


What number is between these two numbers?

T puts up a chart on blackboard. Two numbers have been written with a space

between them. Ss have to work out what is the missing number between these

numbers.

T gives the children at least 3 examples for this activity.

Which number is the biggest / smallest?

T puts up 3 cut out balloons with number on blackboard. T asks Ss to say the names of

the numbers. Then T points one number and tells Ss this number is the biggest

number. Then T points to another number and says this is the smallest number.

T then tells Ss to say whether she / he is pointing to the biggest or smallest number

( Repeat twice with Ss)


Find the BIGGEST / SMALLEST numbers (Game for 3 children)

T organizes Ss into groups of 3 ( if necessary some group of 2 or 4 might need to be

organized)

T gives a set of number cards (1-20) to each group and a record sheet.

Step 1. Ss shuffle cards and place in pile face down.

Step 2. Ss take turns to pick up and put down in front of them, one card. They must

say their number out loud as they place it down.

Step 3. When each child has put down a card, the group has to decide who has the

biggest number and who has the smallest number. Ss record on sheet – biggest and

smallest number.

Step 4. Ss put numbers at bottom of pile of cards.

Step 5. Ss play two to three more games.

Ss then display record sheets for their games on wall in tclassroom.

Others can check to see if they were correct.



Workbook page Biggest and Smallest. – Ss find biggest and smallest numbers

from a group of three.

T and Ss mark their work together.



Semester 2-Week 24- Science Periods 8

Objective: Students can identify the sight and color


SCIENCE

Lesson

USING OUR SENSES

SIGHT – COLOURS

Integrated skills:

peaking, listening,

reading, writing

Key vocabulary:

see, colors, yellow,

green, orange, red,

black, purple, blue,

brown.


Fruits: bananas,

rambutans, guava,

papaya, durian,

mangosteen. (Ss don‟t

have to know these

words – they are just

being introduced)

Resources:

Students Book p15

Workbook p 24

Materials:

- Flashcards – key

vocabulary

-Cards with names of

colors.

-Cards with squares of

different colors.

-Chart with names of

colors (colored small

square to put next to the

name of each color)

-Small pictures for each

child to color

-Real fruit samples or

plastic fruits

-Sentences Maker to hold

key vocabulary

-Magnets for board

-Colored pencils or

crayons

Making Tape

Colored Markers


Weather Report:

Warm up and review:

Game: What‟s my color? T holds up one of the fruits on the table and asks, “What

color is this fruit? T invites Ss to come out and pick a fruit – The student has to ask

other student “What color is this fruit?”


Classification Activity

Step 1. T puts up charts around the room – one chart has one color name on it.

Step 2. T then gives each child a picture to color

Step 3. Ss color the picture – choose color themselves. Ss have to write the name of

their color on the picture.

Step 4. Then Ss have to put their picture on the chart with the same color.

Step 5. At the end of the lesson Ss can count how many pictures on each chart to see

which the most popular color was.


Find the Color – T puts flashcards of words for color names on blackboard. (Make

2-3 copies of each color to give as many children as possible an opportunity to play

the game.)

Step 1. T organizes the classroom into 2 teams.

Step 2. T will call out the name of a color and the one child from each team will have

to race to find the card with that color. Points are scored when someone gets the

correct card first.

Step 3. When all cards have been found scores are added up to find the winning team.

Workbook Activity – Ss have to color in the fruit and complete simple sentence.

T and check work together


Color the Picture using certain colors


Ss have to color in the scene at the beach using certain color.

Homework Activities:

T asks Ss to review the colors of the fruits in the Student Resource Book.

Ss can finish coloring their pictures at home.



Project based activity:

Semester 2-Week 25- Extra activities Periods 1 - 6

Objectives: - Students can listen for specific details

- Students can describe animals.



UNIT 5

WELCOME TO

AUSTRALIA!

Integrated skills:


writing

Key vocabulary:

Revision.


Pretty, next, first

Sentence patterns:

Revision.

Resources:

Textbook: FUN

WITH STARTERS 2


Starters 2 –

Cambridge)

Weather Report:

Read and write about the animals:

Ask Ss to work in groups. Ss read and answer the questions. Then write about the

animals.

Read and write about the animals:

Ask Ss to read the text and fill in the blanks.

Answers:

1. zoo 2. three 3. giraffes 4.monkeys 5. zebras

Answer the questions with one or two words:

Ask Ss to read the text again. Then write the answers with one or two words.

Answers:

1. the zoo 2. black, white 3. three 4. bananas 5. no

Complete your pet profile:

Ask Ss to stick a photo of your pet or draw a picture into the frame. And fill in

the physical features. Then look at your pet profile and write about it.




Step2: Write your own valentine message on the hearts.

Step 3: Fan- fold along the dotted lines. Glue the larger valentine to the first heart and stand the valentine on a desk top for a

valentine‟s Day decoration.




Objective: Students can count to 20


MATHS

NUMBER

Lesson

COUNTING TO 20

Integrated skills:


reading, writing

Key vocabulary:

eleven, twelve, thirteen,

fourteen, ……..twenty.



count.

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p.

Workbook p. 14 + 15

Materials:

Number cards 1-10 and

11-20

Picture cards and number

cards


Introduction to numbers from 10 - 20.

- T shows Ss flashcard from 1 – 10 and asks Ss to say numbers T puts up on the board.

- T then introduces the numbers from 11 – 20 and asks Ss to repeat numbers as they are

introduced. T puts cards on the board.

- T tells Ss to listen as she calls out a number – Ss must come and find that number on

the board.

Counting Off.

- T asks 10 Ss to come up and stand in the line out in front of the class.

- T gives each student a number from 1 – 10.

- T then asks 10 more Ss to stand behind those children. T gives each S a number from

11 – 20. Ss must hold number cards in front of them.

- T asks Ss in front to count in ones and crouch down after they have said their number

- Ss behind continue counting. Repeat and ask Ss if they can count even faster.

-


What number can you hear?

- T gives Ss a piece of paper to record responses for this activity.

- T calls out a number and as the number is called, Ss write it down. (5 numbers to be

called)

- Ss swap sheets with another child. T repeats each number and places card on the

board. Ss correct the work.

Workbook activity _ page

- Match picture to number. T models activity first.


What number did I call? (Use about 6 numbers to copy and give out to children).

- T gives each S in the classroom a number.

- Then T calls numbers and Ss must stand up, race out to the front of the room and hold

up number.



Objective: Students can identify the size of things – big or small.


SCIENCE

OUR SENSES

Lesson

USING OUR SENSES

SIGHT- BIG OR

SMALL

Key vocabulary:

Animals: elephant,

spider, snail water,

buffalo, fish, tiger, frog,

whale.

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p.16

Workbook p. 26 + 27

Materials:

* Sentence Marker to hold

key vocabulary

* Magnets for board.

* Colored pencils and

crayons.

* Scissors

* Glue

* Making tape

* Colored markers

*Flashcards

*Classification chart

Big Small

*Cards with different animals

for each child


Drama – Be an animal.

- T holds up a picture of animal and then asks the Ss to see if the can pretend to be

this animal. (animals: elephant, mouse, tiger, frog).

Classifying – Big or small - Step 1: T asks Ss to think about the animals they pretended to be.

- Step 2: T holds up two flashcards – the word BIG and the word SMALL.

T explains these words.

- Step 3: T asks Ss to think about which word they would use to tell about the

animals they are thinking about.

- Step 4: T puts up pictures of animal on the board.

- Step 5: T puts up Classification Chart.

- Step 6: Students take turns to pick a picture – say the name of the animal and then

say whether they think it is BIG or Small.

- Step 7: The child then place their pictures on the chart. (Give at least 10 Ss an

opportunity to classify)


Find the color.

- T puts flashcards of the word for the color names on the board. (Make 2-3 copies

of each color to give as many children as possible an opportunity to play the game.)

- Step 1: T divides class into two teams.

- Step 2: T will call out the names of the color and the one child from each team will

have to race to find the card with that color. Points at scored when someone gets the

correct card first.

- Step 3: When all card have been found scores are added up to find the winning

team.

Workbook activity

Ss have to color in the fruit and complete simple sentence. T and Ss check work

together.


Color the picture using certain colors

Students have to color in the scene at the beach, using certain colors.

Homework activities:


- T asks Ss to review the colors of the fruits in the student resource books.

- Students can finish coloring their pictures at home.


Objective: Students can identify different food



UNIT 12

DINNERTIME!

Lesson 1:

WORDS

Integrated skills:


reading, writing

Key vocabulary:

rice, meat, carrots,

yogurt, bread.

Extra: dinnertime,

finished

Sentence patterns:

Do you like carrots?

Yes, I do.

No, I don‟t

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 80

Workbook p. 80

Materials:

CD 2 track 126-128

Pictures, story poster 12


Weather Report:

Warm up and review:

+ Review some food items (sandwich, drinks, banana, cookies, tomato, pear, grapes,

apple,….)

Guessing game

Ask one student to look at a picture and then draw in three second. Other students guess

the name of a picture. Which team can get more correct answers is the winner.

apple


Vocabulary:

Present new words - Use flashcards to introduce the vocabulary and ask “What‟s this?”. Explain the new

words.

- Play the recording for Ss to listen, point and repeat several times.

Make a food chant.

- Hold the flashcards of food to make a chant. Ss clap the rhythm as they listen.

Meat for Kids

Rice for Kids



Bread for Kids

Let eat

Let eat

It‟s good for us

Thanks

Thanks


Slapping game:

- Divide class into four groups. Stick 5 items of food pictures in different places

around the room.

- Speak out a food word for Ss to slap the correct picture (they have to slap a

correct picture for their group).

Fun with Summa Carrot game: (Unscreamble game)

- Give worksheet 1 to Ss. Ask them to unscramble the names of food to help Summa

Carrot. (limit time). Which group finishes first is the winner.

Guessing game:

- Give some directions for each food or fruit. Ss try to listen and guess. Which group

guesses correctly and fast is the winner.

1. Name fruit that is red beginning with letter A. (apple)

2. Name food that is white and has three letter beginning with letter E. (egg)

3. Name fruit that is yellow beginning with letter B. (banana)

4. Name fruit that is purple and small beginning with letter G. (grapes)

Dialogue presentation.

- Use the Story poster 12 to present the dialogue. Ask the Ss what foods they can see in

the poster. Talk about each frame with the class, ask:

+ Picture 1: Where‟s the family? Who are they? What do they have?

+ Picture 2: What does Billy Have? Does he have bread?

+ Picture 3: What does he have now?

A C B D


+ Picture 4: What‟s happening?

- Encourage predictions from different members of the class. Ask Ss to open their books.

- Play the recording and tell them to listen and repeat.

- Have Ss practice the dialogue several times in chorus, in groups and in pairs.


Find your partners: - Give each frame of the dialogue to each student.

- Ss find their partners to practice the dialogue, using the questions “I have picrure1.”

What do you have?”

- Ss make a group of four and practice.

- After finishing, they do a swap and find a new group.

Story time: “A Very Hungry Caterpillar”

- Page 1: moon, leaf, light, lay on.

Project - based activities: Women‟s day.

Step 1: Materials

Card stock (assorted colors)

Decorative Scissors

Glue

Stapler (optional)

Envelopes

Step 2: To make the base, fold and cut sheet of card stock in half lengthwise (we used decorative scissors for our scalloped

look).



WORKSHEET 1 Summa Carrot‟s wicked word jumble

Summa Carrot needs your help to unscramble the names of these fruit and food

ce ri should be ----------

ad bre should be ------------

gurt yo should be ---------

rot car should be ---------------

at me should be -------------

nana ba should be ---------------

wich sand should be --------------

ple ap should be ---------------------



Objectives: - Students can ask and answer the questions “What do you like? / Do you like….?”

- To help students develop their speaking and listening skills.




UNIT 12

DINNERTIME!

Lesson 2:

GRAMMAR

Integrated skills:


reading, writing

Sentence patterns:

Do you like carrots?

Yes, I do.

No, I don‟t

What do you like?

I like yogurt.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 81

Workbook p. 81

Materials:

CD 2 track 129

Pictures

Story poster 12


Weather Report:

Warm up and review:

Sing the song: “Open my lunch box” (to revise the food vocabulary).

Divide class into 2 groups. Give some flashcards to each group, and then ask Ss to

listen. When Ss hear the food, they put the picture on the board. Which group finishes

first is the winner.

Smiley and sad face

Ask some Ss to come to the front of the class to choose a food. Draw a smiley or a sad

face under the food. Students practice with their partners “I like / I don‟t like ……”


Lead-in

- Give worksheet 2 to two teams to check how they can remember by asking them to

write “yes” or “no”.

- Ss listen the dialogue on page 80 again to check their answer.

Listen to the story again and repeat. Act.

- Ask Ss to turn to the story in their books, then listen and repeat.

- Ss practice acting out the story. T checks their correct pronunciation.

☻Suggestions of story actions

+ Picture 1: Mum offers carrots to Billy. Billy shakes his head.

+ Picture 2: Mum points to Billy‟s plate to tell him to eat his food.

+ Picture 3: Mum hands Billy a yogurt. Billy is smiling

+ Picture 4: Billy covers himself in yogurt. Mum tries to stop him.

The rest of the family laugh.




Grammar presentation:

Ask Ss to look at pictures of Activity 2 again to introduce structures:

“Do you like …?” - Yes, I do./ No, I don‟t.

What do you like? - I like yogurt.

Contraction / Short form: do not = don‟t

Copy the structures on the board, leaving spaces where the food words are. Put

different flashcards in the spaces. Have Ss practice with repetition drill and

substitution drill.

Listen and say

Ask Ss to open their books and look at the pictures. Model the question and

answer with the class. Ask Ss to work in pairs.

Look and say: Throwing a ball

- Give a ball to one S - he/she asks “What do you like?”, “Do you like…?” and then

throws the ball. Who catches a ball answers the questions.

Write

Ask Ss to look at their books and one S reads the example. Ss look and write the

answers. Check the answer altogether.


Interview

- Give each Ss worksheet 3. Tell them to go around the class to practice question. “Do

you like…?”. If the answer is “Yes”, S draws “smiley face”. If the answer is “No”,

S draws “sad face”.

Name of

food

Name

of S

Meat

Carrot

Yogurt

Bread

Lan

Linh

Nam


Making graph (Optional)

Give Ss worksheet 4. Ask them to make a graph. After finishing, the group leader

comes in front of class to present their work.

Ex: 1 S likes carrots. / 2 Ss don‟t like yogurt…

Story time: “A Very Hungry Caterpillar” - Page 2: tiny

Project - based activities: Women‟s Day.

Step 2: On a short end of one strip, fold over a tab. Fold the resulting rectangle in half widthwise, then fold it in half

again. Unfold the card stock. Glue the tab to the opposite end of the rectangle, forming a box.



WORKSHEET 2 Write “Yes” or “No”

1. Dad has a yogurt. …………………………………………………

2. Sally eats bananas. …………………………………………………

3. Billy likes carrots. …………………………………………………

4. Billy doesn’t like carrots …………………………………………………

5. Billy likes yogurt. …………………………………………………

6. Mom has bread. …………………………………………………


WORKSHEET 3 Interview

Name of food

Name

of Student

Meat

Carrot

Yogurt

Bread

Rice


WORKSHEET 4: Making graph



Objectives: -To identify drinks and use words in the context of a song

-To help students develop their listening & singing skills.



UNIT 12

DINNERTIME!

Lesson 3:

SONG

Integrated skills:


reading, singing

Key vocabulary:

milk, juice, water

Extra: drink (v), late,

school.

Recycled: lunch box and

food words.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 82

Workbook p. 82

Materials:

CD 2 track 130-131

Pictures


Weather Report:

Warm up and review:

Red rover

- Divide class into two groups, each group in a row holding hands on opposite sides of the

class.

- Ask them to choose one food name. (e.g. yogurt, carrot, meat, rice…)

-The first group says “Red rover, Red rover, send yogurt right over”. Those Ss then must

run across the class and break through the hand chain.

- If they break through the chain, they can bring one person back to their group. If they

don‟t break through the chain, they must stay in that group.

- The group that ends up with all but one person wins.

Lesson Presentation

Lead-in: “Are you tired? Are you hot? Do you like some drinks?”

- Use flashcards or real objects to present the three new words (milk, juice, water)

- Play the first part of the recording for students to repeat. Have students practice

pronunciation in chorus and groups.

- Put the flashcards on the board. Point to each one in turn for individual children to say

the words.

Fruit and prepositions relay.

- Two teams stand in lines at one end of the room. At the other end of the room set up 2

tables facing the two groups.

- Place the drinks on the table. Ask one student to stand between the first two children

then say “Put the water on a desk. Put the water under the desk”.

- Which student finishes first is the winner. If a student chooses the wrong drink or puts it

in the wrong place, no point for the groups.


Listen and sing.

- Ss listen to this song and say the name of food or drinks they can hear. (Play the

recording the first time for students to listen and answer).


- Ss listen again and check. Ask Ss to look at the pictures and decide together on

what the actions should be.

- Play the recording for student to listen and point to the pictures when they hear the

food and drink words. Play it again for students to sing along.

Sing and act

- Ask Ss to open their books and look at the pictures and decide together on what the

actions should be.

Eat your egg /bread – eat the different types of food.

Drink your milk / juice – drink from a glass.

Don‟t be late for school – point to watch.

Here‟s your water, here‟s your bag - give the objects out.


Make a song

- Give Ss a sheet of A4- sized paper. Tell Ss to make a different version of the song, for

example Verse 1: grapes, juice.

Verse 2: pear, milk.

Verse 3: apple.

- Then Ss draw picture and color. After Ss finish, T collects the picture and put them on

the “Works from our heart”.

Special words (Optional) Ask Ss to write the words and decorate then display.

F Fun for everyone.

R Really tasty.

U Unreal! A whole stack of fruit.

I It‟s so healthy.

T Tasty and healthy are the most important thing for everyone.

F Fresh

O Orange juice

O Oh! So good.

D Drink every day.

Story time: “A Very Hungry Caterpillar”

- Page 3: look for.

Project - based activities: Women‟s day.


Step 4: Make the center flower support by cutting section from the other strip of card stock. Fold a tab on each long end, as

shown.




Objective: Students can make pictures with sticks and seeds.


MATHS

NUMBER

Lesson

STICK PICTURES

Integrated skills:


reading, writing

Key vocabulary:

picture, toothpicks,

seeds, number, make,

how many,

one to twenty (orally)


say, point to, paste,

numbers 10-20

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p.16

Workbook p. 26 + 27

Materials:

Number cards 10-20


cards

Toothpicks and seeds


Activity1: Make a match - T puts pictures on blackboard on one side and on the other side, numbers from 1-20.

- Ss take turns to count things in one picture and find card with matching number.

- Ss place pair together. Ss have to count out loud and say number before making

match.

Activity2: Stick pictures.

- T puts up pictures on the board made with sticks and cut out circle.

- T asks Ss to say what the picture is about. Then T asks” how many straws did I use in

the picture?” One child comes out to the board to count. T then writes up number

board. T then asks” How many paper circles?” Ss count and T writes number on the

board.


- Student Resource Pages.

- For activity 6 in books have Ss use their toothpicks and seeds and use glue to paste

onto paper to make their picture. T tells Ss that they don‟t have to use all of the

toothpicks and seeds, just use what they want to use for their picture.

- T tells Ss that they don‟t have to make a face – make a picture of whatever they like.

- Ss will need to label their pictures and put their names on the paper.

- Ss must also put the flowing information”

+ How many toothpicks?

+ How many seeds?

- T tells Ss to make with the sticks and seeds first and when they are happy with where

they have put everything, then paste on to the paper.


- Ss display their pictures on the wall. Ss look at each other‟s faces and count how

many toothpicks and seeds have been used.



Objective: Students can learn to take away – from 8.


SCIENCE

OUR SENSES

Lesson:

USING OUR SENSES

Sight - Shapes

Key vocabulary:

square, rectangle, circle,

triangle, star.

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p.17

Workbook p. 28

Materials:


key vocabulary



crayons.

* Scissors

* Glue

* Making tape

* Colored markers

*Flashcards

*Cards with different shapes

for make a group activity.


Activity 1: Introduce the shapes to Students.

- T holds up a picture of shape and then asks the ss the name of the shape - Ss

repeat – T puts on board with flashcard underneath. T puts all shapes on the

board with name cards underneath.

Activity 2: Find the shape - T puts up cutout shapes on the board.

- T tells Ss to listen to the name of a shape and then Ss volunteer to come out

and find the shape.

Activity 3: Make a group - Each S is given a card with a shape, when T claps his/her hands Ss have to run

and find others with the same shape. The group finds a place to stand together

and holds up their shapes and calls out their name when they are all together.


* Workbook activity.

- Ss think about the shapes they will use in the patterns to decorate their T-shirts.

Ss choose 3 shapes.

- T encourages Ss to talk about their ideas with friends and to try a rough copy

first on some scrap paper. Ss then draw and color their T- shirts.

- T asks Ss to display completed designs on the classroom wall.

* Workbook activity

- Ss have to color in the fruit and complete the simple sentences. T and Ss check

work together.



*Classification Game: BIG/ Small

Step 1: T gives each child a card with an animal. Ss keep card face down on tables.

Step 2: Then T organizes two areas in the room and puts up signs- BIG- Small.

Step 3: Then T asks Ss to look at their animal and move to the corner of the room with

the word that describes their animal.

Step 4: Ss check out each other‟s animals and see if they agree that the animal is BIG

or small.

Step 5: Then T tells Ss that he/ she will call out the word BIG or small and when Ss in

that group hear the word they hold up their animals.

- Ss return cards at the end of the game.

*Homework Activity

T asks Ss to review the pages in Student Resource Book - practice looking at the

pictures and saying if the animal is big or small.



Objectives: * Students can:

- Pronounce the sound /I/

- Identify the letter in the middle of words and associate it with the sound /I/

- Differentiate between /I/ and /e/



UNIT 12

DINNERTIME!

Lesson 4:

PHONICS

Integrated skills:


reading, singing

Key vocabulary:

pig, fig, pin.

Extra: put

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 83

Workbook p. 83

Materials:

CD 2 track 132-134

Pictures


Weather Report:

Warm up and review:

Say the chant with sound /e/

- Use flashcards to review vowel e and sound /e/. Encourage Ss to remember the words from

the lesson that contained the sound.

- Students say the chant and revise the sound /e/.

Lesson Presentation:

-Hold up the phonic cards: one letter card and one picture card.

- Say the words for Ss to repeat, for example, /I/, /I/ i, /I/, /I/ pig. Ask Ss to think

“What letter? What sound does it make?” - Stick on the board three phonic cards for p, i and g. Point to the letters for Ss to name them

by chanting:

/p/, /p/ P

/I/, /I/ I /p/, /i/, /g/ pig

/g/, /g/ g

- Ss say the sounds again and pronounce the word “pig”. Do the same way for Ss to sound out

“fig” and “pin”.

- Ask Ss “What‟s the vowel?” to elicit i.

P

Pig



Listen, point and repeat. - Ask Ss to look at their books - page 83. Play the first time for Ss to listen and point to the

pictures. Play the second time for Ss to repeat the sound and words. Play the third time for Ss

to point to the words and repeat.


Listen and chant.

- Talk about the picture with Ss to establish what they can see. Read the chant and Ss

repeat.

- Play the recording the first time for students to listen. Play again for students to chant

along.

Stand up – sit down game.

- Do the chant again. Every time Ss hear the sound /I/ in the middle of a word, they

stand up and sound out a word and then sit down. (Teacher should model first for Ss to

understand.)

Read the chant again. Circle the I in the middle of the words.

- Get Ss to look at the chant again. Ask Ss to attend on the circle I in the middle of big.

- Ss find and circle I in the middle of words. Correct mistakes if necessary.


Listen to the sounds and join to the letters

- Hold three flashcards in the activity.

- Ask “What does the pig have?”, explain that Ss have to follow the sounds and words in

the maze to find out what the pig has.

- Play the recording for the Ss to listen and link the letters to find out what the pig has.

- Play the recording again to check their answers. Then elicit the sounds heard one by one.

- Make sure Ss are correctly producing and differentiating the /e/ and the /I/ sounds each time.

Speak out the word of the sound - Divide class into two groups. Stick two letters e and I on the board.

pin

fig

pig


- Show Ss a picture and then they say out the word of the sound. Teacher should find more

words for Ss to play.

/I/, /I/ I /e/, /e/ e

/I/, /I/ pig /e/, /e/ pen

Bingo sound

- Give each S a worksheet1. Stick some word cards on the board.

bed, six, pen, pin, tin, big, red, fig, leg, ten, pig

- Ask Ss to write different words in each space. They must choose the words on the board.

- Speak out the sound. Ss look at their grids and tick the space.

-The first student to tick all the spaces on his or her grid wins. The winner becomes the caller.

Story time: “ The Very Hungry Caterpillar”

- Page 3, 4, 5, 6, 7: apple, pear, plum, strawberry, orange

-


Step 5: Cut flower centers, petals, stems, and leaves from card stock, trimming the stems to fit inside your envelope. Glue the

flower parts together. Glue or staple the stems to the back of the support, placing them on either side of the center line so

that the card will easily fold in half later.

]Homework: Workbook ( page 83)


Worksheet 1: Bingo Sound


Semester 2 - Week 27 Periods 3- 4

Objective: - Students can read and understand a menu.

- Students can find specific details in a text.


UNIT 12

DINNERTIME!

Lesson 5:

SKILLS TIME

Integrated skills:


reading, writing

Key vocabulary:

menu, hungry, dessert,

café

Sentence patterns:

What food do you like?

I like……….

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 84

Workbook p 84

Materials:

CD 1 track 135

pictures


Weather Report:

Warm up and review:

DON”T SAY “Yes” or “No” game.

- Divide class into 2 groups. The first group asks questions to the second. But no one is

permitted to answer “yes” or “no”.E.g. Q: “Do you like carrots? – A: “ I like carrots.”

- If someone says “yes” or “no”, they can bring person back to their team. The team that ends

up with all but one person wins.


The Family and the Friends Café.

Lead in: - Use the food, drink and lunch box flashcards and word cards to revise the different types of

food. Hold up the flashcards for Ss to name them “What‟s this?” (meat, fish, rice, bread,

eggs, carrots, tomatoes) and then stick flashcards and word cards in the column on the board.

“Meat, fish, rice …… all of these are food.” Stick the word “Food” on the top.

- Continue with “Desserts” and “Drinks”. Explain the meaning of the word “menu”.

What food do you like? Point and say Ask Ss look at the menu and work in pairs. Ss take turns to point to the types of the food they

like on the menu and say the words.

@ Bouncing balloon: Give a balloon to first group. Who has a balloon asks question

and bounces a balloon to the other group. Who catches a balloon answers the questions. ( If

the balloon drops, this group is lost)


Listen and read.

- Ask Ss to look at the photos of the two girls. Tell their names are Sally and Emma. Ask

“What are they looking at?” (menu)

- Elicit that they are talking about the food they like on the menu.

- Play the recording for Ss to listen and follow the text.

- Ask Ss simple questions about the text “Does Emma like ice-cream / fish?”, “Does Sally

like apple juice?”, “Who likes bananas – Emma or Sally?”



- Play the recording again, they say Yum! Oh Yuck! When they hear the foods Emma & Sally

like or don‟t like.

Read again. Tick (√) what Emma & Sally like. Write √ or X. - Use the food flashcards to ask Ss to name them. Read the first line of Sally‟s text to the

class. Ask “Does Sally like meat?”

- Ss to read the rest of the text then tick the food that they don‟t like.


Picture symbols for language practice.

- Give Ss a piece of paper A4. Ask them to show the picture of the food they like. (Ss can cut

suitable pictures out of magazines ect…or draw them)

@ Here are some examples:

☺

I like carrots

+ Draw carrots (or cut out of magazines) on the right hand side of the board.

+ Draw a heart to the left of the carrots.

+ Draw a person to the left of the heart with one arm pointing on to his own chest.


- Page 8: a piece of- chocolate cake, ice cream cone, pickle

: a slide of -Swiss cheese, salami


Step 6: Glue the support's flaps inside the center of the box. Write a message on a colorful piece of card stock,

then glue it onto the panel. (If you prefer to write message directly on the panel, do so after you unfold the

card stock in step 2.)



Semester 2 - Week 27 Periods 5 -6

Objective: - To help students develop language skills.



UNIT 12

DINNERTIME!

Lesson 6:

SKILLS TIME

Integrated skills:


reading, singing

Key vocabulary:

Recycle: vocabulary and

structures seen

previously

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 85

Workbook p. 85

Materials:

- CD 2 track 136

- Pictures

- Newspapers,

magazines, scissors, glue,

colored pencil, markers.

(Ss should bring these

from their home)


Weather Report:

Warm up and review:

Sing the song

- Review old vocabulary by singing the “The watermelon patch” song. Ask Ss to sing

and act.

The Watermelon Patch Song (tune: Are you Sleeping?)

Watermelon, (Make a circle with your arms)

Watermelon,

On the vine, (Curve hands and arms beside body)

On the vine,

Sweet and red and juicy, (Rub your tummy)

Sweet and red and juicy,

Please be mine! (Palms together as though pleading)

Please be mine!


Lead-in: Listen and draw

- Ask “Look at the picture on page 85 and tell “What are they doing?”(They‟re looking

at a menu.) Tell Ss that the girl is going to tell her Dad what food she likes and doesn‟t

like.

- Ask Ss to look at the food photo and name each one. Ss listen and draw a smiley or sad

face.

- Play the recording, pausing after the first item to show the example answer.

- Play the recording again for children to complete their answers.

- Play the recording third time for Ss to check their answers.


Ask and answer.

- Ask Ss to look at the question and answer in the book. Read aloud for Ss to repeat.

Model correct intonation for the class.

- Ask Ss to turn on the menu on page 84 to take turn asking and answering the

question “What do you like?”


- Ss go around the class to practice with other Ss. Encourage Ss to say which kind of

food they don‟t like.

Tamara Tomato finds Bazza Banana

- Divide class into two groups. One group is Tamara Tomato and the other is Bazza

Banana. Give each group some food flashcards. Don‟t let them see together.

- Tamara Tomato finds Bazza Banana by asking “What do you like? Do you like……?”

- If Bazza Banana‟s answer is the same with Tamara Tomato‟s picture, they say

“Bingo”.

- If Bazza Banana‟s answer is different from Tamara Tomato‟s picture, Tamara

Tomato continue to find his partner.


Circle n‟t and match

- Copy the three examples in the book onto the board. Point to each one for Ss to read.

- Ask one student to come and circle the n‟t in each word. Explain Ss all three of the

contractions are short form of ”not”.

- Ask Ss to look at the exercise in their books and match the sentences with contractions to

the one with full forms.

- Check their answers.

Make a menu - Ask Ss to work in group to make a menu for their own café. Give Ss paper, colored

pencils to make it.

- Encourage Ss to cut words and pictures out magazines, newpapers…….to decorate.

- Collect the menu and display them on “Works from our heart.”


- Page 9: lollipop, a piece of cherry pie, sausage, cupcake, a slice of watermelon.


Step 7: When the glue is dry, flatten the box along two of its creases Homework: Workbook ( page 86)


Semester 2 – Week 27 Period 7

Objective: Students can learn to take away – from 8.


MATHS

Number

Lesson:

TAKE AWAY –

FROM 8

Rabbit’s Food

Key vocabulary:

take away



number 1 - 8

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p.30 + 31

Materials:

Number cards 1-10


cards

Symbol Cards - =


Problem solving, using taking away.

- T puts up picture of Pussy Mimi on one side of board. On the other side T puts 10

fish.

- T asks Ss ” How many fish do we have for Pussy Mimi?” - 10.

- Then T asks a S to say how many fish to take away for Mimi‟s breakfast. T asks Ss

to say aloud how many fish have been taken away. Then T asks how many fish are

left.

- We can make a number sentence about this: e.g. 10 – 4 = 6

- Then T asks a S to take some fish for Mimi‟s lunch but we must leave some for her

dinner.

- Then T asks Ss to help make a take away sentence about what they did How many

fish did we start with? How many did we take away? How many are left?

- T continues until all fish are used.


- T models activity in Student Resource Book with carrots and cut out rabbit.

- Student resource books pages Rabbit‟s Food

- Ss record answers in their notebooks. T and Ss correct together.


Game: Take away game – for pairs – each pair needs a game board and one dice (with

numbers 1- 6, each child has a set of 10 – 12 counters) a different color for each player.

- Step 1: Ss take turns to throw dice. They see if the number is the answer to one of

the take away problems on the board.

- Step 2: If Ss can find answer to problems then they put a counter on that number.

- Step 3: If the number they roll is not an answer to their problem then they can‟t put a

counter on the board

- Step 4: The winner is the first player to have four squares covered in a row.



Objective: Students can know some musical instruments


SCIENCE

Our Senses

Lesson

USING OUR SENSES

Hearing:

Different Sounds

&

Musical

instruments

Key vocabulary:

Sounds, duck, cow, bird,

pig, dog, cat, hen.

Revise: drum, trung,

bells, tambourine, guitar

New: pluck, shake, blow,

beat

Extra: coconuts, flute,

gong, sticks, bamboo

flute, dan ti ba.

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Student Resource Book

Pupil book p.

Workbook p.

Materials:


key vocabulary



crayons.

* Scissors

* Glue

* Making tape

* Colored markers


Introduce interactive poem. – Can you hear the cat at night?

- T puts up the wall chart of poem.

- As T reads each line Ss repeat. After reading through, Ss practice the sounds of

the animals.

- T holds up the cards with sound and picture of animal. Ss look at the cards, T

holds up and make that noise.

- T divides the class into 6 groups and gives each group one of the animals of the

sound cards. Each group practices their verse of the poem.

- T reads along with each group.

Game: Which instrument am I playing?

- T gives each S a response sheet which the names of the instruments in the boxes.

- T tells Ss to turn around away from the board.

- Then T plays instrument and Ss have to write down or draw a picture of their

guess.

- T repeats this process three or four times and Ss record their response.

- Then T shows the instruments in the order he/she played them and Ss check to see

how many they guessed correctly.

Introduce the new instrument - T shows Ss new instruments and demonstrates how to play each one.

- As T demonstrates playing the instrument, T presents vocabulary to Ss – pluck,

blow, beat, shake.

Game: Find an instrument

- T holds up a key word and Ss have to find an instrument on their table that can be

played in that way.

- T introduces: beat, blow, shake, pluck.


What sound did you hear?

- Step 1: T gives each student a Listening Response Sheet. T keeps cards of

animals whose sounds she/he will make and put them in order from 1-4.

- Step 2: T puts up names of animals underneath or next to the picture of that


animal

- Step 3: T tells Ss to listen to some animal sounds. After the T makes the sounds,

Ss write down the name of animal that makes that sound.

- Step 4: T and Ss check answers as T puts up the names of animals whose sounds

he/she made – in order.

Game: Blow, Beat, Pluck, Shake - T checks that each group has a selection of instruments or pictures of instruments

that T checks match each group. T gives each group a set of 12 cards 3 copies of each

key word - pluck, beat, shake, blow.

+ Step 1: Ss shuffle cards and place face down in a pile on table.

+ Step 2: Ss take turns turn up a card, say the name and then find an instrument on the

table that matches the word on the cards.

+ Step 3: If the S is incorrect they return their card to the pile. If Ss are correct they keep

their card.

+ Step 4: The game continues until all cards have been used.

CCCOOONNNSSSOOOLLLIIIDDDAAATTTIIIOOONNN SSSeeeccctttiiiooonnn ooofff llleeessssssooonnn

Workbook activity – Ss have to cut and paste the instruments into boxes that

describe how they can be played.

- T and Ss check work together.

Homework Activity:

- T asks S to review (Student Resource Book- page - Musical instruments). Ss look

at each instrument and say how it is played.


Semester 2 - Weeks 28

Period 1-6

Objectives: - To review sports words, and activities done in free time.

- To do some exercises related to Cambridge Test


Materials Answer Key

EXTRA -

ACTIVITIES

UNIT 6

WELCOME TO

BRAZIL!

Integrated skills:


reading, writing


Revision sports words

and activities done in

free time


Action verbs

Sentence patterns:

What can …… do?

I / He / She /They can …

Resources:

Textbook: FUN

WITH STARTERS 2



Materials:

CD

Unit 6 : Welcome to Brazil

Read and match.

- The carnivals - the dancing girl

- The World Cup – the cup

- Football – the boy and the ball

- Amazon jungle – the jungle and animals

- The Amazon River – the jungle and a river

Write.

A. Look, read and write.

1. basketball 2. tennis 3. baseball 4. soccer 5. guitars

B. Look at A and number.

5. guitar 1. basketball 2. tennis 4. soccer 3. baseball

Listen and circle.

1. Nick is playing tennis at the park.

2. The tall girl is playing soccer.

3. The group is singing and playing the guitar.

4. Matt is reading.

Read, stick, write and say.

Ten children like swimming.

Sixteen children like badminton.

Eight children like drawing.

Ten children like fishing.

Fourteen children like baseball.


Listen and tick ()

1. Ted‟s favourite sport is badminton.

2. Ted can play with May on Friday.

3. Lucy likes fishing.

4. The children can play basketball at school.


1. no 2. yes 3. no 4. no 5. yes

Read and write.

___ piano ___

___ bike/ bicycle ____

___ guitar ____

___ hockey ___

___ kite ____

Sport game. (Stickers)

1. baseball 2. Yes, I am. / No, I‟m not.

3. basketball 4. fishing

5. hockey 6. badminton

7. Yes, I can. / No, I can‟t. 8. swimming

9. soccer/ football 10. table tennis

11. running 12. tennis

Look, read and write one-word answers. 1. four (4) 2. playing 3. fish 4. sunny 5. beach

Listen and draw lines

1. Nick is the old man on the boat.

2. May is swimming.

3. Sam is in number twelve of the blue team.

4. Ann is riding her bike.



Objective: - To review the numbers 1-20

- To improve students‟ skill of counting numbers in twos.

- To develop students‟ craft and art skills.


MATHS

Lesson

COUNTING IN

TWOS

Integrated skills:


reading, writing

Key vocabulary:

two, four, six, eight, ten,

twelve, fourteen, sixteen,

eighteen, twenty, pattern,

counting

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Pupil book p. 32, 33

Workbook p.24, 25

Materials: - Number cards 1-20

- Number strips 1-20

- One coloured marker

for each student

- Worksheets for pairs

with 10 children

- Crayons, scissors, glue

- Chart paper


Counting by ones:

- Invite 20 students to come to the front of the class.

- Give each student a number card from 1-20.

- Ask students to say their numbers and hold them up as they say.

- Then other students in the rest of the class count from 1 to 20. The students

holding the number cards put them down as they hear.

Counting by twos:

- Organize students out in the front into pairs. But this time they will count

numbers in twos.

- The student who is on the right with the second number will hold up and say

his/her number, e.g. two, four, six, eight, ten, twelve, fourteen, sixteen,

eighteen, twenty.

Counting by twos on a number strip:

- Students work in pairs.

- Give each student a number strip 1-20 and a coloured marker.

- First, students take turns saying the 2‟s counting pattern to each other. They

must point to the number as they say.

- Then students circle the numbers in the 2‟s counting pattern.

- Ask a volunteer student to come to the board and write the 2‟s counting pattern.

- Students check their number strips and see if they agree.


Open Student Resource Book p. 32, 33:

- Explain and model activities in the books.

- Students record answers in their notebooks.



Students‟ legs:



- Each pair is given a worksheet with a picture of ten children.

- Students have to draw the missing legs.

- Then write on the children‟ shirts the 2‟s counting pattern.

- Students color the picture and display it on the classroom wall.

Workbook: p. 24, 25




Objectives: - To introduce some musical instruments and how to make sounds from these.

- To give students a chance to use their senses, hearing.

- To develop students‟ craft and art skills.


SCIENCE

Lesson

USING OUR

SENSES -

HEARING

Integrated skills:


reading, writing

Key vocabulary:

music,

musical instruments

Extra vocabulary:

drum, bell, tambourine,

trung, guitar, pluck,

shake, blow, beat,

coconuts, flute, gong,

sticks, bamboo flute,

dan ti ba

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p. 19, 20, 21

Workbook p.30

Materials:

- Video clips of musical

instruments

- Work cards

- Pictures of musical

instruments

- Sets of picture and

word cards for groups


Song:

- Play a familiar song which is performed with a kind of musical instrument

( like a guitar, a piano, a drum, or a tambourine)

- Students listen and guess which the instrument is.

- Play a video clip of the song to show the answer.

- Let‟s sing together.

Presentation of some musical instruments :

- Use a video clip of playing musical instruments or pictures to present new words

( the video clip would be better because students can hear the sounds of the

instruments)

- Use word cards to present the spelling of the words.

- Ask students to practice the pronunciation by repeating in chorus and individual.

Guessing game:

- Students work in groups.

- Play a sound track of a musical instrument.

- Students try to guess what the instrument is.

- Score the correct guessing.

- Continue the game as the same way.

Presentation of how to make sounds of the musical instruments:

- Ask students to watch a video clip of playing a guitar carefully.

- Ask students to tell you how he/ she can make the sound with the guitar What does

he/she do with the guitar? to elicit the word “ pluck the guitar”.

- Do the same way with blow, beat, and shake.


Matching game:


- Give each group a set of word cards (musical instruments and verbs to make


sounds) and picture cards (musical instruments).

- Students match the words to the correct pictures.

- Then students paste them onto the Chart paper and put them around the room.

Write and run:


- Each group has a writer. The writer will be changed in the next time of playing.

- Show one verb of making sounds on the board and say Write 2 musical

instruments to blow.

- Students work in groups to read 2 musical instruments to the writer. The writer will

write as fast as he/she can. Then tries to find the teacher and give the answers to

him as fast as possible.

- Score the fastest group with the correct answers.

- Continue the game as the same way. (Remember that Do change the writer after

each time).


Workbook: p.30



Semester 2 - Week 29 4 Periods

Objective: - Review of vocabulary and structures.



UNIT 12

DINNERTIME!

Lesson:

Review 4

Integrated skills:


reading, singing

Key vocabulary:

Recycle: vocabulary and

structures seen

previously

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 86

Workbook p. 86

Materials:

Pictures


Weather Report:

Warm up and review:

- Use the shape, animal, drinks, food flashcards to review the previous vocabulary. Ask

” What‟s this? Is this……….? What are these? Are these. ……..?”

What‟s missing?

- Print some words on a cardboard

triangle square circle

- Turn it around so Ss cannot see them. Cover one word. Then show the cardboard to Ss again.

Ask Ss to say what word is missing.

square circle

Find the word first

-Place a row of word card or cards face up in the middle of the desk.

- Have two teams each sit in a row on both sides of the word/picture cards.

- Call one volunteer student to look at a picture and say a word.

- One student from each team tries to find the word first and puts it in their team‟s

basket.

- The team with the most cards wins.

Circle the odd-one-out. Write.

- Ask Ss to look at their books on page 86.

- One student read the example.

- Explain that they have to circle the odd-one-out.

- Allow time for Ss to read, circle and write.


Review structures

- Model first “Look at me! I have a monkey. It‟s little. It has two eyes.

It has short legs. It doesn‟t have long leg. I love it very much”.

- Show some animal pictures and ask Ss to practice.

Bonus the Basket game.

Divide class into two groups

It has It doesn‟t have


Show an animal picture to one student on the first team.

If the student makes sentences correctly, her/his team get a point.

Then the student will throw the ball in the basket.

If the ball goes in, he/she scores an extra point .

Write.

Ask Ss to look at their books on page 86.

Ss read the example in chorus.

Ask Ss to write in blanks.

Allow time for Ss to read and write


Review structures

- Hang some food flashcard on the board and draw smiley, sad face under the flashcards.

- Model first “I like meat/ I don‟t like yogurt.” Then ask Ss to practice in group, in pairs.

Look at the pictures. Read and circle. - Ask Ss to read the example in their books - page 87. Explain that they have to read sentences

and look at smiley and sad face board.


Now you‟re on my side.

- Put some food flashcards on the board so that Ss can refer to them. Some flashcards has sad

face, the others have smiley.

- Divide class into two teams. The teams should face each other in two lines.

- Mix the cards. Each student takes a card. Be sure to tell Ss not to show their cards to the

others.

- A student from team A starts. This student approaches any child from team B and asks

“What do you like?” . The player from team B looks at a student from team A‟s picture and

says “ I like…./ I don‟t like…”

I like I don‟t like


- If student B says right, team B asks questions. If student A says wrong, team B brings

student of team A to their side.

- The team which brings all the opposing players to their side wins.

Missing letter.

- Give two groups two plastic letters (a, e) from the moveable alphabet. Write a word on the

chalkboard but leave out a letter, for example, p….n.

- Say “I want that word to say pen”.

- The groups answer /e/, /e/ e /e/, /e/ pen and the correct letter.

- Which group answers the most correctly and fastest wins.

Look at the picture and write.

- Ask Ss to look at page 87. Explain how to do the exercise.

- Allow time for Ss to write. Check their answers.

Story time: “ The Very Hungry Caterpillar” - Page 10, fat



Project - based activities: Women’s day ( 2 periods)

Flower Power

Materials

Card stock (assorted colors)

Decorative Scissors

Glue

Stapler (optional)

Envelopes

Instructions

1. To make the base, fold and cut an 8½- by 11-inch sheet of card stock in half lengthwise (we

used decorative scissors for our scalloped look).

http://familyfun.go.com/assets/cms/crafts/flower-power-craft-photo-420-FF0511CARDA19.jpg


2. On a short end of one strip, fold over a ½-inch tab. Fold the resulting

rectangle in half widthwise, then fold it in half again. Unfold the card stock. Glue the

tab to the opposite end of the rectangle, forming a box.

3. Make the center flower support by cutting a 3¼-inch-wide section from the

other strip of card stock. Fold a ¼-inch tab on each long end, as shown.

4. Cut flower centers, petals, stems, and leaves from card stock, trimming the stems to fit

inside your envelope. Glue the flower parts together. Glue or staple the stems to the back of

the support, placing them on either side of the center line so that the card will easily fold in

half later.

5. Glue the support's flaps inside the center of the box. Write a message on a

colorful piece of card stock, then glue it onto the panel. (If you prefer to write message

directly on the panel, do so after you unfold the card stock in step 2.)


6. When the glue is dry, flatten the box along two of its creases.

7. Fold it in half along the remaining crease and insert it into an envelope.

Notes: More greetings:

I miss seeing you a bunch. Have a bunch of fun on Women’s Day. Thanks for helping me grow! I really blossomed in your class.

Project - based activities:

Mother's Day Paper Chain Craft


You Need: Printable Paper Chain Strips

Paper or Card Stock

Peel and Stick Felt Flowers

Stapler

Scissors

Instructions: Print Paper Chain Strips

Cut out. Select the ones you like for your Mom. Add some of your own. Staple loops into a chain.

Instructions: Staple loops into a chain.

Instructions: Make some felt flowers.

Instructions: Peel and stick felt flowers to cover the staples.

http://www.makingfriends.com/gifts/mom_paper_chain_pattern.htm

http://www.makingfriends.com/mm5/merchant.mvc?Screen=PROD&Store_Code=1&Product_Code=MF-052

http://www.makingfriends.com/mm5/merchant.mvc?Screen=PROD&Store_Code=1&Product_Code=FLT-0002&Category_Code=

http://www.makingfriends.com/mm5/merchant.mvc?Screen=PROD&Store_Code=1&Product_Code=1921-12&Category_Code=

http://www.makingfriends.com/gifts/mom_paper_chain_pattern.htm



Objectives: - To review the numbers 1-20

- To improve students‟ skill of counting numbers in multiples of 5 to 20.


MATHS

PLAYTIME

Lesson

FIVES

Integrated skills:


reading, writing

Key vocabulary:

fives, groups, how many

together

Recycled vocabulary

counting, five, ten,

fifteen, twenty, say, point

to, write, draw, fish,

fingers.

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1


Workbook p.24, 25

Materials:

- Number cards 1-20

- Number strips 1-20

- Fish bowls for groups

- Chart paper

- Strip paper with hands



How many fives :

- Hold up one hand and ask How many fingers are there on my one hand?(5)

- Then hold up two hands and ask How many fingers are there on my two

hands? (10)

- Show a big number strip with numbers to 20 on the board.

- Ask students to count the numbers in ones. When students count the numbers in

the 5‟s counting pattern, put circles around the numbers, e.g. 5, 10, 15, 20.

- Tell students that the numbers circled show us the 5‟s counting pattern to 20.

- Have students count the numbers in the 5‟s counting pattern aloud.

How many fingers altogether?

- Ask three volunteer students to come to the front of the class and hold up their

hands.

- Ask the others in the rest of the class

Who can count the fingers in fives?

How many fingers altogether? ( while using gesture to make the meaning of

“ altogether” clear)

- Continue with different volunteer students.

Making groups of five fish:

- Divide the class into 7 groups.

- Give each group some fish bowls.

- Students have to draw 5 fish in each bowl.

- Then the group works out how many fish altogether by counting in fives.

- Groups display bowls of fish on the chart paper and write the answer How

many fish altogether? …….. fish.


Making the fives counting pattern on hands:


- Give each pair a strip of paper with four hands.


- Students have to draw fingers on four hands and write the 5‟s counting pattern

in the hands.

- Students take turns counting in fives aloud and then write the answer for How

many fingers altogether?



Open Student Resource Book p. 38, 39:

- Students count the numbers in fives silently and write the answers in their

notebooks.

- Monitor the class.




Objectives: - To review musical instruments words.

- To introduce the smell of things around us and differentiate between good smells and bad smells.


SCIENCE

Lesson

USING OUR

SENSES - SMELL

Integrated skills:


reading, writing

Key vocabulary:

smell, good smell, bad

smell.

Extra vocabulary:

coffee, pepper, incense,

tea, fish sauce, lemon,

bread, smoke, dead rat,

cigarette, flowers.

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1


Workbook p.35

Materials: - Video clips of musical

instruments

- Work cards

- Pictures cards

- Samples of coffee,

pepper, incense, tea, fish

sauce, lemon, bread,

flowers.

- Scarves to cover

students‟ eyes

- Baskets for shopping

- Classification chart


Fantastic hearing:

- Play a sound track in a few seconds.

- Students listen and compete to guess which the instrument is.

- Show the answers.

- Score the correct guessing.

What did I buy at the market? :

- Tell students that you went to the market yesterday and bought a lot of things.

( using a picture of a market)

- Ask them to guess What did I buy at the market? by inviting one volunteer

student to come to the front and smell something.

- Show the class what each student is going to smell but keep secret with that

volunteer student by putting a scarf over his/her eyes. He/ She has to smell the

thing and guess what it is.

- Then take off the blindfold for the student to check his/her guessing whether it

is correct.

- Continue with different things, e.g. coffee, pepper, incense, tea, fish sauce,

lemon, bread, flowers.

Classification Chart:

- Put some pictures of things on the board (coffee, pepper, incense, tea, fish

sauce, lemon, bread, smoke, dead rat, cigarette, flowers).

- Show a large-sized of classification chart on the board and make an example for

identifying good smells and bad smells.

- Divide the class into groups.

- Give each group a classification chart and some pictures.

- Students have to put the pictures into the correct column.

- Monitor the class. Go over the answers with the class.


Passing cups:



- Give each group 4 cups which contain different smells and put them on the desk.

Put paper over the top of the cup and tie with an elastic band. Then poke a few

holes in the paper enough to let the smell out but not enough for students to see

what is in the cup. Each cup is numbered 1, 2, 3, or 4.

- Students in group pass the cups around the group. As they smell they guess what it

is and write the name in the sentence under the cup.

- When the students have hand a turn smelling what‟s in the cup. They fill in the

missing words under each cup and draw a picture.

- Reveal what was in each cup and check students‟ guesses.


Workbook: p.35



Semester 2 - Weeks 30

Period 1-6

Objectives: - To review sports words, and activities done in free time.




EXTRA -

ACTIVITIES

UNIT 6

WELCOME TO

SPAIN!

Integrated skills:


reading, writing


Revision sports words

and activities done in

free time


Action verbs

Sentence patterns:

What can …… do?

I / He / She /They can …

Resources:

Textbook: FUN

WITH STARTERS 2



Materials:

CD

Unit 7: Welcome to Spain

Look and read above again. Write yes or no.

1. yes 2. no 3. no 4. yes 5. no

Read and draw lines. There is one example.

A teacher - can teach. A dancer - can dance.

A singer - can sing. A pilot - can fly an airplane.

A swimmer - can swim. A painter - can paint.

Look and write. There is one example.

2. paint 3. sing 4. pilots

5. swimmer 6. teacher 7. bullfighter

Read and write.

1. fly – swim 2. climb – draw

3. hop – catch 4. run – dance

Listen and stick.

1. Nick can‟t ride a bike.

Sam can ride a bike.

2. Both Sam and Nick can kick the ball.

3. Sam can make a cake. Nick can‟t.

4. Nick can draw a big elephant. Sam can‟t.

5. Both Nick and Sam can jump very high.

Listen and draw lines.


1. Kim is teaching English. 2. Nick is swimming.

3. Sue is drawing. 4. Anna is singing.

5. Bill is running.

Look, read and write.

paint a wall - catch a fish - throw a ball

wave a hand - bounce a ball - watch TV

Listen and tick (). 1. Ms. Brown is waving her one hand and she‟s in a blue blouse.

2. Grandfather is in his old car.

3. Pat‟s holding a fish.

4. May‟s holding her baby.

Read and put a tick ( ) or a cross (X). There are two examples.

1. no 2. yes 3. yes 4. no 5. no

Listen and colour. 1. The red rabbit‟s cleaning the window.

2. The purple rabbit‟s watching TV.

3. The pink rabbit‟s next to the TV.

4. The grey rabbit‟s sleeping on the sofa.



Objectives: - To review how to count numbers in fives.

- To improve the centimetre using a 15cm ruler.


MATHS

Lesson

CENTIMETRES

Integrated skills:


reading, writing

Key vocabulary:

centimeter / centimetre,

rule a line, measure,

1-15 cm.

Recycled vocabulary

say, point to, write, ruler,

how many.

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1


Materials:

- 15 cm rulers for

students

- A big-sized 15 cm ruler

for modelling

- Sharp pencils for

students to draw lines

- Response sheet for

students‟ activity

- Trail sheet for groups



How many fingers altogether?

- Let‟s count how many fingers altogether there are on the students‟ and teacher‟s

hands loudly.

Introducing the centimetre

- Put a big-sized 15 cm ruler on the board.

- Hand out a 15 cm ruler to each student.

- Tell students that “cm” are short for the word “centimetre” and write this word

on the board. Students look at the letters cm on their rulers.

- Ask students to count the centimeters to 15 in ones while pointing to each

number, e.g. 1 centimetre, 2 centimetres, 3 centimetres, … 15 centimetres.

How many centimetres?

- Tell students that they are going to practice measuring some lines to see how

many centimetres long they are.

- Give out a sheet with three lines to measure to each student.

- Show students on the board how to measure the lines using the ruler. Start at 0

and make sure the ruler is right on the line.

- Students practice measuring and writing how many centimetres individually.



Open Student Resource Book p. 40, 41

- Students have to measure lines and work out the longest frog hop.



Measure the Trail – Which trail is the longest?



- Give each group a chart with 3 different trails that animals have to take to go

home.

- Students have to measure the length of the paths in the trail and then add the

total number of centimetres.

- When all three trails have been measured, students work out who has the

longest trail.


- Students display their finished works on classroom wall.




Objectives: - To review things which have good smells and bad smells.

- To introduce the tastes of things around us and identify the different tastes.

- All of students have to make Vietnamese flag for LIBERATION DAY (a project – step 3)


SCIENCE

Lesson

USING OUR

SENSES - TASTE

Integrated skills:


reading, writing

Key vocabulary:

smell, good smell,

bad smell

Sentence patterns:

Extra vocabulary:

coffee, pepper, incense,

tea, fish sauce, lemon,

bread, smoke, dead rat,

cigarette, flowers.

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p. 25

Workbook p.36

Materials: - Video clips of musical

instruments

- Work cards

- Pictures cards

- Samples of some food

for students to taste –

candy, lemon, potato

chips, fish sauce, soy

sauce, dried squid (kho

muc).

- Scarves to cover

students‟ eyes

- Classification chart

- Scrap paper for groups


Good smells or Bad smells:

- Show a picture on the screen or on the board.

- Ask students to identify it has good or bad smells.

Tasting food:

Tasting Lemon ( to elicit the word sour):

- Let students taste some lemon.

- Ask students to look at each other‟s faces when they taste the lemon.

- Ask students to describe the taste of the lemon.(students can say in Vietnamese)

- Then elicit the word “ sour”.

- Put up picture card of lemon and put the word sour next to it.

Tasting Dried Squid or Potato Chips: do the same way as tasting lemon to

elicit the word “salty”.

Tasting Cake or Candy: do the same way as tasting lemon to elicit the word “

sweet”


Classification Activity:


- Give each group a classification chart and a scrap paper for students to draw

pictures.

- Students discuss in groups on which foods they think are sweet, salty and sour.

Students draw pictures of foods on the scrap paper and put them under the heading

which describes their tastes.



Matching activity:

- Put the pictures of food and word cards (sweet, salty, sour) on the board.

- Point to a kind of food and students say whether it tastes salty, sweet, or sour.

Do this as an example.

- Ask students to come to the board and match the pictures to the correct word

cards.

Workbook: p.36




Objectives: - Students learn how to identify different bedroom objects,

- Students can understand a short story and act out the story.

- Focus on speaking.


UNIT 13

CLEAN UP!

Lesson 1

WORDS

Integrated skills:


reading, writing

Key vocabulary:

rug, cabinet, shelf,

pillow, blanket

Extra Vocabulary:

clean up, clean ( adj),

room.

Sentence patterns:

There is ……..

There are ……..

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 88

Workbook p. 88

Materials:

- CD 2 track 137-139

- My bedroom flashcards

111-115

- Teacher-made word

cards

- Story poster 8, 13

- Different paper samples

with many words for

different pairs

- Pieces of large-sized

paper with a rectangle as

a bedroom for groups

- Puppets of Rosy,

Grandma, Billy


Weather report.

Warm up – Review:

Song: Sing “ Come into my house” song from page 56 to warm the class up and

review house vocabulary

Meaningful context: Use the story poster 8 to remind the last story last story

from page 54 unit 8 – Where‟s the Grandma? Then tell children that today‟s story is

about keeping your bedroom clean. Talk about bedrooms with children. Ask:

+ What‟s in your bedroom?

+ Is it clean or messy?


Vocabulary Presentation:

- Use the above context to present new vocabulary.

- Use the chant CD 2 track 137 and body flashcards 111-115 to present some bedroom

objects.

- Students do repetition drills in chorus, groups and individual.

Circle as many words as possible, as fast as possible:

- Ask students to work in pairs.

- Make a modelling in the front of the class while giving very clear and simple

instructions.

- Give each pair a sheet of paper with many different words. (different samples for

different pairs).

- Students compete to each other to find the bedroom words which they have just learnt

and circle them as fast as possible, as many as possible in the limit time. ( One word

can be rewritten as many times).

- Get answers from the students and decide who the winners are.



Pronunciation tip: Make

sure students pronounce

/z/ when they say nose,

legs and /s/ when they

say face, let‟s

Dialogue Presentation: Listen and read.

- Use story poster 13 to present the story. Ask some questions about the story Where

are Rosy and Grandma?, Where‟s Billy?, What rooms can you see?, … and then ask

them to name as many bedroom objects, toys, and clothes as they can.

- Talk about each frame with the class. Ask What‟s happening?. Encourage students to

have predictions.

- Play CD 2 track 139 while pointing to the pictures.

- Ask some comprehension questions:

Is Rosy‟s room clean? What does Rosy do? Is the apartment clean? Why is

the kitchen messy?

- Ask students to open their Class Books on page 88 and practice reading while

listening.

- Have students practice their pronunciation in groups and pairs.


Listen and draw: - Draw a large rectangle on the board and tell the class that it is a bedroom.

- Invite individual students to come to the front of the class and draw the different

things in the rectangle as a modelling, e.g. Linh, please draw a rug. Mai, please draw

a bed.


- Divide the class into groups. Give each group a piece of large-sized paper with a

rectangle as a bedroom.

- Students take turns to listening to the teacher and drawing things in the rectangle.

- Finally each group stick their works in the display corner and some of them will have

presentations in front of the class. For example, In my bedroom, there is a rug, a bed,

a shelf, and a pillow.


Bingo:

Each student is given a sheet of paper.

Exercises: Workbook p.88.


Project - based activity: Have students draw a rectangle.



Objective : - Students are able to:

* make sentences with There‟s and There are

* ask and answer questions with How many…?

- Focus on reading and writing


UNIT 13

CLEAN UP!

Lesson 2

GRAMMAR

Integrated skills:


reading, writing

Key vocabulary:

bedroom objects

Numbers from 1 to 10

Prepositions of place in,

on, under, next to,

between

Sentence patterns:

1. There‟s a blanket on

the bed.

2. There are three T-

shirts in the cabinet.

3. How many …….?

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 89

Workbook p. 89

Materials:

- Chant track 138

- CD 2 track 140

- My bedroom flashcards

111-115

- Word cards

- A bell/ a whistle/ ….

- Photocopiable

worksheets

Pronunciation Tip:

Make sure that students

must bit their tongue

slightly when they say

There‟s or There are and

pronounce /z/ when they

say There‟s and pay

attention on the linking

sound of There are.


Weather report.

Warm up – Review:

Chant: Students are chanting track 138 while teacher is putting the bedroom

flashcards on the board.

Horse race:

- Divide the class into groups. Each student in groups has a logo.

- There are two columns on the board, things and prepositions

- Call out one word with a picture. Students listen to the teacher carefully and compete

to each other to race to the board, put their logo into the correct column ( the correct

topic).

- Continue the game as this way.

- The winner is the group with the most correct answers.

Things Prepositions

pencil case

kite

: logo for group 1 : logo for group 2

Count and write number:

- Students work individually with their notebooks.

- Show a picture of things. Students count things in the picture and write the correct

number of quantity in their notebooks.


Simon says:

- Call out “Simon says, Put your pencils on the desk”; students put their pencils on the

desk.

- Then call out another sentence with or without the phrase “Simon says” and students

will perform the actions.


Story actions:

- Divide the class into groups of three to play the parts of Rosy, Grandma, and Billy.

- Ask students to look at the different actions that Grandma, Rosy, and Billy do in the

story. As the class, decide on the actions for the story ( as suggestions below)

+ Picture 1: Grandma points to the things in the bedroom and shakes her head.

+ Picture 2: Rosy puts things away and then extends her arm and smiles to show that

the room is clean. Grandma smiles.

+ Picture 3: Grandma sits down looking contented. Rosy opens the kitchen door and

looks horrified.

+ Picture 4: Billy sits on the floor and bangs his room. Rosy and Grandma shake

their head.

- Students practice acting out the story in groups. Monitor the activity, checking for

correct pronunciation.

- Ask some of the groups to come to the front of the class to act out the story.

Look and say:

- Have Ss look at the picture on page 89 and ask them what they can say.

- Play the recording track 140 for students to listen and repeat.

- Write There‟s and There are some distance apart on the board. Say different

sentences, using plural and singular objects, e.g. There‟s a book on the desk. There

are some pens on the book, while students point to the correct phrase.

- Say book and point to There‟s. Say books and point to There are. Continue giving

singular and plural nouns while students point to the correct phrase.

- Draw Ss‟ attention to the grammar box. Ask “What‟s the short form of “There is”?

Listen and say:

- Hold up three pencils. Ask the class How many pencils?

- Hold up two books, an eraser, and two bags, and ask the same question.

- Ask students to look at the pictures in their Class Books.

- A pair of volunteer students read the question and answer in the speech bubbles for

the class.

- Students work in pairs to practice the questions and answers.



Look again and write: - Write three or four gapped sentences on the board using bedroom objects,

E.g. ________ a cabinet. ________ two pillows. ________ a bed. ________ two rugs.

- Point to each sentence one at a time and ask There‟s or There are? Complete the

sentences on the board and say them with the class.

- Ask student to look at the pictures again in Exercise 3. Ask one child to read the

example sentence for the class.

- Students look at the rest of the sentences individually and write down the missing

words.

- Monitor the activity and help where necessary. Go over the answers with the class.

Note: Tell the class that the plural of shelf is shelves. Explain that this is unusual/

irregular and they should learn it.


Back to back:

- Students draw things on the desk freely. Then they work in pairs, listen to each other.

One describes the picture and the other draws what they can hear.

- Finally they compare the two pictures. If they are the same, their description and

drawing are correct. If the two pictures are different, they have to try once more time.

Workbook: p.89


Project - based activity: Have students draw a star.



Objective: - To identify numbers from 11 to 20 and use the numbers in the context of a song.

- To help students develop their listening and singing skills Topic- Key language Resources and Materials Key Activities

UNIT 13

CLEAN UP!

Lesson 3

SONG

Integrated skills:


reading, writing

Key vocabulary:

eleven, twelve, thirteen,

fourteen, fifteen, sixteen,

seventeen, eighteen,

nineteen, twenty.

Extra words:

more, get in

Recycled words:

Numbers 1-10

Sentence patterns:

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 90

Workbook p. 90

Materials:

- Word cards

- Number flashcards 5-14

(one-ten), 116-125 ( eleven – twenty )

- CD2 track 141-142

- A2 sized paper

- Paint and paint brushes

- CD1 track 36-37

- Extra writing

worksheet,

photocopiable Resources

page 26 ( TR CD-ROM)


Weather report.

Warm up – Review:

Living Numbers

- Ask ten students to come to the front of the class. Give each one a number flashcard

(number one – ten).

- Ask them to arrange themselves so they are standing in the correct order from one to

ten.

- Have the class say the numbers in chorus. As each number is said, the person holding

that flashcard takes the step forward and then back again.


- Play CD2 track 141 and use number flashcards 116-125, word cards to present the

numbers eleven to twenty.

- Have students practice pronunciation in chorus, groups, and individual.

- Ask ten different students to come to the front of the class and ask them to stand in

the order (each one has a number flashcard).

- Say the numbers with the class. As each number is said, the student holding the

flashcard jumps in the air.

Let‟s count together:

- Have the class stand in a big circle. Count around the class. Start the game yourself.

- Say one and then point to the student nearest you to say two. The student nearest you

says two and points to the student nearest him/her to say three and then so on.

- Play forwards and backwards if the class feels confident using numbers one to

twenty.

Listen and sing:

- Ask students to open their Class Book - p. 90.

- Point to the bears and say How many bears? Students count and tell the answer (12).

- Play CD2 track 142 for students to listen and follow the song in the book.

- Recite the words of the song with the class, without the music. Say each line and ask

student to repeat.

- Play the recording again for students to sing along.



Sing and do

o Song actions:

- Ask one student to come to the front of the class to be “the little one”. Give

flashcards showing the numbers 10-20 to students in the rest of the class.

-When the students with the flashcards hear their numbers, they hold their cards

in the air. When the student at the front hears his/her “name” mentioned, he/she steps

forward and holds up two fingers to invite two more into the bed.

- Repeat the song. Give the flashcards to eleven different students and invite a

new “little one” to the front of the class.

- Ask students to decide together on what the actions should be (see suggestion above).

- Practice the actions with the class.

- Play the recording for students to sing the song and do their actions.


Extra writing worksheet ( Photocopiable Resources page 26 TR CD-ROM)

Workbook: p.90




Objective: Students can say the time, days of the week and twelve months.


MATHS

Lesson

O’CLOCK

DAYS OF THE WEEK

12 MONTHS OF THE

YEAR

Integrated skills:


reading – drawing

Review Vocabulary say, point to, write

Key Vocabulary clock, o‟clock, numbers

1-12, big hand, little hand

Monday, Tuesday,

Wednesday, Thursday,

Friday, Saturday, Sunday,

week, days

calendar, months

January, February,

March, April, May, June,

July, August, September,

October, November,

December

Sentence patterns:

What‟s the time?

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Workbook p.16,17,18,19

Materials:

Clock

Calendar


Weather Report:

Warm up and Review:

Game: RIGHT/ WRONG CHAIRS

- Place two chairs together in the middle of the board and write TRUE above one and

FALSE above the other. Alternatively, play two chairs in any open area and write the

words on the floor with chalk.

- Divide the class into two teams, and appoint a score in each team.

- Stand the team an equal distance from the chairs. Give the players in each team

number.

- Ss hold up a card and say the number. Ex: NUMBER 4! If the word card is „four‟, the

two number fours run to be the first to sit on the RIGHT chair. If it‟s WRONG, they run

to the WRONG chair.

- Give one point each time a player sits on the correct chair.

- A player who sits on the correct chair will hold up a card, say a new number.

- The team with most points after 10 minutes (or when the card have been used, or when

every player has had a turn) is the winner.

Chant: Do the chant “ Days of the week”

Sunday, Monday, clap, clap, clap

Tuesday, Wednesday, snap, snap, snap

Thursday hop.


Friday stop.

Saturday spin around like a top.

Seven days are in a week.

Now sit down and take a seat.

12 Months of the Year - Use the CD and a calendar to practice the pronunciation of 12 months of the year.

- Have Ss practice saying the 12 months of the year several times in chorus, in groups.

Ask a few Ss to repeat individually. Then Ss in pairs check their partners‟ memory.

Introduce the new vocabulary for telling time

- T puts up model clock face on the board and confirms that the when the long hand is

on the 12 and the number that the short hand is pointing to tells us which o‟clock time

it is.


Workbook Activity: O‟clock p.16

- Ss have to write in the missing numbers on the clock face. They can draw a picture of

something they do at 8 o‟clock in the morning.

Days

- Ss have to draw a picture for something they do on Tuesday and Saturday and also say

the names of the days aloud.


Birthday Book

- Ss could start to illustrate their page for the class birthday book. Ss need to fill in the

name of the month of their birthday on their page and draw their own picture.

- T collects to put into Birthday Book.

Homework Activity: O‟clock p.17

- Ss have to say the time themselves and fill in the missing hands.

Months

- Ss fill in the missing letters in the names of the months of the year.

________ is my

month birthday!!



Objective: Students can identify senses verbs.


SCIENCE

Lesson

USING OUR

SENSES - TOUCH

WHAT DOES IT

FEEL LIKE?

Integrated skills:


reading – writing

Key Vocabulary hard, soft, smooth, rough

Additional Vocabulary stone, shell, cotton wool

Sentence patterns:

It feels…

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p.27

Workbook p.38

Materials:

-Flashcards

-Mystery Box- things

hidden that will help Ss

use key words- soft toy,

shell, stone, counting

block, pot cleaner, toy

car, eraser, orange


Weather Report:


Present the words - Use flashcards or real objects to introduce the vocabulary.

- T gives each group a stone, shells, cotton wool to pass and feel.

- Ss feel and say which word describes the way it feels.

Game: Mystery Box

- Put ten objects into the box.

- Ss pick an object, feel it and tell the class what word describes how it feel. Then S can

guess what it is and take it out of the box to see if they were correct.


Group Activity: - T gives a set of cards to each group.

- Each group then has to place the cards around the table.

- Ss will take turns feeling the object on the cards and then placing a word card which

describes how the object feels on the card

- When cards have been placed on each card the group checks to see that they agree

with the words used to describe how something on the card feels.

- Groups walk around and look at the words each group has used to describes how the

objects on the cards feel.


Workbook Activity

- Ss write the words they would use to describe the objects.

Homework Activity

- Ss review the lesson by looking at the different things Mai and Tien found at the

beach and describing how they would feel.



Objectives: - To pronounce the sound /a/ on its own and in words.

- To identify the letter o in the middle of words and associate it with the sound /a/.

- To blend the vowel o with consonants to form simple word.

- To match rhythming words.

- To differentiate between the sounds /i/, / /, /æ/, /a/.


UNIT 13

CLEAN UP!

Lesson 4

PHONICS

Integrated skills:


reading, writing

Key vocabulary:

pot, fox, hop

Extra words:

over, into

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 91

Workbook p. 91

Materials:

- Phonics cards 45-47,

6, 8, 15, 16, 19, 24

- CD2 track 143, 144

- Word cards

- Sentence cards

- Student Multi ROM

Unit 13- Phonics


Weather report.

Warm up – Review:

Chant ( review the previous phonics lessons)

- Play the CD track 133 on page 83 to energize the class and review the sound /i/.

- Ask students to categorize the words in the song into two columns, /i/ and /i/.


- Hold up the pot, fox, and hop phonics cards, one at a time, saying the words for the

class to repeat. Ask students what they think today‟s letter is (o) and what sound it

makes.

- Call three students to come to the front of the class. Give them the phonics cards for

p, o, and t. Point to the letters for the class to name them.

- Encourage the class to say the sounds again and run them together to pronounce the

word pot.

- Use the same process with different students holding new cards. Students say f-o-x

and h-o-p. Ask students What‟s the vowel? to elicit o

Listen, point and repeat:

- Ask students to look at the words and pictures in their Class Books.

- Ss listen to CD2 track 143, point to the pictures and repeat the sounds and words in

chorus.

Listen and chant:

- Ask question about the pictures to establish what students can see. Then play the

recording track 144 for them to listen to the chant.

- Play the recording again for students to say the chant. The students point to the

pictures in their books as they hear the words. Repeat (more than once if necessary).

- Play the chant once more for students to follow in their books.


Jump into the circle:

- Divide the class into groups.


- There are 4 circles drawn by the teacher on the floor. Each circle has a vowel.

- Each student makes a line.

- Say aloud one word. Students from each group jump into the correct circle as fast as

possible and say the vowel aloud.

- Scores for the fast and correct jumping.

Read and circle o:

- Ask students to look at the chant again. Focus attention on the circled o in the middle

of fox. Ask them to find and circle other examples of o in the middle of words.

- Go over the exercices with the class.

Look at the fox.

Hop over the pot.

Look at the fox.

Hop into the box.


Match the words that rhyme.

- Ask students to look at the pictures. Point to the each one for students to say the

word. Make sure they are correctly producing and differentiating the /i/, / /, /æ/, /a/

sounds each time.

- Tell students that there are four pairs of rhyming words.


Story time: “I love my mother”

Homework: Workbook p.91

/i/ /i/ /a/


Semester 2 - Week 32 Period 3 - 4

Objectives: - Students can read, understand a letter to a magazine; read for specific details.

- To help students develop their writing and reading skills. Topic- Key language Resources and Materials Key Activities

UNIT 13

CLEAN UP!

Lesson 5

SKILLS TIME!

Integrated skills:


reading, writing

Review Vocabulary:

Revision

Sentence Pattern:

Revision

Extra words:

star (adj),letter, magazine

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 92

Workbook p. 92

Materials:

- CD2 track 145

- My bedroom

flashcards 111-115

- Word cards

- A hand- drawn

picture of a bedroom

- One blank piece of

paper for each

student

Culture note:

Football is one of the

most popular sports in

the United States. It is

not the same as what

people call football in

other English-speaking

countries. It is a game

played with an oblong

ball. Players wear a lot of

equipment, like shoulder

pads and helmets. Soccer

is the word in American

English for what other

countries call football.


Weather report.

Warm up – Review:

What‟s missing? - Put some bedroom flashcards on the board. Ask students to remember them in two

minutes. After two minutes, take away one picture and put the others into the different

order.

- Ask students to tell you What‟s missing?


Lead in:

- Show a picture of a soccer match (or a video clip). Let students identify the picture.

- Ask them to answer the question “Do you like soccer?”

- Get feedback from the individual students.

Set a meaningful context:

- Ask students to look at a hand-drawn picture of a bedroom and the photo of a boy.

- Let students guess the boy‟s name.

- Explain that the boy‟s name is Jamie.

- Ask students to try to predict what the text is about (Jamie is describing his bedroom).

- Ask What does Jamie like? ( soccer)

What‟s in the bedroom? Point and say:

- Ask students to look at the picture again. Point to the different bedroom objects for

students to say the words.

- Ask students to work in pairs, taking turns pointing to different bedroom objects and

saying the words.

- Ask How many soccer balls are there on the rug/ blanket/ pillow/ in the box?

Listen and read:

- Have students open their Class Book p. 92

- Point to the words “ Star letter” at the top of the page. Explain that Jamie is writing a

letter describing his bedroom. Ask them to read the first line of the text to find out who

Jamie is writing to (Junior Magazine).

- Play CD2 track 145 for students to listen and follow silently in their books.

- Play the recording again for students to listen and repeat.

- Answer any questions students have.


Soccer isn‟t as popular in

the United States as it is

in many parts of the

world. However, it

becomes more popular in

recent years. Many

people don‟t go to soccer

games or watch it on TV,

but many children and

adults play for fun. There

aren‟t a lot of schools

that have soccer teams,

but there are many after-

school soccer programs.

Many children learn to

play soccer with a coach

after school or on the

weekends. Some learn

the sports for fun, and

others are on teams that

compete. Both boys and

girls play soccer,

sometimes on different

teams, and sometimes on

the same teams. Informal

soccer games in parks are

popular, too.

- Ask some simple questions to check comprehension:

What‟s the room in the picture?

How many books are on Jamie‟s shelf?

What are Jamie‟s favorite clothes?

What‟s in the toy box?

How old is Jamie?

- Ask students to practice reading skills in chorus, groups, and individual.


True and False Game:

- Tell students that they are going to play a memory game. Ask students to close their

books.

- Make statements about Jamie‟s room (you must keep a record of the statements you

are making).

- Students work in groups to choose the statement, read it and say True or False.

- Go over the answers with the class. Ask students to add up how many they got right

to decide who the winner is.

Read again. Write T ( true) or F ( false):

- Have students open their book p.92 and do the Exercise 3 individually and silently.



Pictionary:

- Do a picture dictation with the class using your own picture of a bedroom.

- Give each student a blank piece of paper.

- Describe your picture, e.g. There‟s a big bed. There‟s a teddy bear under the bed.

There‟s a rug. There are three books on the rug. - Students draw the things as you describe them. When you have finished, show your

picture to the class for students to compare it with their drawings.

Workbook: p. 92



Semester 2 - Week 32 Period 5 - 6

Objectives: - Listening: Students can identify different rooms from their descriptions.

- Speaking: Students can ask and answer questions about where things are.

- Writing: Students can differentiate between sentences and questions; with periods and question marks; write about your

bedroom (Workbook).


UNIT 13

CLEAN UP!

Lesson 6

LANGUAGE

SKILLS

Integrated skills:


reading, writing

Key vocabulary:

Revision

Sentence patterns:

Revision

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p. 93

Workbook p. 93

Materials:

- CD2 track 142, 146

- My house flashcards

69-75

- My bedroom

flashcards 111-115

- School objects


Weather report.

Warm up – Review:

Musical Cards:

- Play lively music ( There are ten in the bed – CD2 track 142)

- Hand the my house and bedroom flashcards out to different students around the

class. They pass the cards to students next to them around the class while the music is

playing.

- Stop the music suddenly. Ask students who are holding cards, What‟s this? (How

many…? or Where‟s …?) to elicit the words.

- Play the music and continue in the same way.


Set a meaningful context:

- Ask students what they can remember about Jamie‟s letter from the previous lesson.

Ask What‟s Jamie‟s favorite sport? What‟s in his room? Encourage students to

describe Jamie‟s room in as much details as they can.

- Then allow students to check the picture on page 92 of their Class Books to see how

accurate their descriptions were.

- Point out the two pictures, A and B, in Exercise 1. Ask students to name as many

things in each one as they can.

Listen and write A or B:

- Tell students that they are going to hear a recording of someone describing the things

in the two pictures. After each description they write A or B in the box depending on

which picture is being described. (Teacher can show two large-sized pictures on the

board to make the instructions clearer).

- Play CD 2 track 146 for students to point to the things they hear.

- Play the recording again, pausing after item 1 to show the example answer. Ask

questions to check comprehension. Continue playing, pausing after each description for

student to write A or B.

- Play the recording a third time for students to check their answers. Go over the

answers with the class.



Walk and Ask: - Put some sheets of paper around the room. Each paper has a thing words (shoes,

teddy bear, book, T-shirt, ball, toys, books).

- Students work in pairs, walk around the room, look at the wall and make questions

and answers about the thing (Where are the shoes? They‟re on the rug.)

- Set a signal to stop the game (ring a bell or shake a tambourine), students must come

back their seats as fast as they can. - Ask some volunteer pairs of students to come to

the front to exchange the questions and the answers about where things are.

What‟s your favorite animal: (worksheet 3)

- Divide the class into groups of four to six. Tell students that they are going to draw an

animal they known in English ( a bird, cat, dog, goat, or lion…)

- Give each student a piece of paper and each group a set of crayons. Students draw

their favorite animals and color them ( they don‟t have to be their “real” colors)

- Students take turns describing their animals to each members of their group.


Read the questions and answers. Write or

- Copy the two example questions and sentences onto the board, without the question

marks or periods (using question cards and sentence cards). Ask students to tell you

which ones are questions and which are sentences.

- Ask different students to come to the front of the class to write question marks and

periods at the ends. Students look at the Exercise 3 in their books. Allow the time for

them to write the question marks and periods in the boxes.

- Go over the answers with the class, calling students to come and write the answers on

the board.

Workbook: p.93

Value worksheet: We need to keep our bedroom neat and clean.

( Photocopiable Resources page 27 TR CD-ROM)


? .



Objective: Students can sort shapes.



MATHS

Lesson

SORTING SHAPES

Integrated skills:


reading – drawing

Review Vocabulary say, point to, write, draw

Key Vocabulary patterns, circle, square,

rectangle, star, triangle

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Workbook p 20-21

Materials:

Flashcards

Pieces of paper


Weather Report:


Present the words - Use flashcards to introduce the vocabulary. Ss listen and repeat.

Game: Telephone

- Have Ss stand in a line. Whisper the same word to the first person in each row.

Say GO! S1 whispers the word to S2…

- The last student runs to the front of the class, points to the shape and tells the teacher

the word.

- The first student to say the word correctly wins.


Workbook Activity: Sorting shapes - Ss have to color shapes and count the numbers of each shape on the page and write

down the numbers in space provided.

- Then in the second activity Ss have to color small shapes to match a large shape.



Making pictures

- Ss draw a picture by using shapes.





SCIENCE

Lesson

USING OUR

SENSES - TASTE

HOW DOES

IT TASTE?

Integrated skills:


reading – writing

Key Vocabulary: taste strong

do not taste strong

Additional Vocabulary: carrot, chilli, ginger,

onion, garlic, beans,

tomato, hot

Sentence patterns:

How does it taste?

strong/ not strong

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p 27

Workbook p 38

Materials:

Flashcards

Picture cards of food to

classify


Weather Report:


Present the words - Use flashcards or real objects to introduce the vocabulary. Ss listen and repeat.

- T gives each group a carrot, chili, garlic…… to taste and say which ones they think

taste strong and which ones don‟t taste strong.

Classification Activity – Strong taste/ Not strong taste

- Whole class activity: T puts up classification chart and picture cards on the board.

- T holds up a card and Ss say the name of the food. - Ss put the picture on the chart –

Ss have to say how they classify the food before putting it in the chart.

- Activity continues until all picture cards have been placed on chart.


Workbook Activity: How does it taste? Strong/ Not Strong - Ss have to cut out foods and classify - pasting them into one of the boxes.

- T and Ss correct together.


Matching Game

- Ss match pictures of food with cards – Strong taste / Not strong taste.

Homework Activity

Ss review lesson by reading the page in Student Resource Book and try some food at home and classify them the way they did in the lesson.


Semester 2 - Weeks 33+34 4 Periods (week 33) - 4 Periods (week 34)

Objectives: - To review weather words, and words expressing feelings.




EXTRA -

ACTIVITIES

UNIT 8

WELCOME TO

ENGLAND!

Integrated skills:


reading, writing

Key vocabulary

Revision weather and

feelings words, means of

transport

Sentence patterns:

What‟s the weather like?

How do you feel?

How do you go ….?

Resources:

Textbook: FUN

WITH STARTERS 2



Materials:

CD

Unit 8 : Welcome to England


1. yes 2. no 3. no 4. yes 5. No

Look at the picture. Look at the letters. Write the words.

1. sunny 2. rainy 3. windy 4. cloudy 5.snowy

Look and write.

1. At the park 2. On the tree 3. A soda 4.An apple 5. A ball

Read the poem and write the words.

A bird can fly.

A car can move.

A baby can cry.

But I can‟t be you.



Objective: Students can identify circles and squares.


MATHS

Lesson

CIRCLES AND

SQUARES -

MAKING PATTERNS

Integrated skills:

listening – speaking-

reading

Review Vocabulary say, point to, write

Key Vocabulary patterns, circle, square,

rectangle, star, triangle

Resources:

Textbook:

SUCCESS WITH

MATHEMATICS 1

Workbook p 22-23

Materials:

Flashcards

Pieces of paper


Weather Report:

Warm up and Review:

Game: Bingo

- On a 9x9 Bingo grid, Ss draw nine shapes (or put student cards).

- The caller (either you or a student) picks a card from a duplicate set of cards and calls

out the word. If the Students have that card on their grids, they turn the card over or

cover it with a piece of paper.

- The first student to cover three squares across, down, or diagonally wins the game

and becomes the new caller.


Workbook Activity: Circles and Squares

- Ss have to count the number of circles and squares in each pattern line. They can

draw their own pattern using circles and squares. They record how many circles and

how many squares they used in their pattern


Game: Back-to-Back

- Provide Ss with blank pieces of paper. S1 draws a simple picture about his/her

favorite shapes.

- S1 tells S2 what to draw in order to reproduce S1‟s picture as closely as possible

(using a word or a phrase to describe)

- When finishing, partners compare their pictures for accuracy using the question and

answer pattern: How many circles? ..., and then reverse roles.


Workbook Activity: Making patterns - Ss make patterns using the shapes. Ss can draw or cut shapes from sticky colored

paper.





SCIENCE

Lesson

USING OUR

SENSES - TOUCH

HOW DOES

IT FEEL?

Integrated skills:


reading – writing

Key Vocabulary hot, cold, dry, wet

Additional Vocabulary dangerous, safe, fire, hot

water, ice, boiling water

Sentence patterns:

How does it feel?

Resources:

Textbook:

SUCCESS WITH

SCIENCE 1

Pupil book p 28

Workbook p 39 - 40

Materials:

- Flashcards

- Assorted picture cards

for Ss to classify as

something that would

feel hot or cold

- Pictures of fire, kettle

boiling on the stove, hot

cup of coffee, ice

cream…


Weather Report:


Present the words - Use flashcards or real objects to introduce the vocabulary. Ss listen and repeat.

- T gives Ss a chance to feel the different between wet and dry

Classification Activity – HOT? COLD?

- T introduces the key words: hot and cold.

- T puts up classification chart and picture cards on the board. T holds up a card and Ss

decide whether it would be something that feel hot or cold.

- Ss put the picture on the chart – Ss have to whether it would be something that feel

hot or cold before putting it in the chart.

- Activity continues until all picture cards have been placed on chart.


Workbook Activity: How does it feel? Strong/ Not Strong - Ss have to cut out and paste pictures into column on chart that describes how they

feel hot or cold.



Game: Safe / Dangerous

- T puts up chart with red square and green triangle on blackboard.

- Ss take turns to pick a card and say whether it would feel: hot or cold and whether it

would be safe or dangerous to touch.

Homework Activity

Ss review lesson by reading the page in Student Resource Book and try touching

some things in their homes that feel hot or cold or wet or dry.



Objectives: Students can identify action verbs and understand a short story.


UNIT 14

ACTION BOY

CAN RUN!

Lesson 1

WORDS

Integrated skills:


Key vocabulary:

run, fly, walk, talk, swim

Sentence patterns:

He can fly.

He can‟t talk.

Can he play soccer?

Yes, he can./ No, he

can‟t.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 94

Workbook p 94

Materials:

-CD track 147-150

-Story poster 14

-Verbs flashcards

126-130

-A large sheet of

cardboard for each group

of 6-10 Ss

-Colored felt tip pens

-Dice

-Verbs flashcards


Weather Report:

Warm up and review:

Simon says:

- Call out a command such as Simon says: Stand up. Ss must do what is said.

- Call out the second command, e.g., sit down, this time leaving out Simon says. If Ss

do the action they are out. The last S left in the game becomes the new caller.

o Song: “ Up, down, turn around”


Present the words Ss listen to CD - 147 and repeat the new words.

Use Verbs flashcards 126-130 or use TPR techniques to introduce the verbs.

Rays of sunlight

- Divide the class into groups. On the cardboard sheet draw a medium-sized circle

with lines coming out from the circle like rays of light. Write the numbers 1-6 on one

of the rays of light. Draw as many rays of light as there are Ss in your group.

Ss sit in a circle around the sun, place a dice in the center of the sun.

- Explain to the Ss that the object of the game is to roll the dice and get all the numbers

in proper order. Thus, each student must roll first a one, then a two, etc. If a S rolls, for

example, a one and then a three, they must pass the dice to the next S, but they can

keep the number 1 they rolled. On the next turn, the S must roll a two. Allow each

player three rolls of the dice on each turn regardless of the numbers.

- Students play a couple of practice rounds to be sure they understand. Ss have to do

the action as they say the word.

Chant

Ss listen to CD-148 and say the words then point to the picture when they hear it.

Dialogue presentation

- Use story poster 14 to present the story.

- Ask some questions about the story, e.g. What does Billy have? Ask Ss to name as

many things in the picture as they can.



- Listen to CD- 149, point to each speech bubble in turn as Ss hear the text and then

repeat each line after the characters (books opened)

Practice the dialogue

Game: Conversation Lines

- Students stand in parallel lines facing each other so that each student has a partner in

the opposite line. Partners practice the dialogue. - Then the two lines move one space

(left or right) in opposite directions.

- S without a partner at the end of the line comes to the front of the line so that every S

has a new partner.

- Listen to pairs at the front of the lines and help them if necessary.


Meet Me In The Middle game:

- Put one set of verbs flashcards on the board in a line (with picture sides showing).

- Divide Ss into two groups and have the S1s stand at opposite ends of the line of cards.

Have the S1s walk towards each other, naming the cards, doing the actions, one at a

time. When they meet, say rock, paper, scissors. Have them to play the game.

-The winner continues walking down the line towards the opposite end, naming cards

and doing the actions. The loser goes to the back of his group and S2 from his group

starts walking and doing the actions from the end. Continue until one group reaches the

other group‟s end.

Vanishing Sentences

- Write a dialogue on the board. Students read each sentence twice or three times.

- Have Ss close their eyes or turn around so as to face the back of the classroom. Erase

one or two words in the sentence.

- Have Ss look at the board, read the sentence again, adding in the missing words.

Continue in the same way until the whole dialogue has been erased and Ss are reciting

it from memory.


Role play ( Have Ss practice with their own information)

Workbook: p 94.





Objectives: - Students can make sentences with can and can‟t.

- Students can ask and answer questions about what people can do

- Students can act out the story


UNIT 14

ACTION BOY

CAN RUN!

Lesson 2

GRAMMAR

Integrated skills:

listening – writing

Review Vocabulary run, fly, walk, talk, swim

Sentence patterns:

He can fly.

He can‟t talk.

Can he play soccer?

-Yes, he can.

-No, he can‟t.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 95

Workbook p 95

Materials:

CD track 149-150

Story poster 14

Verbs flashcards 126-130


Weather Report:

Warm up and review:

Noughts and Crosses:

Divide the group into 2 groups. Draw a noughts and crosses grid. Put a verb flashcard

into each square. Have Ss choose which team will be noughts and which one will be

crosses. Have a St from one team choose a square, turn the card in the square over, say

the verbs and do the actions. If the S gets it correct, his/her team wins.


Introduce the sentence pattern – Books closed

- Use verbs flashcards and gestures to present the sentence pattern.

He can fly.

He can‟t talk.

Introduce the Yes/No- question- and- answer pattern – Books closed

- Use puppets or student volunteers to present the sentence pattern.

Can he play soccer?

Yes, he can. / No, he can‟t.

Practice the Yes/No -question-and-answer pattern.

Chain Drill

Pair work

Walk and Talk

- Place verbs flashcards in pairs around the room.

- Students play the game with a double set of flashcards, half with an “X” over them to

indicate negative.

- Have Ss walk around in pairs. At the signal Stop! each pair must stop at a pair of

cards and practice the pattern, using the cards as cues.


Ss listen to CD - 149 again and repeat.

Role play

- One S is Billy, one is Dad, one is Tim and the other is Rosy.


Story actions:

Picture 1: Billy moves Action Boy quickly to make him run. Dad waves

hello at Action Boy.

Picture 2: Billy throws Action Boy in the air. Tim kicks a soccer ball

Picture 3: Billy moves Action Boy from side to side to make him walk. Rosy

writes with a pen.

Picture 4: Rosy talk to Action Boy. Billy laughs.

-Then have Ss practice with their own information.

Writing

Game: Charades

- Divide the class into teams. Points to the pictures. (p.95 –3 Write).

- One student looks at the picture without showing it to the rest of the class. A student

uses the movements, gestures and facial expressions to describe the picture he /she has

in her/his hands, the others try to guess the sentence pattern then say the sentence.

Picture 1: She can‟t talk.

Picture 2: She can run.

Picture 3: She can‟t climb.

Picture 4: She can walk.

Picture 5: She can swim.

Picture 6: She can‟t fly.

Game: Relay Race

- Use the pictures in Class Book p.95 - 4 Write. Divide the class into teams.

- Assigns a Yes/No question and an answer to the first S in each row, who then repeats

the question and answer to the next S. The last S says the information aloud and races

to the board to write it. The first team to finish is the winner.


Game: Tiddlywinks

- Give each student five coins (or flat markers). Place 5 verbs flashcards and a pile of

coins in the middle of the table.

- S1 tosses a coin, trying to aim it at one of the cards. If his coin lands on a card, he

tries to make the sentence: “She/He can/can‟t (fly)” If S1 can do this, he takes back

his coin, plus a bonus coin from the pile in the middle. If the coin lands on a card, but

S1 cannot make the sentence, have him put his coin in the pile in the middle. If his coin

does not land on a card, have him put his coin in the pile and lose his turn.

Workbook: p 95.




Objectives: Students can identify more action verbs and use verbs in the context of a song.



UNIT 14

ACTION BOY

CAN RUN!

Lesson 3

SONG

Integrated skills:

listening, speaking

Review Vocabulary run, fly, walk, talk,

swim

Key Vocabulary write, draw, sing

Sentence patterns:

He can fly.

He can‟t talk.

Can he play soccer?

-Yes, he can.

-No, he can‟t.

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 96

Workbook p 96

Materials:

CD track 151-152

Verbs flashcards

126-133


Weather Report:

Warm up and review:

Cube Game:

- Ss throw the cube and make the sentence:

He/She can swim.

He/She can‟t run.


Present the words


- Ss listen to CD - 151 and repeat the new words.

- Use verbs flashcards 131-133 to introduce the verb vocabulary.

TELEPHONE GAME

- Put the flashcards in different places around the room. Have Ss stand in a line. Whisper the new

word to the first person in each row. Say GO! S1 whisper the word to S2… The last student

runs, points to the correct flashcard and say the word. The first student to point and say the word

correctly wins. Notice the ending sound.

Let‟s Sing: I CAN DO ANYTHING!

- Play CD-152. Ss listen and point to the pictures when they hear the three new words.

- Introduce the song rhythmically. Have Ss clap to keep the beat as T models the song line by

line. Ask Ss to repeat.

- Play the recording again for Ss to sing along.


Stand Up Game - Give each S a verb word from the song. Play the song. Each time Ss hear their word on their

card, they quickly stand up and sit down.

Sing and do

o Song actions:

I can write. (write the letter „a‟ in the air)

I can draw an elephant.( draw an elephant‟s trunk)

I can sing this song.( point to mouth)

I can do anything. ( outstretch arms)

- Practice the actions with the class. Play the recording for Ss to sing the song and do their

actions.

Mixed-up lines

- Copy out the words of the song. Stick them onto card and cut them out. Mix up the order of the

lines. Ask Ss to listen to the song and put the lines in the correct order.

I AM A MUSICIAN.

-Write the following lines from the song on the board.

I can write………

I can draw………

I can sing………

- Ask Ss to think of different endings for these lines.

- Ss sing the song again with the new verses.


Game: Baseball

- Divide the class into two teams. Enlarge the baseball diamond and place it in the table or floor.


- Each S in one team sits opposite a S in the opposing team. Roll the dice to decide which team

bats first. Place the cards face down where all Ss can reach them. Use counters to indicate the

players of two teams.

- The first S to bat puts her counter on “Home base” and takes the top card. If it says STRIKE

OUT, she is out and the next player comes into bat. After three players are out, the other team bat.

If the card says SWIM, WALK…, both the child at bat and her partner from the other team race

to carry out the instruction on the card. If the child at bat completes the instruction first, she gets

points. If the opposing S finishes first, the child at bat is out. Counters are moved from base to

base following the rules of baseball.


Workbook: p 96.

Picture dictionary, Student Book p.109

Extra writing worksheet, Photocopiable resources p.28




Objective: Read and understand a text about animals and read for specific details.


UNIT 14

ACTION BOY

CAN RUN!

Lesson 5

READING

Integrated skills:

listening - reading

writing - speaking

Review Vocabulary

Vocabulary seen

previously

Extra vocabulary:

stripes, fruit, nuts, pet,

jump, fast, very, beautiful

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 98

Workbook p 98

Materials:

- CD track 156

- The zoo flashcards 94-

96, 100-102

- A piece of plain paper

for each S

- A set of colored pencils

for each group of four to

six Ss


Weather Report:

Warm up and review:

Snap game

- Give a set of pictures to each student playing in groups.

- S1 puts down one card on the desk and describes the animal on the card. S2 puts

down one card on the desk and describes the animal on the card, too. If they are the

same picture, S2 calls out Snap and take two pictures. If they are not the same picture

S3 continues. Continue until all the cards are used.

- Student has the most of pictures is a winner.

Jump Game

- Ask Ss to stand at their desks.

- Hold up a zoo animal flashcard and say a word. If the word is the same as the

flashcard, they jump. If it isn‟t, they stand still.


Pre- reading

- Ss look at the pictures of the animals and try to predict what the text is about then

answer the questions e.g. Do you like tigers/parrots?

- Ss ask each other questions about animals they like and don‟t like in pairs.

- Ask Ss to look at the picture again and answer the questions:

What color is the tiger/ parrot? Which animal has stripes?

Introduce the vocabulary – Books closed

- Use flashcards or real objects, puppets, colored pencils, animal pictures and gestures

to present the vocabulary.

Reading presentation - Play CD 156. Ss listen and follow the text in their books with their fingers.

- Play it again, pause after each sentence for Ss to repeat.

- T listens for their rhythm and intonation.

After reading: Ss answer the questions:

o Does the tiger have stripes? Can the parrot sing /write? Does it like meat/

fruit and nuts? etc.

GAME: TELEPHONE


- Have Ss stand in a line - The first student in each row read one sentence in the text.

- Teacher says GO! S1 whisper the sentence to S2…

- The last student runs to the front of the class and tells the teacher the sentence.

- The first student to say the sentence correctly wins e.g: This is a very big cat.


Read again and check. - Explain that Ss are going to do an exercise to what the animals can do.

- Ask Ss to read the other statements and then read the text again. They check the box

if the statement is true for that animal.

Optional activity - Write the sentences It‟s a tiger and It‟s a parrot on the board and drill them with the

class. Make statements about the different animals. Ss say It‟s a tiger or It‟s a parrot.

o It has stripes.

o It can talk.

o It‟s blue, green, red, and yellow.

o It can run.

o It eats meat.

o It can be a pet.


Game: I‟m An Artist

- Divide the class into groups of four to six. Tell Ss that they are going to draw a

picture of their favorite zoo animal.

- Give each S a piece of plain paper and each group a set of colored pencils.

- Ss draw pictures and color them.

- Ss take turns to describe their animals to the rest of the group.

- Ask some of Ss to show and describe their animals to the class.

Workbook: p 98.



Objectives: - Listening: Number items in the correct order.

- Speaking: Ask and answer questions about different animals.

- Writing: Match and write full and abbreviated forms of can‟t; write about what you can do.


UNIT 14

Resources:

Activity 1:

Musical cards


ACTION BOY

CAN RUN!

Lesson 5

SKILLS

DEVELOPMENT

Integrated skills:

listening - reading

writing – speaking

Vocabulary

Review

Extra vocabulary:

live

Textbook: FAMILY

AND FRIENDS

Class book p 99

Workbook p 99

Materials:

- CD track 157

- The zoo flashcards

94-96, 100-102

- Play lively music. Hand verbs flashcards out to different Ss around the class. They

pass the cards to Ss next to them around the class while the music is playing. Stop the

music suddenly. Ask Ss who are holding cards to look at the verb card and do the

action.

- Play the music and continue in this way.

Activity 2:

Go Fish Game

- Divide the class into small groups of five or six Ss. Use a double set of the zoo animal

flashcards for each group.

- Leave a small pile of cards facedown in the center after distributing an even number

of cards amongst each group of Ss.

- Ss ask for cards they hold in their hands by using Yes/No question:

Is it big? Is it a monkey? ……

- The student holding the right cards gives it to the student asking the question.

- If a student is not holding the correct card, they should answer the question in the

negative form. The student asking the question will choose a card from the pile instead

of receiving a card.

- The first one to pair all the cards he/she holds is a winner.

Activity 3:

Listen and number

- Tell Ss that they are going to hear a recording of people talking about the animals in

the pictures. They will number the animals in the order they hear them mentioned.

- Play the recording once through. Ss point to the pictures as they hear the words.

- Play the recording again, pausing after the first conversation. Ask them which animal

they are talking about (a giraffe) and point out the example answer 1 in the box next to

the giraffe. Play the rest of the conversations for Ss to number the pictures.

Activity 4:

Guessing Game

- Ask four Ss to come to the front of the class. Give each S a different zoo animal

flashcard but tell them to keep it hidden.

- Ask the first S to describe their animal to the class. Invite questions or guesses from

individual S until the animal has been identified.

Activity 5:

Game: Back-to-Back

- Provide Ss with blank pieces of paper. S1 draws a simple picture about his/her

favorite zoo animal. S1 tells S2 what to draw in order to reproduce S1‟s picture as

closely as possible (using a word or a phrase to describe)


Ex: It has four legs. It can run. It‟s brown and big.

- When finished, partners compare their pictures for accuracy using the question and

answer pattern: Is it (a lion), and then reverse roles.

Workbook: p 99.



Semester 2- Week 36 8 Periods

Objectives: Review parts of body, colors, prepositions of position and do some exercises related to Cambridge Test.


EXTRA

ACTIVITIES

UNIT 9

WELCOME TO

THE USA

Integrated skills:


reading, writing

Review vocabulary:

Parts of the body

Prepositions of position

Colors

Review sentence patterns:

What‟s your favourite…?

What colour …….. ?

Where‟s ……?

Do you like /want …….?

Resources:

Textbook: FUN

WITH STARTERS 2



Read and write yes or no. (Page )

1. Yes 2. No 3. No 4. No 5. Yes 6. No

Listen and check. (Page )

1. Tick the blue monster.

2. Tick the green monster.

3. Tick the brown monster.

4. Tick the blue monster.

Look, read, and write. (Page )

1. The vans are in the box.

2. The plane is under the table.

3. The train is on the chair.




Objectives: - Review of vocabulary and structures from units 13-14

- Learning value of family and friends


REVIEW

Integrated skills:

listening – speaking-

reading – drawing

Key Vocabulary Review

Sentence patterns

Review

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 100-101

Workbook p 100-101

Materials:

Pieces of paper for

making chatterboxes

Zoo animal flashcards

Weather Report:

Game: Freeze

- Ask Ss to stand at their desks. Give a series of instructions, e.g. walk, swim…Ss mime

the actions.

- When you say Freeze! Ss must stop what they are doing and stand still.

- Ss who are the slowest to stop are out and have to sit down.

- Continue the game until there is one winner left standing, or a group of winners if you

prefer.

Game: Chatterboxes

- In words, write a number between one and ten on each square flap.

- Open out the Chatterbox into a square again and color each of eight triangles inside a

different color.

- Write their eight bedroom objects under the eight colored triangles. Tell them that

these are „secret” and not to let their friends see them. Ss work in pairs.

- S1 chooses the number and color. S2 count while opening and closing the „mouth‟ by

stretching his thumbs and index fingers alternately outwards horizontally and vertically

in shape of a cross. Stop at the selected number, open the flap of that color to reveal the

„secret word‟ and read it aloud. S1 make the sentence with this word.

Ex: There is a blanket on my bed.

Circle the odd-one-out. Write.

- Ask students to open their books on page 100. Introduce number 1 like a model.

- Encourage them to give the reason why they are odd-one out.

Game: Guessing Game

- Tape a word card with each zoo animal on Ss‟ backs.

- Ss stand and try to guess by asking each other Yes/No questions. E.g: Can it fly?

Is it brown?

Write

- Ask students to open their books on page 100. Introduce number 1 like a model. Ask

Ss to fill can or can‟t in the blanks.

Look and write

- Ask students to open their books on page 100. Introduce number 1 like a model.

Value worksheet:

- We should protect our environment by picking up trash and putting it into the


wastebasket.

Workbook: p 100.





Objective: - Review of vocabulary and structures of units 13-14 -


REVIEW

Integrated skills:


reading

Key Vocabulary: Review

Sentence patterns:

Review

Resources:

Textbook: FAMILY

AND FRIENDS

Class book p 100-101

Workbook p 100-101

Materials:

- Zoo animal, food,

bedroom objects

flashcards

- Pictures for coloring

- Two/three counters for

each S.

- Dice

- Flashcards

Weather Report:

Game: Bluff

- Groups of 3 or 4 players with 3+ cards each. Players should have as many cards as

possible. The leader of each group shuffles the cards and deals them. Players can look

at their cards.

- Player 1 puts a card face down on the table and says Animal, Food, Verb or Object.

Players do not have to tell the truth: they can „bluff‟, that is, tell a lie. Let us suppose

player 1 says Animal.

- Player 2 also puts a card face down. She must repeat what Player 1 said. In this

example, she must say Animal. She may not in fact have an animal, but she must put

down a card and say that it is an animal.

-The other players put down a card, in turn, until everybody has put down a card and

said Animal. When a player puts down a card and says Animal, any other player can

challenge, if he does not believe him. He says I don‟t believe you or Let‟s see it. The

player who has just put down the card then turns it over, so that everybody can see it.

If the challenger is right, and the card is not an animal, the player who put it down must

pick up all the cards on the table. But if the challenger is wrong, and the card is an

animal, then the challenger must pick up all the cards in the table.

- Player 2 then begins the second round. The first player to put down all his cards is the

winner.

Game: Color the picture

- Divide into groups. Ss color the picture.


Find the differences

- Ss work in pairs. Find out the differences by making the sentences :

o There is an apple on the table in picture A, but there is an apple on the chair

in picture B.

o There are…


Workbook Activity

Circles and Squares


- Ss have to count the number of circles and squares in each pattern line.

- They can draw their own pattern using circles and squares. They record how

many circles and how many squares they used in their pattern


Game: Back-to-Back

- Provide Ss with blank pieces of paper.

- S1 draws a simple picture about his/her favorite shapes.

- S1 tells S2 what to draw in order to reproduce S1‟s picture as closely as possible

(using a word or a phrase to describe)

- When finishing, partners compare pictures for accuracy using the question and

answer pattern: How many circles?..., and then reverse roles.

Write T (true) or F (false)


Ss to write T or F.

Game: Ludo

- Enlarge the board and give one to each group. Place one set of animal cards face

down in a pile next to each board.

- Place the flashcards face down in a pile. Each S chooses one of the animals on the

board, and places three counters on the circle in that corner (for a faster game, use two

counters). S take turns to roll the dice and move one of their counters (they can choose

which one) around the board in a clockwise direction.

- If a S‟s counter lands on any animal square, she picks up a flashcard, mimes the

animal and make the sound of the animal. If the animal square is her own, she has two

extra turns with the same counter. If it is another S‟s animal square, she misses a turn.

If she lands on a sound, she says a word which contains that sound, and has an extra

turn with the same counter.

- If two of a S‟s counter are on the same square, other counters cannot pass. If one S‟s

counter lands on another S‟s counter which is by itself, the counter is sent back ten

squares. When a counter completes one circuit, it is moved up the ladder towards

HOME. The exact number must be rolled to land on HOME. The winner is the first S

to move all three counters onto his/her HOME square.

Circle the vowel


Ss to circle the vowel.

Workbook: p 101.



Semester 2 - Week 37 2 Periods

Objectives: - All of students have to make the Vietnamese flag for LIBERATION DAY

- To develop students‟ art and craft skills.

Topic- Key language Resources and Materials Activities

PROJECT BASED

ACTIVITY

LIBERATION DAY

The Vietnamese flag

Integrated skills:


reading, writing

Review vocabulary:

shapes and colors

Key vocabulary:

flag, star, rectangle

Materials:

- A picture of

Vietnamese flag.

- Samples of stars.

- Colored paper ( red,

yellow)

- Glue, scissors, a small

wooden stick

Project-based Activity: Liberation Day – Making the Vietnamese Flag

Materials:

- A picture of Vietnamese flag.

- Samples of stars.

- Colored paper ( red, yellow)

- Glue, scissors, a small wooden stick

Step 1:

- Have students look at the picture of Vietnamese flag and identify what it

is, where and when to see it (then play some video clips about this if you

can).

Ask Ss to identify the colors of the flag.

Step2:

- Scan the sample of star on the yellow paper.

- Cut the yellow star out.

- Say This is a yellow star. or I have a yellow star now.

Step3:

- Cut out a red rectangle paper and say This is a red rectangle. or I have a

red rectangle now.

- Paste the yellow star in the middle of the red rectangle using some glue.


- Say : This is the flag of my country. It is ___(red)_____. It has a

(yellow)__ star on it. Always stand when the flag is represented!

Steps:

- Paste a small wooden stick onto the left side of the Vietnamese flag.

Work in groups to talk about the flag, e.g.

Write the student‟s name

- Display on the “Works from our hearts” corner.

-


This is the flag of our country.

It is ___________.

It has a _______ ___________ on it.

Always stand when the flag is represented!

The flag of our country

Documents

Family and Friends Grade 2 Lesson plans