Activity: Pass the phonics card Game (5’) - Using the phonics cards of Gg, glass, goat, garden.. - Line up the students into 2 teams.[r]
(1)Week 16
Date of planning: 17/12/2016 Period 61
UNIT 10: WHERE WERE YOU YESTERDAY? LESSON 1: Listen and tick - Look and write - Let’s sing
Class Date of planning Absent
4A 4B 4C
20/12/2016 19/12/2016 21/12/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: listen to and write specific information about where someone was in the past
II Language focus:
Sentence patterns: Revision Vocabulary: Revision
III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks
IV PROCEDURE
Steps Learning activities Language
focus Modes
1 Warm up: (5’)
Spend a few minutes revising the previous lesson by asking some pairs to ask and answer questions about where someone was yesterday/ yesterday morning/ yesterday afternoon/ last weekend
Pairwork
2 Listen and tick.(10’)
- Ask Ps to look at the pictures on page 65\
Key:
1- c
(2)- Tell Ps that they are going to listen to the three dialogues about where characters were and tick the correct pictures
- Have them look at the pictures to identify the similarities and differences ( 1a Tom was in the cinema 1b He was in the swimming pool, 1c He was at school 2a: Linda was at the zoo, 2b: Linda was in the library, 2c: She was in the cimema, 3a: Tony was on the beach, 3b: He was in the library, 3c: He was in the garden 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
2 – b 3 - a
T-WC
T- WC Individually
Whole class
Pairwork
Whole class T- WC 3 Look and
write ( 10’)
- Ask ss to look at the pictures on page 65
- Tell Ps that they are going to complete the sentences about where the character were
- 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
Key:
1 at home/ in the kitche. 2 in the library/ at school 3 on the beach.
T- WC
Whole class
(3)- 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
Pairwork
4 Let’s sing: (10’)
Tell ss that they are going to sing the song Where were you yesterday? Teach the song, following the produre in teaching the unit components in Introduction
- 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
T- WC
Whole class
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 62
UNIT 10: WHERE WERE YOU YESTERDAY? LESSON 2: 1.Look, listen and repeat - 2.Point and say - 3.Let’s talk
Class Date of planning Absent
(4)4B 4C
20/12/2016
22/12/2016 ………
………
I Objectives:
At the end of the period, pupils will be able to: ask and answer questions about where someone did in the past, using what did you yesterday? I……
II Language focus:
Sentence patterns: What did you yesterday? I played badminton
Vocabulary: played badminton, painted a picture, watered the flowers III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks
IV PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up: (5’)
Spend a few minutes revising the previous lesson by calling some pupils to the class to sing the song Where were you yesterday?
Groupwork
2 Look, listen and repeat.(7’)
- T tell ps that they are going to read a story where Ps ask and answer questions about what they did in the past
- Ask Ps to open their book on page 66 and look at the pictures
- Have them look at the four pictures to identify the characters and understand the context in which the language is used Ask them
T- WC
Whole class
(5)questions such as: Who are they? Where are they? What are they saying?( a: Tony asks Mai where she was yesterday and she answers she was at home b, c and d, Tony asks what Mai did, using What did you in the morning/ afternoon? And What about yesterday evening? 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
Individually
Whole class
3 Point and say.(15’)
- Tell Ps that they are going to practise asking and answering questions about what someone did in the past
- Let them look at the bubbles to understand how to ask and answer questions about what someone did in the past, using
- Ask ps to identify what the Ps did yesterday 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 did you yesterday ? Pupil: I played badminton.) 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
Vocabularyplay ed badminton painted a picture watered the flowers Model sentence:
what did you yesterday? I +verb- ed…… *Language note: In this lesson: verb-ed is used to expressed an action that happened in the past Expressions for the past time include
yesterday, yesterday
T- WC
Whole class
Whole class Groupwork
Pairwork
(6)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
morning( afterno on, evening) , last night, lastweek, month, year)
Pairwork
4 Let’s talk. (8’)
- Tell Ps that they are going to revise what they have learnt in L1 and 2, using: Where were you yesterday? And What did you ? Get them to work in pairs and ask and answer the three questions - Call a few pairs to act out their conversation
- Encourage ps to observe and give comments in English
Whole class
Pairwork
Pairwork
5 Homelink: (5’)
Learn by heart the new words and structures Prepare for new lesson
Whole class
Evaluation:
……… ………
********************************************** Period: 61
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 1: Listen & tick – Look, read and write – Write about you
Class Date of teaching Absent of student
3D 20/12/2016 ………
Objective Ss will be able to ask and answer questions about break-time activities, improve listening and reading skills
Language focus
Review
Vocabulary: break time, badminton, football, chess, basketball, table tennis
Sentence patterns:
(7)Resources recording
PROCEDURE
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:
A: What you at break time? B: I play + game
- Correct their pronunciation, if necessary
- Give comments
Model:
A: What you at break time? B: I play football/ table tennis/ chess/ basketball… 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 b a 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 and read the text
- 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: chess
2 table tennis badminton -whole class individual pairs individual 4.Write about you (10’)
- Tell Ss that they are going to write about their activities at break time - Check comprehension and give feedback
Key: I play +
(Ss’own games.)
(8)- Give Ss mins to the task
- Get Ss to swap and check their answers before writing the correct answers on the board for Ss to copy down into their notebooks
- Call some Ss to write their sentences on the board
- Read and correct if needed 5.Home-link
(5’)
- Have Ss learn by heart the vocabulary about games at home
Whole class
Evaluation:
……… ………
********************************************** Period: 31
Unit 7: LETTER G -Part 2,
Class Date of teaching Absent pupils
1B 1C
20/12/2016 21/12/2016
……… ……… 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
1. 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
(9)“Touching game”
+Put up the fox, fish, frog, and fork cards on the board
+Line up students into teams
+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 and point Colour (Track 42) (15’) - Have students look at the books and listen to the words: look at, the glass, the goat, my garden
- Use gestures (hand actions) to help Students to understand the meanings of commands -A sk students repeat by using the phonics cards of glass, goat, garden combining with gestures - Then, ask students to colour the glass and the goat, using any colour they like
- Go around the classroom, asking students to name the items they are coloring
Activity: Pass the phonics card Game (5’) - Using the phonics cards of Gg, glass, goat, garden
- Line up the students into teams
- Give the first students of each team a phonics card and say “Go”
- The students say the corresponding words and pass the phonics card over their head to the students behind them
- Next, those students repeat the word and pass the phonics card between their legs to the students behind them
- Continue to pass the phonics card over their heads and between their legs to the last students
listen
listen
look at the books and listen to the words
repeat by using the phonics cards
colour the glass and the goat
(10)- Which team hands their phonics card to Teacher and says the word correctly will get one point
- Which team has the most point will be the winner
- Continue the game as many times as necessary
2 Chant and show! (Track 04) (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 glass Do the same with goat and garden
- 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 the words: glass, goat, garden into their notebook
IV Homelink: (5’) Do the exercise in the Activity book
listen
sings the whole chant
write down
Evaluation:
……… ………
********************************************** Period: 32
Unit 7: LETTER G - Part 4,
Class Date of teaching Absent pupils
1B 1C
21/12/2016 23/12/2016
……… ………
I Aim and Objectives
(11)- 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
New words: goat,glass, garden, look, at, the, with, my
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
- Divide students in groups of glass, goat and garden
- Play the chant in Lesson
- Each group mimes the corresponding actions
II New Lesson
1 Listen Read Along (Track 44) (10’)
- Ask the students to point to the picture of the word that the teacher says
- Play the CD Have the students listen to the story once
- Play the CD again The students listen and point to the pictures of the key words when they hear them in the story
- Read the story The students follow their books
- Teacher reads the printed words then let the students point to the pictures and say the words - Ask students work in pairs One reads the printed words while the other points to the pictures and says the words
Activity: Say the Sight Words (5’)
- Point to and say the sight words: look, at, the, with, in, my
- Have students repeat
-Call on some students read them aloud and correct pronunciation (if any)
Activity: Bingo Game (5’)
play game
Listen
point to the picture of the word that the teacher says
listen and point to the pictures of the key words
(12)- Deliver individual students a sheet of paper including a grid with by squares
- Ask students to write a different word ‘dog, drum, dragon, egg, elf, elephant, glass, goat, garden’
- Call out words in any order (keep a record of the words as you say them, so that you don’t say the same word twice)
- The students cross off the words in their grids as they hear them
- The first student to complete a line of three shouts Bingo!
2 Song (Track 45) (8’)
- Put the song lyrics up the board
- Instruct students to read the drill “Look at my garden, look at the goat!”
- Follow the same procedure and present the rest of the song
- Play the CD The students listen, sing along and point to the pictures on their book
- Play the CD again The students sing and corresponding actions
III.Production (5’)
Activity: Hot Cards Game - Have students stand at their desks - Hand out the phonics cards
- Play the song While the song is playing, the students pass the phonics cards to the next student
- When the song stops, the student holding the phonics cards must name them
- Remember to correct students’ pronunciation IV Homelink: (2’) sing the song at the home.
repeat
write a different word
complete a line
read the drill
listen, sing along and point to the pictures
pass the phonics cards
Evaluation:
……… ………
(13)UNIT 10: WHERE WERE YOU YESTERDAY? LESSON 2: 4.Listen and number - Look and write - Let’s play
Class Date of planning Absent
4A 4B 4C
23/12/2016 21/12/2016 23/12/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: listen specific information and write about what someone did in the past
II Language focus:
Sentence patterns: Revision Vocabulary: Revision
III Resources:
1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,. 2.Students’: books, notebooks, workbooks
IV PROCEDURE
Steps Learning activities Language
focus Modes
1 Warm up: (5’)
Spend a few minutes revising the previous lesson by Charades Follow the procedure in Games in Introduction Ask Ps to mime what they did yesterday( eg: watched TV, played badminton, watered the flowers, painted a picture)
Groupwork
2.Listen and number.(10’)
- Ask Ps to look at the pictures on page 67
- Tel Ps that they are going to listen to the four dialogues about where Linda was and what she did, and number the
Key: a - b-
(14)correct pictures.(a Linda played volleyball on the beach, b: She watered the flowers at home, c: She painted a picture at school) Check understanding
- Play the recording for ss to number the pictures
- Play the recording again for them to check their answers
- Get Ps to swap their answers before you check as a class
c-
Whole class
Whole class
Pairwork 3 Look and
write ( 10’)
- Ask ss to look at the pictures on page 67
- Tell Ps that they are going to complete the the answers to the questions about where the characters were and what they did, using the picture cues
- Ask them to look at the three pictures to identify where the characters were and what they did Then ask Ps to read the incomplete answers and find appropriate words to fill the gaps
- Give them a few second to look at the timetable and read the text Then check comprehension by asking When does the ps have E?
- Set a time limit for the task and offer help, if necessary
- Check the answers as a class and call one or two ps to read aloud the completed text
Key:
1 in the garden, watered the flowers. 2 in the bedroom, watched tv. 3 on the beach,
played football.
Whole class
T- WC
Whole class
T- WC
Individually
T- WC
T- WC
4 Let’s play: (10’)
Pelmanism
(15)game Pelmanism Follow the procedure in Games in Introduction
- Ask them to play in small groups Prepare two sets of cards for each group, one with activities in the present tense, and the other with the same activities in the past tense First, one player in each group shuffles the cards and lays them face down on the table Each player in turn selects two cards and turns them over If the cards show the same activity in the present and past tenses, that player wins the pair and goes on to turn over another pair of cards If the cards show different
activivties, that player should turn them face down again and the next player has a turn Th game ends when all the cards are gone Then winner is the player with the most pairs
- Call on some of them to say the answer
Pairwork
Pairwork
5 Homelink: (5’
Learn by heart the new words and structures Prepare for new lesson
Whole class
Evaluation:
……… ………
**********************************************
Period 31
Unit 7: LETTER T – Part 2,
Class Date of planning Absent
2A 2B
21/12/2016 23/12/2016
(16)2C 22/12/2016 ………
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’)
- Greet students
- 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 the missing letters
II New lesson
1 Listen and point Colour (Track 41) (15’) - Point to the tree and say: A tree!
- Have students listen and repeat
- Have students look at the book and listen to the words: a tree, a tent, a tiger
- 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
Listen
(17)- Ask the students to look at the pair of pictures on the side - Choose the correct one for each corresponding item in the picture
- Ask the students to colour the pictures
- Go around the classroom asking students to name the items they are colouring
E.g: Teacher: (pointing to the tiger) A……under a tent! Student: tiger!
2 Chant and show! (Track 42) (10’)
- Use the phonics cards on the board and have students sing the chant with tree Do the same with tent and tiger
- 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
Colour
Listen
Listen and repeat Sings the whole chant
III Production (5’)
- 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.
Play game
Evaluation:
……… ………
**********************************************
Period: 62
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 2: Look, listen & repeat – Point and say – Let’s talk
Class Date of teaching Absent of student
3D 21/12/2016 ………
Objective Ss will be able to ask and answer about games they like playing at break time , develop speaking skill
Language focus
Vocabulary: like, hide – and – seek, skipping, skating, blind man’s bluff
(18)a,A: Do you like badminton ? B: Yes, I do
b,A: Do you like hide- and- seek? B: No, I don’t
Resources Recording, flascards, puppets PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Have Ss play the game Matching - Stick the pictures about games and ask Ss to match them with correct words - Call some Ss to play the game
Words: Badminton, chess, basketball, table tennis, football,
Groups
2.Look, listen & repeat (7’)
- Have Ss look at the pictures a, b, c, d on page 66
- Elicit the actives in the pictures and their doing
- Tell them to guess and respond to the first character Then fill the speech bubbles with the correct phrases prompted by Ss
- Have ss repeat a few times - T models the dialogue
A: Do you like playing badminton ?
B: Yes, I / No, I don’t I like playing chess
- Have the whole class repeat all the phrases
- Ask Ss to practice in pairs - Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary
- Call on some pairs to perform the task at the front of the class Others observe and comment
- Have the whole class repeat the question and answer in chorus to reinforce their pronunciation
Vocab: like, hide – and – seek
Model sentence:
A: Do you like playing badminton ?
B: Yes, I / No, I don’t I like playing chess
Whole class
individual
Whole class
Pairs
Whole class
(19)say (15’) asking and answering questions Do you like + (activity)?
- Draw Ss’ attention to the pictures - Check comprehension and teach the new vocabulary:
like, hide – and – seek, skipping, skating, blind man’s bluff
- 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 the class
like, hide – and – seek, skipping, skating, blind man’s bluff Model sentence: A:Do you like skipping? B: Yes, I do/ No, I don’t
Pairs
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 activity - 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:Do you like + (activity) ? B: Yes, I do/ No, I don’t
individual
pairs
5.Home-link (5’)
- Ask Ss to practise asking and
answering about the activities at home
Whole class
(20)************************ Period: 63
UNIT 10: WHAT DO YOU DO AT BREAK TIME?
Lesson 2: Listen and number – Read and write – Let’s sing
Class Date of teaching Absent of student
3D 22/12/2016 ………
Objective Ss will be able to talk about activities they like playing at break time , develop listening and reading skill
Language focus
Review
Vocabulary: like, hide – and – seek, skipping, skating, blind man’s bluff
Resources Recording PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Tell Ss that they are going to ask and answer the structure:
A: Do you like + (activity) B: Yes, I / No, I don’t
- Call some pairs to go to the board and perform
- Listen and give comments
Model: A: Do you like chess? B: Yes, I do/ No, I don’t
Pairs
2 Listen and number(10’)
- Ask Ss to pay attention to pictures on page 67 then identify the activities
- Ask Ss to predict the order of these picture
- Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear - Play the tape three times to listen - Call some Ss to read loud their answer with their explanations
- Play the tape again to check their predicts with their answers
- Give feedback and comments
Key:
A 4 B 2 C 1 D 3
Whole class
Individual
3 Read and write (10’)
- Read loud the text and the sentences in exercise
- Ask Ss to work in pairs in mins to
Key:
1 table tennis like chess
Individual
(21)read and fill the correct word phrases for the exercise
- Go around to help Ss
- Get Ss to write their answers on the board
- Check and correct mistakes
- Ask Ss to read aloud all sentences
3 they like badminton
Individual
4 Let’s sing (10’)
- Ask Ss to open their Student’s book on page 67 Tell them that they are going to sing the Hide – and – seek 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 Hide – and – seek at home
Whole class
Evaluation:
……… ………
**********************************************
Period 32
Unit 7: LETTER T – Part 4, 5
Class Date of planning Absent
2A 2B
22/12/2016 26/12/2016
(22)2C 26/12/2016 ……… I Objectives:
By the end of the lesson Ps will be able to: Recognize and say the three Tt words correctly Do the corresponding actions Read the story Sing letter Tt song
II Language focus:
- Vocabulary: tree, tent, tiger - Sight words: a, is, under, there 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: ( 4mins)
- Greet students
- Put up the phonics cards on the board - Name the items, one at a time
- The students mime the corresponding action and say the sound of the letter
E.g:Teacher: (pointing to the tree phonics card) tree
Class: (raising your arms over our head like branches) //
say the sound of the letter
II New lesson
1 Listen Read along (Track 43) (10’)
- Encourage the students to point to the picture of the word that the teacher says
- Play the CD Have the students listen to the story once - Play the CD again The students listen and point to the pictures of the key words when they hear them in the story - Read the story The students follow their books
- Teacher reads the printed words then let the students look at the pictures and say the words
- Ask students work in pairs One reads while the other checks, then they change roles Or one reads the printed words while the other looks at the pictures and says the words
Listen and point the picture
Listen
(23)Activity: Say the Sight Words (3’)
- Point to and say the sight words: a, is, under, there - Have students repeat
- Have some students read them aloud Activity: Speed Race Game (5’) - Put three chairs in front of the board
- Divide the class into teams; call one student of each team to stand up
- Put a phonics card on each chair
- Read one of the three words out loud (e.g tree), students must try to be the first to sit on the chair with the
corresponding phonics card
- The student who sits on the chair first will get point for his/her team
- Give feedback
2 Song (Track 44) (7’)
- Put the tree, tent and tiger phonics cards up on the board - Point to the tent, the tree and say: “The tent is under the tree” 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
Listen repeat
Observe and read
Listen
Read the words listen and sing along sing and
corresponding actions
III Production (5’)
Activity: Form a Line Game
- Put up the phonics cards on the board
- Write the respective words on separate pieces of paper - Hand out the pieces of paper to the students
- Ask the students to form a line at the front of the board in the same order as the phonics card
- Repeat the procedure with another group of students Give feedback
IV Homelink: Do the exercise in the Activity book.
Play game
Evaluation:
(24)********************************************** Period: 64
UNIT 10: WHAT DO YOU DO AT BREAK TIME? Lesson 3: Listen and repeat – Listen and write – Let’s chant
Class Date of teaching Absent of student
3D 23/12/2016 ………
Objective Ss will be able to pronunciate the sound bl, sk in the words blind and skating respectively
Language focus
Phonics: blind, skating / bl / and /sk /
Resources Recording
PROCEDURE
Steps Learning activities Language
focus
Modes 1 Warm up
(5’)
- Have Ss sing the song Hide and seek Whole class
2.Listen and repeat (10’)
- Have Ss open the book page 68, look at the words blind, skating and notice the letter coloured differently in both words
- Produce the sound of the letter bl in the word blind and sk in the word skating
bl: blind Do you like blind man’s bluff?
sk skating I like skating
- Read loud the sounds and ask Ss to repeat chorally
- Call some Ss repeat individually - Correct their pronunciation if needed
Phonics: /bl/ and /sk/
Whole class
Individual
3 Listen and write (10’)
- Ask Ss to pay attention to part on page 68
- 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
Modes: I don’t like chess I like blind man’s bluff?
2 They like skating
Individual
(25)the board
- Play the tape again and check with whole class
- Check and give feedback
Individual
4.Let’s chant (10’)
- Play the tape “ What you at break time?” 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
Whole class
Groups
5.Home-link (5’)
Have Ss to practise chanting What you at break time?”at home
Whole class
Evaluation:
……… ………
**********************************************
Period 64
UNIT 10: WHERE WERE YOU YESTERDAY? LESSON 3: 1.Listen and repeat - Listen and circle Then write …
(26)Class Date of planning Absent 4A
4B 4C
27/12/2016 23/12/2016 26/12/2016
……… ……… ………
I Objectives:
At the end of the period, pupils will be able to: pronounce the sounds of the letters ed in the words played, watched and painted respectively
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 calling a group of three Ps to the front of the class to play the game Pelmanism with activities in the present and past tenses
Groupwork
2 Listen and repeat (12’)
- Tell Ps that they are going to practise saying the sounds of the lettes ed in the word played, watched and painted respectively
- First, put the letters ed on the board Play the recording and ask Ps to repeat a few time Then put the words played, watched and painted on the board,
Language note: Ed in verds ending with voiced sounds( eg : m, n, l) is pronouncd
T- WC
(27)- Play the recording and ask Ps to repeat a few times Draw their attention to the three different pronunciations of ed Then put the three sentences on the Play the recording more than once and let Ps say the sentences
- Do choral and individual repetition of the sounds, words and sentences until Ps feel confident
- Get some Ps to perform in front of the class Check as a class and correct the pronunciation, if necessary
/d/, ed in verds ending with
voiceless sounds( eg: s,x,sh, ch) is pronounced /t/, ed in verds ending with t or d is pronounced /id/
Whole class Individually
Pairwork/ Groupwork
T- WC
3 Listen and tick Then write and say
aloud (8’)
- Tell Ps that they are going to listen to the recording, tick the correct boxes - Give them a few seconds to read the sentences in silience and guess how the verbs played, watched and painted are pronounced
- Have P listen to the recording and circle the appropriate options Allow them time to the task independently If necessary, have Ps listen to the recording more than once
- Give them time to write the words in the gaps independently
- Get Ps to swap their answers before you check as a class Monitor the activity and offer help if necessary - Ask Ps to say the sentences aloud
Key: 1 /d/ 2 /t/ 3 / id/
T- WC
Whole class Individually
Individually
Pairwork Individually
Pairwork
4 Let’s chant (10’)
- Tell Ps that they are going to say the chant What did he yestereday? Follow the procedure in Teaching the unit components in Introduction.
- Have them read the chant and check
(28)comprehension
- Play the recording more than once, if necessary, for Ps to choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant Show Ps how to chant and actions
- Divide the class into groups of four and call two groups to give a demonstration: one group chants the questions , the other chants the anwers - Get groups to sit opposite of each other and practise chanting and doing acting Go around offering help, if necessary
- Call three groups to front of the class to chant and actions The rest of the class claps along to the rhythm
Whole class
Whole class Individually
Groupwork
Groupwork
Groupwork 5 Homelink:
(5’)
Learn by heart the new words and structures Prepare for new lesson
Whole class
Evaluation: