- Give Ss 5 mins to do 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 line?[r]
(1)Week 8
Date of planning: 22/10/2016 Period: 29th
UNIT 5: CAN YOU SWIM?
Lesson 2: Listen and number - Look and write – Let’s sing.
Class Date of planning Absent
4A 4B 4C
25/10/2016 24/10/2016 26/10/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to: + Listen to dialogues about the ability
+ Look and write the missing word into the sentences II Language focus:
Revision of sentence patterns and vocabulary III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Language
focus Modes
1.Warm up (5’)
- Play game: Guessing game
- Ss write one word that they can but they must keep secreting
- One S to go to the and the others guess the word by asking: Can you ….?
Guessing game
Whole class
- Ss look at pictures a, b, c and d on page 33 Elicit the identification of the
characters in the pictures and the characters’ words
Correct
(2)2 Listen and number (10’)
- T check understanding by asking some questions:
+ How many pictures are there? + What are they doing?
- T tell Ss that they are going to listen four dialogues about what the four characters can and number the pictures
- Ss guess the answer - Play the recoding twice
- Ss listen to the recording and number the pictures
- Ss swap their answer with the partner - Play the recording again
- Ss listen and check their answers - Ask some questions to ensure pupils’ comprehension of the listening text
1.d 2.a 3.c 4.b
Groups / Pairs/Indi
Individuals
Individuals
Individuals
Pairs
Whole class
Whole class
3 Look and write (10’)
- Have pupils open their books to Page 33 Get Ss to identify the text
-Tell Ps that they are going to write the answer to the questions about what the Ss can do, using the picture cues
- Ask them to look at the four pictures to identify what the character in each picture can/cannot (In Picture 1, Akiko can't dance In Picture 2, Adam can play the piano In Picture Tony can't play the guitar In Picture Linda can't play chess.) Then ask them to read the questions and think of possible answers, using the picture cues After that, have them write the appropriate answers Get pupils to work in pairs, If necessary
-Set a time limit for Ps to the task
1 Nam: Can you cycle? Akiko: No, I can’t
2 Nam: Can you play the piano?
Hakim: Yes, I can
3 Nam: Can you play the guitar?
Tony: No, I can’t
4 Nam: Can you play chess?
Whole class
(3)independently Go around and offer help, if necessary
-Get Ps to swap their answers before checking as a class
- Pupils practice in pairs and complete - Pair works Pupils give their answers for correction
- Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments
- Make a few questions to check pupils’ comprehension of the reading text
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation
Linda: No, I can’t
Individuals
Pairs
Pairs
Individuals
Whole class
4 Let’s sing (10’)
- Tell pupils that they are going to sing the song Can you swim?
- Have them read the each line of the lyrics aloud Check comprehension - Play the recording more than once if necessary, for pupils 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 pupils to sing along with the recording
- Divide the class into two groups: one sings the questions and the other sings the answers
Whole class
Choral/ Groups/ Individuals
Groups/ Individuals 5 Home-link
(5’)
Learn by heart the new words and structures Prepare for new lesson
Whole class
(4)……… ………
********************************************** Period: 30th
UNIT 5: CAN YOU SWIM?
Lesson 3: Listen and repeat - Listen and number Then … - Let’s chant.
Class Date of planning Absent
4A 4B 4C
26/10/2016 25/10/2016 27/10/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to:
+ Pronounce the sounds of the letters s, and sw in the words sing and swimrespectively II Language focus:
Revision of sentence patterns and vocabulary III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Language
focus
Modes
1 Warm-up (5’)
- Sing the song: Can you swim? Whole class
2 Listen & repeat (12’)
-Tell Ps that they are going to practice saying the sounds of the letters s and sw in the words sing, swim.
-First, put the letters s and sw on the board
- Play the recording and ask Ps to repeat a few times and let Ps say the words and
the phrases, paying attention to the target th, fourth, It’s
the fourth of
T-Whole class
(5)sounds
- Write the words sing, swim and the sentences on the board
- Play the recording a few times and let Ss say the words and phrases, paying attention to the target sounds
-Do choral and individual repetition of the sounds, words and phrases until Ps feel confident
-Get some Ps to perform in front the class Check as a class and correct the pronunciation, if necessary
June.
ch, March,
My birthday is on the fifth of March
Whole class/ Individual
3 Listen and number. Then say aloud (8’)
-Tell Ps that they are going to listen to four sentences with the sounds s and sw and number them
- Ask them to read the sentences and identify the words with the letters and sw Explain the new word swing Check pupils’ understanding
- Play the recording for pupils to listen and number the sentences Remind pupils to focus on the words with the sounds s and sw while listening
- Play the recording again for them to check their answers
- Get pupils to swap their answers before you check as a class Monitor the activity and offer help If necessary
- Ask pupils to say the sentences aloud
Audio script: 1 Can you swim?.
2 Can you sit on the chair?
3 Can you swing?
4 Can you sing?.
Key:
1b; 2c; 3d; 4a
T-Whole class
Groups or pairs
Individually
Pairs
Whole class
-Tell them that they are going to read a chant: Can you sing?
- Have them read each line of the lyrics Explain the new words or structures, if necessary Check comprehension
-Play the recording all the way through Ask Ps to choral and individual
Can you sing?
Can you
sing? Yes, I can. I can sing.
Can you
T-Whole class
(6)4 Let’s chant (10’)
repetition of the chant When pupils are familiar with the tune, ask a group to the front of the class to read the chant The class may read along and clap hands or actions
-Have the class read the chant again and clap their hands or actions reinforce the activity
swim? No, I can’t. I can’t swim.
Can you
swing? No, I can’t. I can swing
Whole class/
Individually
Groups 5 Homelink
(5’)
-Have Ps read and a dictation, using the chant learnt in the previous lessons at home
- Do tasks in Workbook Unit 5.(A, B)
Individual
Evaluation:
……… ………
********************************************** Period: 29th
UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 2: Part Listen and number - Read and complete 6 Write about you and your friends
Class Date of teaching Absent of student
3D 25/10/2016 ………
Objective -Ss will be able to listen and read about friends Language
focus
Review:
- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t
- Vocabulary: they, they are=they’re, are not=aren’t Resources Recording
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Call some pairs to ask and answer about their friends:
+ Are they your friends?
Yes, they are No, they aren’t
- Listen and give comments
Model: + Are they your friends? –Yes, they are - No, they aren’t
Pairs
(7)number(10’) on page 33 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
Whole class Individual
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 line - Listen and check, give comment
Model: 1.Hi, my friend is Mai I am nine years old This is Linda And this is Tony They are my friend…
Whole class Individual Pairs
Individual
4 Write about you and your friends (10’)
- Ask Ss to pay attention to the table on page 33
- Ask Ss to work in groups to fill their information of themselves and their friends into the table
- Go around to help Ss
- Call some Ss to write the information on the board
- Read loud and check with whole class
- Give comment
Model:
1.Your name: My name is… 2.Your age: I’m……… years old Names of your friends: This is… And this is…
Groups
Individual
5.Home-link (5’)
Have Ss to exercises in workbook Whole class
(8)……… ………
********************************************** Period: 15th
Unit 4: LETTER D - Part 2)
Class Date of teaching Absent pupils
1B 1C
25/10/2016 26/10/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
- Recognize and pronounce the letter Dd /di:/ and its sound/d/ correctly - Understand, recognize and say the three Dd words
- Write the letter Dd. II Languge focus
1. New words: dog, drum, dragon
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 through the ‘Memory game’
Put the phonics cards (dog, drum, dragon) 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 Give feedback
II New Lesson
1 Listen and point Colour Read the statements with preceding “It is a” (10’)
-Listen
(9)- Have students look at the books and listen to the drill: It is a
- Point to the picture of dog and say: It is a dog Ask the students to point to it and repeat
- Follow the same procedure and present the rest of pictures
- Play the CD While the CD is playing, ask the students to point to the corresponding picture and repeat
- Ask students repeat by using the phonics cards of dog, drum, dragon combining with gestures - Then ask students to colour the drum using any colour they like
- Go around the classroom, asking students to name the items they are coloring
2 Chant and show! (7’)
- Put up the lyrics of the chant on the board - Without music, use the phonics cards and step students to sing the chant with dog Do the same with drum and dragon
- With music, the whole class sings the whole chant Do the chant again using gestures for each word
- Give feedback Activity: (8’)
- Divide the students into groups (dog, drum, dragon)
- Each group say the appropriate chant while the rest of the class claps
- Ask the groups to show their corresponding picture cards while they chant
III Production (5’)
Write the words in notebooks
Ask students write down: Dd, dog, drum, dragon into their notebook
Listen
Point and say
Listen and repeat
Colour
Listen
Listen and repeat
Sings the chant
Play game
Write IV Homelink: (5’)
(10)……… ………
********************************************** Period: 16th
Unit 4: LETTER D - Part 4,
Class Date of teaching Absent pupils
1B 1C
26/10/2016 28/10/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
- Recognize and pronounce the letter Dd /di:/ and its sound/d/ correctly - Understand, recognize and say the three Dd words
- Write the letter Dd. II Languge focus
2. New words: dog, drum, dragon
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 (4 mins)
- Greet students
- Show the phonics cards, ask students to corresponding actions then say the sound of the letter and words
- Have students sing the chant in lesson 1, keep the rhythm by clapping their hands or snapping their fingers
II New Lesson
1 Listen And Read Along (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
-Listen
- Listen and repeat
Listen and point the picture
(11)- 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: an, for, and - Have students repeat
- Have some students read them aloud 2 Song (10’)
- Put the ant, apple and alligator phonics cards up on the board
- Point to the ant and say: “D for Dog” 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 pupils sing and corresponding actions
III Production(5’):
Which One Is Missing? Game (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 read Do pairworks
Point to and say repeat
listen
point and say
-listen and sing
Listen Play game
IV Homelink: (5’)
-practise singing the song with their parents Evaluation:
……… ………
********************************************** Period: 31st
UNIT 5: CAN YOU SWIM?
(12)Class Date of planning Absent 4A
4B 4C
28/10/2016 26/10/2016 28/10/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to: + Practicing reading and writing
II Language focus:
Revision of sentence patterns and vocabulary III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Language
focus
Modes
1 Warm-up (5’)
- Get three groups to go to the front of the class to sing the chant Can you sing? And actions Ask the rest of the class to listen and clap their hands
Can you sing?
Work in groups 2 Read and
answer (10’)
- Tell pupils that they are going to read the text about Mai and her friends Nam and Phong and write their names under the pictures Explain the meaning of √ and x in the pictures (√: can x: can't) Check understanding Have pupils read the first three lines of the passage and explain why we put Mai under the third pair of pictures (Mai can sing, but she can't play the piano.)
- Get them to read the text and focus on the information to complete the blanks (what each character can and cannot do) if necessary get pupils to work in pairs or small groups
Keys:
1 Nam: Nam can play chess but he can’t swim Phong: Phong can play
badminton but he can’t play football
T-Whole class
(13)- Give pupils time to the task independently Go around offering help if necessary
- Get them to swap their answers before checking as a class Provide explanations to the answers, if necessary
3 Mai: Mai can sing, but she can't play the piano
Individual
Work in pairs
3 Write about yourself (10’)
- Tell pupils that they are going to write a short paragraph about what they can and cannot do, following the structure of the given text
- You may want to introduce the word blog (A blog, or a web log is a website with short articles that are changed regularly.) Ask pupils if they or their family members have written a blog Explain how and why people write a blog {People usually write about their daily lives, interests, opinions, and / or experiences on their blogs.)
- Tell pupils that the given text is an article from a blog Ask pupils to read the blog to understand what Linda writes about herself"; her name, what she can and what she cannot
- Have pupils work in pairs or groups to discuss what they are going to write - Then give them time to the task independently
- Get pupils to swap their answers before checking as a class If there is time, ask one pupil to write the answer on the board
Key:
Pupils' own answers
My name’s …… ………
………
Whole class
Whole class
Work in pairs/groups
Work in pairs/groups Work
individually Work in pairs 4 Project
(10’)
- Tell pupils that they are going to interview three classmates to get information about their abilities and complete the chart
- Ask pupils to pay attention to the sample sentences in the bubbles Check
Key:
Pupils' own
Whole class
(14)their understanding of the symbols in the chart
- Get a pair to a demonstration in front of the class as an example before starting the activity
- Give pupils time to the interview in class
- Call some pupils to the front of the class to report on their work
- If time allows, you may make a chart to show the number of pupils who can each of the four activities and put it on the wall for display
answer
Work in Pairs
Work individually
Whole class
5 Homelink (5’)
-Have Ps asking and answering about the birthday
- Do tasks in Workbook Unit
Individual Evaluation:
Period 15th
Unit : Qq – Part 2,
Class Date of planning Absent
2A 2B 2C
26/10/2016 28/10/2016 27/10/2016
……… ……… ………
I Objectives: By the end of the lesson, students will able to: - learn and write the letter Qq /kju:/ and its sound /kw/
- learn three Qq words
II.Vocabulary: question, queen, quilt
(15)Teacher’s activities Ss’ activities * Warm up(5’): Matching
- T prepares some phonics cards and the meaning of that words - T sticks all of them on the board
- Have Ss match in the right orders T invites Ss go to the board to match
- Invite other Ss to check - Give feedback.
II New Lesson
1 Listen and point Colour (10’)
- Have Ss look at the books and listen to these words - T points to the words and has Ss repeat many times
- T plays the CD Have Ss listen and point to the question, queen, quilt
- Ask Ss to colour , using any colour they like
- Go around the classroom, asking Ss to name the items they are coloring
Activity: Pass the phonics card Game (5’)
- Using the phonics cards and line up the Ss into teams - Give the first Ss of each team a phonics card and say “Go” - The Ss say the corresponding words and pass the phonics card over their head to the Ss behind them
- Which team has the most point will be the winner - Continue the game as many times as necessary 2 Chant and show!(10’)
- Put up the lyrics of the chant on the board
- Without music, use the phonics cards and step Ss to sing the chant
- The whole class sings the whole chant
- Ask Ss to look at the phonics card and hold up the cards when they chant ones
- Repeat the chant with out CD Keeping the rhythm by clapping hands
- Give feedback III Production (5’): - Activity: Extension
- Divide class into groups (question, queen, quilt) and say out the rule
- Each group will chant only one song while show the phonics card of this
*Homework: (5’)
Do the exercise in the Activity book
Look at the board Follow T’s
instruction Play game
-Look and listen -Listen and point Colour
-Listen and answer
-Play game to check
-Listen
-Listen and chant
(16)Evaluation:
……… ………
**********************************************
Period: 30th
UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 3: Listen and repeat – Listen and write – Let’s chant Class Date of teaching Absent of student
3D 26/10/2016 ………
Objective Ss will be able to pronunciate the sound a, e Language
focus
Phonics: that, yes / a/ and /e/ Resources Recording
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Call Ss to go to the board and introduce about their friends, using
“ This is my friend + (name), he/she is + (age) years old.”
-This is my friend + (name) -he/she is + (age) years old
Individual
2.Listen and repeat (10’)
- Have Ss open the book page 34, look at the words that, yes and notice the letter coloured differently in both words
- Produce the sound of the letter ain the word that and e in the word yes
a: that Who is that? e: yes Yes, it is
- Read loud the sounds and ask Ss to repeat chorally
- Call some Ss repeat individually - Correct their pronunciation if needed
Phonics: /a/ and /e/
Whole class
Individual
3 Listen and write (10’)
- Ask Ss to pay attention to exercise on page 34
- Ask Ss to read sentences and guess the missing information
- Play the tape times and ask Ss to
Modes:
1 Is th t your a friend?
2 Y e s , it is
(17)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
Pairs
Individual
4.Let’s chant (10’)
- Play the tape “ Who’s that” 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 “ Who’s that” at home.
Whole class Evaluation:
……… ………
********************************************** Period: 31st
UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 3: Read and match – Circle the correct words – Project Class Date of teaching Absent of student
3D 27/10/2016 ………
Objective Ss will be able to introduce one’s friend and respond to the introduction, ask and answer questions about friends
Language focus
Review sentence Patterns:
(18)+ Are they your friends? Yes, they are PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm up
(5’)
- Have Ss chant “Who’s that?” 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
- 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: 1c 2d 3b 4a
Whole class Individual Pairs
Pairs
3 Circle the correct words
(10’)
- Tell Ss that they are going to read and circle the correct answers Give a few seconds for Ss to read the
sentences 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 of the correct sentences
Key: 1.friend 2.they 3.Peter and Mary
4 Yes aren’t
Individual
Pairs
Individual Whole class/ individual 4.Project (10’) - Tell Ss that they are going to find
photos of their friends to stick on a poster They are going to write This is + (name of the friend) under each photo and present their posters to the class
- Give the project as homework as Ss need time to find the photos
Model:
This is + (name of the friend)
(19)- Have the class sing the The more we are together song and say the Who’s that? chant to end the lesson
5.Home-link (5’)
- Have Ss to find the photos of their friends and prepare the next lesson
Whole class Evaluation:
……… ……… Period:16 th
Unit 4: Qq – Part 4,
Class Date of planning Absent
2A 2B 2C
27/10/2016 31/10/2016 31/10/2016
……… ……… ………
I Objectives: By the end of the lesson, students will be able to: - practice the sound of the letter Qq and the corresponding words - learn and practice reading skills
- sing a song
II.Vocabulary: question, queen, quilt Sight words: ask, a, the, with, today
III Teaching aids: CD, Phonics cards, paper including the lyrics of the song IV Procedures
Teacher’s activities Ss’ activities
I Warm up (5’): Matching - Show the picture and cards
- Run through them then say out the rule
- Have Ss go to the board to complete this activity - When Ss finish, have Ss check their answers - T gives feedback
II New Lesson
1 Listen Read along(10’):
- T encourages Ss point to the picture and say out the words
-Play game
(20)- T plays the CD Have Ss listen and point to the story - Read the story Ss follow the story in their books
- Have Ss work in pairs One reads while the other one checks and then they swap roles
- T points and says the sight words Have Ss listen and repeat - Time permitting Have some Ss read them aloud
Activity: Competition (5’)
- T gives instruction: Line up Ss into groups
Have Ss read them aloud A group reads this story louder and clearer That group is winner
2 Song(10’) ):
- Put up the question, queen, quilt phonics cards on the board T points and have Ss repeat
- Follow the same procedure and present the rest of the song Play the CD
- Ask Ss to take out their own picture cards and place them on their desks
- Play the CD again Ss listen and hold up the corresponding picture cards
III Production(5’): Memory game - Put the phonics cards on the board
- Ask Ss to memorize the order of these cards
- Ask Ss to close their eyes, T removes one phonic card randomly and asks individual Ss to name it
- Continue changing the order cards
- Remember to correct Ss’ pronunciation throughout the lesson
IV Homework: (5’)
Do exercise in the Activity book
-Listen and point -Listen and follow the story
-Swap roles
-Listen and repeat -Read aloud
-Listen
-Listen and sing along
-Listen and hold up cards
-Play game
-Do Evaluation:
……… ………
********************************************** Period: 32nd
REVIEW
Class Date of teaching Absent of student
3D 28/10/2016 ………
(21)Listen and identify specific information Read anf identify specific information Read and identify general ideas
Read, listen and understand a short story Language
focus
Sentence Partners: Revisions Vocabulary: Revisions
Resources Tape, textbook, flashcards, pictures PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
-Have Ss stick the pictures of their friends on the poster and give a
presentation, using This is + (name of the friend)
- Listen and give comments
Model: This is + (name of the friend)
Individual
2.Listen and tick (10’)
- Tell Ss that they are going to listen and tick the correct boxes
- Give Ss a few seconds to look at the pictures
- Check comprehension and elicit information in the pictures and give feedback
- Play the recording three times for Ss to listen, the task and check their answers
- Get Ss to swap and check their answers before checking as a class - Explain the answers and give further support to Ss who got more than half of the answers wrong
Key: 1.b 2.a 3.a 4.b 5.b
Whole class Individual
Pairs
3 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: 1.e 2.d 3.b 4.a
5.c Whole class
pairs
(22)4.Look and say (10’)
- Tell Ss that they are going to some dialogues
- Give a few seconds for Ss to look at the pictures and read the text in
silence
- Check comprehension and elicit the words to fill the gaps and give
feedback
- Get Ss to works in pairs
- Go around to offer help if necessary - Call a few pairs to act out the
dialogues
- Give feedback and praise Ss who did well and encourage Ss to listen and make inprovement
Key:
1.Hello, Mai Hello, Mary 2.How are you?
…And you? Fine, thanks How old are you?
I’m… they your they are
Whole class
Pairs
Pairs
5.Home-link (5’)
- Guide Ss to exercise Read and complete at home:
+ Ask Ss to pay attention to exercise page 37
+ Ask Ss to read the words in the box and the text below
+ Complete the gaps with the suitable words
Whole class
Evaluation:
……… ………
********************************************** Period: 32nd
REVIEW
Class Date of planning Absent
4A 4B 4C
1/11/2016 28/10/2016 31/10/2016
……… ……… ………
I Objectives: - By the end of the lesson, students will be able to:
(23)+ Use simple sentences to write about themselves II Language focus:
Revision of sentence patterns and vocabulary III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Language focus Modes
1 Listen and tick (6’)
- Tell pupils that they are going to listen to five dialogues and tick the correct pictures
- Give them a few seconds to look at the pictures Ask them to identify the similarities and differences among them Check understanding
- Play the recording three times for pupils to listen
- Do the task and check their answers - Get pupils to swap their answers before you check as a class Explain the answers and give further support to pupils who got more than half of the answers wrong
Key: 1b 2b 3b 4c
5a
Audio script Linda: Good night, Mum Mother: Good night Linda
2 Hoa: What's your name?
Tony: My name's Tony
Hoa: what
nationality are you? Tony I‘m
Australian Mr Loc: Good morning, class Class: Good morning Mr Loc Mr Loc: What day is it today?
Boy: It's Thursday Girl: when’s your birthday? Boy: It's on the first of September Boy: Who's that? Girl: It's my brother
Boy: What can he do?
(24)Girl: He can ride a bike
2 Read and write (8’)
- Tell pupils that they are going to read the text and write the answers to the questions
- Give them a few seconds to read the text and questions in silence Check understanding Then have pupils read the text again, focusing on the information to answer the questions Give pupils time to the task independently
- Get pupils to swap their answers before checking as a class Provide explanations, if necessary
Keys:
1 She's from England She‘s nine years old She can play the guitar and sing many Vietnamese songs
4 She goes to the Music Club
T-Whole class
Work in pairs Individual Work in pairs
3 Read and match (6’)
- Tell pupils 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 Check understanding
- Give them time to the task independently
- Get pupils to swap their answers before checking as a class Provide explanations If necessary
- Have a few pairs act out the dialogues
Key:
1d 2a 3e 4c 5b
Whole class
Work individual
Work in pairs
4 Look and write Then
say (8’)
- Tell pupils that they are going to look at the pictures and write about the character Tom
- Give them a few seconds to look at the pictures to get some information about Tom (In Picture 1, Tom is taking a photo with the Statue of Liberty In Picture 2, Tom is blowing out the candles on his birthday cake The
Key: America
2 the fifteenth of January
3 play
Whole class
(25)calendar on the wall shows the fifteenth of January In Picture 3, Tom is playing badminton In Picture 4, Tom is going to the mo.) Elicit the words to fill the gaps
- Get them to work in pairs Monitor the activity and offer help, if necessary - Select some pairs to say the sentences about Tom in front of the class
badminton Sunday
Work in pairs
5 Write about you (8’)
- Tell pupils that they are going to complete a paragraph about themselves, using word cues
- Ask them to look at the incomplete sentences to identify the information needed to fill the gaps Then ask them to think of possible words or phrases to complete the sentences
- Give pupils 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 pupils to read their paragraphs aloud
Pupils’ own answers
Whole class
Individual
6 Homelink (4’)
-Review the new words and structures from Unit to Unit
Individual Evaluation: