- Tell the students that they can draw a heart next to the picture they like most.. - Go around the classroom to provide any necessary help, ask individual students to say out the soun[r]
(1)Week 11
Date of planning: 12/11/2016 Period: 41st
UNIT 6
:
WHERE’S YOUR SCHOOL?
Lesson 3: Read and complete - Write about your school - Project.
Class Date of planning Absent
4A 4B 4C
15/11/2016 14/11/2016 16/11/2016
……… ……… ………
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 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 School, school, school And actions Ask the rest of the class to listen and clap their hands
School, school, school
Work in groups 2 Read and
complete (10’)
- Tell pupils that they are going to read the text and complete the passage Check understanding
- Get them to read the text and focus on the information to complete the passage (what the girl's name Is, what nationality she is, what the name of her school is where her school is and what class she is in)
Keys: Le Mai Vietnamese Nguyen Du Primary school Nguyen Du
(2)-Then ask them to read the passage and find appropriate information from the text to fill the gaps If necessary, get pupils to work in pairs or small groups
- Give pupils time to the task independently Go around and offer help if necessary
- Get them to swap their answers before checking as a class If there is enough time, let some pairs ask and answer some questions leg What’; her name? What nationality is she? What is the name of her school? Where’s her school? What class is she in?)
Street, Hoan Kiem District, Ha Noi
5 4A Work in pairs
Individual
Work in pairs
3 Write about your school (10’)
- Tell pupils that they are going to write a short paragraph about their school and their class
- Have them work in pairs or groups to discuss what they are going to write Focus pupils on the name of the school, Its location and the class they are in Check comprehension - Give pupils time to the task independently Go around and offer help if necessary
- Get them to swap their answers before checking as a class
- If there is time ask one pupil to write the answer on the board
Key:
Pupils' own answers
I study …… ……
………
Whole class
Work in pairs/groups
Work individually
Work in pairs
4 Project (10’)
- Tell pupils that they are going to a project Explain the task and check understanding
- Give each pupil at small card Let pupils copy the four categories from the book onto their cards Encourage them to decorate their cards
- Ask them to interview one of their friends (in another school, If
Key:
Pupils' own answer
Friend’s name:… School: ……… School address:
Whole class
Whole class
(3)possible), using the questions
What’: your name? What‘: the name of your school? Where's your school? What class are you in? and write the information on the card Get them to swap their cards in pairs They should look at their partners’ cards and describe their partners‘ friends
- Call some pupils to the front of the class and tell the class about their partners‘ friends
- To make this activity more challenging you may ask them not to look at the cards
Class: …… …… pairs
Work individually
Whole class 5 Homelink
(5’)
-Have Ps asking and answering about the birthday
- Do tasks in Workbook Unit
Individual Evaluation:
……… ………
**********************************************
Period: 42nd
UNIT 7
:
WHAT DO YOU LIKE DOING?
Lesson 1: Look, listen and repeat - Point and say.
Class Date of planning Absent
4A 4B 4C
16/11/2016 15/11/2016 17/11/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to:
(4)+ Ask and answer questions about what someone likes doing, using What you like doing? I like + V-ing + (noun)
- Skill: listening, speaking, writing II Language focus:
- Vocabulary: swimming, cooking, collecting stamps, riding a bike - Sentence pattern: What you like doing? I like + V-ing + (noun)
- Skills: speaking and listening III Resources:
Ss’ book, recording, fresh cards, puppets IV PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
- Sing the English song Whole class
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?
+ What are they talking about?
- Set the sense: we are going to learn to ask and answer questions things someone likes doing
- Play the recoding a few time for Ss to listen, point and repeat
- Play the recording again for Ss to listen and say along
Language note:
Like + V-ing is used mostly to talk about
enjoyment/hobbi es
Like + to + V is mostly used to talk about choices
Whole class
Groups / Pairs
Whole class Individuals
- T asks Ss to look at the pictures to understand how the language is used in different contexts
- Tell Ss that they are going to practice asking and answering questions about what someone like
(5)3 Point and say (20’).
doing, using What you like doing? I like reading books
- Have them look at the bubbles and the pictures to understand how the language is used
- Look at the four pictures to identify what Tony likes doing in each picture
- Teach the words and phrases
Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture
- Then tell them to practise asking and answering the question in pairs using the prompts in the bubbles and the words under the picture Repeat the same procedure with the rest of the pictures
- Drill Ss on the questions and answers chorally
Work in pairs Tell your partners what you like doing (8’).
- Tell pupils that they are going to pracise using What you like doing? I like …
- Ask them to work in pairs: one S asks the question and the other gives the answer about their own bobbies - Ask some pairs to role – play in front of the class
New words: Swimming Cooking
Collecting stamps Playing chess Structure:
What you like doing?
I like reading books
Whole class
Whole class
Groups / Pairs
Pairs
Pairs
Pairs 4 Homelink
(5’)
- Review the content of lesson - Learn new words and structures, prepare for the next lesson
Whole class Evaluation:
(6)********************************************** PERIOD: 41
UNIT 6: STAND UP!
Lesson 3: Read and match – Look, read and write – Project
Class Date of teaching Absent of student
3D 15/11/2016 ………
Objective Ss will be able to ask and answer permission of classroom intructions Language
focus
Review vocabulary and sentence patterns PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
- Have Ss sing “Come in and sit down”
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 2e 3b 4d 5a
Whole class Individual Pairs
Pairs 3 Look, read
and write (10’)
- Tell Ss that they are going to look at the pictures and fill the gaps
- Give Ss mins to look at the pictures ans read the text 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.sit 2.talk
3 go out, you can
4 Stand up, you can’t
Individual
Pairs
Individual Whole class/ individual 4.Project
(10’)
- Tell Ss that they are going to write the instructions they have learnt and
Model:
Sit down, stand
(7)put them in a box Then they pick some instructions and act them out - Check Ss’understanding
- Get Ss to prepare the necessary school things to carry out the project (paper, pens, scissors, ect…)
- Give Ss mins to write the instructions in class
- Get Ss to work in groups
- Go around to offer help, if needed - Have Ss play a game of Simon say…Using the instructions
up,go out, open the book….
Individual
Groups
5.Home-link (5’)
- Have Ss to practise giving instructions at home
Whole class Evaluation:
……… ………
********************************************** Period 21st
REVISION–P2
Class Date of planning Absent
1B 1C
15/11/2016 16/11/2016
……… ………
I Objectives:
By the end of the lesson Ps will be able to: To consolidate the sound of the letters Aa, Bb, Cc and Dd and the corresponding words
II Language focus: Revision
Ant, apple, alligator, acrobat Ball, bed, bee, bear
(8)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: How’s your memory? (5mins)
- Write the words the students have learnt so far on the board Give the students minutes to remember the words Erase them
- Divide the class into small teams
- Ask them write down the words in minutes - Then put teams’ lists up the board
- The team with the most correct words wins the activity
Write
II New Lesson
1 Say the words Circle the beginning sound (7mins) - Click Review and part
- Click on the apple picture and have students repeat and circle the correct letter
- Repeat for all pictures
- Have students come and click on the correct letters to check answers
Answer key: 1 - a 2 – c – d 4 - a 5 - c 6 - b
7 - b 8 - d 9 - b 2 What’s next? Write (7mins)
- Click on part
- Read the letters in the first question and elicit what comes next
- The students read the letters and write the correct letter in their boxes
- Go around and provide any necessary help
- Have students come and click on the letter and the white circle to check answers
Answer key: 1 – B 2 – C 3 - D 3 Write the beginning letter (5mins)
- Click on part
- Ask the students to name the items, the letters and the sounds
- Ask them to write the beginning letter (upper case) that corresponds to each picture
- Go around and provide any necessary help - Click on the letters to show the answers
repeat and circle
Read the letters
(9)Answer key: 1 - B 3 - C 2 - D 4 - A
4 Draw (5mins) - Click on part
- Refer the students to the upper and lower case letters in the grid as well as the sentences below it
- Click on the ball Ask students where it should go Click on box Cc to move the ball
- Have students draw the ball in box Cc
- Have students read the other sentences and draw the objects in the boxes
- Go around and provide any necessary help
- Have students come and click on the object and boxes to check answers
Activity: Bingo (7mins)
- Write the words the students have learnt in the units on the board
- Ask students to choose any five and copy them in their notebooks (make sure they haven’t all chosen the same five words)
- Call out one word after another and point to it on the board
- Any students who has that word can cross it off
The winner is the first student who crosses out all their words and shouts BINGO
Read and draw
Play game
II Homelink: (4’)Do the exercise in the Activity book. Evaluation:
……… ………
********************************************** Period: 22nd
Unit 5: LETTER E – Part 1
Class Date of teaching Absent pupils
1B 1C
16/11/2016 18/11/2016
……… ……… I Aim and Objectives
(10)- Recognize and pronounce the letter Ee /i:/ and its sound/e/ correctly - Write the letter Ee
II Languge focus
1. New words: egg, elephant, elf
III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from story books
IV.Proceduce
Teacher’s activities Student’s activities I,Warm-up (5’)
- Greet students
- Review the previous lesson by playing the “Matching game”
+Make two columns on the board, A and B +Write letters a, b, c, and d in column A and all, pple, ragon, and arrot
+Ask students to match the letters in column A to those in the column B and make four words +Have the students write the words in their notebooks
+Choose individual students to come to the board, draw lines and say the words
+Give feedback II New Lesson
1 Listen, point and repeat Colour (Track 28): Introduction of letter Ee , its sound and how to pronounce the words beginning with Ee (15’)
- Use a card with letter Ee (or write on the board the letter Ee) to introduce to the students the new lesson
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter Ee /i/ The letter e says /e/.”
- Play the CD
- Ask students to repeat several times and check their pronunciation (letter Ee /i/and its sound /e/)
- Use the phonics cards with egg, elf, and elephant, read the words out loud and ask
Match
(11)students to repeat
- Use gestures (hand actions) to help students to understand the meanings of the three words - Check students’ understanding: Teacher says the words, all students actions and vice versa
- Call some students to say the words out loud and correct their mistakes (if any)
Activity: Pupils’ books open (10’)
- Point to and elicit the sound of the letter and the words
- Play the CD
- Ask students to listen, repeat and then colour in the letter
- During this process, go around the classroom and elicit the letter and the words from
individual students III Production (5’)
Activity 1: Writing in the air
- Show the letter Ee again, have students write the Ee in air with their fingers
IV Homelink (5’) Do the exercise in the Activity book
Do action and say
Ss repeat both sounds
listen and repeat
listen, point to and repeat the words
colour in the letters Dd
Write Evaluation:
……… ………
**********************************************
Period: 43rd
UNIT 7
:
WHAT DO YOU LIKE DOING?
Lesson 1: Listen and tick - Look and write – Let’s sing
Class Date of planning Absent
4A 4B 4C
18/11/2016 16/11/2016 18/11/2016
(12)I Objectives:
- By the end of the lesson, students will be able to:
+ Use the words and phrases related to the topic My hobby
+ Ask and answer questions about what someone likes doing, using What you like doing? I like + V-ing + (noun)
+ Practise listening and writing II Language focus:
- Vocabulary:Review - Sentence pattern: Review - Skills: speaking and listening III Resources:
Ss’ book, recording, flash cards, posters, puppets IV PROCEDURE
Steps Learning activities Language focus Modes
1.Warm up (5’)
Play game” Matching Like reading
Like swimming Like collecting stamps
Like cooking Like playing chess
Whole class Pairs
2 Listen and tick
(10’).
- T asks Ss to look at the pictures to identify the the similarities and differences by saying what the school are and where they are - Tel Ss that they are going to listen to the three dialogues and tick the correct pictures
- Have them read aloud the names of the schools and their locations Check understanding
Audio script 1. A: Where's your school?
B: It's in Nguyen Hue Street
A: Is it in Ha Noi? B: No it isn't It‘s in Nam Dinh
2 .A' What's the name of your
Whole class
(13)- 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
school? B: Bat Trang Primary School A: Where is it? B: It's In Bat Ttang village
3.A: My school is big and beautiful 8: Where is It? " A It's in Oxford Street, London
Correct answers 1c 2a 3c
Individuals
Pairs
Whole class
3 Look and write (10’)
- Tell pupils that they are going to write where the schools are
- Give them a few seconds to look at the pictures First focus pupils-on the locations of the schools Then have them look at the sentence under each picture and find the appropriate words to fill in the sentence If necessary, get pupils to work In pairs
- Give pupils time to the task independently Go around and offer help if necessary
- Get them to swap their answers before checking as a class If there is enough time, call some pupils to read aloud the complete sentences
1 My school is in Nguyen Trai Street
2 His school is in Van Noi Village Her school is in South Street
Whole class
Groups / Pairs
Individuals Pairs
Pairs
4 Let’s sing (10’)
- Tell pupils that they are going to sing the song This is the way Teach the song following the procedure in Teaching the unit components in introduction
- Have them read each line of the lyrics Check comprehension
- Play the recording all the way
This is the way This is the way we go to school Go to school, go to school
This is the way
(14)through Ask pupils to choral and individual repetition of the song line by line
- When pupils are familiar with the tune, ask two groups of pupils to go to the front of the class
- One group sings the first four lines of the lyrics, the other sings the last four lines The rest of the class sings together, clapping hands
- Have the class sing the song again and clap their hands or actions to reinforce the activity
we go to school So early in the morning
This is the way we go for a walk For a walk, for a walk
This is the way we go for a walk So early in the morning
Groups/
Whole class
5 Homelink (5’)
Learn by heart the new words and structures Prepare for new lesson - Do exercise in workbook
Whole class Evaluation:
……… ………
********************************************** Period 21
REVISION–P2
Class Date of planning Absent
2A 2B 2C
16/11/2016 18/11/2016 17/11/2016
……… ……… ………
I Objectives:
By the end of the lesson Ps will be able to: To consolidate the sound of the letters Nn, Oo, Pp and Qq and the corresponding words
II Language focus: Revision
(15)olive, orange, octopus, omelette pen, panda, parrot, pony
question, queen, quilt, quiz 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’)
- Divide the class into two teams, A and B
- Ask a student from one team to come to the board
- Whisper one of the vocabulary words (from unit 1-4) to the student
- Without speaking, the student draw a picture of the word on the board
- The first team to guess the word correctly wins a point - Repeat the activity with a student from the other team The team with more points wins the game
Groupwork T- WC T- WC Whole class
II New lesson
1 Trace letter Nn and colour the pictures – Activity book- page 37 (6’ )
- Elicit the letters and their sounds E.g letter N says //
- Point to each picture and elicit the letter, the sound and the name of the item
E.g N- //- nut
- Ask the students to trace the letters and colour in the pictures
- Tell the students that they can draw a heart next to the picture they like most
- Go around the classroom to provide any necessary help, ask individual students to say out the sound or the items then give out some comments or compliments
2 Trace letter Oo and colour the pictures – Activity book- page 39 (6’)
- Elicit the letters and their sounds E.g letter O says //
- Point to each picture and elicit the letter, the sound and
T- WC
Whole class
Whole class
T- WC
(16)the name of the item E.g O- //- orange
- Ask the students to trace the letters and colour in the pictures
- Tell the students that they can draw a heart next to the picture they like most
- Go around the classroom to provide any necessary help, ask individual students to say out the sound or the items then give out some comments or compliments
Activity: Letter Writing Race (6’)
- Ask the students to open their Activity books page 37- letter Nn
- In 30 seconds, the students try to write the name of the four items
- Ask them raise their hands when they finish writing - The winner is the student who has finish writing first - Do the same with page 39, 41, 43- letter Oo, Pp, Qq 3 Trace letter Pp and colour the pictures – Activity book- page 41 (6’)
- Elicit the letters and their sounds E.g letter P says //
- Point to each picture and elicit the letter, the sound and the name of the item
E.g P- //- Pen
- Ask the students to trace the letters and colour in the pictures
- Tell the students that they can draw a heart next to the picture they like most
- Go around the classroom to provide any necessary help, ask individual students to say out the sound or the items then give out some comments or compliments
4 Trace letter Qq and colour the pictures – Activity book- page 43 (6’)
- Elicit the letters and their sounds E.g letter Q says //
- Point to each picture and elicit the letter, the sound and the name of the item
E.g Q- //- queen
- Ask the students to trace the letters and colour in the pictures
- Tell the students that they can draw a heart next to the picture they like most
- Go around the classroom to provide any necessary help, ask individual students to say out the sound or the items then give out some comments or compliments
Individually
T- WC
T- WC/ Individually
Whole class
Whole class
Whole class/ Individually
Whole class
Whole class
Individually
(17)Tell the students that they can draw a star next to the picture they think the best of all
T- WC
T- WC
III Homelink: (5’)Do the exercise in the Activity book. Whole class Evaluation:
……… ………
********************************************** Period: 42
UNIT 7: THAT’S MY SCHOOL
Lesson 1: Look, listen & repeat – Point and say – Let’s talk
Class Date of teaching Absent of student
3D 16/11/2016 ………
Objective Ss will be able to use the words and phrases related to the topic My school, talk about school facilities
Language focus
Vocabulary: school, classroom, library, gym, playground, computer room, big, small
Sentence patterns: “That’s my school. Is it big?
Yes, it is/ No, it isn’t It’s small.” Resources Ss’book, recording, posters,…
PROCEDURE
Steps Learning activities Language focus Modes
1.Warm-up (5’)
-Get Ss to sing the song Come in and sit down.
Whole class 2.Look,
listen & repeat (7’)
- Tell them that they are going to talk about the school and the school facilities, using That’s +
- Point the first picture and elicit the name of the characters Then explain what the characters say and the meaning of the new vocabulary - Have Ss repeat the text in the bubbles a few times
- Repeat the procedure with the second picture
- Ask Ss to choral and individual
Vocabulary: school,
classroom, big, small
Sentence patterns: A:That’s my school. B: Is it big? A: Yes, it is/ No,
(18)repetition, pointing to the characters speaking
- Point to the picture and ask Ss to look at the text in speech bubbles - Play the recording for Ss listen and say along
it isn’t It’s small.”
Groups
3.Point and say (15’)
- Tell Ss that they are going to practise say That is + (school facilities)
- Teach the vocabulary:
library, gym, playground, computer room
-Have Ss repeat in choral and individual
- Point to the first picture and elicit the word to fill the gap
- Put the sentence on the board - Have Ss repeat a few times
- Get Ss to make the same sentence, using the picture in the book
- Call some Ss to speak aloud - Correct their pronunciation if needed
Vocabulary: library, gym, playground, computer room
Sentence
patterns: That’s the …….
Whole class Individual
4.Let’s talk (8’)
- Tell Ss that they are going to practise more with their friends
- Give a few seconds for Ss to look at the pictures
- Elicit the name of each school facilities
- Ask Ss to fill in the blank
- Put the sentence on the board and chotal and individual repetition
- Get Ss to work in pairs, using the picture in the book
- Go around to offer help - Correct the pronunciation, if necessary
- Call a few pairs to act out the dialogue in front of the class
- Call some Ss to talk about their own school
Sentence patterns: That is the library/
computer room/ gym…
Individual
Pairs
Pairs
Individual 5.Home-link
(5’)
-Ask Ss to practise talking about their own school facilities
(19)……… ………
********************************************** Period: 43
UNIT 7: THAT’S MY SCHOOL
Lesson 1: Listen and tick – Look, read and write – Let’s sing
Class Date of teaching Absent of student
3D 17/11/2016 ………
Objective Ss will be able to improve listening and reading skill about topic My school
Language focus
Review:
Vocabulary: school, classroom, library, gym, playground, computer room
Sentence patterns: “That’s ………
Resources Ss’book, recording, posters,… PROCEDURE
Steps Learning activities Language focus Modes
1.Warm-up (5’)
- Stick some pictures about school facilities on the board
- Call some Ss to go to the board in turn, point to the pictures and read loud in English
- Listen and correct their pronunciation if needed
-school -classroom -computer room -gym
-playground -big
-small
individual
2.Listen and 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 c 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
Key:
1 classroom library
(20)- 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
3 computer room
4 gym Individual
Pairs Individual 4.Let’s sing
(10’)
-Ask Ss to open their Student’s book on page 47 Tell them that they are going to sing the This is the way we go to school 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
Whole class
Groups
5.Home-link (5’)
- Have Ss practise singing the song at home
Whole class Evaluation:
……… ………
********************************************** Period 22
Unit 5: LETTER R – Part
Class Date of planning Absent
2A 2B 2C
21/11/2016 16/11/2016 21/11/2016
(21)I Objectives:
By the end of the lesson Ps will be able to:
- Recognize and pronounce the letter Rr and its sound correctly - Understand, recognize and say the three Rr words
- Write the letter Rr II Language focus: - Sentence Partners:
- Vocabulary: rabbit, rocket, robot III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette 2 Students’: books, notebooks, workbooks
3 Class organization:
IV Procedure:
Teacher’s activities Student’s activities I Warm up: ( 5’)
Letter Writing Race Game
- Ask the students to open their notebooks
- Give the students minutes to write as many Qq’s as they can
- The winner is the student who has written the most
T- WC Whole class T- WC II New lesson
1 Listen, point and repeat Colour (Track 28):
Introduction of letter R, its sound and how to pronounce the words beginning with Rr (17’)
- Use a card with letter Rr (or write on board the letter Rr) to introduce to the students the new lesson
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter R // The letter R says //.”
- Repeat several times and check students’ pronunciation (letter R // and its sound //)
- Use the phonics cards with rabbit, rocket, and robot, read the words out loud and have students repeat
- Use gestures to help students to understand the meanings of the three words
- Stick the cards on board and have students repeat the words chorally several times (in the correct order and then
T- WC
T- WC
(22)in any order)
- Call some students to say the words out loud and correct their mistakes (if any)
- Ask the students to colour in the letters Activity: Act It Out Game (8’)
- Choose a student to come to the front of the class Show him/her a phonics card or whisper a word, and have student act it out
- The remaining students try to guess the correct answer - The first student to raise his/ her hand and answer correctly will come to the front of the class and activity continues
- Give feedback
Whole class/ Individually… T- WC
Whole class
Individually
Whole class III Production (5’)
Hot Cards
- Have the students sit down
- Hand out the phonics card from the previous unit - Play the chant (Track 30)
- 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.
Whole class Whole class Whole class
Evaluation:
……… ………
********************************************** Period: 44
UNIT 7: THAT’S MY SCHOOL
Lesson 2: Look, listen & repeat – Point and say – Let’s talk
Class Date of teaching Absent of student
3D 18/11/2016 ………
Objective Ss will be able to ask and answer the question Is the +(school facilities) + adjective?
Language focus
(23)B: Yes, it is
A: Is your classroom big? B: No, it isn’t It’s small Resources Recording, flashcards, puppets
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
-Stick some picture about school facilities on the board
- Divide class into groups and have them play the game Slap the board
-big -small -classroom -computer room -gym -library playground Groups 2.Look, listen & repeat (7’)
- Tell Ss that they are going to ask and answer the question Is the + school facilities + adjective? - Give Ss 30 seconds to look at the first picture and read the text
- Check comprehension and give feedback
- Have Ss repeat the text a few times - Repeat the procedure with the second picture
- Do choral and individual repetition - Play the recording through for Ss to listen and say along
- Call some pairs to role-play and repeat the dialogues
Model sentence: A: Is your school big? B: Yes, it is
A: Is your
classroom big? B: No, it isn’t It’s small.
Whole class Pairs
3.Point and say (15’)
- Tell Ss that they are going to ask and answer the question Is the + school facilities + adjective?
- Point to each school facility , check comprehension and then teach the new vocabulary
New, old, large
-Have Ss repeat each word a few times
- Use the first picture as an example and put the question and answer on the board
- Have Ss repeat a few times chorally and individually - Ask Ss to work in pairs
- Call some pairs to practice in front
New vocab: New Old Large Sentence patterns: a.A: Is the school new? B: Yes, it is a.A: Is the gym big?
B:Yes, it is
(24)of the class
- Check ss’ mistake when necessary 4.Let’s talk
(8’)
- Tell Ss that they are going practise more with their friends
- Give Ss seconds to look at the pictures and elicit the name of each school facility and adjectives (old, new, large, big, small)
- 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 a dialogue 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.A: Is the classroom old? B: No, it isn’t It’s new
b.A: Is the library big? B:Yes, it is …
Individual
Pairs
5.Home-link (5’)
- Ask Ss to practise asking and answering about school facilities with their friends
Whole class Evaluation:
……… ………
********************************************** Period: 44th
UNIT 7: WHAT DO YOU LIKE DOING?
Lesson 2: Look, listen and repeat - Point and say – Let’s talk.
Class Date of planning Absent
4A 4B 4C
22/11/2016 18/11/2016 21/11/2016
(25)I Objectives:
- By the end of the lesson, students will be able to:
+ Ask and answer questions about what class someone is in, using What class are you in? I’m in class …
II Language focus: - Vocab:
- Sentence pattern: What class are you in? I’m in class … - 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’)
Call some Ss to the front of the class to talk about the school, where a school is
Whole class
2 Look, listen and repeat (7’)
- Have Ss to look at the book at page 48 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:
+ How many pictures are there? + Who are they?
+ Where are they?
+ What are they talking?
- Set the scene: we are going to learn to ask and answer questions about hobbies
- Play the recoding a few time for Ss to listen, point and repeat
- Divide the class into two groups
Whole class
Groups / Pairs
(26)Repeat the dialogue
- Play the recording again for Ss to listen, point to the characters and say along
- Ask a few pairs to role play
Pairs
3 Point and say (15’)
- Tell pupils that they are going to practise asking and answering questions about someone’s hobbies - Have them look at the bubbles to understand how to ask and answer questions about someone’s hobby using What’s your hobby? I like - Ask pupils to look at the five pictures to identify what the characters like doing Teach the phrases riding a bike, playing badminton, flying a kite, taking photographs watching TV Point to the first picture and the task with one pupil as a model using the expressions in the bubbles and the phrase under the picture (Teacher: What's your hobby? Pupil: (like riding a bike.) Ask pupils to say the question and the answer chorally and Individually Repeat the same procedure with the rest of the pictures - Ask them to practise in pairs: one asks the question and the other gives the answer Using the prompts in the bubbles and the picture cues Monitor the activity and offer help, if necessary
- Select some pairs to demonstrate the task in front of the class Check as a class or correct pronunciation, if necessary
New words: Taking photos Riding a bike
Structure: What’s your hobby? I like
Whole class
Groups / Pairs
Whole class Individuals
Pairs
Pairs
4 Let’s talk. (8’)
- Tell puplls that they are going to practise asking and answering questions about someone’s hobbies, using What you like doing? and
(27)- Do the task with two pupils Put the questions and the answers on the board and choral and individual
repetition
- Ask them to work in pairs: one asks the questions and the other gives the answers about their own hobbies Tell pupils that both questions can be used to ask about one’s hobbies They should practise both with their
partners Monitor the activity and offer help, if necessary
- Select some pairs to role-play in front of the class
I like …
and What’s your hobby?
I like …
My hobby is …
Pairs
5 Homelink (5’)
- Do exercises in workbook, learn by heart the new words and structure