Giáo án tiếng anh family friends lớp 4

Lesson 1 Objectives: Identifying different places in a home Topic – Language target Resources and Teaching Aids Key Activities KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY Class Book characters; My house; Clothes; Prepositions of place ADDITIONAL VOCABULARY Welcome back, learning, end (v) Hide (v) hiding, come out (v) SENTENCE PATTERN Where’s …? This is… These are… Resources: CLASS BOOK p.4 WORK BOOK p.4 Teaching Aids: CD tracks 12 Starter story Poster Introduction As children come into class, smile and say Hello. Encourage children to say Hello back to you. Say It’s a new year. Welcome back Begin the class with some common greetings. Children then practice greeting each other in pairs or small groups. Tell children that they are going to begin the lesson with a song. Ask children to open their Class Books and look at the three children at the top of the page. Point to each one in turn for children to tell you their names. Explain that they will see these characters the whole way through the course. Development Recording 1: Explain that they’re going to listen to a Welcome back song and then sing it. Play the recording once for children to listen and follow the song in their books. Focus attention on the words. Read each line for children to repeat after you. Play the recording again for children to sing along.  Song actions: Ask children to think of some actions for the song. Play the song again for children to sing and do their actions. Repeat if you wish. Recording 2: Use the Starter Story Poster to present the story. Point to the characters for children to say the names. Ask What’s happening in the story? Where’s Billy? Is he behind the door?...  Exercise 1: Look and write: 2. dining room 3. He’s in the bedroom. 4. She’s in the kitchen. 5. He’s in the bathroom.  Exercise 2: Find and circle the clothes words Consolidation Guessing game: Describe a character from the story for children to guess who it is, e.g. She’s in the kitchen. Ask different children to describe another character for the class to guess.

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SEMESTER 1 – Unit Starter – Lesson 1 - Period 1

Lesson 1 Objectives: - Identifying different places in a home

Teaching Aids:

- CD tracks 1-2

- Starter story Poster

Introduction

As children come into class, smile and say Hello Encourage children to say

Hello back to you Say It’s a new year Welcome back!

Begin the class with some common greetings Children then practice greeting each other in pairs or small groups

Tell children that they are going to begin the lesson with a song Ask children

to open their Class Books and look at the three children at the top of the page Point to each one in turn for children to tell you their names Explain that they will see these characters the whole way through the course

Development

Recording 1: Explain that they’re going to listen to a 'Welcome back' song and then sing it Play the recording once for children to listen and follow the song in their books Focus attention on the words Read each line for children to repeat after you Play the recording again for children to sing along

 Song actions: Ask children to think of some actions for the song Play the song again for children to sing and do their actions Repeat if you wish

Recording 2: Use the Starter Story Poster to present the story Point to the

characters for children to say the names Ask What’s happening in the story?/ Where’s Billy?/ Is he behind the door?

 Exercise 1: Look and write: 2 dining room 3 He’s in the bedroom 4 She’s

in the kitchen 5 He’s in the bathroom.

 Exercise 2: Find and circle the clothes words

Consolidation

Guessing game: Describe a character from the story for children to guess who

it is, e.g She’s in the kitchen Ask different children to describe another

character for the class to guess

( Tuần 1 ) (20/8-24/8/2012) ( Giáo trình anh văn 4 tiết/tuần)

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Topic – Language target Resources and Teaching

Teaching Aids:

- CD tracks 1-2

- Starter story Poster

Introduction

 Sing the Welcome song (p 4) and do the actions to energize the class

Ask children if they can remember what happened in the story in the previous lesson Hold up the Starter story poster to encourage ideas Ask questions about

the people in the story, e.g Where’s Billy? Is he behind the door?

Development

Ask children to turn to the story on page 4 of their Class Books Play the recording, asking children to repeat Play the recording again for children to mime the actions as they listen Children practise acting out the story in their

groups Ask some of the groups to act out the story before the class.

 Ask children to look at the sentences in the book Ask Is grandma in the

kitchen? to establish that the first sentence is true Allow time for them to read all the sentences again and decide whether they are true or false Go through the answers with the class (1 T 2 F 3 T 4 F 5 F 6 T )

Ask a child to read the dialogue Say the dialogue again Ask them to practice the dialogue in pairs Ask some pairs to say the dialogues aloud for the class

Elicit or explain that the children in the pictures are introducing a friend to someone else Ask a child to stand up and read the sentences in the first speech bubble to the class Divide the class into groups of three Children take turns to

'introduce' their friends to each other.

Consolidation

Introducing circle: Ask children to stand in a circle Ask the first child to introduce the person on his left to the person on his right The person on the right then introduces the one on his left Continue in this way around the class tointroduce the friend

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Lesson 3 Objectives: - Identifying toys and possession

KEY LANGUAGE

FOCUS:

Listening – Speaking

KEY VOCABULARY

Days of the week

Toys: car, teddy, kite,

doll, ball, puzzle

- Extra Practical Classroom

Activities: Word search pair

activity, Bingo

Introduction

 Word search pair activity: Give half the class the ‘A’ sheet and half theclass the ‘B’ sheet Children work individually to find the five words in the wordsearch grid, circling the words in the box as they do so Once all the childrenhave finished, they work with a partner (‘A’s’ with ‘B’s’) They take turns todictate their words and look for those words in the grid At the end of theactivity, they should all have found the ten words Check together as a class toelicit all ten words

Ask children what they can remember about the story from lesson 1 Ask

Where’s Billy in the story?

Development

Ask children to identify the characters Rosy and Tim; name the different toys

they can see Read the words in the word pool, pointing out the possessive’s in

both cases Choose a child to read the example sentence Children complete the sentences with the correct name for each toy Give feedback

Answers1 Tim’s 2 Rosy’s 3 Tim’s 4 Rosy’s 5 Rosy’s

Ask one child to read the example dialogue Say the dialogue again Ask children to practice the dialogue in pairs Ask them to make new dialogues, pointing at different items in the picture Ask some pairs to say their dialogues aloud for the class

Consolidation

 Bingo: Give each child a whole worksheet Tell them to cut up the pictures and choose nine of the pictures to stick on the bingo grid You need to keep a copy of the worksheet as well Read out the words one by one, and students can cross off the words as they hear them The first child to have a complete row,

three across, three down or diagonally shouts Bingo! He’s the winner.

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KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Days of the week

Toys: car, teddy, kite,

doll, ball, puzzle

Teaching Aids:

- CD tracks 3

- Extra Practical Classroom

Activities: Song worksheet

Introduction

Team work: Ask children to write the names of the toys they know/ like

Ask children to open Class book, p 6 and look at the pictures Ask What can

you see? Elicit the actions the children are doing (jumping, waving)

Development

 Play the recording once for children to listen Read each line of the song aloud for children to repeat after you Play the recording again for children to sing along Repeat (more than once if you wish)

 Ask children to look at the pictures and decide together on what the actions should be Play the recording for children to listen, sing, and do their actions

Suggested song actions

Monday, Tuesday, Wednesday, Jump! – jump in the air Thursday, Friday, down with a bump! – sit down on chairs Saturday, Sunday, let’s say ‘Hi!’ – wave hello

Days of the week, let’s say ‘Goodbye!’ – turn around and wave

Consolidation

 Song worksheet: This is a simple gap-fill activity that could be used after listening to the song and looking at the class book, or before Students can listen and fill in the missing words (prompted by pictures) and then check with their partner before looking in the Class Book

Exercise 2: Find and circle the days of the week Write

Tell children that they are going to make their own version of the song Write the words to the song on the board with the actions missing Invite different

children to suggest new actions, e.g Monday, Tuesday, Wednesday, clap! Thursday, Friday, Touch your head… Fill in the gaps on the board Sing the new

song and perform the new actions with the class

( Tuần 2 ) (27/8-31/8/2012) ( Giáo trình anh văn 4 tiết/tuần)

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Lesson 4 Objectives: - Identifying school objects and possession

KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Colours: red, black, blue,

green and pink;

 Revise colours red, black, blue, green and pink Ask questions to practise

using colours, e.g hold up a bag and say What colour is this bag?

Ask them to look at the table with the class Point to each item in the column

heading and ask What is this? What colour is it? Tell them they are going to hear

a recording of the children talking about what they have in their bags They mustlisten and say which child owns each object

Development

Recording 4: Play the first part of the recording, Luke’s speech, anddemonstrate the example Play the whole recording again for children to listenand tick Go through the answers with the class

Luke: red ruler, blue pen, black pencil Sarah: black pen, green pencil, rubber, book

Ask one child to read the example dialogue Say the dialogue again, pausingafter each line for the class to repeat Ask children to work in pairs and say thedialogue with their partner Encourage children to name different objects Askchildren to continue the activity in pairs Ask some of the pairs to say theirdialogues aloud for the class

Consolidation

 Read the example sentence to the class Then read it again, pausing for the class to repeat Hold up some items from your bag and describe these to the class in the same way Say an item that you haven’t got Ask children to continue the activity in pairs Ask some children to talk about their school bags

Lesson 4 Objectives: - Identifying school objects and possession

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Aids KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Colours: red, black, blue,

green and pink;

 Ask children to open their workbook, p 7 Ask them to look at the pictures

Point to each item in the pictures and ask What is this? What colour is it?

Development

 Exercise 1: Tell children that they are going to look at the pictures carefullyand say which child owns which object Ask them to read the bubbles andnumber them Then colour the pictures

1b, 2a, 3d, 4c

 Exercise 2: Ask children to look at the pictures carefully and say which

object each child owns Write I’ve got or I haven’t got in the gaps Give

feedback

1 I’ve got; 2 I haven’t got; 3 I haven’t got; 4 I’ve got

Consolidation

Board game: The board games are all available in colour and in black and

white Colour is obviously more appealing to children If you can print out the games in colour, you can laminate them and keep them to use again and again in your staffroom In Grade 3 all the board games are vocabulary based and just rely on students saying the relevant words when they land on those squares You will need to teach board game language as well, including “roll again,” “miss a

turn,” and “go forward or back”, “spaces.”

SEMESTER 1 – Unit 1 – Lesson 1 - Period 7

Lesson 1 - Words Objectives: - Describing someone's appearance

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KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Appearance: long, short,

blond, brown, curly,

Introduction

Sing Monday, Tuesday, Wednesday, Jump! (p 6) to warm the class up

Remind children of the last story Tell children that today's story is aboutfriends Ask several children to tell you the name of one of their friends

Put your hands on your own hair Say the word hair and write it up on theboard Use flashcards 1-6 to elicit the vocabulary for this lesson Hold them up

one at a time and ask Long or short hair? Blond or brown hair? Curly or straight hair? Hold the flashcards up in a different order and repeat.

Development

Listen, point and repeat Ask children to look at their Class Books/ p 8.Play the 1st part of the recording for children to listen & point to the appropriatepicture Play the 2nd part of the recording for children to repeat Play therecording all the way through for children to listen, point and repeat the words

 Listen and chant Play the recording for children to listen to the chant Playthe chant a second time for children to say the words

Listen and read Use Story poster 1 to present the story Ask What's

happening? Encourage predictions from different members of the class Ask

children to look at the poster, listen to the recording, point to each speech

bubble Ask Who's Rosy's new friend? What's Alice got? Who's Tim's new friend? Are the new friends cousins? Ask children to open their Class Books,

listen again and follow the words in the story

Consolidation

 Extra Activity 1: Find the odd-one-out Circle Then write and say

2 curly hair 3 He’s got brown hair 4 She’s got straight hair 5 He’s got blond hair She’s got short hair

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KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Appearance: Ask six children to come to the front of the class Give each

child one of the flashcards (1-6) Play the recording again The children at the front stamp their feet when their hair type is mentioned If you wish, ask six different children to come to the front of the class and repeat the activity doing adifferent action

Explain that you are going to describe yourself E.g (Point to your hair): My

hair is black (Point to your eyes): My eyes are brown.

 Who am I? Remind children of Rosy, Tim, Alice and Adam Ask one child

to come before the class, imagine that he/ she were one of the four children Ask

him/ her to describe himself/ herself E.g My hair is curly My eyes are blue

My ….Who am I? The class listen carefully and say who she/ he is E g You are Alice He who gives correct answer will come before the class and describe

himself Continue the game in the same way until all characters are described

( Tuần 3 ) (3/9-7/9/2012) ( Giáo trình anh văn 4 tiết/tuần) SEMESTER 1 – Unit 1 – Lesson 2 - Period 9

Lesson 2 - Grammar Objectives: - Describing someone’s appearance

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KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Do exercise 1 Children listen again to the story and follow Story Poster 1

 Play Board slap with the children Put the appearance flashcards on the whiteboard and bring up two teams of 3 children to the front Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word The first child to touch for their team wins a point

Development

Exercise 2: Look at exercise 2 and hold up different flashcards asking

children to describe the person in each flashcard E.g She’s got long hair.

Writing: Put flashcards on the board again and write a gapped sentence like

the ones in the Class Book, e.g She _ straight hair He _ curly hair

Elicit the target structure and get two children to come to the front to write the missing words Children then do Exercise 3

Exercises 4: Children look at the pictures from Exercise 3 Say curly hair …Children point to the appropriate pictures Model the dialogue PW: one says

what each person has got/ hasn't got; the other guesses the number.

Pronunciation: Focus on the contractions of He has got (He’s got) and He

has not got (He hasn’t got) and have children practicing the words as a class,

groups and pairs

Consolidation

 Grammar Reference: Ask children to open their Class Books to p.74 and dothe Unit 1 Grammar activity to practice the target structure further

Game: Ask a child to come before the class He chooses a flashcard and

keeps secret The class will say what each person has got / hasn't got When

they say correctly, the child shows the flashcard and it is the next child’s turn

Lesson 2 – Grammar Objectives: - Describing someone’s appearance

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KEY LANGUAGE

FOCUS:

KEY VOCABULARY

Development

 Exercise 1: Ask children to read the descriptions of Sarah and Rick in Exercise 1 carefully and then draw and color them

Exercise 2: Ask children to look at the pictures of Sarah and Rick again and

write what each person has got or has not got Ask all children to write the

answers in their workbook Some children may go to the board and write the complete sentences

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Lesson 3 – Song Objectives: - Identifying and describing shapes, Listening and speaking skills

Use flashcards 7-10 to introduce the new words Hold up each one and say

the words for children to repeat E.g circle, rectangle, triangle, square Draw

one of the shapes on the board, with one side missing Ask a child to come to thefront and draw the missing side The class calls out the name of the shape Repeat with the rest of the shapes

Development

Recording 8: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words Play again for children to repeat the words after the audio

Recording 9: Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words After that ask children to sing along with the CD and then sing together without the CD audio

Sing and act: Tell children they are going to sing the song again, but this

time they are going to do the actions E.g.: It's got three/ four sides - hold up right number of fingers It hasn't got sides - shake heads It's a square /circle /rectangle /triangle! - draw shapes in the air.

Consolidation Drawing: Tell children that they are going to make pictures out of the shapes

in this lesson Divide the class into groups of four to six Give each child a piece

of plain paper and each group a selection of coloured shapes and a glue stick Children make pictures by sticking the shapes onto their piece of paper

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flashcards (circle, rectangle, triangle, square) and every time they hear their

word they hold the card up in the air

Remind children of asking and answering about quantity Ask children to look

at Exercise 1 of the Work book Elicit the structure and write on the board

Model the structure with a child E.g (Teacher asks): How many squares? (The child answers): 4.

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Lesson 3 – Words Objectives: - Describing someone's appearance

KEY LANGUAGE

FOCUS:

Writing – Speaking

KEY VOCABULARY

- Extra Practical Classroom Activities: Bingo

Introduction

Put the flashcards around the room, on the walls Show some parts of a real

object or point to a real object E.g A door Children point to the corresponding flashcard and say the shape of the object E.g rectangle.

Play Bingo again to revise the vocabulary and sentence structures

Development

Picture Dictionary: Ask children open their Workbooks to p.68 Tell them

to colour in the hair styles (Number 1, My friends and shapes) and then tell them

to point and describe the persons, using the target sentence structures with their partner

Writing Exercise 1: Children do the exercise 1 from the Extra writing worksheet, circling the odd one out and writing the correct word Elicit the spelling and ask four individual children to come up and write the words on the board

Writing Exercise 2: Children do the exercise 2 from the Extra writing worksheet and write sentences to describe each person

Consolidation

Writing extension: Children draw three more persons in their notebook They then give their notebook to their partner Their partner writes below each

picture, She’s got long hair It’s brown They then swap back again and tick the

sentences if they are correct

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Lesson 4 – Phonics Objectives: - Phonics - digraphs th, Speaking and writing skills

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

Vocabulary: Ask children to look at the words that contain the letters th in their Class Books Elicit the words on the phonics cards and say the letter names

and sounds for children to repeat Use the cards in order and then out of order to

drill the first letter sounds and the words

Development

Recording 10: Play the first part of the recording for children to listen and point to the pictures Play the second part of the recording for children to repeat the sounds and words in chorus Play the recording all the way through for children to point to the words and then repeat them

Recording 11: Children join in with the chant Put the three cards around the room and children point as they say the chant

Exercise 3: Read the text for children to follow and model the activity first onthe board Then children read and circle the sounds at the start of the words

 Exercise 4: Ask children to look at the picture and circle the correct sound

Go through the answers with the class 1.th _2 t_ 3 th_ 4 s

Consolidation

Phonics activity: Write the words from Exercise 4 on the board Theo, ten,

three, slide Ask children to work in groups in 3 minutes Ask each group to find

more words which have the same sounds as the words listed The group who canfind more words win the game

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Lesson 4 – Phonics Objectives: - Phonics - digraphs th, Speaking and writing skills

Consolidation

Phonics game: Ask children to work in groups of two desks Ask each group

to find more words which have the same sound th Encourage children to make

the words into a chant In turns, the group come before the class, join in with their own chant

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Lesson 5 – Reading Objectives: - Describing someone's appearance, Reading skills

dear, best, tall, picture,

great, tell, from

Ask children to look at p 12 and tell you what they can see (a letter and a

picture) Ask them to look at the bottom of the letter to see who wrote it (Sally) Ask Where are the children? Encourage them to name the park things in the background and predict what the letter is about (Sally is describing her friends).

Development

Exercise 1: Ask children to look at the picture again and to count the friends

in the foreground of the picture

Recording 18: Explain that children are going to listen to Sally readingher letter Play the recording for them to listen and follow silently in their books

Check comprehension by asking Who is the letter to/ from? Who is Sally's best friend? Is Toby short? Where is Sally in the picture?

Exercise 3: Ask children to look at the picture in Exercise 2 again They readthe letter again and write down the names of the other children Go through the answers with the class 1 Peter 2 Isabe l 3 Pol l y 4 Toby 5 Sally

Consolidation

Word search air activity: Give half the class the ‘A’ sheet and half the classthe ‘B’ sheet Each child works with their worksheet to find the five words in theword search grid, circling the words in the box as they do so Once all the children have finished, they work with a partner (‘A’s’ with ‘B’s’) They do not show their worksheets to each other They take turns to dictate their words and look for those words in the grid At the end of the activity, they should all have

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found the ten words Check together as a class to elicit all ten words.

Lesson 5 – Reading Objectives: - Describing someone's appearance , Reading and writing skills

dear, best, tall, picture,

great, tell, from

Introduction

Picture dictation: Give out blank pieces of paper to each child Read a

description of a boy slowly, e.g He's small He's got blue eyes He's got short, curly hair It's brown Children listen to the description and draw and colour

what they hear Repeat with a description of a girl Children turn over their papers to use the back At the end, children compare their pictures

Development

Exercise 1: Ask children to look at the picture and ask How many friends?

Their names? Explain that Freddy is talking about his friends.

Exercise 2: Children read the passage carefully and tick the words which Freddy uses to describe his friends Go through the answers with the class

Exercise 3: Children now look back to Exercises 1 and 2, write the names of Freddy’s friends Then color the pictures

Write and draw: Give students the PMB activity 2 worksheet Children read the description of each person, draw the picture and colour it They then work in pairs to check each other’s work

Consolidation

Find someone who…: Children work in groups of 4-6 Ask them to draw a

table of 6 columns (long/ short/ blond/ brown/ curly/ straight) One child in the group says Find someone who has got short hair The others will shout the name

of the person with short hair They write the names in the appropriate columns.

Ask one child from each group to report before the class

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Lesson 6 – Listening Objectives: - Asking and Answering questions about appearance, Listening and speaking skills

 Ask a child to come before the class Ask the class to describe him / her, e.g

She's got blond hair She's got blue eyes She's tall Repeat with other children

 Ask children what they can remember from the reading text in the previous lesson Encourage them to describe as many of Sally’s friends as they can

 Ask children to look at the picture on page 13 Point to the different children for the class to describe them Explain that they are the same children from the previous lesson Ask what their names are

Development

Recording 13: Tell children that they are going to hear a recording of people describing the children in the picture They must number the children in the

order they hear them described Check together 1 Sally 2 Peter 3 Toby 4 Isabel

Exercise 2: Model correct intonation of the speech bubbles for the class Ask

a pair of children to read the dialogue aloud for the class Ask children to work

in pairs; take turns to ask and answer similar questions about the children in Exercise 1 Ask some of the pairs to ask and answer questions for the class

 Exercise 3: Copy I've got blue eyes and She's got black hair onto the board

Circle I've and She's Ask children what the long forms are Write the long forms next to each sentence Children do Ex 3 Go through the answers 1 b 2 d 3 a 4 c

• Ask children what words 's and ‘ve are short for (has and have) They fill in the answers in their books 's = has, 've = have

Consolidation

 Sentence circle: Children work in groups of 2 desks Ask the first child to

make a sentence to describe himself I have (I’ve) got one sister The second child reports the first one’s word He has (He’s) got one sister Then this child

describes himself for the third one to report And this continues Children take turns to report the others’ descriptions and describe themselves

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Lesson 6 – Listening Objectives: - Describing someone's appearance, Speaking and writing skills

 Sentence circle: Children work in groups of 2 desks Ask the first child to

make a sentence to describe himself I have (I’ve) got one sister The second child reports the first one’s word He has (He’s) got one sister Then this child

describes himself for the third one to report And this continues Children taketurns to report the others’ descriptions and describe themselves

Development

Exercise 1: Children read the sentences and then write the short form

Exercise 2: Children think about a best friend Circle the words to describethis friend

Exercise 3: Ask children to draw the friend, color and write sentences aboutthis friend Ask each child to find a partner and read the sentences to theirpartner

Consolidation

Values: Give a copy of the Values worksheet to each student Ask them tofollow the instructions and circle the good actions, eliciting some of them beforethey start the activity Check the answers together as a class

Then ask them to do exercise 2, draw a friend and write sentences to describehim/ her

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Introduction

Sing It’s a square! (p.106) to warm the class up

Talk about zoos with children Ask Do you like zoos? What animals can you

see at the zoo? Use flashcards 11-13 to elicit the zoo animals for this lesson Hold them up one at a time and ask What's this? Model any words that children

do not know Use flashcards 14-16 to elicit the adjectives Hold them up one at atime for children to say the words

Development

Listen, point and repeat Ask children to look at the flashcards of thedifferent animals and the adjectives Play the 1st part of the recording forchildren to listen and point to the appropriate card Play the 2nd part of therecording for children to repeat Play the recording all the way through again forchildren to listen and point and then repeat the words in chorus

 Listen and chant Play the recording for children to listen to the chant Playthe chant a second time for children to say the words

Listen and read Use Story poster 2 to present the story Ask Who can you

see? Where are they? What's happening? Encourage predictions from different

members of the class Ask children to look at the poster, listen to the recording,

point to each speech bubble Ask Where is Rosy and her family? Does Billy like elephants / giraffes / monkeys? Why?/ Why not? Ask children to open their Class

Books, listen again and follow the words in the story

Consolidation

 Extra Activity 1 Ask children to work in pairs, read and draw two routes to

the ice cream shop, choose their own route and then talk to their partner

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Lesson 1 - Words Objectives: - Identifying and describing zoo animals

to three different children Shuffle the adjective flashcards and put them back onthe board Ask children to come to the front and put the animals next to the adjectives that describe them

Development

Exercise 1: Ask children to look at the pictures and match each picture to theappropriate animal word and its descriptive adjective

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Zoo, funny

SENTENCE PATTERN

I like…;

I don't like…;

work in pairs Children look at the pictures and the words in Exercise 1, identify

and describe the zoo animals They then write the answers

2 monkeys They’re little 3 elephants They’re big.

Lesson 2 - Grammar Objectives: - Talking about likes and dislikes

Exercise 2: Elicit the pattern, e.g I like giraffes I don't like monkeys They're

little I'm tall Read them out loud for the class to repeat

Explain children what form be is for I, We or They Write I am, We are, They are on the board Note children of the short forms You're and They're

Writing: Write some gapped sentences on the board, using animal words, e.g

I …chicks / dogs Next to each sentence, draw a smiley (like) or a sad face

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1 I like lions 2 I don't like elephants 3 I don't like giraffes 4 I like monkeys

Exercises 4: Ask children to look at the pictures Point to the different animals for children to name them Model the dialogue Ask children to work in pairs They take turns to describe the animals for their partner to guess Ask some of the children to describe an animal for the class to guess

Consolidation

 Grammar Reference: Ask children to open their Class Books to p.74 and dothe Unit 2 Grammar activity to practice the target structure further

Lesson 2 – Grammar Objectives: - Talking about likes or dislikes

 Callout the names of animals from Exercise 4 for individual children to

describe, e.g Teacher: Zebras / Child: They're black and white Write two sentences on the board and elicit so that children can recall a smiley (like) or a sad face (don’t like)

Development

 Exercise 1: Ask children to read the likes or dislikes of the people in the pictures They then color the appropriate faces Children then work in pairs and compare the answers with their partner

1 Smiley 2 Sad face 3 Sad face 4 Smiley 5 Smiley 6 Sad face.

Exercise 2: Ask children to look at the pictures and the faces Write

sentences with like or don’t like Children can compare the answers with a

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for their friends to say like or dislike He then draws a smiley or a sad face and

writes their friends’ names next to the animal Children take turns to do the same Encourage children to draw different animals

Ask some of the groups to report their friends’ likes or dislikes before the class

Lesson 3 – Song Objectives: - Identifying and describing zoo animals.

Revise the vocabulary from the previous lesson Describe animals for the

class to guess, e.g It's big It's grey What is it? It's an elephant.

Use flashcards 17-19 to introduce the three new words Hold up the cards one

at a time and say the words for children to repeat Put the flashcards on the board and point to them in a different order for children to repeat again

Development

Recording 17: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words Play again for children to repeat the words after the audio

Recording 18: Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words After that ask children to sing along with the CD and then sing together without the CD audio

Sing and do: Ask children to look at the pictures and decide together on what the actions should be (see suggestions below) Practise the actions with the class Play the recording for children to listen and do their actions

Song actions

tiger - hold fingers up like claws snake - wiggle one arm like a snake parrot - flap arms like wings

Consolidation Miming: Revise the animals 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 different children to do a mime for the rest of the class to

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guess If they like, they can use the actions from the song.

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Lesson 3 – Words Objectives: - Identifying and describing zoo animals, Listening and speaking skills

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