Baøi soaïn tham khaûo - LET’S GO 2 – Unit 2: My things Hoïc kyø 1

Unit 2

Topics / Key words / Language Items / Social Language / Extra activities
My things / a key, a candy bar, a comic book, a comb, a coin, a brush, a tissue, a watch, a camera, a key chain, a music player, a calculator, a train pass, an umbrella, a lunch box, a wallet /
  • Whose coin is that?
It’s Jenny’s coin.
  • What do you have?
I have a coin
  • Do you have a coin?
Yes, I do. / No, I don’t.
  • What does she/he have? She/he has a coin.
  • Does she/he have a coin? Yes, she/he does.
No, she/he doesn’t. /
  • Whose coin is that?
I don’t know.
  • Is it Scott’s coin?
No, it isn’t his coin. /
  • Go fish activity
  • Lost and Found Corner

  • Week 4: LET’S START: LET’S TALK – Period 1 + 2

OBJECTIVES: Ss talk about personal possessions
Emphasizing on Speaking skill.
Topic – Key language / Resources and materials / Key Activities for Lesson
Integrated skills:
Listening, speaking, reading
Additional Vocabulary:
a key, a comb, a coin, a watch
Sentence Pattern:
1. Whose bag is that?
It’s Ann’s watch. It’s her bag.
It’s Tung’s watch.
It’s his bag.
2. Is it Ann/(Tung)’s bag?
No, it isn’t her/his bag. / Pronunciation tip: “Whose question” is stressed on the object we are asking about.
  • Character cards: Scott, Kate, Jenny
  • CD1 track 27,25
  • T Cards 25,28,29,32
  • Workbook, Skills book – Page 10+11
Note: có phải
“ character hard card” là
Character cardboard??? / Introduction
Weather report
T gives some commands with “Please”: (erase the board, read books …then use the let’s move verbs: run, swim, sing dance…) and speeds them up.
Board race: T puts cards on the board, Sts stand in three lines. T says the sentences loudly (Ex: This is a picture. Those are clocks.). Sts have to point or touch the correct objects.
Ss listen to the song twice (CD1 track 27) using the character hard cards of Jenny and Andy to illustrate. Sts clap to keep the beat. Ss sing the song line by line then the whole song
Presentation: After listening to the song, T gives a meaningful context to lead in the dialogue(T point to a bag under a desk and says: Oh, whose bag is that? And takes it. Ss may shout “cuûa Tuøng ñoù coâ/ thaày”. T smiles and says. “Ah, It’s Tung’s bag. Now, Tung, please come here and show us what you have. This is Tung’s pencil, This is Tung’s workbook…Whose ruler is this, everybody?.(The whole class: It’s Tung’s ruler.)..Today, we learn about personal possessions)
T models the dialogue with character cards while playing the audio (CD1 track 25 )
Sts repeat the dialogue several times (whole class, groups, pairs)
T invites some volunteer pairs to practice in the front.
(We may)teach Sts some words (a key, a comb, a coin, a watch) by using the puppets.
Pair work: Put six cards on the board and let Sts practice the 1st pattern with dices.
Development
Walk and Talk: T borrows some Ss’ objects and T cards (25,28,29,32), writes names on those and put them around the class. Sts walk around and stop when the music is paused; they use the 1st and 2nd patterns to ask and answer each others.
Guessing Game: T collects all objects and cards back and puts them in a bag. T takes out one thing and lets Ss guess whose object it is. Ss are divided into group and write down their final answers.
Consolidation
Drawing: Each S draws an item and write a name under that picture.(It is not his/her name) then hide the name and asks his/her partner the 1st pattern. The winners are thosewho can guess three names
Exercises workbook (p 10+11), Skills book (p 10+11)
Story time
  • Week 4: LET’S LEARN – Period 3 + 4

OBJECTIVES: Ss talk about personal possessions
Emphasizing on Reading skill.
Topic – Key language / Resources and materials / Key Activities for Lesson
Integrated skills:
listening, writing speaking, reading
Key Vocabulary:
a key, a candy bar, a comic book, a comb, a coin, a brush, a tissue, a watch
Sentence Patterns:
  1. What do you have? I have a tissue.
  2. Do you have a tissue?
Yes, I do./No, I don’t. /
  • Character cards: Gogo
  • CD1 track 31, 34
  • T Cards 25-32
  • Workbook, Skills book – Page 12+13
  • 4 Domino sheets
  • Word/sentence cards
/ Introduction
Weather report
Song: “Walking Walking”
Passing balls game: T asks Ststochoose and put an object on their desks. T passes 3(2 or 3???) balls to Ssand turn on the music. When the music is paused, the Ss who have the ball raise their objects and say (This is my long ruler…) and the others say (That is Mai’s long ruler.)
Presentation:T gives a meaningful context to lead in the Vocabulary (Gogo has a comb, a coin in his bag but he wants to know what you have. Today we learn some objects you may bring to school and learn to ask and answer what someone have…)Ss listen to CD1-track 31 while T shows T-cards and sticks them on the board. T numbers the T cards and says the objects, Ss say the number. T says the number, Ss say the words then T speeds it up.T and Gogo ask and answer the 1st pattern using CD1 track 34.Ss in pairs take out what they have and practice the 1st pattern
Development
Domino game:Ss play domino in 4 groups. They have to read and put the same picture to the correct words together. The winners are who have fewest points.
Correct the mistake: T writes on the board ten incorrect words about objects. Ss work in group, read the words and correct them.
True –False: T writes on the boards some true/false sentences about the Ss in class. Ex: What do you have? Do you have a tissue? Do you have acoin?... Ss read the questions and write short answers. After they’ve finished writing, T calls some Ss and the whole class tocheck it. T says the words. The others use the 2nd pattern then that S answers.
Catching the thief: Ss were police officers and they have to catch the thief. The thief is holing a word (a comb, a tissue…) a sentence (What do you have?/ I have a book…). All Ss have to watch it very carefully and shout the thief’s word/ sentence. Who is fast will have that word/sentence and the winners are thosewho has more cards than others.
Consolidation
A sentence: Ss write on their notebook a sentence. Then they walk around and ask to find their group which has the same sentence.
Exercises:Workbook (p 12+13), Skills book (p 12+13)
Story time
  • Week 4:Station Work:

Objective: Review vocabulary of personal and classroom objects, numbers based on Speaking

Save the princess and the prince

There are 6 stations in this station work. Each station is a level (from easy to hard). Satisfactory and Need to be improved Ss have to pass 4 levels, Fair Ss have to pass 5 levels and Good and Outstanding Ss have to pass all. T gives each Ss a (blue, orange or yellow) passport depended on their level. (For example: Good Ss have yellow cards, the Fair ones have the orange and the rest have the blue ones.) Ss can start at any level they like. There is a student-guard at each station. When Ss move to a station, they have to answer or do what the guard requires them to do. If they pass, the guard will write on their passport the number of that level but if not they have to try again later. When they finish enough or more levels they are required, they win the game and they can save the princess and the princethen get a present.

Level 1: Do the commands: The guard giveseach S four or five commands: stand up, sit down, jump, hop, swim, sing, dance, write your name, read books, erase the board, speak English.

Level 2: Numbers: T prepares 20 number cards (1-20). The guard asks each S to say out loud four or five numbers.

Level 3: Spelling: T prepares 10 word cards:tissue, paper clip, watch, candy bar, brush, window, calendar, comic book, picture, workbook. The guard asks each S to spell 2 words.

Level 4: What do you have?The guard asks each S answer the question: What do you have? And they have to have 3 objects.

Level 5:What does Tung/Jenny have?T prepares 10 T-cards: :tissue, paper clip, watch, candy bar, brush, window, calendar, comic book, picture, workbookandwrites the names under the cards. The guard asks each Ss 2 questions about the pictures on the cards.

Level 6:Free Questions: The guard asks each S toanswer 5 questions about:

  1. Do the commands: stand up, sit down, jump, hop, swim, sing, dance, write your name, read books, erase the board, speak English.
  2. The members in the family: How many people are there in your family?
  3. Spell one family member’s name: How do you spell your father/mother/grandma’s name?
  4. His/her favorite objects: What your favorite object/thing?
  5. The shape or size of that object: Is it big/ small/ long/ short/ new/ old?

  • Week 5: LET’S LEARN MORE – Period 1 + 2

OBJECTIVES: Ss talk and write about someone else’s personal possessions
Emphasizing on writing skill.
Topic – Key language / Resources and materials / Key Activities for Lesson
Integrated skills:
Listening, writing speaking, reading
Key Vocabulary:
a camera, a key chain, a music player, a calculator, a train pass, an umbrella, a lunch box, a wallet Sentence Pattern:
  1. What does she/he have? She/he has a tissue.
  2. What do you have? I have a tissue.
  3. Does she/he have a calculator? Yes, she/he does./No, she/he doenn’t.
/ Pronunciation Tip: stress on (what + have) is on what is the possessed. Stress on (he/she) is on the person doing the possessing.
Train pass is a card used to enter the gate to the train. ???
  • Character cards:
Gogo
  • CD1 track 36, 40
  • T Cards 25-32, 33-39
  • Workbook, Skills book – Page 14 + 15
  • 4 Domino cards
  • Word/sentence paper sheets
/ Introduction
Weather report
Collecting game: T draws on the board 9 big empty bags and names them Hoa, Vinh,Nam. Ss stand in 3 lines, listen to T (Ex: Do you have a coin Hoa? Yes, I have one. Whose key is it? It’s Vinh’s key…), one by one go to the board, choose the correct bagand write the object in it.
Presentation: T gives a meaningful context to lead in the Vocabulary(T uses 2 bags on the board, Gogo points to one bag and ask What do Hoa have? T: You mean: What does Hoa have? She has a comb, a tissue and a candy bar. Now Everybody, today we learn to talk and write about someone else’s personal possessions) and T teachesthe 1st pattern
T teaches new wordsby sticking the T-cards in two bags on the board while playing CD1 track36, explains the usage of the train pass, lunch box.
Ss practice the new words and 1stpattern. (Whole class, Each group, then individual)
Development
Writing: Ss work in groups of six, write the number 1-8 and listen to CD1track40 (twice) and together write the correct objects at each number. Then T corrects all on the board.
Interviewing game: Sts work in groups of three, draw 3 boxes, they writetheir own things in 1 box and they walk and ask their partners to complete two other boxes. Then T interviews some fastest Ss about their friends’ objects.
Dictation: T sticks 8 small sentences on the wall (Ex: 1. What does Mary have? She has a calendar. or 2. What does Tung have? He has a train pass…) Ss in groups have 1 readers, and writers. The reader runs to the wall, reads, writes on a piece of paper, and runs back, dictate to his/her friend 1st sentence. The writers have to write exactly what their friend said. Then the other readers takes theirturns
Consolidation
What does he/she have?Ss draw their objects, color and exchange their pictures for their partners’. Then they write Q and Answer under their friends’ pictures (What does Tung have? He has a music player…)
Exercises: Workbook (p 14+15), Skills book (p14+15)
Story time
  • Week 5: LET’S BUILD – Period 3 - 4

OBJECTIVES: Ss talk about personal possessions, locations and possessive adjectives
Emphasizing on listening skill.
Topic – Key language / Resources and materials / Key Activities for Lesson
Integrated skills:
Listening, writing speaking, reading
Key Vocabulary:
a camera, a key chain, a music player, a calculator, a train pass, an umbrella, a lunch box, a wallet Sentence Pattern:
  1. What does she/he have in her hand? She/He has a coin.
  2. Does she/he have a coin in her/his bag? Yes, she/he does. / No, she/he doesn’t.
/
  • CD1 track 43 - 45
  • T Cards(calculator, robot, wallet, phone, CD, pencil, notebook, video game) 25-32, 33-39
  • Workbook, Skills book – Page 16 + 17
/ Introduction
Weather report
Matching game: T drawstwo columns on the board (objects and names). Sts listen to T and match the objects to the correct names. (Ex: What does Tung have? He has a coin. Or Whose bag is that? It’s Jenny’s bag. It’s her bag.)
Listening:T sticks 8 cards on the board. T plays CD1 track 43, then Sts have to number on their notebooksthe pictures as they listen. Then T corrects the task.
Ss practicethe 1st pattern in pairs with the cards on the board.
Ss guess the objects and say out loud as the listen to CD1 track44
Development
Describing things: (Ex: He has a thing in his hand. It’s round and yellow. What does he have? : “Does he have a coin?” “Yes, he does.”)…Each group choose an object and describe. Then the other groups guess.
Play CD1 track 45. Sstry to put the ticks in the correct boxes.
As your partner: Sts ask and answer their partner the activity on page 17 D
True/false Statement: T sticks on the boards 8-10 T cards (There are names under the cards)
and T says (Tung has a coin in his bag.)If it’s true, all Ss move right but if it’s false, they move left.Then Ss take turns saying the statement (about themselves).
Consolidation
Bingo game: Sts draw/write their own 3-6objects then play the game.
Exercises workbook (p 16+17), Skills book (p 16+17)
Story time
  • Week 5: Station Work

Objectives: Review vocabulary of personal and classroom objects, numbers based on Listening

Save the princess and the prince

There are 6 stations in this station work. Each station is(represents)a level (from easy to hard). Satisfactory and Need to be improves Ss have to pass 4 levels, Fair Ss have to pass 5 levels and Good and Outstanding Ss have to pass all. T gives each Ss a (blue, orange or yellow) passport depend on their level. (For example: Good Ss have yellow cards, the Fair ones have the orange and the rest have the blue ones.) All Ss have to have anotebook + apencil (and crayons). They can start at any level they like. There is a student-guard at each station. When Ss move to a station, they have to answer or do what the guard requires them to do. If they pass, the guard will write on their passport the number of that level but if not they have to try again later. When they finish enough or more levels they are required, they win the game and they can save the princess and the prince and get a present.

Level 1: Listen and point: T prepares 20 number cards (10-20). The guard asks each S to point to four or five correct numbers

Level 2: listen and match: T copies T book page177, writes names above and writes sentences for the guard. The guard says the sentences and asks each S to match the name with the object. (Ex: What does Tung have? He has a camera…Then S matches Tung to the brush by their finger.)

Level 3: Writing: T prepares 10 words:calculator, paper clip, watch, candy bar, brush, window, calendar, umbrella, camera, wallet. The guard spells 2 words to each S and he/she has to write down on his/her notebook.

Level 4:Drawing:The guard asks each S to draw a picture of a classroom or possessive objects. The guard checks his/her drawing and asks: Do you have a candy bar? Ss have to give the correct answer.

Level 5:What does he/she have in his/her bag?T prepares 10 words:calculator, paper clip, watch, candy bar, brush, window, calendar, umbrella, camera, wallet, writes the names under the cards and writes sentences for the guard. The guard says the sentences (Ex: What does Nga have in her bag? She has a calendar, a calculator and a paper clip…) Then the guard asks Ss towrite the name and draw the objects.

Level 6:Complex listening: T prepares the sentences for the guard. The guard gives each S answer 5 parts about:

  • Drawing: Let’s draw two bags: a big bag and a little one…
  • Names: Write “Scott” on the big bag and“Kate” on the little one…
  • Objects: Draw a coin and a calculator in Scott’s bag. Draw a comb and a lunch box in Kate’s bag…
  • Number: Write number 21 in Scott’s bag and number 35 in Kate’s bag…
  • Coloring: Color Scott’s bag green and his objects purple. Color Kate’s bag red and her objects yellow…
    Week 6: EXTRA ACTIVITIES

OBJECTIVES: Ss review personal objects, locations and possessive adjectives
Emphasizing on Speaking and Writing skill.
Topic – Key language / Resources and materials / Key Activities for Lesson