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The letter G says / /.” - Repeat several times and check students’ pronunciation (letter Gg /di/and its sound / /) - Use the phonics cards with glass, goat, and garden , rea[r]
(1)Week 15
Date of planning: 10/12/2016 Period 57
UNIT 9: WHAT ARE THEY DOING?
LESSON 2: Listen and number.5 Look and write - Let’s sing
Class Date of planning Absent
4A 4B 4C
13/12/2016 12/12/2016 14/12/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: listen and write information about what people are doing, using what are they doing ?They’re……
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’)
- Call some pairs to ask and answer about what people are doing, using What are they doing? They’re……
Pairwork
2 Listen and number.(10’)
- Ask Ps to look at the pictures on page 61
- Tell Ps that they are going to listen to a text about what some ps are doing at breaktime and number the pictures
Key: a - b-
(2)- Ask them to look at the pictures and identify what the characters in each picture are doing( in picture a, they are playing badminton In picture b, they are making paper planes In picture c, they are making a kite In picture d, they are playing football ) Check understanding
- Play the recording for ps to listen and 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
c-
d- 1 Whole class
Whole class
Listen and number Pairwork
3.Look and write ( 10’)
- Ask ss to look at the pictures on page 61
- Tell Ps that they are going to answer the questions about what the children are doing, using the picture cues
- Look at four pictures to identify what the characters in each picture are doing - Ask them to read the questions and write the answers, using the picture cues
- Get ps work in pairs
- Give ps time to the task independently
- Get them to swap their answers before checking as a class
4.
Whole class T- WC Whole class
Individually
Pairwork Individually
Pairwork
4 Let’s sing: (10’)
- Tell ss that they are going to sing the song What are they doing? Teach the song, following the produre in teaching the unit components in Introduction
T- WC
(3)- Have them read each line of the lyrics aloud Check comprehension
- Play the recording all the way through Ask ss to choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song
- Play the recording again and get Ps to sing along with the recording
- Divide the class into two groupss, one sings the song and the other t.he actions
Whole class Individually
Whole class
Groupwork
5 Homelink: (5’)
Learn by heart the new words and structures Prepare for new lesson
Whole class Evaluation:
……… ………
********************************************** Period 58
UNIT 9: WHAT ARE THEY DOING?
LESSON 3: Listen and repeat – Listen and tick Then write and say aloud 3 Let’s chant
Class Date of planning Absent
4A 4B 4C
14/12/2016 13/12/2016 15/12/2016
……… ……… ………
I Objectives:
(4)II Language focus:
Phonics: mask, text /sk / /xt in the word/ 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’)
- Call some pairs to ask and answer about what people are doing, using What are they doing? They’re……
Pairwork
2 listen and repeat (12’)
- Tell pupils that they are going to practise saying the sounds of the letters sk and xt in the words mask and text respectively
- First, put the letters sk and xt on the board Play the recording and ask pupils to repeat a few times Then put the words mask and text on the board, play the recording and ask pupils to repeat a few times After that, write the sentences He’s making a mask and
She’s reading atext on the board Play the recording a few times and let pupils say the sentences, paying attention to the target sounds
- Do choral and individual repetition of the sounds, words and sentences until pupils feel confident
- Get some pupils to say the sentences in front of the class Check as a class and correct the pronunciation, if necessary
Whole class
Whole class
Individually
Pairwork
3 Listen and tick Then write and say
- Tell pupils that they are going to listen to the four sentences and tick the correct words
Key: 1 a a
(5)aloud (8’) - Ask them to look at the sentences and guess the words to fill the gaps
- Play the recording so they can listen and tick the words Remind pupils to focus on the words with the letters sk and xt while listening
- Play the recording again for pupils to check their answers
- Get them to swap their answers before you check as a class Monitor the activity and ofer help, if necessary -Ask pupils to read aloud the sentences
3 a b Audio script 1 She’s looking at the mask
2 The desk is long
3 She’s
drawing a desk 4 They’re painting a mask
Whole class
Individually
Pairwork
4 Let’s chant (10’)
- Tell pupils that they are going to say the chant What’s he doing? 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 pupils to choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant Show pupils how to chant and actions Divide the class into groups of four and call two groups of pupils to give a demonstration: one group chants the questions, the other chants the answers
- Get groups to sit opposite of each other and practise chanting and doing actions Go around ofering help, if necessary
- Call three groups to the front of the class to chant and actions The rest of the class claps along to the rhythm
Whole class
Individually Pair/Group
Pair/Group
Pair/Group 5 Homelink: Learn by heart the new words and
structures Prepare for new lesson
(6)(5’) Evaluation:
……… ………
********************************************** Period: 57
UNIT 9: WHAT COLOUR IS IT?
Lesson 2: Listen and number – Read and match – Let’s sing Class Date of teaching Absent of student
3D 13/12/2016 ………
Objective Ss will be able to talk about the colours of school things Language
focus
Vocabulary: bookcase
Resources Tape, textbook, flashcards, pictures PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Tell Ss that they are going to ask and answer the structure:
A: What colour is/ are your + school thing(s)
B: It is/ They are + (colour)
- Call some pairs to go to the board and perform
- Listen and give comments
Model:
a, What colour is your box? - It’s red b, What colour are your
pencils? - They are green
pairs
2 Listen and number(10’)
- Ask Ss to pay attention to pictures on page 61 then identify the school things
- 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
Key:
A 3 B 2 C 4 D 1
(7)- 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 3 Read and
match (10’)
- Tell Ss that they are going to match the sentences on the left with the pictures on the right
- Read loud the sentences slowly and ask Ss to pay attention
- Give a few seconds for Ss to read the text in silence again.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.b 2.d 3.a 4.e
5.c Whole class
Pairs
Individual
4 Let’s sing (10’)
- Ask Ss to open their Student’s book on page 61 Tell them that they are going to sing the My new pen song - Play the recording times for Ss to get familiarized with the
pronunciation, the stress, the rhythm and the intonation of the song
- Play the recording again, pausing after each line for Ss to repeat
- Play the recording once more for Ss to repeat the whole song
- Call on some Ss to sing the song in front of the class The rest of the class clap their hands at rhythms
Groups
5.Home-link (5’)
Have Ss to sing the song My new pen
at home
Whole class Evaluation:
(8)********************************************** Period: 29
Unit 6: LETTER F – Part 6,
Class Date of teaching Absent pupils
1B 1C
13/12/2016 14/12/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
- Recognize and pronounce the letter Ff /ef/ and its sound/f/ correctly - Understand, recognize and say the three Ff words
- Write the letter Ff II Languge focus
1. New words: fox, fish, frog, fork
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
- Review the previous lesson by playing the “Matching game”
+Put up the fox, fish, and frog phonics cards on the board
+Write the words in a column in random order +Ask individual students t come to the board and match the phonics cards to the words by drawing lines
II.Presentation & Practice 1 Circle the right letters (8’)
- Point to the letters, name the items and revise the sounds
- Explain the activity
- Ask students to look at the pictures and circle the corresponding letters
Play game
Listen, point and repeat
(9)- Go around and provide any necessary help
Answer: – Ff – Dd –
Bb – Ff – Cc –
Ff
Activity: Sound and Word (5’) - Divide students into teams, A and B -Put one of the phonics cards on the board - Ask a student from Team A to identify the sound (1 point), the picture (1 point), or both (2 points)
- Continue with a student from Team B
- Write the points for each team on the board The team with the most points wins the game 2 Listen, point and repeat Colour the pictures of the words that start with the f sound Say the f words (Track 40)
*Listen, point and repeat (5’)
-nShow the students the fork phonics card Point to it and say: /f – fork Ask them to repeat - Do action like fork and say /f/, fork
- Encourage the students to the same - Say the letter and ask students the action - Play the CD
- Ask students listen, point to and repeat the word
*Colour the pictures of the words that start with the f sound Say the words (7’)f
- Point to pictures and have students name them - Name some colours and ask the students to repeat
- Ask the students to colour the pictures which have Ff in them
- Give the students minutes to colour in the ‘frog’ and ‘fish’ that have Ff in them
- Go around the classroom providing any necessary help
III Production (5’) Craftwork
- Ask the students to take out their notebooks - Ask them to choose one word the draw the letter and the picture in their notebooks
listen
listen and point to the pictures students the action
listen, point to and repeat the word
color and repeat
(10)- Tell them to colour the letter and the picture - The first students to finish will show their picture to the class
IV Homelink: (5’)Do the exercise in the Activity book
Evaluation:
……… ………
********************************************** Period: 30
Unit 7: LETTER G - Part
Class Date of teaching Absent pupils
1B 1C
14/12/2016 16/12/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
- Recognize and pronounce the letter Gg / dʒi :/ and its sound/g/ correctly - Understand, recognize and say the three Gg words
- Write the letter Gg II Languge focus
2. New words: goat,glass, garden
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
- Review the previous lesson by playing the “Touching game”
+Put up the fox, fish, frog, and fork cards on the board
+Line up students into teams
(11)+Call a student from each team to stand 1m from the board
+Read of the words out loud (e.g a fox), the students must run to tap the card of that word
+The student who taps the correct card first will get point for his/her team
+Call 4-6 students per team to the board if possible
+Give feedback
II.Presentation & Practice
1.Listen, point and repeat Colour (Track 41): Introduction of letter G, its sound and how to pronounce the words beginning with Gg (20’)
- Use a card with letter Gg (or write on the board the letter Gg) to introduce to the students the new lesson
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter Gg /dʒi: / The letter G says //.” - Repeat several times and check students’ pronunciation (letter Gg /di/and its sound //) - Use the phonics cards with glass, goat, and garden, read the words out loud and ask students to repeat
- Use gestures (hand actions) to help students to understand the meanings of the three words - Check students’ understanding: Teacher says the words, all students actions and vice versa
- Call some students to say the words out loud and correct their mistakes (if any)
Activity: Memory Game (5’)
- Put the phonics cards of glass, goat, garden,
Gg on the board
- Ask students to memorize the order of these cards
- Ask students to close their eyes, remove one phonics card randomly and ask individual
listen
listen and repeat
repeat
do actions and vice versa
(12)students to name it
- Continue changing the other cards
- Remember to correct Students’ pronunciation throughout the lesson
III.Production (5’) Writing in the air
Show the letter Gg again, have students write the Gg in air with their fingers
IV Homelink: (5’)Do the exercise in the Activity book
say the corresponding words and pass the phonics card
write in the air
Evaluation:
……… ………
********************************************** Period 59
UNIT 9: WHAT ARE THEY DOING? LESSON 3: Read and tick – Write about picture – Project
Class Date of planning Absent
4A 4B 4C
16/12/2016 14/12/2016 16/12/2016
……… ……… ………
I Objectives:
Ss will be able to improve reading skill II Language focus:
Sentence patterns: Revision Vocabulary: Revision
(13)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’)
- Call some pairs to ask and answer about what people are doing, using What is he/she doing? He’s/She’s…… What are they doing?
They’re…………
Pairwork
2.Read and tick (10’)
- Tell pupils that they are going to read the text about what the pupils are doing and tick T for true statements or F for false statements
- Ask them to look at the statements f rst and then read the text, focusing on the information they need to the task (what the characters are doing) If necessary, get pupils to work in pairs or small groups
- Give pupils time to the task independently Go around of ering help, if necessary
- Get them to swap their answers before checking as a class Provide explanations to the answers, if necessary
Key: 1 F F 3 F T F
Whole class
Whole class
Individually
Pair/Group
3 Write about picture
(10’)
- Tell pupils that they are going to write a short paragraph to describe what the pupils are doing in their Art lesson, using the picture and word cues - Have them look at the given words and guess what they are going to write Then ask them to look at the picture and find out what the teacher, the girls and the boys are doing
Key: The teacher is drawing a mask on the board The girls are making puppets and painting
Whole class
(14)- Have pupils work in pairs or groups to discuss what they are going to write Give them enough time to the task independently
- Get them to swap their answers before checking as a class If there is time, ask one pupil to write the answer on the board
masks The boys are making a kite and painting houses
Pair/Group
Pair/Group
4.Project (10’)
- Tell pupils that they are going to choose a photo of their family and describe what each of the family members is doing in the photo
- Ask them to look at their photos and f nd out what each person is doing Then they should think of the words needed to describe the picture and make notes, e.g mum − cooking,
kitchen; dad − reading, living room; sister − learning English, living room.
- Get some pupils to a
demonstration in front of the class as an example before starting the activity Example:
My mum is cooking in the kitchen My dad is reading in the living room My sister is learning
English in the living room.
- Call some pupils to the front of the class to describe their photos
Key: Pupils’ own answers
Whole class
Individually Pair/Group
Evaluation:
……… ……… Period 29
Unit 6: LETTER S – Part 6,
Class Date of planning Absent
2A 2B 2C
14/12/2016 16/12/2016 15/12/2016
(15)I Objectives:
By the end of the lesson Ps will be able to: Read and say the three Ss words correctly Recognize and say a new Ss word correctly II Language focus:
- Vocabulary: sun, star, snake, seal 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
- Write the letters A to S on the board leaving out a couple of them
- Ask the students to copy and complete the letters in their notebooks
Write letters
II New lesson
1 Colour the stars that have Ss in them_Activity: Sit and Stand Game (7’)
- Ask the students to take out their colour pencils/ crayons - Name some colours
- Use the structure: “I like…” and ask the students hold up the colour pencils/ crayons they like
- Stick the cards of the upper letter and the same lower letter on the board in the correct order (Ss) and then in the wrong order (sS, ss, SS)
- The students will stand if the letters go together in the wrong order They will stay sitting if the letters are in the correct order
- Have the students colour the stars that have Ss in them - Go around the classroom providing any necessary help
Listen
(16)Activity: Chinese Whispers Game (5’)
- Divide the class into or teams with the same numbers of students in each team
- The first student of each team runs to the teacher (at the same time); teacher whispers a word/words to them
- The first student whispers the word/words to the student sitting next to or behind him/her and so on
- The last students say the word/words aloud
2 Listen, point and repeat Colour the pictures of the words that start with the s sound Say the s words (Track 39) (8’)
- Show the students the seal phonics card Point to it and say: // - seal Ask them to repeat.
- Clap your hands together while making a high pitch bark and say: // - seal Encourage the students to the same. - Ask the students to take out their colour pencils/ crayons - Point to the pictures, the students corresponding actions and say the words
- Give the students minutes to colour in the pictures of the words that begin with the // sound
- Go around the classroom providing any necessary help
Listen
Whisper to friends and say aloud d
Listen and point Listen and repeat Colour
III Production (10mins) Craftwork
- Ask the students to take out their notebooks
- Ask them to choose one word the draw the letter and the picture in their notebooks
- Tell them to colour the letter and the picture
- The three first students who finish will show their picture to the class
IV Homelink: (5’)Do the exercise in the Activity book.
Play game
Evaluation:
……… ………
********************************************** Period: 58
UNIT 9: WHAT COLOUR IS IT?
(17)Class Date of teaching Absent of student
3D 14/12/2016 ………
Objective Ss will be able to pronunciate the sound i, o in the words it and orange respectively
Language focus
Phonics: it, orange / i/ and /o/
Resources Recording
PROCEDURE
Steps Learning activities Language
focus
Modes 1 Warm up
(5’)
- Have Ss sing the song My new pen Whole class
2.Listen and repeat (10’)
- Have Ss open the book page 62, look at the words it, orange and notice the letter coloured differently in both words
- Produce the sound of the letter i in the word it and o in the word orange
i: it What colour is it? o:orange It’s orange.
- Read loud the sounds and ask Ss to repeat chorally
-Call some Ss repeat individually -Correct their pronunciation if needed
Phonics: /i/ and /o/
Whole class Individual
3 Listen and write (10’)
- Ask Ss to pay attention to exercise on page 62
- 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
- Play the tape again and check with whole class
- Check and give feedback
Modes: It is my school bag My favourite colour is
orange.
Individual
Pairs
(18)(10’) 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
- Show Ss how to say the chant and the actions
- Play the recording a few times for Ss to choral and individual repetition - 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
Groups
5.Home-link (5’)
Have Ss to practise chanting “What colour is it?” at home
Whole class Evaluation:
……… ………
********************************************** Period: 59
UNIT 9: WHAT COLOUR IS IT?
Lesson 3: Read and match – Read and complete – Project Class Date of teaching Absent of student
3D 15/12/2016 ………
Objective Ss will be able to improve reading skill Language
focus
Review vocabularies and sentences PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm up
(5’)
- Have Ss chant “What colour is it?” 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
Key: c d
(19)line between them
- Give a few second for Ss to read the text in silence Check comprehension and give feedback
- 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
3 a b
Individual Pairs
Pairs
3 Read and complete (10’)
- Tell Ss that they are going to read and fill the gaps with the appropriate
words
- Give Ss few seconds to read the text and words in the box in silence
- Get Ss to work in pairs
- Give Ss mins to the task and go around and offer help if necessary - Get Ss to swap and check their answers before checking as a class - Call some Ss to read aloud each sentence in the text
- Listen and check, give comment
Key: green desk They pens colour
Whole class
Pairs
Individual 4.Project (10’) - Tell Ss that they are going to colour
the rainbow and talk about its colours with their classmates
- Check understanding and get Ss to prepare the necessary school things (crayons)
-Give Ss mins to the project in class
- Get Ss to work in groups
- Go around to offer help, if necessary - Call individual Ss to the front of the class and present their rainbow
Example:
This is my rainbow It is + (colour)
- Have Ss stick their rainbows on the walls of the classroom and choose the best five
Models :
- This is my pens
- These are my books
Whole class
Individual
(20)- Give comment 5.Home-link
(5’)
- Have Ss learn by heart the colours at home
Whole class Evaluation:
……… ………
********************************************** Period 30
Unit 7: LETTER T – Part
Class Date of planning Absent
2A 2B 2C
15/12/2016 19/12/2016 19/12/2016
……… ……… ………
I Objectives:
By the end of the lesson Ps will be able to:
Recognize and pronounce the letter Tt and its sound correctly Understand, recognize and say the three Tt words
Write the letter Tt II Language focus:
- Vocabulary: tree, tent, tiger - Sight words: a, under, help 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’)
(21)- Put up the phonics cards from the previous unit on the board
- Write the first and last letters of each word below each card
- Ask the students to complete the missing letters
- Ask the individual students to come to the board and write the missing letters
write missing letters
II New lesson
1 Listen, point and repeat Colour (Track 40): Introduction of letter T, its sound and how to pronounce the words beginning with Tt (20’) - Use a card with letter Tt (or write on board the letter Tt) to introduce to the students the new lesson
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter T // The letter T says //.”
- Repeat several times and check students’ pronunciation (letter T // and its sound //) - Use the phonics cards with tree, tent, and tiger, read the words out loud and have students repeat
- Use gestures to help students to understand the meanings of the three words
- Stick the cards on board and have students repeat the words chorally several times (in the correct order and then in any order)
- Call some students to say the words out loud and correct their mistakes (if any)
- Ask the students to colour in the letters Activity: Which One Is Missing? (5’)
- Put the phonics cards face up on the table/stick them on the board
- Give the students a minute to look at the cards - Have students close their eyes and then you take away one cards
- Tell the students to open their eyes and name the missing cards
Listen and repeat
Guess meaning
Colour
Say name the missing cards
III Production (5’) Hot Cards
- Have the students sit down
(22)unit
- Play the chant (Track 42)
- 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
IV Homelink: (5’)Do the exercise in the Activity book
Say that word
Evaluation:
……… ………
********************************************** Period: 60
UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 1: Look, listen & repeat – Point and say – Let’s talk Class Date of teaching Absent of student
3D 16/12/2016 ………
Objective Ss will be able to ask and answer questions about break-time activities Language
focus
Vocabulary: break time, play, badminton, football, chess, basketball, table tennis
Sentence patterns:
A: What you at break time? B: I play………
Resources Recording, flashcards, puppets PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm up
(5’)
(23)2.Look, listen & repeat (7’)
-Ask Ss to identify the characters in the picture on page 64 and what they are doing
- Set the scene “you are going to listen to Linda and Mai asking about some games.
- Play the recording and asks Ss to listen to the tape twice
- Ask Ss to listen and repeat in chorus two times
- Have whole class repeat all the phrases a few times to reinforce their pronunciation Vocabulary: Badminton, football, break time, play Sentence patterns: A:What you at break time? B: I play badminton.
-Whole class -Groups
3.Point and say (15’)
- Tell Ss that they are going to practise asking and answering the question:
What you at break time?
- Teach the vocabulary: chess, basketball, table tennis.
-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: chess, basketball, table tennis. Sentence structure: A: What you at break time? B: I play +
( game) -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 and identify each game - 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
Sentence patterns:
A: What you at break time?
(24)- Call a few pairs to act out the
dialogue in front of the class Pairs
5.Home-link (5’)
-Ask Ss to learn by heart the games at home
Whole class Evaluation:
……… ………
********************************************** Period 60
UNIT 10: WHERE WERE YOU YESTERDAY? LESSON 1: Look, listen and repeat - Point and say.
Class Date of planning Absent
4A 4B 4C
20/11/2016 16/11/2016 19/11/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: Use the words and phrases related to the topic Past activities
Ask and answer questions about where someone was in the past, using Where were you yesterday? I was…
II Language focus:
Sentence patterns: Where were you yesterday? – I was …
Vocabulary: at home, at the zoo, on the beach, in the school library III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks
(25)Steps Learning activities Language
focus Modes
1 Warm up: (5’)
Get some ps to go to the front of the class to tell what their family members are possibly doing at the moment, Eg: My mum is working in the hospital My dad is working on the farm My sister is learning at school.
Individually
1 Look, listen and repeat.
(10’)
- T tell ps that they are going to find out about how to ask and answer questions about where someone was yesterday
- Ask Ps to look at four pictures to identify the context in which the language is used
Ask them questions such as: Who are they? Where are they? What are they talking about? Help them to identify that Miss Hien asks ps where they were yesterday and they answer( In picture a: Linda says I was at home In the Picture b: Nam says I was at the zoo In the picture c: Phong says I was on the beach In the picture d: Tom and Tony say We were in the school library. 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
* Language note:
Was is used with singular pronouns and Were is used with plural ones
Whole class
Whole class
Individually
Individually
Whole class 2 Point and
say.(20’)
- Tell Ps they are going to practise asking and answering questions about where someone was in the past
-Have them look at the bubbles to understand how to use the language Ask them to look at the pictures ti identify where the people were
Vocab: at home at the zoo on the beach in the school
T- WC
(26)yesterday Teach the phrases :
- Point to the picture a and model the task with one pupil, using the question and the answer in the bubbles and the phrase under the picture Ask ps to say the question and the answer chorally and individually Repeat the same procedure with the rest of the pictures - Ask ps to practise in pairs, using the prompts in the bubbles and the phases under the pictures
- Select some pairs to demonstrte the task in front of the class Check as a class
* Work in pairs Tell your partners where they were yesterday.(6’)
- Tell Ps they are going to practise in pair using where were you yesterday? I was…
- 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
library. Sentence patterns: Where were you yesterday? I was …
T- WC/ Individually Pair/Group
Pairwork
Pairwork
T- WC
Pairwork
Pairwork 4 Homelink:
(5’)
Learn by heart the new words and structures Prepare for new lesson
Whole class Evaluation: