giáo án Tiếng Ạnh tuần 14

- Play the recording more than once, if necessary. Ask ps to listen to the recording and tick the correct pictures. Tell them to focus on the subjects. If there is enough time,[r]

(1)

Week 14

Date of planning: 3/12/2016 Period 53

UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? LESSON 3: 4.Read and complete

5 Write about you and your school subjects… - Project

Class Date of planning Absent

4A 4B 4C

6/12/2016 5/12/2016 7/12/2016

……… ……… ………

I Objectives:

At the end of the period, pupils will be able to: read for specific information and write about school subjects

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’)

Spending a few minutes revising the previous lesson by organising a slap the board game using the words for school subjects

Groupwork

2.Read and complete

(2)

(10’) Nga and complete the timetable

- Aks Ps to look at the timetable and guess the subjects they can use to fill the gaps

- 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

- Get Ps to swap their answers before checking as a class If there is enough time, let some pairs ask and answer the questions

1 Vietnamese 2 Maths 3 Science 4 Art

T- WC

Individually

Groupwork

3 Write about you and your

school subjects (10’)

- Tell Ps that they are going to complete some sentences about their school subjects

- Ask Ps to work in pairs or groups to discuss what are they going to write - Focus ps on their name of school, the school days, the school subjects, when they have English, and their favourite subject 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

Whole class Individually

Pairwork/ Groupwork

Pairwork/

4 Project. (10’)

- Tell Ps that they are going to interview a friend in another school about his/her timetable and tell the class about it

Individually

(3)

-Stick the large-size sheet of paper with the chant on page 57 on the board - Tell Ss that they are going to a project

- Ask them to write the information about themselves Encourage them to decorate their cards Get them to swap their cards in pairs They should look at their parters cards and describe each other

- Call some pupils to the front of the class and tell the class about their partners To make this activity more challenging, you may ask them not to look at the cards

Here is my friend’s timetable Huong is a pupil at Quang Trung Primary School She has Maths and Vietnamese on Mondays, Tuesdays and Wednesdays and Thursdays She has English on Mondays, Wednesdays, Thursdays and Fridays She has Science on Tuesdays and Thursdays. She has IT and Music on Wednesdays, and Art on Tuesdays She has PE on Fridays Thank you for listening.

Individually

T- WC

Whole class

Groupwork

5 Homelink: (5’)

Learn by heart the new words and structures Prepare for new lesson

Whole class

Evaluation:

……… ………

(4)

UNIT 9: WHAT ARE THEY DOING? LESSON 1: 1.Look, listen and repeat - Point and say

4A 4B 4C

7/12/2016 6/12/2016 8/12/2016

……… ……… ………

I Objectives:

At the end of the period, pupils will be able to: Use the words and phrases related to the Classroom activities

Ask and answer questions about what someone is doing, using What’s she/he doing ? She’s / He’s…

Sentence patterns: What’s she/he doing ? She’s / He’s… Vocabulary: reading a text, writing a dictation

III Resources:

IV PROCEDURE

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. (10’)

- T tell ps that they are going to read a story in which Ps ask and answer questions about what someone is doing in the classroom

* Language note: be + verb- ing is used to express an action

(5)

- 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 is holding a ball in his hand, standing with Peter and Mai the door of the classroom. Peter asks Mai where Tom is In the Picture b,Nam Nam asks Mai What’s he doing ? and Mai answer He’s reading In the picture C, Nam asks Tom what he is reading In the picture D, Nam suggests to the boys that they play football and the boys agree)Remind pupils of the meaning of be + verb-ing 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

happening at the moment of speaking ( e.g

They are

making a boat )

T- WC

Teacher Whole class Individually

Whole class 3 Point and

say.(20’)

- Tell Ps they are going to practise asking and answering questions about what someone is doing

-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 picture Repeat the name procedure with the rest of the picutures

Vocab:

reading a text, writing a dictation

Model sentence:

What’s he/she doing ?

He’s/She’s watching a video

T- WC

Whole class

(6)

T: What’s she doing ? P:.She’s watching a video.

*Language note: Draw pupils’ attention to the –ing- forms of different verbs ( write- writing )

* Work in pairs Tell your partners what subjects they have today.(6’) - Tell Ps they are going to practise in pair using What’s she doing ? She’s watching a video( playing football, reading, listening to music)

- 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

Teacher

Pairwork

4 Homelink: (5’)

Learn by heart the new ords and structures Prepare for new lesson

Whole class

Evaluation:

……… ………

********************************************** Period: 53

UNIT 8: THIS IS MY PEN

Lesson 3: Read and match – Read and write – Project

Class Date of teaching Absent of student

3D 6/12/2016 ………

Objective Ss will be able to improve reading skill Language

focus

Review

PROCEDURE

focus

Modes

(7)

(5’) Look!” 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

- 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

Key: b d a c

Whole class Individual Pairs

Pairs

3 Read and write (10’)

- Tell Ss that they are going to read the text and fill the gaps

- Give Ss mins to read each sentence 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: name This is These are, pens,

notebooks That is those are

Individual

Pairs

Individual Whole class/ individual 4.Project (10’) - Tell Ss that they are going to draw,

colour and then write the names of two school things

- Have Ss present them to class - Check understanding and get Ss to prepare the necessary school things (paper, pens, pencils…)

- Call several Ss to the front of the class and present their works Example:

Models :

- This is my pens

- These are my books

Whole class

Individual

(8)

This is my + school thing These are my + school things

- Listen and give comment 5.Home-link

(5’)

- Have Ss learn by heart the school things at home

Whole class Evaluation:

……… ………

********************************************** Period: 27

Unit 6: LETTER – Part 2, Class Date of teaching Absent pupils 1B

1C

6/12/2016 7/12/2016

……… ……… 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 Ffwords

- Write the letter Ff II Languge focus

1. New words: fox, fish, frog, my, funny

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’)

Catching fish

fox, fish, frog, egg, elephant, elf II New Lesson

1 Listen and point Choose (Track 36): Read the commands with preceding “My funny” (15’)

- Have students look at the books and listen to the words: My funny

- Point to the cat and say: I am a cat Then, ask students to repeat

Play game

Listen

(9)

- Use gestures (hand actions) to help students to understand the meanings of statements

- Play the CD

- Then, check by saying: My funny fox Ask the students to point to the corresponding item in the picture Repeat with the rest of the items in random order

- Ask students to look at the pairs of pictures on the side and choose the correct one for each corresponding animal

- Go around and ask the students to name the item they are choosing

e.g., Teacher: (pointing to the fox) My funny, …

Student 1: fox! etc. Activity: Memory Game (5’)

- Put the phonics cards of fox, fish, and frog 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 students to name it

- Continue changing the other cards

- Remember to correct students’ pronunciation throughout the lesson

2.Chant and show! (Track 37) (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 fox Do the same with fish and frog

- With music, the whole class sings the whole 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: Ff, egg, elf, elephant

into their notebook

listen guess

look at the books and listen to the words

look and repeat

listen

sing the chant

Write

IV Homelink: (5’) sing the chant with parents

(10)

……… ………

********************************************** Period: 28

Unit 6: LETTER F - Part 4, Class Date of teaching Absent pupils 1B

1C

7/12/2016 9/12/2016

……… ……… 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 Ffwords

II Languge focus

2. New words: my, funny

III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from story books

IV.Organization: V.Proceduce

Teacher’s activities Student’s activities I Warm-up (4mins)

- Greet students

- Have students sing the chant in lesson 1, keep the rhythm by clapping their hands and doing hand actions

II New Lesson

4 Listen Read Along (Track 38) (8mins) - 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

Play game

Listen, point and repeat

(11)

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 (3mins) - Point to and say the sight words: my, funny, and, are, with

- Have students repeat

- Call on some students read them aloud and correct pronunciation (if any)

Activity: Listen, Point, and Say (5mins) - Place phonics cards of fox, fish and frog

around the classroom

- Call out a word, e.g fox The students point to the correct phonics card

- Alternatively, play the CD (track 38)

- 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.)

5 Song (Track 39) (5mins)

- Put the frog, fish, and fox phonics cards up on the board

- Write the names of three animals below the phonics card: Frank – frog, Fin – fish, Fog - fox - Point to the frog, and say: “Frank is a funny frog” 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

Activity: Letter Writing Race (5mins) - Ask the students to open their notebooks - In minutes, the students write as many, e.g Ffs as they can

- The winner is the student who has written the mo

Repeat after T

listen to the story once

listen and point to the pictures of the key words

students point to the pictures and say the words

Point to and say the sight words repeat

look at book , Repeat Ss repeat both sounds listen

listen

repeat

VI.Evaluation Evaluation:

(12)

UNIT 9: WHAT ARE THEY DOING?

LESSON 1: Listen and tick - Look and write - Let’s play

4A 4B 4C

9/12/2016 7/12/2016 9/12/2016

……… ……… ………

I Objectives:

At the end of the period, pupils will be able to: Use the words and phrases related to the topic Classroom activities

Ask and answer questions about what someone is doing, using What’s she/he doing ? She’s / He’s…

Sentence patterns: Revision Vocabulary: Revision

III Resources:

IV PROCEDURE

focus Modes

1 Warm up: (5’)

Spend a few minutes revising the previous lesson Call a few pairs to the front of the class to ask and answer the question What are you doing ? Using the actual subjects

Pairwork

2 Listen and tick.(9’)

- Ask Ps to look at the pictures on page 59

- Tell Ps that they are going to listen to the three dialogues about what

(13)

someone is doing and tick the correct pictures

- Have them look at the pictures Ask them what these subjects are called in English Have ps point to the pictures and say aloud the names of the subjects in English Check understanding

- Play the recording more than once, if necessary Ask ps to listen to the recording and tick the correct pictures Tell them to focus on the subjects - Play the recording again for them to check their answers

- Get Ps to swap their answers before you check as a class

Key: 1- b 2 – c 3 - a

T- WC Individually

Whole class

Pairwork

3 Look and write ( 10’)

- Ask ss to look at the pictures on page 59

- Tell Ps that they are going to fill the gaps of the sentences with what someone is doing

- Have they look at the pictures to identify the what someone is doing Ask them what these activities are called in English Check understanding - Ask ps to find approprivate words to complete the sentence under each picture

- Give them time to the task independently Go around offering help, if necessary

- Get them to swap their answers before checking as a class If there is enough time, call some ps to read aloud the complete sentences

Key:

1.He’s reading a book.

2 She’s writing a dictation. 3 He’s listening to music. 4 She’s watching TV/ a video

Whole class T- WC

T- WC

Whole class

Individually

(14)

4 Let’s play: (10’)

- Tell Ps that they are going to play Charade

- Divide them into groups of three Pupil mimes a classroom activity ( e.g reading a book, listening to music ) without making any sound or lip movements Pupil point to pupil and asks What’s he/she doing ? Pupils answers ( e.g He’she’ reading a book )

- Ask ps to work in pairs to discuss the possible answers

- Call on some of them to say the answer

Whole class

Whole class Individually Whole class

Whole class Groupwork

5 Homelink: (5’)

Whole class

Evaluation:

……… ………

********************************************** Period 27

Unit 6: LETTER S – Part 2,

2A 2B 2C

7/12/2016 9/12/2016 8/12/2016

……… ……… ………

I Objectives:

By the end of the lesson Ps will be able to:

- Recognize and pronounce the letter Ss and its sound correctly - Understand, recognize and say the three Ss words

(15)

- Vocabulary: sun, star, snake - Sight words: look, at, the, 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: ( 5mins)

- Greet students

- Put up the phonics cards from the previous unit on the board - Name the items, one at a time

- The students mime the corresponding action and say the sound of the letter

E.g: Teacher: (pointing to the rabbit phonics card) rabbit Class: (wiggling hands behind head) //

Look and the sound of the letter

II New lesson

1 Listen and point Choose (Track 35): Read the words with “Look at…!” (20’)

- Point to the sun and say: Look at the sun! - Have students listen and repeat

- Have students look at the book and listen to the words: a sun, a star, a snake

- 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 pair of pictures on the side - Choose the correct one for each corresponding item in the picture

- Go around the classroom asking students to name the items

E.g: Teacher: (pointing to the sun) Look at the………! Student: Sun!

2 Chant and show! (Track 36) (5’)

- Use the phonics cards on the board and have students sing the chant with sun Do the same with star and snake

Look

Listen and repeat

Listen and point Choose the picture

(16)

- 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

Read

Sing the chant

III Production (5’) Hot Cards

- Have the students sit down

- Hand out the phonics card from the previous unit - Play the chant

- 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.

Listen Play game

Evaluation:

……… ………

********************************************** Period: 54

UNIT 9: WHAT COLOUR IS IT?

Lesson 1: Look, listen & repeat – Point and say – Let’s talk v

Class Date of teaching Absent of student

3D 7/12/2016 ………

Objective Ss will be able to use the words and phrases related to the topic

Colours, ask and answer questions about someone’s school things. Language

focus

Vocabulary: desk, here Sentence patterns:

a. Is this your school bag? b Is that your pen?

Yes, it is No, it isn’t My pen is here Resources Ss’book, recording, posters,…

PROCEDURE

focus

(17)

1.Warm-up (5’)

-Get Ss to play the game Wordsquare

about school things

- Introduce the game and start the game

T B O O K H W X R U B B E R M C L A Y G U

R P E N C I L

O E D E S K E Z N B A G W R T S C H O O L

Key:  Book Rubber Pencil Desk Bag School Pen ruler Whole class 2.Look, listen & repeat (7’)

- Tell them that they are going to aks and answer the question

Is this/ that your + ( school thing)?

- Read aloud short dialoges

- Have Ss repeat the text in the bubbles a few times

- 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

Vocabulary: here

Sentence patterns: A:Is this your school bad? B: Yes, it is

A:Is that your pen?

B: No, it isn’t My pen is here.

-Whole class

-Groups 3.Point and

say (15’)

- Tell Ss that they are going to practise asking and answering the question:

Is this/ that your + ( school thing)?

- Teach the vocabulary: desk -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: desk

Sentence patterns: Is this/ that your….? - Yes, it is - No, it isn’t

(18)

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 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 pairs to act out the dialogue in front of the class

Sentence patterns: Is this/ that your….? - Yes, it is - No, it isn’t

Individual

Pairs

5.Home-link (5’)

-Ask Ss to learn by heart the school things at home

……… ………

********************************************** Period: 55

Lesson 1: Listen & tick – Look, read and write – Let’s write Class Date of teaching Absent of student

3D 8/12/2016 ………

Objective Ss will be able to use the words and phrases related to the topic

Colours, ask and answer questions about someone’s school things. Language

focus

Review

Vocabulary: desk, here Sentence patterns:

b. Is this your school bag? b Is that your pen?

Yes, it is No, it isn’t My pen is here Resources Recording

(19)

Steps Learning activities Language focus

Modes 1.Warm-up

(5’)

- Call a few pairs the front of the class to ask and answer the question:

Is this/ that……?

- Correct their pronunciation, if necessary

- Give comments

Model:

A: Is this/that your pen? B: Yes, it is/ No, it isn’t

Pairs

2.Listen & tick (10’)

- Tell Ss that they are going to listen and tick the correct boxes next the pictures

- Give a few seconds for Ss to look at the pictures

- Play the recording times through for Ss to listen and tick the correct answers

- Ask Ss to exchange their answers with their partners before reporting them to the class

- Call some Ss to read loud their answers

- Listen and give feedback

Key: b a b Whole class Individual Pairs Individual 3.Look, read and write(10’)

- Tell Ss what they are going to fill the gap

- Ask Ss to look at the pictures - Elicit the words filling the gaps - Ask Ss to read individually silently and complete the sentences

- Go around to offer help if necessary - Get Ss to swap and check their answers with their friends

- Ask Ss to read their answers aloud to the class

Key: pen, it is pencil case, it isn’t

3 school bag, it is

4 book, it is

Whole class Individual Pairs Individual 4.Let’s write (10’)

- Tell Ss that they are going to read the text and fill the gaps

- Give Ss a few seconds to look at the pictures and read the text in silence - Check comprehension and

- Get Ss to swap and check their answers before writing the correct answers on the board for Ss to copy

Key: 1 This is a school bag 2 Is this your school bag?

- Yes, it is 3 That is a pencil case

(20)

down into their notebooks

- Call a few Ss in open pairs to the dialogue

4 Is that your pencil case?

- No, it isn’t 5.Home-link

(5’)

- Have Ss learn by heart the school things they have learnt

……… ………

********************************************** Period 28

Unit 6: LETTER S – Part 4,

2A 2B 2C

12/12/2016 9/12/2016 12/12/2016

……… ……… ………

I Objectives:

By the end of the lesson Ps will be able to: :Recognize and say the three Ss words correctly , Do the corresponding actions, Read the story, Sing letter Ss song

- Vocabulary: sun, star, snake

- Sight words: look, at, the, and, are, in, today 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)

Activity: What is it?

- Hold up the phonics cards, one at a time - Partly hidden by a sheet of paper

- Slowly reveal the phonics card

- The students try to guess what the phonics card is - Give feedback

Guess what the phonics card

II New lesson

1 Listen Read along (Track 37) (9’)

- 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: look, at, the, and, are, in, today

- Have students repeat

- Have some students read them aloud

Activity: Touching Game (5’)

- Put the phonics cards on the board in this order: sun, star, snake

- Divide the class into teams; call one student of each team to stand 1m from the board

- Read one of the three words out loud (e.g a sun), students must run to tap the card of that word

- 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

5 Song (Track 38) (6’)

- Put the sun, star and snake phonics cards up on the board - Point to the sun, the star and say: “The star is in the sun” The students repeat

- Follow the same procedure and present the rest of the song

Listen and point

Listen to the story Listen and point Read word Work in pair

Point and say

Read aloud

Play game

Look

(22)

- Play the CD The students listen and sing along

- Play the CD again The students sing and corresponding actions

Sing and action

III Production (5’) Memory Game

- Put up the phonics cards on the board

- Ask the students to memorise the order in which the items appear

- Remove the phonics cards

- Ask a student to name the items in the correct order - Do the same procedure with changing the order of the phonics cards

Give feedback

IV Homelink: (5’) Do the exercise in the Activity book.

Play game

Evaluation:

……… ………

********************************************** Period: 56

Lesson 2: Look, listen & repeat – Point and say – Let’s talk Class Date of teaching Absent of student

3D 9/12/2016 ………

Objective Ss will be able to ask and answer questions about the colours of school things

Language focus

Vocabulary: colour, box, red, green, blue, black, brown, yellow, white, orange

Sentence patterns:

a, What colour is your box?

- It’s red

b, What colour are your pencils?

- They are green

Resources Books, teachers’ book, notebooks, cards and cassette PROCEDURE

focus

Modes 1.Warm-up

(5’)

- Call two groups of four to the front of the class, have one group point to

Model:

A: Is this your

(23)

something that is near or far and ask:

Is this…….? Is that……?

- Ask other group to answer the question

pen?

B: Yes, it is/ No, it isn’t 2.Look, listen

& repeat (12’)

- Tell Ss that they are going to ask and answer the questions about colours - Draw Ss’ attention to the first picture and elicit the names of the characters and what they say

- Explain the new vocabulary: colour, box, green

- Read loud the vocabulary a few times, have Ss repeat chorally and individually

- Have Ss repeat the text in bubbles a few times

- Repeat the procedure with the second picture

- Do choral and individual repetition - Play the recording through for Ss to listen and say along

- Call some pairs to role-play and repeat the dialogues

Vocab: colour, box, green Model sentence: a, What colour is your box?

- It’s red b, What colour are your

pencils?

They are green

Whole class Pairs

3.Point and say (13’)

- Tell Ss that they are going to practice asking and answering questions about the colours of school things

- Draw Ss’ attention to the pictures - Check comprehension and teach the new vocabulary:

red, blue, black, brown, yellow, white, orange

- Read loud the vocabulary a few times, have Ss repeat chorally and individually

- Have Ss repeat the text in bubbles a few times

- Point to the pictures and elicit the words to fill the gaps

- Put the sentences on the board - Have class repeat the question and the answer

- Have Ss repeat a few times chorally and individually

- Ask Ss to practise in pairs

- Call some Ss to practise in front of

Vocab: red, blue, black, brown, yellow, white, orange Model sentence: A:What colour is/are your ……?

B It is/ they are…

Whole class Pairs

(24)

the class 4.Let’s talk

(8’)

- Tell Ss that they are going practise more with their friends

- Give Ss seconds to look at the pictures, elicit the name of each school things and the colours

- Ask Ss to predict the information they have to fill in the gaps

- Call some Ss to read loud their prediction

- Have some Ss make their sentences based on these pictures

- Put them on the board and have Ss repeat them a few times

- Do the first picture as example if Ss don’t understand

- Ask Ss work in pairs in mins - Call some pairs to act out the dialogue

- Give comments

Sentence patterns: A:What colour is/are your ……?

B It is/ they

are… Individual

Pairs

5.Home-link (2’)

- Ask Ss to practise asking and

answering about the colours of school things

Whole class

Evaluation:

……… ………

********************************************** Period 56

UNIT 9: WHAT ARE THEY DOING?

LESSON 2: Look, listen and repeat - 2.Point and say - 3.Let’s talk

4A 4B 4C

13/12/2016 9/12/2016 12/12/2016

……… ……… ………

(25)

At the end of the period, pupils will be able to: ask and answer questions about what people are doing, using what are they doing ?They’re……

Sentence patterns: What are they doing ?

They’re……… Vocabulary: painting masks, making a puppet

III Resources:

IV PROCEDURE

focus Modes

1 Warm up: (5’)

Spend a few minutes revising the previous lesson by calling some pupils to the class to ask and answer

questions about activities happening in the classroom, using What’s she/he doing ?

1 Look, listen and repeat. (7’)

- T tell ps that they are going to look a story in which ps ask and answer questions about activities happening in the classroom

- Ask Ps to open their book on page 60 and look at the pictures

- Have them look at the pictures to understand the context in which the language is used Ask them questions such as: Who are they? Where are they? What are they saying?TOm and Linda are standing near the door of the classroom and are talking In the Picture B and c, Linda talks about what pupils at the red, blue and yellow tables are doing , and Tom asks if they

T- WC

Whole class

T – Ps

(26)

are having an Art lesson. Check understanding

- Play the recording more than once, if necessary, for ss to listen and repeat Do choral and individually repetition, pointing to the characters speaking - Play the recording again for Ps to listen and repeat

Whole class

T- WC

Whole class

2 Point and say.(15’)

- Tell Ps that they are going to practise asking and answering questions what people are doing

- Let them look at the bubbles to understand how to ask and answer questions about what people are doing using

Ask ps to identify the names of the four Teach the phrases Check comprehension

- Point to the first picture and model the task with one pupil, using the sentences in the bubbles and the

phrase under the picture( teacher: What are they doing ? Pupil: They’re

painting masks) Repeat the procedure with the other rows in the table

- Ask Ps to practise in pairs, one asking the question and the other giving the answer, using the prompt in the bubbles and pictures

- Select some pairs to demonstrate the task in front of the class Monitor the activity and other help, if necessary

Vocab:

painting

masks, making a puppet, playing badminton making paper planes

Model sentence:

what are they doing?

They’re……

T- WC Pairwork

Pairwork T- WC

3 Let’s talk.

- Tell Ps that they are going to revise what they have learnt in L1 and Get

(27)

(8’) answer the three questions Remind them to answer with facts about themselves

- Call a few pairs to act out their conversation

- Encourage ps to observe and give comments in English

conversatio n

4 Homelink: (5’)

Whole class

Evaluation: