Suggested Lesson Plan LET S GO 2A- Second Edition

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

NHÀ XUẤT BẢN ĐẠI HỌC OXFORD

CHƯƠNG TRÌNH TIẾNG ANH TỰ CHỌN

PHÂN PHỐI CHƯƠNG TRÌNH VÀ BÀI SOẠN THAM KHẢO

LET’S GO 2A (Ấn bản lần 2)

LỚP 4-5

TP. Hồ Chí Minh, tháng 04 năm 2009

LET'S GO 2A_SUGGESTED SYLLABUS

LET'S GO 2A (4 UNITS) _ 35 WEEKS/ 70 LESONS

UNIT / WEEK / LESSON / SECTION / LANGUAGE ITEMS / PAGE / FUNCTIONS
1 / 1 / 1 - 2 / Prepare for the beginning of the academic year
2 / 3 / Let’s Talk / Hi, (Scott). How are you?
Fine, thank you.
Good-bye, (Scott).
See you later.
What’s this/that?
It’s (a pencil case).
Is this/that (a ruler)?
Yes, It is. No, It isn’t.
What are these/those?
They’re (yo-yos).
Are these/those (cats)?
Yes, they are. No, they aren’t. / 2 / Greetings
Farewells
Asking about objects (singular and plural)
Identifying objects (singular and plural)
2-3 / 4-5 / Let’s Sing / 3
3-5 / 6-10 / Let’s Learn / 4-5
6-7 / 11-14 / Let’s Learn Some More / 6-7
8 / 15-16 / Let’s Read / 8
9 / 17 / Let’s Listen / 9
2 / 9 / 18 / Let’s Talk / What’s the matter?
I’m (sick).
That’s too bad.
Who’s (she)?
(She’s) (Miss Wilson).
(She’s) (a shopkeeper).
Is (she) (a teacher)?
Yes, (she) is. No, (she) isn’t.
Who are they?
They’re (Mr. and Mrs. Long).
They’re (teachers).
Are they (cooks)?
Yes, they are. No, they aren’t / 10 / Asking about someone’s health
Expressing physical states
Expressing someone else’s name
Asking about professions
Describing professions
10 / 19-20 / Let’s Sing / 11
11-13 / 21-25 / Let’s Learn / 12-13
13-15 / 26-29 / Let’s Learn Some More / 14-15
15-16 / 30-31 / Let’s Read / 16
16 / 32 / Let’s Listen / 17
REVIEW / 17-18 / 33-35 / Let’s Review / REVIEW
THE FIRST-TERM TEST / 18-19
3 / 18-19 / 36-37 / Let’s Talk / Where do you live?
I live in (Hillsdale).
What’s your address?
It’s (16 North Street).
What’s (your) telephone number?
It’s (789-2043).
This is the (bedroom).
Is the (desk) in the (bedroom)?
Yes, it is. No, it isn’t.
There is .../There are...
Is there...?/Are there...?
Yes, there is. No, there isn’t.
Yes, there are. No, there aren’t / 20 / Asking where someone lives
Expressing whre one lives
Asking someone’s address/ telephone number
Expressing one’s address/telephone number
Idenfifying rooms in a house
Asking about the location of household objects
Describing the location of household objects
19-20 / 38-39 / Let Sing / 21
20-22 / 40-43 / Let’s Learn / 22-23
22-24 / 44-47 / Let’s Learn Some More / 24-25
24-25 / 48-49 / Let’s Read / 26
25 / 50 / Let’s Listen / 27
4 / 26 / 51-52 / Let’s Talk / What’s wrong?
I can’t (find my book).
Look at (me).
(I) can (sing a song).
What can (he) do?
(He) can (ride a bicycle).
(He) can (swim). (he) can’t (fly a kite).
Can (he) swim?
Yes, (he) can. No, (he) can’t. / 28 / Asking about a problem
Expressing ability/inability
Describing ability/inability in others
27 / 53-54 / Let’s Sing / 29
28-29 / 55-58 / Let’s Learn / 30-31
30-31 / 59-62 / Let’s Learn Some More / 32-33
32 / 63-64 / Let’s Read / 34
33 / 65 / Let’s Listen / 35
REVIEW / 33 - 35 / 66-70 / Let’s Review / REVIEW
THE SECOND-TERM TEST / 36-37

Week 2 - Period 3

Key language / Materials / Key activities
UNIT 1:
LET'S TALK
Lesson 1
Key language focus:
Speaking
Listening
Vocabulary:
Hi, (name)
Sentences:
Hi, (Scott).
How are you?
Fine, thank you.
Good-bye.
See you later / Resources:
SB/ p. 2
WB/ p. 2
Teaching aids:
- puppets
- CD/ tape
- Cassette player
- Cards of English names
Cultural tip:
- When meeting a person, we often greet each other and ask about health.
- People wave their hands when saying hello/ goodbye. / WARM-UP AND REVIEW:
- Greet Ss in English and introduce teacher's name: Hi,/ Hello, I'm (Ms…).
- Give each student a card of an English name. Then call the names in turn.
- Have Ss stand up & say "Hi/ Hello" when hearing their names.
PRESENTATION:
Act. 1: Review the first part of the dialogue:
- Model the dialogue with 2 puppets.
Hi, (Ken). How are you?
Hello, (Mari). I'm fine, thank you.
- Call some pairs to practice the dialogue
Act. 2: Present the second part of the dialogue:
- Use puppets to introduce the dialogue
- Ask a student to be Scott. And have Ss repeat the dialogue several times
PRACTICE:
Act. 1:Listen and repeat:
- Play the tape and stop by sentence
- Ask Ss to point to the characters and repeat
Act. 2:Role play:
- Divide the class into 2 groups. Practice the dialogue in SB/p.2.
Act. 3:Step Away Lines:
- Ss stand in 2 opposite lines. Practice the dialogue in pairs.
PRODUCTION:
Act. 1: Pick and Speak:
- Call a student in random and ask him/ her to stand up
- Ask the whole class to speak in chorus: "Hello,… How are you? Bye,…
- Ask him/ her to answer: "Fine, thank you" "See you later."
- Then it's turn of the second student.

Week 2 - Period 4

Key language / Materials / Key activities
UNIT 1:
LET'S SING
Lesson 1
Key language focus:
Singing
Listening
Vocabulary: (Review)
Sentences: (Review)
Hi, (name).
How are you?
I'm fine, thank you. / Resources:
SB/ p. 3
Teaching aids:
- CD/ tape
- Cassette player / WARM-UP AND REVIEW:
Chain drill:Ss show their English names
- Hi. How are you?Fine, thank you.
- Hi, (Kate), how are you?Fine, thank you.
PRESENTATION:
Act. 1: Introduce the characters.
- Open the book to page 3, play the recording of "The Hi Song"
- Have Ss listen and point to the characters as they hear the names.
Act. 2: Introduce the song:
- Read the song line by line without music.Have Ss repeat.
- Use gesture to emphasize the meaning of each phrase
- Play the recording again and have Ss sing along.
PRACTICE:
Act. 1:Call and response singing:
- Divide the class into 2 groups
- Have Ss sing the song in two groups:
Group A: Hi, (Scott). How are you? Group B: I'm fine. Thank you
- Ask Ss to repeat
PRODUCTION:
Act. 1: Sing in groups:
- Divide class into 4 groups
- Have each group represent one of the characters in the song and sing
4 groups: Hi, Scott. How are you? Group 1 (Scott): I'm fine. Thank you.
4 groups: Hi, Jenny. How are you? Group 2 (Jenny): I'm fine. Thank you.
4 groups: Hi, John. How are you? Group 3 (John): I'm fine. Thank you.
4 groups: Hi, Lisa. How are you? Group 4 (Lisa): I'm fine.
- Reverse roles and sing again

Week 3 - Period 5

Key language / Materials / Key activities
UNIT 1:
LET'S SING (cont)
Lesson 2
Key language focus:
Singing
Listening
Vocabulary: (Review)
alligator
Sentences: (Review)
Good-bye.
See you later, alligator. / Resources:
SB/ p. 3
Teaching aids:
- puppets / picture
- CD/ tape
- Cassette player
Teaching tip:
- "See you later, alligator." is a children's rhyming expression used in fun when saying good-bye to friends. In natural conversation, however, it is seldom used.
- "See you later." is always an appropriate choice. / WARM-UP AND REVIEW:
- Have Ss stand in groups of four.
- Each group sings "The Hi Song" using students' own names.
PRESENTATION:
Act. 1: Introduce the new vocabulary:
- Show a picture of an alligator or the alligator puppet in Kate's hand (p.3)
- T says "alligator". Ss repeat several times
Act. 2: Introduce the new expression:.
- Use puppets to model a new expression.
Puppet A: Good-bye. Puppet B: See you later, alligator.
- Have Ss repeat several times until they can say the phrase fluently
Act. 3: Introduce the song:
- Ss open the book to p.3, play the recording of "The Good-bye Song"
- Read the song line by line without music.Have Ss repeat.
- Use gestures to emphasize the meaning of each phrase
PRACTICE:
Act. 1: Call and response singing:
- Divide class into 3 groups
- Have each group represent one of the characters in the song and sing
- Reverse roles and sing again
PRODUCTION:
Act. 1:Sing in groups:
- Have Ss stand in groups of three.
- Each group sings "The Good-bye Song" using students' own names.
Act.2: Workbook
- Have Ss get ready to finish the exercises at school
Trace and write:Read and complete the bubbles.

Week 3 - Period 6

Key language / Materials / Key activities
UNIT 1:
LET'S LEARN
Lesson 1
Key language focus:
Listening
Speaking
Vocabulary: (review)
a book
a bag
a desk
a pencil case
a table
a chair
Sentences: (review)
What's this?
It's a (bag). / Resources:
SB/ p. 4
Let's chant, let's sing/ p.1+2
Teaching aids:
- puppets
- CD/ tape
- Cassette player
- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)
- Classroom objects/ realia / WARM-UP AND REVIEW:
Act. 1:Perform the song:
- Play the music (Let's chant, let's sing/ p. 1+2) again
- A volunteer group comes in front of the class to perform the song
PRESENTATION:
Act. 1:Review the classroom objects in Unit 1.
- Use TC 1-8 and 33-38 (Book 1)
- Ss listen and repeat
Act. 2:Review the question-and answer pattern with this.
- Show the Ss one classroom object or a TC each time.
T: What's this?Ss (answer in chorus): It's (a book).
- Have Ss repeat the question, "What's this?"
PRACTICE:
Act. 1:Group work:
- Divide the class into two groups
-Show Ss a classroom object or aTC each time. Have them ask & answer
- Reverse roles – ask and answer with other classroom objects.
Act. 2: Pair work:
- Ask Ss to work in pairs
- Have Ss use their own classroom objects to ask and answer
- Feedback
PRODUCTION:
Act. 1:Walk and talk:
- Place different (non-identical) pairs of Ss and Teacher Cards around the room.
- Have Ss walk around the class in pairs.
- At the signal Stop!, partners must use the cards to exchange questions and answers.

Week 4 - Period 7

Key language / Materials / Key activities
UNIT 1:
LET'S LEARN (Cont.)
Lesson 2
Key language focus:
Learning new words
Listening
Speaking
Reading
Writing
Vocabulary:
a door
a window
Sentences: (Review)
What's this?
It's a (bag).
What's that?
It's a pencil case / Resources:
SB/ p. 4
WB/p.4
Teaching aids:
- puppets
- CD/ tape
- Cassette player
- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)
- Classroom objects/ realia
Grammar tip:
- this and that are used to distinguish between individual objects or people that are close to or far from the speaker.
- Emphasize this in class by holding up or touching individual objects near you (this) and pointing to individual objects far from you (that) / WARM-UP AND REVIEW:
Act. 1: Show and tell:
- Stick TC 33-38 on the board. Have Ss ask and answer: What's this?- It's…
PRESENTATION:
Act. 1:Introduce the new vocabulary
- Use realia: point or touch the window in the classroom and say "a window"
- Have Ss listen and repeat.Continue with "a door"
Act. 2: Introduce the new question-and-answer pattern with "that".
- Use the puppets to introduce the pattern. Have Ss repeat
Puppet A: (point to the window) What's that?  Puppet B: It's a door.
PRACTICE:
Act. 1:Group work:
- Divide the class into 2 groups.
- Point to other objects or TC from a distance. Ask Ss to ask & answer
- Reverse roles – ask and answer with other classroom objects.
Act. 2: Ask and answer in pairs: (open the book to page 4)
- Play the recording of "Let's Learn" – Ss listen, point to the pictures and repeat.
-Ask Ss to work in pairs. Then, ask and answer about the objects in their books.
S1:(point to a pencil case in the book): What's this?  S2: It's a pencil case.
S2:(point to a door in the book): What's that?  S1: It's a door.
Act. 3:Listen and repeat:
- Divide the class into 2 big teams
- Play the tape. Ask Ss to listen and repeat Q (Team A) and A (Team B)
PRODUCTION:
Act. 1:Chain Drill: T: what's this/ that? S1: It's a pencil case
Act.2: Workbook
- Have Ss get ready to finish the exercises

Week 4 - Period 8

Key language / Materials / Key activities
UNIT 1:
LET'S LEARN (Cont.)
Lesson 3
Key language focus:
Listening
Speaking
Reading
Writing
Vocabulary: (Review)
Sentences: (Review)
Is this a ruler?
Yes, it is.
No, it isn't. / Resources:
SB/ p. 5
Let's chant, let's sing/ p.3
Teaching aids:
- CD/ tape
- Cassette player
- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects)
- A small bag / WARM-UP AND REVIEW:
Act. 1: Chants:
- Play the tape, "Let's chant, Let's sing" book page 3
- Play the tape, Ss listen and repeat twice
PRESENTATION:
Act. 1: Review the Yes/No question-and-answer pattern with this.
- Ask questions about nearby classroom objects or TC
- Have Ss answer in chorus, shaking their heads to indicate disagreement and nodding to show agreement.
T: Is this a notebook? Ss (shaking their heads): No, it isn't.
T: Is this a book? Ss (nodding their heads): Yes, it is.
Act. 2: Present the rhythm:
- Clap the hands to make the question and answer in rhythm
- Ask Ss to listen and repeat the question and answer in rhythm.
PRACTICE:
Act. 1: Practice the rhythm in groups:
- Divide the class into 2 groups. Have them ask and answer about the objects
- Clap their hands to make the rhythm
Act. 2: Practice the rhythm in pairs:
- Clap their hands to make the rhythm. In turn, ask and answer about the objects
PRODUCTION:
Act. 1: Ask and answer
- Divide class into two teams and put small classroom objects in a bag.
- Have S1 from team A reach in the bag & hold an object in his/her hand. S1 keeps his/ her hand in the bag & asks. Then have S1 reveal the object to S2 from team B.
S1: Is this (a marker)?S2 responds: Yes, it is./No, it isn't.
- Continue until all students have had a chance to ask and answer

Week 5- Period 9

Key language / Materials / Key activities
UNIT 1:
LET'S LEARN (Cont.)
Lesson 4
Key language focus:
Listening
Speaking
Reading
Writing
Vocabulary: (Review)
Sentences:
Is that a ruler?
Yes, it is.
No, it isn't. / Resources:
SB/ p. 5
WB/p. 5
Teaching aids:
- CD/ tape
- Cassette player
- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects) / WARM-UP AND REVIEW:
Act. 1: Make the rhythm:
-Ask 1- 2 Ss to come before the class, make the rhythm & the others clap hands
What's this/ that? It's a crayon.
Is this an eraser?  Yes, it is. / No, it isn't.
PRESENTATION:
Act. 1: Introduce the Yes/No question-and-answer pattern with "that".
- Point to the window from a distance and model the pattern:
T: Is that a door? Ss: No, it isn't.
T: Is that a window?Ss: Yes, it is.
- Ask questions about other classroom objects or TC that are far from the teacher
- Have Ss answer in chorus (using appropriate gestures)
Act. 2 : Ask and answer in groups
- Divide the class into two groups.
- Point to different classroom objects or TC at a time and have the groups practice the Yes/ No question-and-answer pattern with that.
- Reverse roles after several exchanges.
PRACTICE:
Act. 1: Practice in pairs:
- Open the book to page 5
- Have Ss practice the patterns in pairs, using the pictures on page 5 as prompts.
- Ask 2 Ss to come before the class, ask and answer
- Continue with other pairs
Act. 2: Listen and repeat:
- Play the tape. Have Ss point to the pictures, listen and repeat.
PRODUCTION:
Act. 1: Workbook:Have Ss get ready to finish the exercises

Week 5 - Period 10

Key language / Materials / Key activities
UNIT 1:
LET'S LEARN (cont)
Lesson 5
Key language focus:
Speaking
Listening
Reading
Writing
Vocabulary: (review)
Sentences: (review)
What's this?
It's a (bag).
What's that?
It's (a pencil case).
Is this a ruler?
Yes, it is. / No, it isn't.
Is that a ruler?
Yes, it is. / No, it isn't. / Resources:
SB/ p. 4 - 5
Let's chant, let's sing/ p.4
Teaching aids:
- CD/ tape
- Cassette player
- Teacher's cards (TC): 1-8 and 33-38 (Book 1, classroom objects) / WARM-UP AND REVIEW:
Act. 1: Relay Race
- Divide the class into four teams, each team standing in a line.
- Assign a sentence to the first student in each line, who then repeats the sentence to the next student in the line.
- Continue until the information reaches the last student in the line. Then the last student races to the board and write it. The first team to finish is the winner.
PRESENTATION:
Act. 1: Present the rhythm:
- Clap the hands to make the 4 question-and-answer patterns in rhythm
-Play"Look at that! What's that?", "Let's chant, Let's sing", p. 4
- Have Ss clap their hands and repeat.
PRACTICE:
Act. 1:Question circles:
- Divide the class into groups, and have each group sit in a circle.
- Half of the Ss in each group hold one of the student cards.
- A student holding a card shows it to the group and asks, Is this (a pencil case)?. The group answers, Yes, it is. or No, it isn't.
Act. 2: Walk and talk:
- Place different pairs of TC and classroom objects around the room.
- Have Ss walk around the class in pairs, exchange questions and answers (What's this? and What's that?, Is this a crayon? and Is that an eraser?)
PRODUCTION:
Act. 1:Guessing game
- Ask one st to choose one classroom object (but not showing it to the class)
- Other students ask four Yes/ No questions to identify the object.
- The student who has the correct answer will be the next to play the game.

Week 6 - Period 11

Key language / Materials / Key activities
UNIT 1:
LET'S LEARN SOME MORE
Lesson 1
Key language focus:
Listening
Speaking
Vocabulary: (review)
ball(s)
yo-yo(s)
jump rope(s)
puzzle(s)
car(s)
bicycle(s)
bat(s)
kite(s)
Sentences: (review)
What are these?
They're yo-yos. / Resources:
SB/ p. 6
Teaching aids:
- puppets
- CD/ tape
- Cassette player
- Teacher's cards (TC): 77– 86, 39–44(Book 1)
- Toy objects or pictures of toys in plural / WARM-UP AND REVIEW:
Act. 1: Pairs race
- Arrange the Ss in two lines and stick TC 77 – 86 on the board.
- Say one of the words and have the first students in the lines race to the board to touch the correct picture card. The student who touches the card first and names it correctly gets a point for his or her team.
Act. 2: Review the toy vocabulary and question-and-answer pattern with this:
- Show TC 77- 86 in random. Have Ss ask & answer: What's this?It's a yo-yo.
PRESENTATION:
Act. 1:Introduce the singular and plural forms of the words.
- Use sets of toys or teacher-made pictures of toys in plural to introduce new words: ball(s), yo-yo(s), car(s), puzzle(s).
- Point to the pictures and say the words. Then have Ss repeat
Act. 2: Review the question and answer pattern.
- Use the puppets to teach the sentences. Then ask Ss to play the roles
Puppet A: (point to the card 77) What's this?  Puppet B: It's a yo-yo.
Puppet A: (point to two yo-yos) What are these?  Puppet B: They're yo-yos.
PRACTICE:
Act. 1:Practice in groups:
- Divide the class into 2 groups, distribute the toy objects/ pictures to Ss in group A. Have Ss in group A ask the questions, using these and Ss in group B answer.
- Then reverse the roles.
PRODUCTION:
Act. 1:Toy Shop:
- Have Ss draw pictures of pairs of toys and classroom objects they've learned.
- Place the drawings at the front of the class and have Ss ask & answer
S1: What are these?S2: They're puzzles.

Week 6 - Period 12