Đang tải... (xem toàn văn)
- Write the lyrics of the chant on the board - Without music, use the phonics cards and step students to sing the chant with ball.. Do the same with bed and bee.[r]
(1)Week 4
Date of planning: 24/9/2016 Period: 13th
UNIT 2: I’M FROM JAPAN
Lesson 3: Read and complete - Let’s write - Project.
Class Date of planning Absent 4A
4B 4C
27/9/2016 27/9/2016 27/9/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to: + Read and write a short paragraph about themselves
II Language focus:
Revision of sentence patterns and vocabulary
III Resources:
recording
IV PROCEDURE
Steps Learning activities Language focus Modes
1 Warm-up (5’)
- Spend a few minutes revising the previous lesson by asking the class to say the chant: What nationality are you?
- Divide the class into two groups, each group saylng one verse of the
chant
What nationality are you?
I’m Vietnamese
Work in group
2 Read and complete(10’)
- Tell pupils that they are going to read the text and complete the table
- Give pupils a few seconds to look at the picture Point to the children in the picture and ask: Who's in the picture? Where are they? Where’s he/she from? What’s his/her nationality?
- Tell pupils that the text will tell them more about the children They will know which cities they are from
- Set a time limit for pupils to the task independently Walk around monitoring and offering help
- Get pupils to swap their answers
Keys:
Tony: Sydney Australia Australian ' Llnda: London England English Tom: New York America American
T-Whole class
(2)and correct them before checking as a class Do a choral repetition
of the text if there is enough time
Individual-WC
3 Let’s write (10’)
- Tell pupils that they are going to write the answers to Quan's questions
- Set a time limit for pupils to the task independently Remind pupils to give genuine facts about themselves
- Get pupils to swap their writing and call one or two to read aloud their work
- If time allows, ask pupils to role-play the dialogue in pairs
Key:
1 My name is ……
2 I’m from ………
3 I’m ………
T-Whole class Work individually
Work in pairs/groups
4 Project (10’)
- Tell the class about the project Pupils should select a country and make a name card for themselves They should also draw a small flag of the country Prepare resources like scissors, cards, rulers, pens and crayons
- Ask pupils to look at the sample name card in their books, and tell them to draw a rectangular box of 9cm {width} x 5cm (height) on a card Have them copy down the text onto the box and complete the details before drawing the flag and trimming the card
- Have a display of all the name cards and select a few pupils to present theirs orally before removing all the cards to keep in pupils’ portfolios
- You may also select the three best cards and award the pupils with small prizes (e.g stickers or pencils).That way, pupils will be more motivated to the project
Name: ……… Country: ………… City:
……… Nationality: ……
Flag:
T-Whole class
Work individually
Work in pairs/groups
Whole class
5 Home-link (5’)
-Have Ps asking and answering about where someone is from and one’s nationality
- Do tasks in Workbook Unit
(3)Evaluation:
……… ………
**********************************************
Period: 7th
Unit 2: LETTER B – Part 2, 3
Class Date of teaching Absent pupils
1B 1C
27/9/2016 28/9/2016
……… ………
I Aim and Objectives
By the end of the lesson, students will be able to:
- to practise the letter Bb /bi:/ and its sound/ b / and the corresponding words
II Languge focus
Review vocabulary : bee, bed, ball
III Reourcess : Pupil’s book, CD, phonics cards
IV.Proceduce
Teacher’s activities Student’s activities
I Warm up: ( 5’)
Slap the board B, b, bee, bed, ball
Play game
II New lesson( 25’).
1 Listen and point Colour
Read the commands with preceding “Look & a” (10’)
- Have students look at their books and listen to the words: Look! A ball! Look! A bed! Look! A bee!
- Use gestures (hand actions) to help Students to understand the meanings of commands - Ask students repeat by using the phonics cards of ball, bed, bee combining with gestures - Say: a ball Ask students to point to the
corresponding items in the picture Repeat with the rest of the items in random order
Listen
(4)- Ask students to look at the missing puzzle pieces and draw lines to match them to the pictures Go around the classroom, asking students to name the items they are matching
Activity: Pass the phonics card Game (5’)
- Using the phonics cards of Bb, ball, bed, bee
- Line up the students into teams
- Give the first student 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 - Whichever team hands their phonics card back to you and says the word correctly will get one point
- Whichever team has the most points will be the winner
- Continue the game as many times as necessary
2 Chant and show! (10’)
- Write the lyrics of the chant on the board - Without music, use the phonics cards and step students to sing the chant with ball Do the same with bed and bee
- 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: Bb, ball, bed, bee
into their notebook
Draw lines to match
Listen
Play game
Read the words of chant
(5)write
IV Homelink: (5’)
- Practise saying the sound with their parents
Evaluation:
……… ………
**********************************************
Period: 13th
UNIT 2: WHAT’S YOUR NAME?
Lesson 3: Read and match - Read and match - Project Class Date of teaching Absent of student
3D 27/9/2016 ………
Objective Ss will be able to review asking, answering and spelling about name they’ve learnt
Language focus + Hello, I’m _
+ What’s your name? My name’s _ + How you spell your name ? Resources Tape, textbook, flashcards, pictures
PROCEDURE
Steps Learning activities Language focus Modes
1.Warm-up (5’)
-Ask Ss to chant “ What’s your name?”
Whole class
2.Read and match (10’)
- Ask Ss to read the exercise on page 17
- Call some Ss to read loud each sentence of the exercise
- Ask them to work in group of to match – – – with a – b – c – d - Call on some Ss to give their answers
- Comment and correct the mistakes
- Give feedback
Whole class
Groups individual
3.Read and complete (10’)
-Asks Ss read dialogues and use the words on the table to fill in the
(6)blank
- Give Ss minutes to the task in groups
- Go around and helps Ss if necessary
- Calls some volunteers write down their answers on the board The others give comment
- Gives feedback
-How you spell your name?
- What’s your name?
- My name’s…
Groups
Individual
4.Project (10’) - Asks Ss work in group of - Each member in group have to interview to know their names by using the following sentence patterns:
+ What’s your name?
- My name’s ……… - GiveSs minutes to the task - Go around and monitors
- Call on some Ss to show their result
- Give feedback
+What’s your name?
=> My name’s……
Groups
Individual
5.Home-link (5’)
- Have Ss to further practice at home
Whole class
Evaluation:
……… ………
**********************************************
Period: 8th
Unit 2: LETTER B - Part 4,
Class Date of teaching Absent pupils
1B 1C
28/9/2016 30/9/2016
……… ………
I Aim and Objectives
By the end of the lesson, students will be able to:
- to practise the letter Bb /bi:/ and its sound /b / and the corresponding words - to learn an extra b word
II Languge focus
- Vocabulary : bee, bed, ball
(7)IV.Proceduce
Teacher’s activities Student’s activities I Warm-up (5’)
- 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 (8’)
- 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: b, for, and - Have students repeat
- Have some students read them aloud
Activity: Chinese Whispers Game (5’)
- Divide the class into or teams with the same numbers of students in each team - The first student of each team runs to the teacher (at the same time); teacher whispers a word/words to them
- The first student whispers the word/words to the student sitting next to or behind him/her and so on
- The last students say the word/words aloud
2 Song (7’)
sing the chant
Point to the picture Listen to the story once
Listen and point to the pictures of the key words
Say the sight words Repeat
(8)- Put the ant, apple and alligator phonics cards up on the board
- Point to the ant and say: “B for bee” 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’)
Activity: Which One Is Missing?
- 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
IV Home-link (5’)
Repeat
Listen and sing along sing and corresponding actions
Listen
look at the cards
Evaluation:
……… ………
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Period:14th
UNIT 3: WHAT DAY IS IT TODAY?
Lesson 1: Look, listen and repeat - Point and say.
Class Date of planning Absent 4A
4B 4C
28/9/2016 28/9/2016 28/9/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to:
+ Use the words and phrases related to the topic Days of the week
+ Ask and answer questions about where the days of the week, using: What day is it today? It’s …
II Language focus:
(9)- Sentence pattern: What day is it today? - It / Today is - Skills: speaking and listening
III Resources:
Ss’ book, recording, fresh cards, posters, puppets
IV PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
- Spend a few minutes revising the previous unit by having the class sing the song Where are you from? Then write today’s date on the board
- Point to it and say Today is + (name of the day), and write the day on the board In order to give pupils an idea of days, use a
calendar, point to each day and tell pupils that they go to school on Mondays Tuesdays Wednesdays, Thursdays and Fridays, and that they study English on Mondays and Wednesdays, for example
Whole class Individuals
2 Look, listen and repeat.
(10’)
- T asks Ss to look at the four pictures to discuss the contexts in which the language is use
- Ss look at the picture a, b, c, d and ask the questions:
+ Who are they? + Where are they? + Who’s the teacher?
+ What are they talking about? - Play the recoding a few time for Ss to listen, point and repeat - Play the recording again for Ss to listen and say along
They are Miss Hien and class They’re in the classroom Miss Hien is the teacher
…
Whole class Groups / Pairs
Whole class Individuals
3 Point and say (20’)
- T asks Ss to look at the pictures to understand how the language is used in different contexts
- Ss point to the first picture and ask - answer the questions to elicit the formal greeting used
+ Who are they? + Where are they?
- Tell Ss that they are going to practice asking and answering questions about days of the week, using What day is it today? It’s …
New words:
today, Monday, Tuesday,
Wednesday,
Thursday, Friday, Saturday, Sunday.
Structure:
What day is it today?
Whole class
Groups / Pairs
(10)- Have them look at the pictures - Get Ss to point to the name of each day on the calendar and repeat each twice
- Drill Ss on the questions and answers chorally
Work to pain Ask your partners what day it is today.
- Tell Ss that they are going to practise asking questions about the days of the week Using What day is it? and answering with the name of a specific day
- Have them play a guessing game in pairs Ask each pair to write each day of the week on a slip of paper and put the paper slips face down on the desk S1 draws a slip of paper without looking at it S2 asks What day is it? S1 should guess and say a day, and then look at the paper it the answer matches the day on the paper, he/she scores one mark and continues to draw another slip If the answer does not match the day on the paper, S2 has a turn The S scoring the most marks will be the winner
- Call a few pairs to act out the dialogue in front of the class - Check as a class and correct pronunciation
It’s Monday
Language note:
Remind pupils that the days of the week start with capital letters Write the
bbreviations of the days on the board (i.e Mon Tues Wed Thurs Fri Sat and Sun.) and ask pupils to read aloud the days in full forms
Pairs
Pairs
4 Home-link. (5’)
- Review the content of lesson - Asks Ss to learn and write new words and structure
- Learn new words and structures, prepare for the next lesson
Whole class
Evaluation:
……… ………
**********************************************
Period: 7th
(11)Class Date of planning Absent 2A
2B 2C
28/9/2016 30/9/2016 29/9/2016
……… ……… ………
I Objectives: By the end of the lesson, students will able to: - learn and write the letter Oo and its sound
- learn three Oo words
II.Vocabulary: olive, orange, octopus
III Teaching aids: CD, Phonics cards, paper including the lyrics of the chant
IV Procedures
Teacher’s activities Ss’ activities
I 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 Choose.:(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 This is an olive, This is an orange, Is this an octopus?
- Ask Ss to colour , using any colour they like
- Go around the classroom, asking Ss to name the items they are coloring
Look at the board
Follow T’s instruction Play game
-Look and listen
-Listen and point
Colour
(12)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 (olive, orange, octopus) and say out the rule
- Each group will chant only one song while show the phonics card of this
IV.Homework: (5’)
Do the exercise in the Activity book
answer
-Play game to check
-Listen
-Listen and chant
- Do
Evaluation:
……… ………
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(13)UNIT 3: THIS IS TONY Lesson 1: - -
Class Date of teaching Absent of student
3D 28/9/2016 ………
Objective Ss will be able to introduce someone
Language focus - Sentence Partners: This is Tony - Vocabulary: This
Resources Recording, flashcards, puppets
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Oral test
(5’)
- Have some pairs greet and introduce their names and their health
Pairs
2.Look, listen and repeat
(10’)
- Ask Ss to identify the characters in the picture on page 13 and what they are saying
- Set the scene “you are going to listen to T introduce someone to class, The class greet the newcomer - Play the recording and ask Ss to listen to the tape
- Ask Ss to listen and repeat in chorus two times
- Call on one pair One repeats teacher’s part, the other repeats Ss’ part
- Have whole class repeat all the phrases a few times to reinforce their pronunciation And the same with the dialogue between Linda and Mai
a Vocab:
1 This 2 That
b.Model sentence:
This/That is + (Name)
Whole class
Whole class Pairs
Whole class
3 Point and say (10’)
- Ask Ss to look at picture and tell them that they are going to practice saying the sentence pattern in pairs - Model the task with one Student - Ask Ss to work in pairs, using model sentences and the words in each picture as a cue
- This is - Hello,… Nice to meet you
Whole class
Pairs
4.Let’s talk (10’)
- Ask students to look at the pictures in the book Ask them to identify the characters in the pictures
- Ask Ss work in groups to introduce someone Call some groups to act out
- This is - Hello,… Nice to meet you _
Individual
(14)- Correct their pronunciation
5.Home-link (5’)
- Have Ss to further practice at home
Whole class
Evaluation:
……… ………
**********************************************
Period: 15th
UNIT 3: THIS IS TONY.
Lesson 1: Listen and tick - Look and write - Let’s sing Class Date of teaching Absent of student
3D 29/9/2016 ………
Objective Ss will be able to listen and write about introducing someone
Language focus Review:
- Sentence Partners: This is Tony - Vocabulary: This
Resources Recording
PROCEDURE
Steps Learning activities Language focus Modes
1.Warm-up (5’)
- Ask Ss to introduce someone, using
“This is……… And this is ……”
Individual
2.Listen and tick (10’)
- Ask Ss to look at the pictures and dicuss about the differences among these pictures
- Tell Ss that they are going to listen and tick the correct boxes under the pictures
- Draw their attention to the pictures
- Elicit the name of the characters, the voices (boy – girl )
- Play the recording through for Ss to listen and ask Ss to work in pairs
- Play the recording again for Ss to listen and tick the correct answers
- Ask Ss to exchange their
answers with their partners before
Whole class
(15)reporting them to the class - Correct, remark
3.Look and write (10’)
- Have Ssopen their books page 19 Get Ss to identify the
characters in the pictures and what they are saying
- Tell Ss that they are going to read and get information to write the missing words in dialogue and
- Ask Ss to read silently and complete the dialogues
- Ask Ss to trade their answers within pairs or groups for correction
- Ask Ss to read the answers aloud to the class The others listen and give comments
Answers: This is / hello, Nam 2.This is/ hello, Phong - Make some questions to check Ss’ comprehension of the reading text
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation
1 Linda: This is….
Peter: Hello/Hi, Linda
2 Mai: This is….
Linda: Hi/ Hello, Phong
Whole class
Whole class Pairs / groups
Whole class
4.Let’s sing (10’)
- Introduce the How are you? song, Page 19
- Play the recording and ask Ss to listen the “How are you?” song - Play the recording again for Ss to sing each line of the rhythm - Call on a group of six to the front of the class and the actions The others clap their hands after the song
- Ask Ss to practise singing and doing the actions in groups Monitor the activity and help them when necessary Correct Ss’ errors
- Call on one group to perform the song at the front of the class The rest of the class sing the song and
Whole class
Groups
Groups
(16)clap the rhythm
- Have class sing the song again to reinforce their pronunciation
5.Home-link (5’)
- Have Ss to further practice singing the song at home
Whole class
Evaluation:
……… ………
**********************************************
Period: 15th
UNIT 3: WHAT DAY IS IT TODAY?
Lesson 1: Listen and tick - Look and write – Let’s sing
Class Date of planning Absent 4A
4B 4C
29/9/2016 29/9/2016 30/9/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to:
+ Use the words and phrases related to the topic Days of the week + Talk about days of the week
+ Practise listening and writing
II Language focus: - Vocabulary:Review - Sentence pattern: Review - Skills: speaking and listening
III Resources:
recording, flashcards, puppets
IV PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
Play game: Slap the board.
Whole class
2 Listen and tick (10’)
- T asks Ss to look at the pictures to identify the differences days of the week
- Tel Ss that they are going to
Audlo script 1. Mr Loc: Hello class
Class: Hello, Mr Loc
Whole class Friday
Monday Sunday Saturday
Wednesday Tuesday
(17)listen to the three conversations and tick the correct pictures
- Point to each picture and ask Ss questions to check their
comprehension
- Play the recoding twice
- Ss listen to the recording and tick the correct pictures
- Ss swap their answer with the partner
- Play the recording again
- Ss listen and check their answers - Ask a few questions to ensure their comprehension for the listening text
Mr Loc: What day is It today class?
Class: It’s Thursday Mr Loc: Very good! Time for English 2 Mai: What day is it today, Nam?
Nam: It's Tuesday Mai: So we have English today, right? Nam: Yes That's right
3 Phong: It's Tuesday We have English today
Ouan: No, it isn't Tuesday It's
Wednesday We don‘t have English today Phong: Oh, you‘te right!
Correct answers
1b 2a 3c
Groups / Pairs/Indi
Individuals Pairs
Whole class
3 Look and write (10’)
- Tell Ss that they are going to look at the table and complete the sentences with the names of the days
- Ss to look at the table, the sentences and say what they see and guess the missing words - Ss fid appropriate words to complete the phrases
- Ss the task independently - Ss swap their answers
- T checks
- Ss read aloud the complete sentences Correct answers: 1- Monday 2- Tuesday 3- Saturday 4- Sunday Whole class Groups / Pairs Individuals Pairs Individuals
4 Let’s sing (10’)
-Tell them that they are going to sing a song: We have English to day.
- Hang poster of the song We have English to day. on the board Have them read each line of the lyrics Explain the new words or structures, if necessary Check comprehension
- Teacher plays the song: +1st: students listen
+ 2nd: stop each sentence in the
song and asks sing along + 3rd: students sing in chorus
- Divide class into three groups
The song: We have English today. What day is it today? It’s Monday.
We have English today.
Do you have English on Wed.?
No We have English on Tuesdays,
Thursdays and Fridays.
……….
Language note:
Say We have English on Monday when indicating a
Whole class
(18)and song Which group song are good, that group is the winner -Have the class sing the song again and clap their hands or actions reinforce the activity - When pupils can sing the song confidently, ask them to replace the days in the song with the real days on their English timetable
specific Monday, and We have English on Mondays when indicating all Mondays
Whole class
Individuals
5 Home-link (5’)
Learn by heart the new words and structures Prepare for new lesson - Do exercise in workbook
Whole class **********************************************
Period: 16th
UNIT 3: THIS IS TONY
Lesson 2: Look, listen and repeat - Point and say - Let’s talk Class Date of teaching Absent of student
3D 30/9/2016 ………
Objective Ss will be able to ask and answer question about someone
Language focus - Sentence Partners: Is that Tony?-Yes, it is/No, it isn’t - Vocabulary: that, yes, no, is not = isn’t, it
Resources Recording, flashcards, puppets
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Ask Ss to sing the songs Whole
class
2.Look, listen and repeat
(10’)
- Have Ss to look at the book at page 20
- Elicit the character and have Ss guess what they are saying
- Set the scene: we are going to learn new phrases:
+ Is that Tony? Yes, it is + Is that Quan? No, it’s isn’t It’s Phong
- Have Ss listen to the recording as they read the lines in the speech bubbles
- Play the recording again for Ss to repeat the lines in the speech bubbles two times
*Vocab:
1 Yes No It
- It is = It’s - It is not = It isn’t
* Model Sentence: Is that + (name)? - Yes, it is. - No, it isn’t.
Whole class
(19)- Divide the class into two groups One repeat Mai’s part and the other repeat Nam’ part
- Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation
- Ask Ss to the same with the dialogue between Tom and Linda
Groups
Pairs
3.Point and say (10’)
- Ask Ss to look at picture and tells them that they are going to practice saying the sentence pattern in pairs - Do the task with one student as a model
- Ask Ss to work in pairs
- Call on some pairs to perform the task in front of the class
- Give feedback and comments
MD1:
T: Is that Peter?
St1: Yes, it is.
MD2: T: Is that Mai?
St2: No, it isn’t It’s Hoa.
Pairs
4.Let’s talk (10’)
- Ss have minutes to work in pairs
- Call on some pairs to perform the task in front of the class
- Ask Ss to practice in pairs to ask and answer about their own friends - Call on some pairs to present Others listen and give comments
a S1: Is that Mai? S2:Yes, it is.
b S1: Is that Tom? S1: No, it isn’t It Tony.
Pairs
5.Home-link (5’)
Have Ss to further practice asking and answering at home
Whole class
Evaluation:
……… ………
**********************************************
Period: 16th
UNIT 3: WHAT DAY IS IT TODAY?
Lesson 2: Look, listen and repeat - Point and say – Let’s talk.
Class Date of planning Absent 4A
4B 4C
3/10/2016 30/9/2016 3/10/2016
(20)I Objectives:
- By the end of the lesson, students will be able to:
+ Ask and answer questions about weekly activities, using What you on + (name of the day)? I … in the morning/ in the afternoon
- Vocab: visit, go swimming, help
- Sentence pattern: What you on Friday? – I go to school in the morning - Skills: speaking and listening
III Resources:
recording, flashcards, puppets
IV PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
Sing the song: We have English today.
Whole class
2 Look, listen and repeat.
(7’)
- Have Ss to look at the book at page 20
to discuss the contexts in which the language is use
- Elicit the character and have Ss guess what they are saying
- Ss look at the picture a, b, c and ask the questions:
+ Who are they? + Where are they?
+ What are they talking about? - Set the scene: we are going to read a story in which pupils ask and answer questions about their weekly activities
- Play the recoding a few time for Ss to listen, point and repeat
- Divide the class into two groups One repeat the Nam’s part and the other repeat interviewer’s part
- Play the recording again for Ss to listen, point to the characters and say along
- Ask a few pairs to role play
Whole class Groups / Pairs
Whole class Individuals Groups / Pairs
3 Point and say (15’)
- Set the scene: we are going to practise asking and answering questions about weekly activities - Let Ss look at the table in their books Ask them to identify the days when the characters the activities Check comprehension - Point to the table and get pupils to repeat the words in each row
New words: + visit
+go swimming + help
Whole class Groups / Pairs
(21)- Ss say the phase
- Ask Ss to guess and complete the speech bubbles Then an
example with a pupil: What you on Mondays? I go to school In the morning (listen to music in the afternoon
- Ask pupils to work in pairs mask and answer the questions using the given text in the bubbles and the information In the table - Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Invite a few pairs to act out the exchanges, using facts about themselves
+ play the guitar
Structure:
What you on Mondays?
I go to school In the morning (listen to music in the
afternoon
Individuals Whole class
Pairs
Pairs
4 Let’s talk (8’)
-Tell Ps that they are going to revise what they have learnt in Lesson and Remind Ps how to use:
What you on ….? I … in the morning / in the afternoon to ask and answer about weekly activities
- First, get one P to act as a teacher He/She greets the others formally, using What you on ….? Then ask Ps to answer, using I … in the morning / in the afternoon
- Put the sentences on the board and choral and individual repetition, if necessary
-Have Ps work in pairs, acting out how to ask and answer about weekly activities
- Call on a few pairs to act out the dialogue if front of the class
- What day is it today?
- What you on
Monday/Tuesday… ?
Pairs
5 Home-link (5’)
- Do exercises in workbook, learn by heart the new words and
structure
Whole class
Evaluation:
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(22)Period: 8th
Unit 2: LETTER O - Part 4-5
Class Date of planning Absent
2A 2B 2C
30/9/2016 3/10/2016 3/10/2016
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I Aim and Objectives
By the end of the lesson, students will be able to:
- To practice the sound of the letter O and the corresponding words - To learn and practice reading skills
- To sing a song
II Languge focus
1 New words: olive, orange, octupus Sight words: this ,an, with
III Reourcess : Pupil’s book, CD, phonics cards 1-7, paper including the lyrics of the song
IV.Proceduce
Teacher’s activities Student’s activities
I Warm up: ( 5mins)
- Ask Ss to open their sound books, name the letter and say the sound of the letter
- put up the phonics cards on the board Ss actions and say the sound of the letter
Eg; T: pointing to the olive. S: actions and say /o/. II New lesson.
1.Listen Read a long (15’)
- T ask : can you see the /o/ - olive? - T point to it
(23).olive, orange, octupus
- Play the CD Have Ss listen to the story once - Play the CD again Ask Ss listen and point to the pictures of the key words when they hear them in the story
- Read the story
- The Ss follow in their books - Then ask Ss work in pairs
- One reads while the other one checks and then they swap roles
- T go round the classroom providing any necessary help
- Point to and say the sight words: this ,an, with,
This is an olive. This is anorange. ………
- The Ss repeat after the Teacher - Ask Ss read them aloud
-repeat olive, orange, octupus
-listen
- listen and point the pictures
-read the story -work in pairs
-point and say this ,an , with
- repeat
This is an olive. ……… - read aloud
2.Song (track 12) ( 10mins)
(to the tune of ‘Oats, Peas, Beans and Barley Grow’) Put up the olive, orange and octopus phonics cards on the board Point to the octopus and say: This is Mr Octopus! The pupils repeat after you Follow the same procedure and
present the rest of the song Play the CD The pupils listen and sing along Ask the pupils to take out their own olive, orange and octopus picture cards and place them on their desks Play the CD again The pupils listen and hold up the corresponding picture cards
-Ss point and repeat
- listen and sing
(24)III Production (5mins) Activity: Hot Cards
-Have the pupils sit in a circle
-Hand out the phonics cards to three pupils -Play the song
-While the song is playing, the pupils pass the phonics cards around When the song stops, the pupils holding the phonics cards must name them
IV Homelink (5’)
-play it
Evaluation:
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