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- Use the phonics cards on the board and have students sing the chant with rabbit?. Do the same with rocket and robot.[r]
(1)Week 12
Date of planning: 20/11/2016 Period 45th
UNIT 7: WHAT DO YOU LIKE DOING?
LESSON 2: Listen and number - Look and write - Let’s play.
Class Date of planning Absent 4A
4B 4C
22/11/2016 21/11/2016 23/11/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: listen to specific information and write about what someone likes doing
II Language focus:
Sentence patterns: (review) Vocabulary: (review) III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks.
IV PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up: (5’)
Spend a few minutes revising the previous lesson by playing a Guessing Game, following the procedure in Games in Introduction Have Ps play the game in small groups They should take turns acting out their hobbies while the others guess what the hobbies are
Groupwork
2 Listen and number.(9’)
- Ask Ps to look at the pictures on page 49
- Tel Ps that they are going to listen
Key:
(2)to the four dialogues about hobbies and number the correct pictures - Focus their attention on the pictures so that they can understand how the language is used
Help them to identify who the characters are and what they like doing ( a: Linda likes flying a kite ,
b: Mai and Tony like singing , c: Nam likes playing badminton., d: Tony likes taking photographs.)
Check understanding
- Play the recording for ss to number the pictures
- Play the recording again for them to check their answers
- Get Ps to swap their answers before you check as a class
b- c- d- 3
T- WC
T- WC
Whole class
Whole class
Pairwork
3 Look and write ( 8’)
- Ask ss to look at the pictures on page 49
- Tell Ps that they are going to the answers to the questions about someone’s hobbies , using the picture cues
- Ask the to look at the question
What you like doing? in the first
two pictures Then have them find the answers by using the pictures cues Then get Ps to look at the questions What’s your hobby? in the last two pictures Again, have them find the answers by using the picture cues Check comprehension If necessary, get Ps to work in pairs - Give them time to the task independently Go around offering help, if necessary
- Get them to swap their answers before checking as a class
Key:
1 riding a bike 2 flying a kite 3 taking
photographs playing
badminton
Whole class T- WC
T- Ps
Individually
(3)4 Let’s play: (10’)
What’s your hobby?
- Tell Ps that they are going to play the game What’s your hobby? . Follow the procedure in Games in Introduction
- Tick a large sheet of paper with nine hobbies on the board Divide Ps into groups of five One P in group A will mime one of the phrase on the board( eg: playing
football) and ask What’s your hobby? The other groups guess the
hobby, put a tick next to playing
football on the board and say You like playing football The Ps of
group A will say Yes, that’s right. ( or No, that’s wrong.) The quickest group to put a tick next to the correct phrase on the board and say the correct sentence will get five points The group that gets the most points wins
T- WC
T- WC/ Groupwork
5 Homelink: (5’)
Learn by heart the new words and structures Prepare for new lesson
Whole class
Evaluation:
……… ………
********************************************** Period 46th
UNIT 7: WHAT DO YOU LIKE DOING? LESSON 3: Listen and repeat - 2.Listen and circle Then say aloud
3 Let’s chant Class Date of planning Absent
4A 4B
23/11/2016 22/11/2016
(4)4C 24/11/2016 ……… I Objectives:
At the end of the period, pupils will be able to: Use the words and phrases related to the topic school
Pronounce the sounds of the letters fl and pl in the words flyingand playing respectively II Language focus:
Sentence patterns: (review) Vocabulary: (review) III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks.
IV PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up: (5’)
Spend a few minutes revising the previous lesson by calling two groups of three Ps to the front of the class to play the game What’s your hobby?
Groupwork
1 Listen and repeat (12
- Tell Ps that they are going to practise saying the sounds of the lettes fl and pl in the word flying and playing respectively.
- First, put the letters fl and pl on the board Play the recording and ask Ps to repeat a few time Then put the word flying and playing on the board, play the recording and ask Ps to repeat a few more times After that, write the sentences I like flying
a kite and He likes playing the piano Play the recording a few
more times and let Ps say the sentences , paying attention to the target sounds
- Do choral and individual repetition
T- WC
(5)of the sounds, words and sentences until Ps feel confident
- Get some Ps to perform in front of the class Check as a class and correct the pronunciation, if necessary
Individually
Pair/Group
2 Listen and circle Then write and say aloud (8’)
- Tell Ps that they are going to listen to the recording, circle the correct options and then write the words in the blanks
- Give them a few seconds to read the sentences in silience and guess the words to fill in the gaps
- Have P listen to the recording and circle the appropriate options Allow them time to the task independently If necessary, have Ps listen to the recording more than once
- Give them time to write the words in the gaps independently
- Get Ps to swap their answers before you check as a class Monitor the activity and offer help if necessary
- Ask Ps to say the sentences aloud
Key:
1 b a 3 b a
Audio script:
1 I like flying a kite
2 He likes playing the guitar
She likes playing with a yo yo We like flying in a plane.
Whole class
Individually
Pairwork/ Groupwork T- WC 3 Let’s chant
(10’)
- Tell Ps that they are going to say the chant Follow the procedure in
Teaching the unit components in Introduction.
- Have them read the chant and check comprehension
- Play the recording more than once, if necessary, for Ps to choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant Show Ps how to chant and actions
Whole class
Individually
(6)- Divide the class into groups of four and call two groups to give a demonstration: one group chants the questions , the other chants the anwers
- Get groups to sit opposite of each other and practise chanting and doing acting Go around offering help, if necessary
- Call three groups to front of the class to chant and actions The rest of the class claps along to the rhythm
Group
4 Homelink: (5’)
- Get Ps to recite the chant on p50 Prepare for new lesson
Whole class
Evaluation:
……… ………
********************************************** Period: 45
UNIT 7: THAT’S MY SCHOOL
Lesson 2: Listen and number – Read and circle – Write about your school Class Date of teaching Absent of student
3D 22/11/2016 ………
Objective Ss will be able to improve listening and writing skills Language
focus
Review
- Vocabulary: large, old, new, the - Structure : A: Is your school big?
B: Yes, it is
A: Is your classroom big? B: No, it isn’t It’s small
Resources Recording
PROCEDURE
Steps Learning activities Language focus Modes
1.Warm-up (5’)
- Tell Ss that they are going to review the question Is the + school facilities + adjective? - Use the picture cards as prompts.
Model:
A: Is the classroom big?
B: Yes, it is/ No, it
(7)- Call some pairs to go to the board to ask and answer
-Listen, correct their pronunciation and sentence structure if needed -Give comments
isn’t It’s small
2 Listen and number (10’)
- Ask Ss to pay attention to pictures on page 49 then describe the differences between the
pictures
- Ask Ss to predict the order of these picture
- Write their prediction on the board
- Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear
- Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers
- Give feedback and comments
Key: A B C D
Whole class Individual
3 Read and circle (10’)
- Tell Ss that they are going to read the text and circle the correct
words
- Give a few seconds for Ss to read the text in silence and look at the picture Check comprehension - Give mins for Ss to the task in pairs
- Go around to offer help if necessary
- Get Ss to swap and check their answers before checking as a class - Write the correct answers on the board
-Call individual Ss to read the sentences aloud
Key: 1.big 2.small 3.new 4.big
Whole class Pairs
Individual 4 Write about
your school (10’)
- Tell Ss that they are going to write about their school
-Give a few minutes for Ss to read the questions in silence
-Check comprehension and give feedback
- Give Ss mins to answer the
1 No,it isn’t It’s small
2 Yes, it is Yes, it is
(8)questions
- Tell Ss to swap and check their answers before checking as a class - Call four Ss to write their answers on the board
-Read aloud and check with whole class
- Give comments
4 No,it isn’t It’s
small Pairs
Individual
5.Home-link (5’)
Have Ss to read the text in activity (page 49) again at home
Whole class Evaluation:
……… ………
********************************************** Period: 23
Unit 5: LETTER E – Part 2,
Class Date of teaching Absent pupils
1B 1C
23/11/2016 24/11/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
- Recognize and pronounce the letter Ee /i:/ and its sound/e/ correctly. - Understand, recognize and say the three EEwords.
- Write the letter Ee. II Languge focus
1 New words: egg, elephant, elf
III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from story books
IV.Proceduce
Teacher’s activities Student’s activities I,Warm-up (5mins)
Slap the board
B, b, egg, elephant, elf
(9)II New Lesson
1 Listen and point Match (Track 29): Read the commands with preceding “Hello” (12’) - Have students look at the books and listen to the words: hello
- Use gestures (hand actions) to help Students to understand the meanings of commands - Ask students repeat by using the phonics cards of egg, elf, and elephant combining with
gestures
- Then, ask students to look at the missing puzzle pieces and match them to the pictures - Go around the classroom and provide necessary help
Activity: Pass the phonics card Game (8’) - Using the phonics cards of Ee, egg, elf, elephant
- Line up the students into teams
- Give the first students of each team a phonics card and say “Go”
- The students say the corresponding words and pass the phonics card over their head to the students behind them
- Next, those students repeat the word and pass the phonics card between their legs to the students behind them
- Continue to pass the phonics card over their heads and between their legs to the last students - Which team hands their phonics card to
Teacher and says the word correctly will get one point
- Which team has the most point will be the winner
- Continue the game as many times as necessary
2 Chant and show! (Track 30) (5’)
- Put up the lyrics of the chant on the board -Without music, use the phonics cards and step students to sing the chant with egg Do the same with elf and elephant.
- With music, the whole class sings the whole
Repeat after T Repeat
Ss match
Listen
Play game
(10)chant Do the chant again using gestures for each word
- Give feedback III Production (5’)
Write down the words into Students’ notebook
- Ask students write down: Ee, egg, elf, elephant into their notebook
Read
Sing the chant
Write IV Homelink: (5’) Do the exercise in the
Activity book. Evaluation:
……… ………
********************************************** Period: 24
Unit 5: LETTER E – Part 4, 5
Class Date of teaching Absent pupils
1B 1C
24/11/2016 25/11/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
- Recognize and pronounce the letter Ee /i:/ and its sound/e/ correctly. - Understand, recognize and say the three EEwords.
II Languge focus
New words: an, hello
III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from story books
IV.Proceduce
Teacher’s activities Student’s activities I.Warm-up (5’)
- Greet students
- Put the phonics cards on the board - Name the items, one at a time
(11)- Ask students mime the corresponding actions and day the sound of the letter
- Have students sing the chant in lesson 1, keep the rhythm by clapping their hands and doing hand actions
II New Lesson
1 Listen Read Along (Track 31) (10’) - Ask the students to point to the picture of the word that the teacher says
- Play the CD Have the students listen to the story once
- Play the CD again The students listen and point to the pictures of the key words when they hear them in the story
- Read the story The students follow their books
- Teacher reads the printed words then let the students point to the pictures and say the words - Ask students work in pairs One reads the printed words while the other points to the pictures and says the words
Activity: Say the Sight Words (5’) - Point to and say the sight words: an, hello - Have students repeat
- Call on some students read them aloud and correct pronunciation (if any)
Activity: Listen, Point, and Say (5’)
- Place phonics cards of egg, elf, and elephant around the classroom
- Call out a word, e.g egg The students point to the correct phonics card
- Alternatively, play the CD (track 31)
- Ask students to listen and point to the correct phonics cards when they hear the word
(The teacher could have a student volunteer to say the word.)
2 Song (Track 06) (7’)
- Put the egg, elf and elephant phonics cards up
Listen and point to the picture listen
listen and repeat
Listen and point to the picture
listen and repeat
(12)on the board
- Point to the elf and elephant, and say: “The
elf is with an elephant, elephant, elephant”
The students repeat
- Follow the same procedure and present the rest of the song
- Play the CD The students listen and sing along
- Play the CD again The students sing and corresponding actions
III Production (5’)
Activity: Musical Cards Game
- Divide the class into groups, A, B and C - Hand the unit phonics cards (e.g egg, elf and
elephant) out to different student around the
class
- Play the lively music (the teacher should use
the unit’s song)
- The students pass the phonics cards to
students next to them around the class while the music is playing
- Stop the music suddenly Ask the students who are keeping the phonics card speak out it - Play the music and continue
Remember to correct students’ pronunciation
listen
listen and repeat
listen and sing along
Listen
Play game
IV Homelink: (3’) sing the song with parents Evaluation:
……… ………
**********************************************
Period 47th
UNIT 7: WHAT DO YOU LIKE DOING? LESSON 3: Read and complete – Add your photo and write …
(13)Class Date of planning Absent 4A
4B 4C
25/11/2016 23/11/2016 25/11/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: read for specific information and write about hobbies
II Language focus:
Sentence patterns: Revision Vocabulary: Revision III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks.
IV PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up: (5’)
Spend a few minutes revising the previous lesson Get two groups of ps to go to the front of the class to sing the chant Flying a kite and actions
Groupworks
4 Read and complete.
(10’)
- Tell Ps that they are going to read Mai’s email and complete the sentences
- Aks Ps to read the sentences under the email and focus on the gaps to complete
- Ask Ps to read the text and find appropriate information to complete the sentences Ask Ps to work in pairs or small groups
- Give them time to the task independently
Key:
1 nine 2. collecting stamps, taking photos 3 playing chess 4 penfriend
T- WC
Whole class
(14)- Get Ps to swap their answers before checking as a class If there is enough time, let some pairs ask and answer the questions
Individually Pairwork 5 Write
about your school.(10’)
- Tell Ps that they are going to write a reply email to Mai, using the information from Activity
- Ask Ps to work in pairs or groups to discuss what are they going to write
- Focus ps on their name and ages, what they like doing and not like doing and their email address Remind Ps how to open and close an email Check comprehension - Give ps time to the task independently
- Get Ps to swap their answers before checking as a class
- If there is time, Ask one Ps to write on the board
T- WC
Pairwork
Whole class
Individually
Pairwork
6 Project. (10’)
- Tell Ps that they are going to collect things that they like, show them to their classmates and tell their hobbies ( eg: I like collecting
stamps)
- Encourage them to collect
different things You may give them more suggestions ( eg: bookmarks,
leaves, key chains)
- In the next lesson, have Ps show things they have colected to their classmates and talk about their hobbies
Eg: I like collecting ….
I have …. They are ….
Individually Pairwork
Individually
T- WC
(15)(5’) structures Prepare for new lesson
Evaluation:
……… ………
********************************************** Period 23
Unit 5: LETTER R – Part 2, 3
Class Date of planning Absent
2A 2B 2C
23/11/2016 25/11/2016 24/11/2016
……… ……… ……… I Objectives:
By the end of the lesson Ps will be able to:
- Understand, recognize and say the three Rr words II Language focus:
- Sentence Partners:
- Vocabulary: rabbit, rocket, robot III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
3 Class organization:
IV Procedure:
Teacher’s activities Student’s activities I Warm up: (5’ )
(16)- Ask the students to open their notebooks
- Give the students minutes to write as many Rr’s as they can
- The winner is the student who has written the most
T- WC
II New lesson
1 Listen and point Match (Track 29): Read the words with structure “Here is a…” (20’)
- Point to the rabbit card and say: Here is a rabbit! - Have students listen and repeat
- Have students look at the book and listen to the words: a rabbit, a rocket, a robot
- Have students listen and repeat the words for several times
- Have the students to point to the corresponding item in the picture
- Repeat with the rest of the items in random order
- Ask the students to look at the missing puzzle pieces and match them to the actual pieces
- Go around the classroom asking students to name the items they are matching
E.g: Teacher: (pointing to the rabbit) Here is a……… Student: Rabbit!
2 Chant and show! (Track 30) (5’)
- Use the phonics cards on the board and have students sing the chant with rabbit Do the same with rocket and robot. - The whole class sings the whole chant
- Do the chant again without the CD this time, keep the rhythm by clapping your hands or snapping your fingers - Give feedback
T T- WC
Whole class
Individually
Whole class
III Production (5’) Hot Cards
- Have the students sit down
- Hand out the phonics card from the previous unit - Play the chant (Track 30)
- While the song is playing, the students pass the phonics card around
Stop the song, the student holding the phonics card must say that word
(17)……… ………
********************************************** Period: 46
UNIT 7: THAT’S MY SCHOOL
Lesson 3: Listen and repeat – Listen and write – Let’s chant Class Date of teaching Absent of student
3D 23/11/2016 ………
Objective Ss will be able to pronunciate the sound g, l in the words gym and look respectively
Language
focus Phonics: gym, look / g/ and /l/. Resources Recording
PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up (5’)
Have Ss sing the song This is the way we go to school
Whole class 2.Listen and
repeat (12’)
- Have Ss open the book page 50, look at the words gym, look and notice the letter coloured differently in both words
- Produce the sound of the letter g in the word gym and l in the word look
g: gym The gym is old l: look Look at the school - Read loud the sounds and ask Ss to repeat chorally
- Call some Ss repeat individually - Correct their pronunciation if needed
Phonics: /g/ and /l/
Whole class Individual
3 Listen and write (18’)
- Ask Ss to pay attention to exercise on page 50
- Ask Ss to read sentences and guess the missing information - Play the tape times and ask Ss to listen carefully
- Ask Ss to write the words they hear then exchange the information with their partner
- Call some Ss to write their answers on the board
Modes:
1 The school gym is large 2 Look at the library
Individual
(18)- Play the tape again and check with whole class
- Check and give feedback
Individual 4.Let’s chant
(10’)
- Play the tape “ Is your school new?” for Ss to listen while they are reading the chant in their books - Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables
- Have Ss practice the chant in groups and clap the syllables
- Monitor the activity and offer help when necessary/ correct typical pronunciation errors
- Call on a group to recite the chant The others clap the syllables
- Listen and give comments
Whole class
Groups
5.Home-link (5’)
Have Ss to practise chanting “Is your school new?” at home.
Whole class Evaluation:
……… ………
********************************************** Period: 47
UNIT 7: THAT’S MY SCHOOL
Lesson 3: Read and match – Read and complete – Project Class Date of teaching Absent of student
3D 24/11/2016 ………
Objective Ss will be able to improve reading skill Language
focus
Review vocabulary and sentence patterns PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
- Have Ss chant “Is your school new?”
Whole class 2.Read and
match(10’)
- Tell Ss that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them - Give a few second for Ss to read the text in silence Check
comprehension and give feedback
Key: d c a b
(19)- Give mins for Ss to the task in pairs
- Go around to offer help if necessary
- Get Ss to swap and check their answers before checking as a class
- Call a few open pairs to read the dialogues
Pairs
3 Read and complete (10’)
- Tell Ss that they are going to read the text and fill the gaps with words in the box
- Give Ss mins to read the text in silence
- Check comprehension and give feedback
- Give mins for Ss to the task in pairs
- Get Ss to swap and check their answers before checking as a class
- Write the correct answers on the board for Ss to copy down into their notebooks
- Do choral and individual repetition
Key:
1 playground It
3 gym classroom nice
Individual
Pairs
Individual Whole class/ individual 4.Project (10’) - Tell Ss that they are going to
write the names of the rooms in the school
- Check understanding and get Ss to prepare the necessary school things (paper, pens, pencils…) - Give Ss mins to the project in groups
- Go around to offer help, if needed
- Call several Ss to the fron of the class to present their labels
Example: This is the gym
-Play the game Slap the board, using the words for school things
Models : Gym, library, computer room, classroom
Whole class
Individual
Groups
5.Home-link (5’)
- Have Ss to practise playing the same game ( Slap the board about school things ) with their friends at home
Whole class
(20)……… ………
********************************************** Period 24
Unit 5: LETTER R – Part 4, 5
Class Date of planning Absent
2A 2B 2C
24/11/2016 28/11/2016 28/11/2016
……… ……… ………
I Objectives:
By the end of the lesson Ps will be able to:
- Recognize and say the three Rr words correctly - Do the corresponding actions
- Read the story - Sing letter Rr song II Language focus: - Sentence Partners:
- Vocabulary: rabbit, rocket, robot - Sight words: here, is, a, and, for III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities I Warm up: ( 5’)
- Greet students
- Put up the phonics cards on the board - Name the items, one at a time
- The students mime the corresponding action and say the sound of the letter
T- WC
(21)E.g Teacher: (pointing to the rabbit phonics card) Say
’rabbit’
Class: (wiggling hands behind head) Say //
Whole class II New lesson
1 Listen Read along (Track 31) (10’)
- Encourage the students to point to the picture of the word that the teacher says
-Play the CD Have the students listen to the story once - Play the CD again The students listen and point to the pictures of the key words when they hear them in the story - Read the story The students follow their books
- Teacher reads the printed words then let the students look at the pictures and say the words
- Ask students work in pairs One reads while the other
checks, then they change roles Or one reads the printed words while the other looks at the pictures and says the words
Activity: Say the Sight Words (5’)
- Point to and say the sight words: here, is, a, and, for - Have students repeat
- Have some students read them aloud Activity: Step on It Game (5’)
- Put the phonics cards in a circle on the floor - Play the chant (Track 30)
- Have the students walk around the cards
- Stop the music and name an item on one of the cards (e.g: rabbit)
- The students race to step on that rabbit card - The first student to step on it is the winner
- Continue the activity until all phonics cards have been removed
2 Song (Track 32) (5’)
- Put the rabbit, rocket and robot phonics cards up on the board
- Point to the rocket and the robot and say: “Here is a rocket for a robot” The students repeat
- Follow the same procedure and present the rest of the song - Play the CD The students listen and sing along
- Play the CD again The students sing and corresponding actions
T- WC
Whole class Whole class
T- WC
T- WC
Whole class
Whole class
T- WC T- WC
(22)III Production
Activity: Form a Line Game (5’) - Put up the phonics cards on the board
- Write the respective words on separate pieces of paper - Hand out the pieces of paper to the students
- Ask the students to form a line at the front of the board in the same order as the phonics card
- Repeat the procedure with another group of students - Give feedback
IV Homelink: (5’) Do the exercise in the Activity book.
Whole class
Groupwork
Evaluation:
……… ………
********************************************** Period: 48
UNIT 8: THIS IS MY PEN
Lesson 1: Look, listen & repeat – Point and say – Let’s talk Class Date of teaching Absent of student
3D 25/11/2016 ………
Objective Ss will be able to use the words and phrases related to the topic School things, identify school things, using This/ that is+ school things Language
focus
Vocabulary: pen, rubber, pencil, pencil case, notebook, schoolbag,
pencil sharpener
Sentence patterns:
a This is my pen b That is my rubber. Is it? Is it?
Yes, it is Yes, it is
Resources Ss’book, recording, posters,… PROCEDURE
Steps Learning activities Language focus Modes
1.Warm-up (5’)
-Get Ss to chant “ Is your school new?”
Whole class 2.Look, listen
& repeat (7’)
- Tell them that they are going to talk about the school and the school things
- Point the first picture and elicit the name of the school thing Then explain what the characters say and the meaning of the new vocabulary - Have Ss repeat the text in the bubbles a few times
Vocabulary: pen,
rubber, this, that
Sentence patterns:
A:This is my pen B: Is it?
(23)- Repeat the procedure with the second picture
- Ask Ss to choral and individual repetition, pointing to the characters speaking
- Point to the picture and ask Ss to look at the text in speech bubbles - Play the recording for Ss listen and say along
A:That is my rubber. B: Is it? A: Yes, it is
Whole class Groups
3.Point and say (15’)
- Tell Ss that they are going to practise say That/ This is + (school
thing)
- Teach the vocabulary:
pencil, pencil case, notebook, schoolbag, pencil sharpener
-Have Ss repeat in choral and individual
- Point to the first picture and elicit the word to fill the gap
- Put the sentence on the board - Have Ss repeat a few times
- Get Ss to make the same sentence, using the picture in the book
- Call some Ss to speak aloud - Correct their pronunciation if needed
Vocabulary:
pencil, pencil case, notebook,
schoolbag, pencil sharpener
Sentence patterns:
That’s is my … This is my…
Whole class Individual 4.Let’s talk
(8’)
- Tell Ss that they are going to practise more with their friends - Give a few seconds for Ss to look at the pictures
- Elicit the name of each school thing
- Ask Ss to fill in the blank
- Put the sentence on the board and chotal and individual repetition - Get Ss to work in pairs, using the picture in the book
- Go around to offer help - Correct the pronunciation, if necessary
- Call a few Ss to act out the dialogue in front of the class
Sentence patterns:
That is my…. This is my…
Individual Pairs Pairs Individual 5.Home-link (5’)
-Ask Ss to learn by heart the school things at home
(24)……… ………
********************************************** Period 48th
UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? LESSON 1: 1.Look, listen and repeat - Point and say
Class Date of planning Absent 4A
4B 4C
29/11/2016 25/11/2016 28/11/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: Use the words and phrases related to the topic School subjects
Ask and answer questions about school subjects, using What subjects you have? I have …
II Language focus:
Sentence patterns: What subjects you have? – I have….
Vocabulary: Maths, Science, IT, Vietnamese, Art, Music, English III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks.
IV PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up: (5’)
Spend a few minutes revising the previous lesson by asking the class the question What you like doing? Then have the class the chant Flying a little kite and clap their hands
T- Ps
2 Look, listen and repeat.
- T tell ps that they are going to read a story in which Ps ask and answer
(25)(10’) questions about school subjects, using What subjects you have? – I have …
- Ask Ps to look at four pictures to discuss the context in which the language is used
Ask them questions such as: Who
are they? Where are they? What are they talking about? ( In a: Nam and Tom talk about what day is it today. In b: Nam asks Tom Do you have Maths today? , In c: Tom asks Nam What subjects you have today? And Nam answers I have
Vietnamese, Maths and English In d: Tom looks at his wristwatch saying they are late for school, so they have to run.)
- Check comprehension
- Play the recording more than one, for Ps to listen and repeat Do choral and individual repetition, poiting to the charactera speaking
- Play the recording again for Ps to listen and repeat
form of Mathematics
T- WC
T- WC
T- WC Individually
Whole class
Point and say.(20’)
- Tell Ps they are going to practise asking and answering questions about school subjects, using What
subjects you have today? – I have …
-Have them look at the bubbles to understand how to name the school subjects
- Teach words and phrases
- Point to the picture a and have Ps repeat the word of the subject under it Do choral and individuall
repetition.The tell Ps to practise asking and answering about subject in pairs, using the prompts in the bubbles and the word under the
Vocab:
sience, IT,
Vietnamese, Art, Music, English
Structure:
What subjects you have?
I have Maths.
*Language note: Names of school
T- WC
Whole class
(26)picture Repeat the name procedure with the rest of the picutures
- Tell Ps they are going to practise in pair using What subjects you
have? I have…
- Ask them to work in pairs ,one asking and and the other giving the answer
- Call on some pairs to act out the dialogue in front of the class Correct pronunciation, if necessary
subjects start with capital letters, eg:
Maths, Science. Teacher
Pairwork
Pairwork
Pairwork 4 Homelink:
(5’)
Learn by heart the new ords and structures Prepare for new lesson
Whole class Evaluation: