giáo án family and friends 5 từ unit 4 => 9 và unit 9 lớp 3

Week: Date of teaching:........................................................ ......................................................... UNIT 4: WHAT’S THE TIME? Lesson 2: Grammar I Objectives: Talking and reading about everyday activities. Reading – writing – speaking Vocabulary: Times, Everyday activities, get up, go to bed, have dinner, have breakfast, go to school Grammar: What’s the time? It’s ….He gets upgoes to school etc. at … II – Teaching aids: Using technology III – Procedure: Stages Activities Classroom management Warm up Review after everyday activities. Play slowly reveal with the flashcards 3126..Cover the front of each card as you show it and uncover slowly as the children guess what the activity is. Whole class Pre – teaching Ask the children some questions about the story from the last lesson. What is Rosie’s dad’s job? When does he work? Individuals While – teaching The children look at the pictures in ex exercise 2 and ask them what they can see. The children point to the pictures as you read the sentences. On the board write the sentences from exercise 2. Ask the children to repeat after you, whole class and individual children. Rub out the activities in each sentence and show the flashcards and ask the children to repeat the sentences with the activity on the flashcard. Repeat a few times with different activities. Write: Ask the children to look at the words and pictures in exercise 3 and do the first sentence as an example. The children do exercise 3. Pair work: Asking and answering. Give and example of exercise 4 with 2 children. The children do the exercise with their partner. Whole class individuals Pair work Post – teaching Write: Ask the children to do Unit 4 on p.75 Grammar reference. Individuals

Week: Date of teaching:

UNIT 4: WHAT’S THE TIME?

Lesson 2: Grammar

I - Objectives:

- Talking and reading about everyday activities

- Reading – writing – speaking

reveal with the flashcards 31-26 Cover the front

of each card as you show it and uncover slowly as the children guess what the activity is

Whole class

Pre –

teaching

Ask the children some questions about the story

from the last lesson What is Rosie’s dad’s job?

When does he work?

- On the board write the sentences from exercise 2

Ask the children to repeat after you, whole class and individual children

- Rub out the activities in each sentence and show the flashcards and ask the children to repeat the sentences with the activity on the flashcard

Repeat a few times with different activities

- Write: Ask the children to look at the words and pictures in exercise 3 and do the first sentence as

an example The children do exercise 3

- Pair work: Asking and answering Give and example of exercise 4 with 2 children The children do the exercise with their partner

Whole class - individuals

Week: Date of teaching:

Show a flash card and say the activity If it is the same the children say “SNAP”

IndividualsPair work

Post –

teach

ing

Vocabulary review: play categories: Put the children

in teams of 4 One child in the team is the writer

Tell them a category one at a time e.g school subjects, after school activities, school rooms and areas, colours, things in the classroom, party objectsand everyday activities The teams have one minute

to write as many things as they can remember for that category The winning group has the most for each category

Team work

Week: Date of teaching:

In the morning, in the evening, in the evening/at night I …

36 Play board slap Ask 10 children to come to the board and make 2 lines in front of the board Put theflashcards 31 - 36 on the board Whisper one of the words to the last child in each line They have to whisper the word to the child in front of them down the line The child at the front has to slap the correctpicture The first team to slap the correct picture gets a point Play a few times

- Recording 41: Ask the children to listen again andrepeat

- Recording 42: With books closed children listen tothe song and stand up when they hear a time of day

- Recording 42: Ask the children to open their books on p.32 and look at the pictures in ex.2 Askthem where the children are and what they are doing

- Recording 42: Play the song again twice, pausing

Individuals

- Vocabulary: in the morning, in the afternoon, in the evening, at night

for the children to repeat.

- Recording 42: Play the song again for the children

Group work

Week: Date of teaching:

the song and then sing the song again for them to check their answers with or without track 42

- Get the children to look at the pictures in exercise

2 on page 30 and tell you the order of the activities

- Ask the children when they got to bed to elicit

the answer at night Say a sentence e.g I have breakfast in the morning and the children point to

the correct picture The children do exercise 2

- Pair work: The children do exercise 3 and take it

in turns to say a sentence and their partner points

to the correct picture

Individuals

- Vocabulary: After school activities: in the morning, in the afternoon, in the evening, at night, have breakfast, go to bed, have dinner, have lunch, get up, play

Week: Date of teaching:

UNIT 4: WHAT’S THE TIME?

Lesson 4: Phonics I- Objectives:

- Phonics magic e with a Speaking and listening skills

- Speaking and listening skills

- Gate, plane, lake, face

- Open, see, smile, cake

each flashcard in turn very quickly and the childrenshout out what it is

Drill each sound with whole class and individuals

- Hold the cards up again and say the words and thechildren repeat

- Recording 43: Ask the children to look at p 33 at the pictures in exercise 1.The children listen and point at the pictures

Whole class+ individuals

While –

teaching

- Recording 44: The children look at the picture in exercise 2 and tell you what they can see Play the chant The children to put up their hands when theyhear any of the words from exercise 1

- Recording 44: Play the chant again pausing after each line and ask the children to repeat Repeat again

- Recording 44: Play the chant the whole way through and the children follow in their books

Repeat and the children say the chant with the recording

- On the board write Open the gate, the gate the gate Ask a child to come to the board and circle the “ a “ sound and the magic e in the words The children do exercise 3, circling the sounds

- Recording 45: The children look at the pictures inexercise 4 and tell you what they see The children

Individuals

do exercise 4 Play track 45 to check answers

Post –

teaching

Ask children to stand at their desks Tell them you are going to call out a word If the word contains a magic e they must shout Magic e Shout out the following words: face, cat, lake man, make, cake, hat, gate, plane, fan

Individuals + whole class

Week: Date of teaching:

and B Give each child an A or B extra practical classroom activity worksheet The children take it inturns to dictate the key vocabulary words to each other and fill in their worksheet

Whole class

While –

teaching

- Write ecfa (face) on the board and ask the children

what the word is Ask the children to open their workbooks on p 31 do exercise 1

- Ask the children to look at the picture in exercise 2and tell you what they see The children do exercise 2

- Write this sentence on the board The cake on the van has a face Ask a child to come to the board the

children and underline a_e and circle a The children do exercise 3

- The children do exercise 4

- Recording 44: ask the children if they remember the chant from the last class Play it again for the children to sing along with

Individuals

Post –

teaching

- Writing: Put the following words on the board:

plane, gate, name, lake, snake, cake, face, make, cat, van.

- Ask the children to help you make a rhyme with at

least 3 of the words e.g The snake is on the gate

Ask the children to work with a partner and write a rhyme like the one on the board using as many words as possible from the list The children draw pictures to illustrate their rhyme

Individuals

Week: Date of teaching:

UNIT 4: WHAT’S THE TIME?

Lesson 5: Skills time: reading

I - Objectives:

- Reading about daily routines

- Vocabulary: in the morning/ afternoon/ evening, go, cook, work, breakfast, take,get dressed, start, see

- Addition vocabulary: school bag, lunch, cereal, milk, bus, coat, lunch box, bus, blue, bread, doctor

- Grammar: What times … ?; He goes to school/ gets up at …

from p32 of the class book, track 42

Whole class

Pre –

teaching

* Lead in:

- Ask different children what they do every day

- Ask the children to open their books at p 34 and look at the pictures of Ruby and her mum’s day

Ask them to tell you what they do every day and which words they think they will read in the text

e.g school, work Write their answers on the board.

- Recording 46: Play the track again and ask the

children some questions e.g What time does Ruby

go to school? What time does Ruby’s mum start work?

Individuals

- In pairs the children take it in turns to point to a picture and their partner tells them what Ruby and her mum do every day.

- Ask the children to look at exercise 3 Ask them to

point to where they see the phrase gets up in the text Ask them What time does Ruby get up? Show

them the answer for number 1 in exercise 3 and ask

if it is correct? Ask them what it should be The children continue exercise 3 individually

- Ask the children to check their answers with their partner

Pair workIndividuals

Post –

teaching

* Speaking: Memory game

- The children work in pairs A and B A closes their book and B says 4 sentences from Ruby’s day A says if they are true or false Then they change and

B closes their book and A says 5 sentences about Ruby’s mum’s day

Pair work

Week: Date of teaching:

UNIT 4: WHAT’S THE TIME?

Lesson 5: Skills time : reading

I - Objectives:

- Reading to writing and speaking

- Vocabulary: Times, Times of the day, get up, go to bed, go to school/work, go

by car/bus, go home, play with friends have dinner, help, do homework, watch TV

- Addition vocabulary: School subjects

- Grammar: He/she gets up/ goes to school etc at …; In the morning I …

II- Teaching aids:

Team work

While –

teaching

- Ask the children to look at the picture in exercise 1

on p.32 of the workbook and ask them who the 2

Whole class

- Ask the children Who gets up at 6 o’clock? Who gets up at 7 o’clock?

- Ask the children to read the text again and do exercise 2

- Feedback asking individual children for the answers

- Give the children a copy of PMB p.17 Ask them what they do in the morning, in the evening etc

- The children do exercise 1

Post –

teaching

* Pair work: - Speaking: Ask the children to work inpairs and name them A and B and ask them to sit back to back Give A and B the correct part of the extra practical activity worksheet Tell them to fill

in the information for me A tells B what they do at

different times of the day and B fills in the information in the table They change roles They compare to check the information is correct

Pair work

Week: Date of teaching:

UNIT 4: WHAT’S THE TIME?

Lesson 6: Skills time: Listening and Speaking

I - Objectives:

- Listening to speaking to writing

- Vocabulary: Everyday activities- Times of the day

- Grammar: He/ she gets up/goes to school etc at …

the children around the class What do you do in the morning/evening etc? The children with the

flashcards listen for their activity and hold the flashcard up when they hear the word

Whole class

Pre –

teaching

- Ask the children to look at the pictures in exercise

1 on p.35 Ask the children questions about the

pictures e.g What can you see in picture 2?

- On the board draw a clock face and ask a child what time they get up Get another child to draw thetime on the clock

- Recording 47: Play the track again for the children

to check their answers

- Speaking: exercise 2: Give an example with one

child- prompt by saying number 1 and the child says he gets up at 10 o’clock Give another

example with number 2 Ask the children to work inpairs and continue

- On the board draw a write when, where and what

Ask a child to draw a circle around what, underline when and draw a box around where

- Writing: The children do exercise 3

- Writing: Spelling quiz: Put the children into teams

of 4 Give each team a hand out – the spelling quiz

Read out the words one by one from page 2 and the teams have to spell the words correctly on their hand out

Team work

Week: Date of teaching:

UNIT 4: WHAT’S THE TIME?

Lesson 6: Skills time: Listening and Speaking

management Warm up - Give the children the extra practical activity

board game – It’s time to … and get them to play

the children to correct the questions as you write

Whole class

While –

teaching

- The children do exercise 1 on p.33

- Children compare their questions

- The children do exercise 2 – draw pictures

Week: Date of teaching:

UNIT 5: IT’S HOT TODAY!

Lesson 1: Words

I - Objectives:

- To understand a short story and identify different types of weather

- Listening – Reading – Speaking

- hot, sunny, snowing, raining, windy, cold

- Review verbs for daily activities e.g.

- Choose 10 children to come to the board and stand in teams of 5 facing the board Whisper one of the verbs

to the last child in the line They whisper it to the next child and so on

The first child writes the word on the board The first team to write it first and correctly gets a point

Team work

Pre – teaching * Teach vocabulary

- Use flashcards 21-26 to introduce the key vocabulary Hold up the flashcards and elicit the party objects from the children Hold up each one

in a different order and say the words for children to repeat

While – teaching * Listen, point and repeat:

- Ask ss to open their books

- Play the first part of the track and ask ss to listen and point to the pictures they hear

- Play the second part of the track andhave ss to listen and repeat

- Play again whole track and have ss

to listen, point and repeat

Whole class

* Listen and chant:

- Play the track and ask ss to chant follow the track

- Ask ss to chant their own

Post – teaching * Speaking:

- Give the children a copy of PMB p.12 The children do exercise 1- completing the faces for what they like and don’t like Ask a couple of children to tell you what they like anddon’t like

- In pairs the children tell each other using p12 as an example

Individuals

Pair work

Week: Date of teaching:

UNIT 5: IT’S HOT TODAY!

Lesson 1: Words

I - Objectives:

- To understand a short story and identify different types of weather

- Listening – Reading – Speaking

- hot, sunny, snowing, raining, windy, cold

a flashcard of a party object The child goes back to their team and draws the word- no speaking The first team to guess gets a point

Repeat with different children

Team work

Pre – teaching - Show the flashcards again one by

one and say the words for the children

to repeat

Whole class

While – teaching * Predict questions

- Show the pictures of the story

- Ask ss some questions:

- Ask ss to open their books

- Play the story and ask them to follow the story

- Play again and ask ss to repeat sentence by sentence

- Call some strong ss to read again thestory

- Ask ss to practice in groups of 4

- Call some ss to read in roles in front

of the class

Whole class

Individuals

Groups work

Post – teaching *Jump: Play jump with the class

with the flashcards Hold up the flashcards one by one If the word you say and the flashcard matches thechildren jump If it doesn’t match the children shout out the correct word

- Talking and reading about weather Practicing imperatives

- Skills: Listening – Writing – Speaking

- Vocabulary: Weather

- Sentence pattern:

What’s the weather like? It’s ….Put on your…Don’t put on your …

- Ss know how to prepare before g out

- Grammar reference p.75 Unit 5

IV – Procedure:

management Warm up - Review weather Play slowly reveal

with the flashcards 41-46 Cover the front of each card as you show it and uncover slowly as the children guess what the activity is

Group work

Pre – teaching - Ask the children some questions

about the story from the last lesson It

is sunny or windy in the story? What does Billy put on?

Whole class

While – teaching - The children look at the pictures in

exercise 2 and ask them what they can see

- The children point to the pictures as you read the sentences

- On the board write the sentences from exercise 2 Ask the children to repeat after you, whole class and

- Pair work: Asking and answering

Give and example of exercise 4 with

2 children The children do the exercise with their partner

cards Show a flash card and say the

activity If it is the same the children say “SNAP”

Pre – teaching - Put the following sentence on the

board: weather What’s like the? Ask

a child to come to the board and get the rest of the class to help them put

the sentences in the correct order.

Individuals

While – teaching - Ask the children to do exercise 1 on

page 35 in their workbooks

- Ask them to compare their answers with their partner before you

feedback

On the board write the following

words – shorts, coat, hat, raincoat, sun cream

- Show the children the weather flashcards and get them to tell you

what to wear e.g It’s sunny wear your hat.

- Ask the children to look at the pictures in exercise 2 and tell you what the weather is like The children

do exercise 2

- The children do exercise 2.to work

in pairs and name them A and B A and B take it in turns to point to a picture and their partner says the sentence

IndividualsPair work

Individuals

Pair work

Post – teaching - Simon says: Tell the children to

follow your instructions – they do the action when you say do and don’t do

it when you say don’t e.g Do stand

up Don’t pick up your pen Choose a

couple of children to give instructions

to the class or play in small groups

Activities: fly a kite, go outside, make a snowman, wear coats

- Review party objects with flashcards 21-26 Play board slap

Ask 10 children to come to the board and make 2 lines in front of the board

Put the flashcards on the board

Whisper one of the words to the last child in each line They have to whisper the word to the child in front

of them down the line The child at the front has to slap the correct picture The first team to slap the correct picture gets a point Play a few times

Team work

Pre – teaching * Teach vocabulary

- Show the children the special days flashcards 27-30 and elicit the

vocabulary

- Show the flashcards one by one again and say the words and ask the children to repeat together and by themselves

* Game: Clap:

- Play Snap with the flash cards

Show a flash card and say the activity If it is the same the children say “CLAP”

* Listen, point and repeat:

- Recording 28: Ask the children to look at the pictures in ex.1 on page

22 Ask the children to listen and point to the pictures

- Recording 28: Ask the children to listen again and repeat

While – teaching * Listen and sing:

- Recording 29: With books closed children listen to the song and stand

up when they hear the vocabulary from exercise 1

- Give ss the song worksheet and ask

ss to listen again and fill the gaps

- Recording 29: Ask the children to open their books on p.22 and look at the pictures in ex.2 Ask them what they can see and who the people are

- Play again and check the worksheet

- Recording 29: Play the song again twice, pausing for the children to repeat

- Recording 29: Play the song again for the children to sing along

Whole class

Individuals

Whole class

Post – teaching * Sing and Do:

- Divide the class into 4 groups Give each group a verse from the song to sing Change the verse and groups a few times

- Writing – listening - speaking

- key vocabulary: Activities: fly a kite, go outside, make a snowman, wear coats

Stages / time Activities Classroom

management Warm up - Give the children the extra activity

work sheet for the song and then sing the song again for them to check theiranswers with or without track

Whole class

Pre – teaching - Review party gifts with the

flashcards , eliciting the words from the children

Whole class

While – teaching - Ask the children to look at the

pictures in exercise 1 of the workbook The children do exercise 1

of children what they like

* Pair work: The children take it in

turns to ask each other What do you like? They answer using the pictures

in exercise 2

- Feedback by choosing some of the children to tell you what their partner likes

Individuals

Pair work

Post – teaching * Play Go Fish

- Ask a child to choose one of the flashcards of special days They cannot show you but can show the class You have 10 questions to guesswhat is on the flashcard You can only ask Yes/No questions If you guess before 10 questions you win!

Repeat a few times with different children

Individuals and whole class

Week: Date of teaching:

REVIEW

* Instruct ss to do the test follow the model of the Department of Education and Training of Thua Thien Hue Province

Week: Date of teaching:

each flashcard in turn very quickly and the childrenshout out what it is

Drill each sound with whole class and individuals

- Hold the cards up again and say the words and thechildren repeat

- Recording 43: Ask the children to look at p 33 at the pictures in exercise 1.The children listen and point at the pictures

Whole class+ individuals

While –

teaching

- Recording 44: The children look at the picture in exercise 2 and tell you what they can see Play the chant The children to put up their hands when theyhear any of the words from exercise 1

- Recording 44: Play the chant again pausing after each line and ask the children to repeat Repeat again

- Recording 44: Play the chant the whole way through and the children follow in their books

Repeat and the children say the chant with the recording

- On the board write Open the gate, the gate the gate Ask a child to come to the board and circle the “ a “ sound and the magic e in the words The children do exercise 3, circling the sounds

- Recording 45: The children look at the pictures in

Individuals

exercise 4 and tell you what they see The children

do exercise 4 Play track 45 to check answers

Post –

teaching

Ask children to stand at their desks Tell them you are going to call out a word If the word contains a magic e they must shout Magic e Shout out the following words: face, cat, lake man, make, cake, hat, gate, plane, fan

Individuals + whole class

Week: Date of teaching:

and B Give each child an A or B extra practical classroom activity worksheet The children take it inturns to dictate the key vocabulary words to each other and fill in their worksheet

- Ask the children to look at the picture in exercise 2and tell you what they see The children do exercise 2

- Write this sentence on the board The kite is white

Ask a child to come to the board the children and

Individuals

underline i_e and circle a The children do exercise 3.

- The children do exercise 4

- Recording 44: ask the children if they remember the chant from the last class Play it again for the children to sing along with

Post –

teaching

- Writing: Put the following words on the board:

kite, nine, bike, white, line, hit, fig, fish

- Ask the children to help you make a rhyme with at

least 3 of the words e.g The snake is on the gate

Ask the children to work with a partner and write a rhyme like the one on the board using as many words as possible from the list The children draw pictures to illustrate their rhyme

Individuals

Week: Date of teaching:

UNIT 5: IT’S HOT TODAY!

Lesson 5: Skills time: reading

I - Objectives:

- Reading about daily routines

- Vocabulary: in the morning/ afternoon/ evening, go, cook, work, breakfast, take,get dressed, start, see

- Addition vocabulary: school bag, lunch, cereal, milk, bus, coat, lunch box, bus, blue, bread, doctor

- Grammar: What times … ?; He goes to school/ gets up at …

from p32 of the class book, track 42

Whole class

Pre –

teaching

* Lead in:

- Ask different children what they do every day

- Ask the children to open their books at p 34 and look at the pictures of Ruby and her mum’s day

Ask them to tell you what they do every day and which words they think they will read in the text

e.g school, work Write their answers on the board.

board are in the text.

- Recording 46: Play the track again and ask the

children some questions e.g What time does Ruby

go to school? What time does Ruby’s mum start work?

- In pairs the children take it in turns to point to a picture and their partner tells them what Ruby and her mum do every day

- Ask the children to look at exercise 3 Ask them to

point to where they see the phrase gets up in the text Ask them What time does Ruby get up? Show

them the answer for number 1 in exercise 3 and ask

if it is correct? Ask them what it should be The children continue exercise 3 individually

- Ask the children to check their answers with their partner

Pair workIndividuals

Post –

teaching

* Speaking: Memory game

- The children work in pairs A and B A closes their book and B says 4 sentences from Ruby’s day A says if they are true or false Then they change and

B closes their book and A says 5 sentences about Ruby’s mum’s day

Pair work

Week: Date of teaching:

UNIT 5: IT’S HOT TODAY!

Lesson 5: Skills time : reading

I - Objectives:

- Reading to writing and speaking

- Vocabulary: weathers

- Grammar: It’s… on…

II- Teaching aids:

Team work

line a flashcard and they run to the board and write the word The first team to write it correctly gets a point.

While –

teaching

- Ask the children to look at the picture in exercise 1

on p.32 of the workbook and ask them who the 2 people are

- Ask the children to look at the text and circle the times they see

- Ask the children to look at exercise 2 Read out thesentences one by one and ask the children to shout out Harry or Dad after each sentence

- Ask the children Who gets up at 6 o’clock? Who gets up at 7 o’clock?

- Ask the children to read the text again and do exercise 2

- Feedback asking individual children for the answers

- Give the children a copy of PMB p.17 Ask them what they do in the morning, in the evening etc

- The children do exercise 1

in the information for me A tells B what they do at

different times of the day and B fills in the information in the table They change roles They compare to check the information is correct

Pair work

Week: Date of teaching:

UNIT 5: IT’S HOT TODAY!

Lesson 6: Skills time: Listening and Speaking

Warm

up

- Give out the flashcards 31 - 36 to 6 children Ask

the children around the class What do you do in the morning/evening etc? The children with the

flashcards listen for their activity and hold the flashcard up when they hear the word

Whole class

Pre –

teaching

- Ask the children to look at the pictures in exercise

1 on p.35 Ask the children questions about the

pictures e.g What can you see in picture 2?

- On the board draw a clock face and ask a child what time they get up Get another child to draw the time on the clock

- Recording 47: Play the track again for the children

to check their answers

- Speaking: exercise 2: Give an example with one

child- prompt by saying number 1 and the child says he gets up at 10 o’clock Give another example

with number 2 Ask the children to work in pairs andcontinue

- On the board draw a write when, where and what

Ask a child to draw a circle around what, underline when and draw a box around where

- Writing: The children do exercise 3

- Writing: Spelling quiz: Put the children into teams

of 4 Give each team a hand out – the spelling quiz

Read out the words one by one from page 2 and the teams have to spell the words correctly on their handout Teams change hand outs and check each other’sspelling as you write them on the board

Team work

Week: Date of teaching:

UNIT 5: IT’S HOT TODAY!

Lesson 6: Skills time

I – Aims: Objectives: - Speaking, Writing - punctuation

II - Language focus:

- Vocabulary: skirt, scarf, gloves, jeans, boots, shirt

- Sentence Pattern: What are you wearing? I’m wearing a blue skirt

What’s she wearing? She’s wearing red trousers.

- Skills: Speaking, writing

- Put the children in teams and elicit team names Give out the spelling quiz and get them to write their team name Choose 10 words from the unit Dictate the words one by one and tell the teams to write them on their worksheet, spelling them correctly Get the teams to give their answers and worksheet to another group Elicit the spelling for the words onto the board and get the teams to mark the other team’s answers The winning team is the onewith the most correct words

Team work

Pre – teaching - Ask the children to work in pairs

and ask and answer using the prompts

in exercise 2 again

Whole class

While – teaching - Write the following sentence on the

board: It’s sunny on Monday Ask a

child to come to the board and write the capital letters

- The children do exercise 1

- Children compare their sentences

- Ask the children what subjects they have got/haven’t got today

- The children do exercise 2

Feedback whole class

-The children do exercise 3

Individuals

Post – teaching * Identifying values:

- Write the word “Dangerous” on the

board and elicit what the children think can be dangerous in the playground e.g Falling from the climbing frame

- Give the children a copy of p3 of PMB Ask them what they can see in

Pair work

the pictures –and ask if they can see anything dangerous Elicit a few ideas.

- The children do exercise 1

Feedback whole class

Week: Date of teaching:

UNIT 6: WHAT ARE YOU WEARING?

Lesson one: words

I – Aims:

- By the end of the lesson ss know some more words about clothes

- Vocabulary: skirt, scarf, gloves, jeans, boots, shirt

- Skills: Reading and listening

- Ss will love their clothes

Pre – teaching * Teach vocabulary

- Use the pictures to teach vocabulary: skirt, scarf, gloves, jeans,boots, shirt

Model Have ss to repeat in chorally and individually

Write down the words and ask ss to copy down

- Call some ss to repeat again the words

While – teaching * Listen, point and repeat:

- Ask ss to open their books

- Play the first part of the track and ask ss to listen and point to the pictures they hear

- Play the second part of the track andhave ss to listen and repeat

Whole class

- Play again whole track and have ss

to listen, point and repeat

* Listen and chant:

- Play the track and ask ss to chant follow the track

- Ask ss to chant their own

Post – teaching - Encourage ss to make their

timetable with subjects above in groups of 4

- Give the children a copy of PMB Ask them to do exercise 1

Group workIndividuals

Week: Date of teaching:

- Key vocabulary: clothes: jeans, scarf, shirt, skirt, gloves, boots

- Sentence Pattern: What are you wearing? I’m wearing a blue skirt

What’s she wearing? She’s wearing red trousers

- Skills: Writing - Speaking

Pre – teaching - Review the days of a week through

the question: What’s the date today?

Whole class

While – teaching - Have ss to do exercise 1 and 2 on

page 8 in their workbooks

- Ask individual children what

Whole classPairs work

subjects they have got on each day e.g What have you got on Monday?

Use the flash cards if necessary as prompts for the children

- Open pair work: Choose one child

to ask the question and another to answer Do this a few times with different children asking and answering

- Closed pair work: Children in pairs ask and answer what have you got on ? using the pictures in the workbook on page 8

Pairs work

Post – teaching * Writing practice:

- Have ss to do exercise 3 in the workbook

- The ss write one sentence for each day of the week e.g I’ve got maths and science on Monday

Pre – teaching * Set the scene

- Ask ss some questions:

Who are they?

Whole class

What can you see?

What’s the date?

While – teaching * Listen and read:

- Ask ss to open their books

- Play the track and ask ss to follow the words of the story

- Play again and ask ss to repeat

- Introduce some new words

- Play roles: Teacher – Ss, Ss – Teacher, Ss – Ss

- Have ss to say out the content of thestory and its meaning

* Practice the story

- Have ss to practice in group of four

- Call some groups to read their story

in front of the class

- Call some groups to show their story

in front of the class

Whole class

Whole classGroup work

Post – teaching - Ask ss for the content and the

meaning of the story

Group work

Post – teaching * Writing practice:

- Have ss to do exercise 3 in the workbook on page 8

- The ss write one sentence for each day of the week e.g I’ve got maths and science on Monday

- Objectives: - Identifying and talking about what people are wearing

- Skills: Speaking and listening

- Language focus: : What are you wearing? I’m wearing a blue skirt

What’s she wearing? She’s wearing red trousers

* Read again the story:

- Point to the lines and have ss read again the story

Individuals

While –

teaching

* Look and say:

- Point to the pictures and ask ss what they can see?

- Read the questions and answers and pause at the end of each sentence for ss to repeat

- Write the sentences on the board

- Read again the sentences and mime to reinforce the meaning And have ss repeat again

- Erase the vocabulary of clothes in the sentences and replace them with the flash cards for ss to form the sentences in their mind

For example: I’m wearing a blue scarf He’s wearing yellow gloves She’s wearing a red scarf

- Call some ss to replace and form new sentences for the same structure

+ Note: remind ss about the article a/an and not using them, for plural words

* Match and write:

- Instruct ss to do the exercise and limit them a time to do it

- Observe and help if needed

- Check

* Ask and answer:

- Call some ss to stand up and ask: What are youwearing?

- Call some ss to stand up and ask: What is …

* Listen and sing:

- Instruct ss to sing the songWhat’s he wearing? (2)

Blue trousers, a black shoesHe’s very hand some.(2)

Yes, he is (2)

What’s she wearing? (2)

A yellow shirt, a green skirt

Whole class

She’s very pretty.(2)

Yes, she is (2)

What are you wearing? (2)

A purple scarf , an orange coatYou are so beautiful.(2)

- Objectives: - Identifying and talking about what people are wearing

- Skills: Speaking and listening

- Language focus: What are you wearing? I’m wearing a blue skirt

What’s she wearing? She’s wearing red trousers

- Ask ss: What’s he wearing?

- Ask ss: What’s she wearing?

- Point to the ss: Ask: What are you wearing?

children to ask and answer across the class

- Ask the children what the children are wearing in the pictures in exercise 1 on page 41 in their

Post –

teaching

- Vocabulary review: play categories: Put the children in teams of 4 One child in the team is the writer Tell them a category one at a time e.g

clothes, school subjects, after school activities, school rooms and areas, colours, things in the classroom, party objects and everyday activities

The teams have one minute to write as many things

as they can remember for that category The winning group has the most for each category

- Talking about and identifying party gifts

- Key vocabulary: o’clock, quarter past, quarter to, half past

- Additional vocabulary: platform

- Sentence Pattern: What are you wearing? I’m wearing a blue skirt

What’s she wearing? She’s wearing red trousers

- Skills: Listening - Speaking

36 Play board slap Ask 10 children to come to the board and make 2 lines in front of the board Put theflashcards on the board Whisper one of the words

to the last child in each line They have to whisper the word to the child in front of them down the line

The child at the front has to slap the correct picture

The first team to slap the correct picture gets a point Play a few times

Whole class

While –

teaching

- Ask the children to look at the pictures in ex 1

Ask the children to listen and point to the pictures

Individuals

- Ask the children to listen again and repeat.

- With books closed children listen to the song and stand up when they hear a time of day

- Ask the children to open their books and look at the pictures in ex.2 Ask them where the children are and what they are doing

- Play the song again twice, pausing for the children to repeat

- Play the song again for the children to sing along

- Talking about and identifying party gifts

- Key vocabulary: o’clock, quarter past, quarter to, half past

- Additional vocabulary: platform

- Sentence Pattern: What are you wearing? I’m wearing a blue skirt

What’s she wearing? She’s wearing red trousers

- Skills: Listening - Speaking

the song and then sing the song again for them to check their answers with or without track 42

- Get the children to look at the pictures in exercise

2 on page 30 and tell you the order of the activities

Whole class