- Tell pupils that they are going to read Peter’s email to his penfriend and tick the appropriate pictures to answer the questions..?. - Give pupils a few seconds to look at the questi[r]
(1)Week 7
Date of planning: 16/10/2016 Period: 25th
UNIT 4: WHEN’S YOUR BIRTHDAY?
Lesson 3: Read and complete - Write an invitation card - Project.
Class Date of planning Absent
4A 4B 4C
18/10/2016 17/10/2016 19/10/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to: + Practicing reading and writing
II Language focus:
Revision of sentence patterns and vocabulary
III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Language focus Modes
1 Warm-up (5’)
- Spend a few minutes revising the previous lesson by asking the class to say the chant: When’s your birthday? - Divide the class into two groups, each group for the questions and answers
When’s your birthday ? It’s on the …
Work in group
2 Read and answer (10’)
- Tell pupils that they are going to read Peter’s email to his penfriend and tick the appropriate pictures to answer the questions
- Give pupils a few seconds to look at the questions and guess the answers first
- Ask Ss to work in pairs and set a time
Keys:
1 b – He’s from London,
England
2 a – It’s on the
T-Whole class
(2)limit for pupils to the task Walk around monitoring and offering help - Get pupils to swap their answers and correct them before checking as a class Do a choral repetition of the text if there is enough time
- Call a pair to ask and answer the questions
sixth of May b – He has many birthday presents from his friends
pairs
Individual-WC
Work in pairs
3 Write an invitation card (10’)
- Tell pupils that they are going to write an invitation card to invite friends to their birthday parties, using real information about themselves
- Have Ss work in pair or groups to discuss what they are going to write - 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:
Pupils' own answers
T-Whole class
Work in pairs/groups
Work individually
Work in pairs/groups
4 Project (10’)
- Tell pupils that they are going to make a birthday card for their friends Prepare resources like scissors, cards, rulers, coloured pencils and crayons - Give each of them a blank card Set a time limit for them to decorate their cards
- Have pupils write on the cards Put the following on the board as an example:
- Have pupils tell the class about their birthday cards You may put their cards on the classroom
board for display
Key:
Pupils' own answer
Dear Thu Trang Happy birthday to you!
Best,
Ngoc Khanh
Whole class
Work individually
(3)5 Homelink (5’)
-Have Ps asking and answering about the birthday
- Do tasks in Workbook Unit
Individual
Evaluation:
……… ………
**********************************************
Period: 26th
UNIT 5: CAN YOU SWIM?
Lesson 1: Look, listen and repeat - Point and say.
Class Date of planning Absent
4A 4B 4C
19/10/2016 18/10/2016 20/10/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to:
+ Use the words and phrases related to the topic Things we can
+ Ask and answer questions about what someone can/cannot do, using What can you do? I can
- Skill: listening, speaking, writing
II Language focus: - Vocabulary:
- Sentence pattern: What can you do? - I can… - Skills: speaking and listening
III Resources:
Ss’ book, recording, fresh cards, posters, puppets
IV PROCEDURE
Steps Learning activities Language
(4)1.Warm up (5’)
- Revise the verbs/ verb phrases to talk about activities Ss learnt in English (e.g read, cycle, skip, skate, cook, swim, play football, play volleyball…) Use flashcards
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 doing?
+ What are they talking about?
- Set the sence: we are going to read a story in which pupils ask and answer questions about what are they can or cannot
- Play the recoding a few time for Ss to listen, point and repeat
- Play the recording again for Ss to listen and say along
Mai: Look I can draw a cat Nam: It’s really nice What can you do, Phong? Phong: I can dance
Mai: What about you, Nam?
Nam: Me? I can’t dance but I can sing
Language note:
Can is used to express ability (can’t =
cannot)
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
- Tell Ss that they are going to practice asking and answering questions about what someone can
- Have them look at the bubbles to understand how to use the language Ask pupils to look at the four pictures to identify what the girl can In each picture Revise the words skip, skate, cook and swim A‘
New words:
Structure:
What can you do
I can draw
Whole class
(5)- Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture (Teacher What can you do? Pupil: I can skip.) - Ask pupils to say the phrases chorally and individually Repeat the same
procedure with the rest of the pictures - Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures
- Select some pairs to role-play the dialogue in front of the class Monitor the activity and offer help If necessary and answering about the dates in pairs Using the prompts in the bubbles and the pictures
- Drill Ss on the questions and answers chorally
Work in pairs Tell your partners what you can do.
- Tell pupils that they are going to practise using Vhat can you do? and I can…
- Ask them to work in pairs: one pupil asks the question and the other answers with facts about themselves
- Monitor the activity and offer help if necessary
- Select some pairs of pupils to role-play In front of the class
- To extend this activity, ask them to say something they cannot (e.g I can’t skate.)
Whole class
Groups / Pairs
Pairs
Pairs
Pairs
4 Home-link (5’)
(6)- Learn new words and structures, prepare for the next lesson
Whole class
Evaluation:
……… ………
**********************************************
Period: 25th
UNIT 4: HOW OLD ARE YOU?
Lesson 3: Read and match – Read and write – Project Class Date of teaching Absent of student
3D 18/10/2016 ………
Objective Ss will be able to ask and answer, read and write about name and age
Language focus
Review:
Sentence Patterns:
+ Who’s that? It’s …………
+ How old are you? I’m ……years old + Is that ……? Yes, it is
Resources Tape, textbook, flashcards, pictures PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm up
(5’)
Have Ss chant “How old are you?” Whole
class
2.Read and match (10’)
- Have Ss look at statements (exercise 4) on Page 29
- Ask Ss to read statements in silent and take their meanings
- Call some Ss to read loud the statements
- Ask Ss to work in pairs to match the information – 2- to a – b – c in mins
- Go around to help Ss
- Call some Ss to read loud their answers
- Listen and check with whole class - Give feedback and comments
1.Who’s that? It’s my friend Linda
2.How old are you?
I’m six years old
3 Is that Mary? Yes,it is
Whole class Individual Pairs
3 Read and write (10’)
- Read loud short conversations in the book and ask Ss to guess the missing words
-How old are you,
(7)- Call some Ss to read loud their predictions
- Ask Ss to work in groups of four in mins to complete the conversations - Call some Ss to read loud their answers then write them on the board - Read loud and check with Ss
- Call some Ss to give their comments
- Give feedback
- I’m … years old
Individual Groups
Individual
4.Project (10’) - Draw a table with columns on the board (name – age)
Name Age
Hung
- Guide Ss:
+ work in groups of
+ draw the table into their notebooks + interview their friends about name and age, then write the information into the correct column
-Go around to help and check - Give comments when they finish
Questions 1 How old are you?
=> I’m …years old.
Groups
5.Home-link (5’)
Have Ss to exercises in workbook, sing songs at home
Whole class
Evaluation:
……… ………
**********************************************
Period: 13 th
Unit 3: LETTER C - Part 6,
Class Date of teaching Absent pupils
1B 1C
18/10/2016 19/10/2016
……… ………
I Aim and Objectives
(8)- to practise the letter Cc /si:/ and its sound /c / and the corresponding words - to learn an extra c word
II Languge focus
- Vocabulary : cat, carrot, clock
III Reourcess : Pupil’s book, CD, phonics cards
IV.Organization: V.Proceduce
Teacher’s activities Student’s activities I Warm-up (5’)
- Greet students
- Review the previous lesson by playing the
“Guess” game II New Lesson
1 Match (10’)
- Elicit the letters by saying ‘This is the letter C The letter C says /si:/”
- Elicit the pictures by doing the actions and asking students to say the words
- Follow the same procedure for the other letters
- Ask students to match the upper case letters to their corresponding picture and lower case letters
- Go around and provide any necessary help
Activity: Sound and Word (5’)
- Divide students into teams, A and B and put one of the phonics cards on the board
- Ask a student from Team A to identify the sound (1 point), the picture (1 point), or both (2 points)
- Continue with a student from Team B
- Write the points for each team on the board The team with the most points wins the game
2 Listen, point and repeat Colour the pictures of the words that start with the c sound Say the c word
* Listen, point and repeat (5’)
- Show the students the car phonics card Point to it and say: /k/ - car Ask them to repeat - Mime driving a car and say /k/, car
play game
listen
match the upper case letters
to identify the sound
(9)- Encourage the students to the same - Say the letter and ask students the action - Play the CD
- Ask students listen, point to and repeat the word
*Colour the pictures of the words that start with the c sound Say the c word (5’)
- Point to pictures and have students name them - Name some colours and ask the students to repeat
- Ask the students to colour the pictures which have Cc in them
- Give the students minutes to colour in the
‘cat’ and ‘carrot’ Go around the classroom providing any necessary help
III Production (5’): Craftwork (5’)
- Ask the students to take out their notebooks - Ask them to choose one word and then draw the letter and the picture in their notebooks - Tell them to colour the letter and the picture - The three first students who finish can show their picture to the class
do the action
listen, point to and repeat
repeat
colour the pictures
choose one word and then draw
colour the letter
IV Homelink: (5’)
Do exercise in the Activity book
Evaluation:
……… ………
**********************************************
Period: 14th
Unit 4: LETTER D - Part 1
Class Date of teaching Absent pupils
1B 1C
19/10/2016 21/10/2016
……… ………
I Aim and Objectives
(10)- Recognize and pronounce the letter Dd /di:/ and its sound/d/ correctly - Understand, recognize and say the three Dd words
- Write the letter Dd. II Languge focus
1. New words: dog, drum, dragon
III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from story books
IV.Organization: V.Proceduce
Teacher’s activities Student’s activities I Warm up: ( 5’)
- sing a song
II New lesson
1.Listen, point and repeat.Colour *Ss’books closed (10’)
Point to the dogphonics card and say: /d/
+ Then say: /d/ - dog
+ Put the card up on the board + action and say: /d/ , dog
+ Follow the same procedure with the words
drum, dragon
- Use a card with letter Dd to introduce to the students the new lesson
- Write the letter Dd on the board next to the phonics cards
-T point to it and say: This is the letter Dd/di/ The letter D says / d/ sound.
- Ask Ss repeat several times and check Ss’ pronunciation letter Dd /di:/ and its sound /d/
- Use the phonics cards with dog, drum, dragon
read the words out loud and ask Ss to repeat - Use gestures to help Ss to understand the
Repeat after T
Repeat
Do action and say
(11)meanings of the three words
- check Ss’ understanding: T say the words - call some Ss to say the words out loud and correct their mistakes
*Activity: Game : Where’s the Letter? (5’)
-Ask pupils work in pairs/groups
-Hand out photocopies of pages from some story books
- Ask The pupils search for and circle the letter
Dd on these pages
- set a time limit and the winner is the pupil/pair/group that has circled the most Dds
* Pupils’ books open (10’)
Point to and the sound of the letter Dd, dog, drum, dragon.
+ play the CD
Tapescript: /d/ – dogt /d/ – dog /d/ – dog
This is the letter /di:/ The letter /di:/
makes the /d/ sound./d/-dog - Ask Ss to colour in the letters Dd
Ss action and vice versa
listen, point to and repeat the words
colour in the letters Dd
III Production (5’) Writing in the air
-Show the letter Dd again, have Ss write the Dd
in air with their gingers
IV Homelink (5’) Evaluation:
(12)**********************************************
Period: 27th
UNIT 5: CAN YOU SWIM?
Lesson 1: Listen and tick - Look and write – Let’s play
Class Date of planning Absent
4A 4B 4C
21/10/2016 19/10/2016 21/10/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to:
+ Use the words and phrases related to the topic Things you can + Talk about thing you can or can’t
+ Practise listening and writing
II Language focus: - Vocabulary:Review - Sentence pattern: Review - 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 question What can you do? and the answer I can
Get pairs to act out the questions and the answers in front of the class
Whole class Pairs
2 Listen and tick (10’)
- T asks Ss to look at the pictures to identify the the similarities and
(13)differences among them (in Picture ia, Tony is drawing a picture in Picture lb Tony is singing In Picture 1c Tony is dancing, in Picture 2a, Nam is cooking In Picture 2b Nam is skipping in Picture 2c, Nam is cycling In Picture 3a Akiko is skating In Picture 3b, Akiko is singing In Picture 3c, Akiko is reading.) Check understanding
- Tel Ss that they are going to listen to the three dialogues about someone’s abilities 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
can you do? Tony: I can draw Look at this!
Mai: Oh What a nice picture!
2 Mai: What can you do? , Nam: I can cycle
Mai: Cycle? Let's cycle together In the park
Mai: How old are you? Akiko: I'm nine years old Mai: What can you do?
Akiko: I can skate
Mai: Oh, really? It's wonderful
Correct answers
1a 2c 3a
Whole class
Groups / Pairs/Indi
Individuals
Pairs
Whole class
3 Look and write (10’)
- Tell Ss that they are going to complete the sentences to express ability, using the picture cues
- Ss to look at the pictures, the sentences and say what they see and guess the missing words
- Ss fid appropriate words to complete the sentences If necessary, get pupils to work in pairs
- Ss the task independently - Ss swap their answers
Correct answers: dance skate swim cycle
Whole class Groups / Pairs
Pairs
(14)- T checks
- Ss read aloud the complete sentences
4 Let’s play (10’)
- Tell pupils that they are going to play a Guessing game Follow the procedure in Games in introduction
- Stick pictures of a dog, a fish and a parrot on the board Check if pupils can recognize the animals Point to a picture and ask some questions about the animal (eg What’: this animal?
What can it do? Can it swim’)
- Divide pupils into groups of five A pupil in one group says two sentences about one of the animals, using can and can't, and then asks what it is (e.g it can swim, both can’t walk What is it?) The pupils of the other groups guess (eg it: a fish.) The group that gives the right answer the quickest gets one point - The groups take turns asking and answering questions The one that gets most points wins
Guessing game
Whole class
Groups/
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
Evaluation:
……… ………
**********************************************
Period:13th
Unit 3: LETTER P - Part 6-7
Class Date of planning Absent
2A 2B
19/10/2016 20/10/2016
(15)2C 21/10/2016 ………
I Aim and Objectives
By the end of the lesson, students will be able to: - To say and colour the P words the letter P
- To listen and repeat colour the pictures of the words
II Languge focus
New words: pen , panda, parrot , pony
III Reourcess : Pupil’s book, CD, phonics cards 9-12
IV.Proceduce
Teacher’s activities Student’s activities
I Warm up: ( 5’)
- 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 panda. S: actions and say /P/.
Read name and sound of letter
II New lesson.
1 Say the P words Colour the P words (8’)
Elicit the names of the items The pupils circle the pictures of the words that begin with the same sound Go around the classroom providing any help if necessary
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
Ss colour the pictures
Listen
(16)2.Listen, point and repeat (7’)
Colour the pictures of the words that start with the p sound Say the p words.
Show the pupils the pony phonicscard Point to it and say: /p/ – pony The pupils repeat after you Mime riding a pony and say: /p/ – pony! Encourage the pupils to the same Say the letter The pupils perform the action and say the letter and the word if they can Play the CD The pupils listen, point to and repeat the word Point to the pictures and have pupils name them Allow the pupils some time to colour in the pictures of the words that start with the /p/ sound.Go around the classroom providing any necessary help
Activity: Name It Game (5’)
- Arrange some chairs, back to back, in the middle of the room
- Choose phonics cards and place them on the chairs
- Play the song (Track 18)
- When the music stops, the students pick up a phonics card and, one at a time, tell the name of the item pictured on their phonics card
- The student who gives an incorrect answer is out of the game
- Play the game as many times as you think is necessary
-Ss point and repeat
The pupils perform the action and say the letter and the word if they can
-listen and corresponding picture cards
Choose cards
Answer
III Production (5’) Activity: Hot Cards
-Have the pupils sit in a circle
-Hand out the phonics cards to three pupils -Play the game
-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
(17)IV Homelink (5’) Evaluation:
……… ………
**********************************************
Period: 26th
UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 1: Look, listen and repeat – Point and say – Let’s talk Class Date of teaching Absent of student
3D 19/10/2016 ………
Objective Ss will be able to introduce one’s friend and respond to the introduction
Language focus
Vocabulary: my , friend Sentence Patterns:
+ This is my friend +( name) Resources Recording, flashcards, puppets
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Call some pairs to ask and answer about name, spelling, health, age - Listen and give comments
Pairs
2 Look, listen and repeat
(10’)
- Introduce pictures with conversations
- Play the tape of conversations, ask Ss to listen carefully
- Ask Ss to listen and repeat chorally times
- Divide class into groups, ask groups to role – play girls - Then call some pairs to repeat
- Listen and correct their pronunciation if necessary
- Write the new words on the board, ask Ss to copy down
+ my + friend
Vocab:
+ my + friend
Whole class Groups Pairs
Whole class
3 Point and say (10’)
-Ask Ss to look at the pictures on page 30 and identify the characters
- Explain the pattern
A: Mai, this is my friend……….
Model: -……, this is my friend,… – Hello, …
(18)B: Hi, Mai
A: Hello, … Nice to meet you
- Ask Ss about what they fill in the blanks
- Ask Ss to work in pairs
- Call on some pairs to perform the task
- Comment and correct the mistake
Nice to meet you.
Individual 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 pairs to introduce one’s friend and respond to the introduction Call some pairs to act out - Correct their pronunciation
Model:
-…., this is…… -Hi,…
Pairs
5.Home-link (5’)
Have Ss to exercises in workbook Practise introducing their friends at home
Whole class
Evaluation:
……… ………
**********************************************
Period: 27th
UNIT 5: ARE THEY YOUR FRIENDS?
Lesson 1: Listen and tick – Read and write – Let’s sing Class Date of teaching Absent of student
3D 20/10/2016 ………
Objective Ss will be able to listen and write about introduction
Language focus
Review:
Sentence Patterns
+ This is my friend +(name) Resources Recording
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Call some pairs to introduce one’s friend and respond to introduction
A:This is my friend +(name) B:Hi,……… Nice to meet you. -Listen and give comments
A:This is my friend +(name) B:Hi,… Nice to meet you.
(19)2.Listen and tick (10’)
- 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 - Have Ss repeat them once or twice - Play the recording through for Ss to listen
- Play the recording again for Ss to listen and tick the correct answers - Ask Ss to exchange their answers with their partners before reporting them to the class
- Correct if needed
Whole class
individual
3 Read and write (10’)
- Read loud the sentences in exercise
- Elicit the names of boys and girls in the pictures
- Ask Ss to work in pairs in mins to read and fill the correct words 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
Model:
-This is my friend… -Hello/ Hi,… Nice to meet you
Individual
pairs
Individual
Whole class
4.Let’s sing (10’)
- Ask Ss to open their Student’s book on page 31
- Tell Ss that they are going to sing the The more we are together 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 to exercises in workbook, sing songs at home
(20)Evaluation:
……… ………
**********************************************
Period:14th
Unit 4: Qq – Part 1
Class Date of planning Absent
2A 2B 2C
20/10/2016 24/10/2016 24/10/2016
……… ……… ………
I.Aims and Objectives: By the end of the lesson, students will able to: - learn and write the letter Qq /kju:/ and its sound /kw/
- learn three Qq words
II Languge focus: question, queen, quilt
III Resources: CD, Phonics cards, paper including the lyrics of the chant
IV Procedure
Teacher’s activities Ss’ activities
I Warm up(5’): Completing
- Put up the phonic cards from the previous lesson on the board - Write the initial letters of words below each phonic cards - Ask Ss to copy and complete the words in their notebook - Go around to check the answers
II New Lesson
1 Listen, point and repeat Colour (15’)
- Introduction of letter Q, its sound and how to pronounce the words beginning with Qq
- Use a card and instruct Ss how to pronounce the letter name and the letter sound
- Repeat several times and check Ss’ pronunciation
- Use the phonics cards with question, queen, quilt read the words out loud and ask Ss to repeat
- Use gestures (hand actions) to help Ss to understand the meanings of the three words
- Check Ss’ understanding: T says the words, all Ss actions
- Follow the instruction
- Listen and repeat
-practice saying
(21)and vice versa
- Call some Ss to say the words out loud and correct their mistakes (if any)
Activity:Where’s the letter? (5’)
- Ask Ss to work in pairs
- Hand out the photocopies of page from some story books -Ask Ss to find and circle the letters Qq
- Set the time limit and the winner is the pairs that circled the most Qq
Activity: Step way lines (5’)
- Divide class into teams
- Let a half of class to say the word then an others to guess the meaning
- Listen and check
* Production (5’): - Activity: Rewrite
Ask Ss to use the small board and practise writing After a limited time, T let Ss to rewrite then check
*Homework: (5’) Do exercise in the Activity book
-Practice saying
-Play game to remember
Practice pronunciation
-Learn writing - Do
Evaluation:
……… ………
**********************************************
Period: 28th
UN IT 5: ARE THEY YOUR FRIENDS?
Lesson 2: Look, listen and repeat – Point and say - Let’s talk Class Date of teaching Absent of student
3D 21/10/2016 ………
Objective -Ss will be able to ask and answer questions about friends Language
focus
- Sentence Partners: Are they your friends? –Yes, they are/No, they aren’t
- Vocabulary: they, they are=they’re, are not=aren’t Resources Recording, flashcards, puppets
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm up
(5’)
- Ask Ss to sing the more we are together song
(22)2.Look, listen and repeat
(10’)
- Introduce pictures with conversations
- Play the tape of conversations, ask Ss to listen carefully
- Ask Ss to repeat chorally times - Divide class into groups, ask one group to role – play the girl and the other to role – play the boy
- Then call some pairs to repeat - Listen and correct their
pronunciation if necessary
- Write the new words on the board, ask Ss to copy down
+ they + are
+ they are = they’re + are not=aren’t
Vocab:
+ they + are
+ they are = they’re + are not=aren’t Whole class Groups Pairs Individual
3 Point and say (10’)
- Ask Ss to look at the picture on page 32
- Explain the pattern
+ Are they your friends? + Yes,………
+ No, ………
- Ask Ss about what they fill in the blanks
- Ask Ss to work in pairs
-Ca ll on some pairs to perform the task
- Comment and correct the mistake
Model:
-Are they your friends? –Yes, they are - No, they aren’t
Whole class
Pairs
4 Let’s talk (10’)
- Tell Ss that they are going to practise more with their friends - Ask Ss to guess what the children say
- Fill the gaps and write the sentences on the board
- Get Ss to repeat the sentences a few times
- Get Ss to work in pairs to interact - Call a few pairs to practise in front of the class
- Check ss’ pronounciation
Model:
- Are they your friends? –Yes, they are - No, they aren’t Whole class Individual Pairs 5.Home-link (5’)
Have Ss to exercises in workbook, practise asking and answering at home
(23)Evaluation:
……… ………
**********************************************
Period: 28th
UNIT 5: CAN YOU SWIM?
Lesson 2: Look, listen and repeat - Point and say – Let’s talk
Class Date of planning Absent
4A 4B 4C
25/10/2016 21/10/2016 24/10/2016
……… ……… ………
I Objectives:
- By the end of the lesson, students will be able to:
+ Ask and answer questions about whether someone can something, using Can you …? Yes, I can/No, I can’t
II Language focus: - Vocab: volleyball
- Sentence pattern: Can you …? Yes, I can./No, I can’t
- 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 calaa to talk about what they can or cannot
Whole class
2 Look, listen and repeat (7’)
- Have Ss to look at the book at page 32 to discuss the contexts in which the
(24)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?
+ What are they doing?
- Set the scene: we are going to read a story in which pupils express their ability
- Play the recoding a few time for Ss to listen, point and repeat
- Divide the class into two groups 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
class
Groups / Pairs
Whole class
Individuals
Pairs
3 Point and say (15’)
- Set the scene: we are going to practise asking and answering questions about someone’s ability
- Have them look at the bubbles to understand how to ask and answer questions about someone’s ability, using Can you ? Yes, I can/No, I can’t Ask pupils to look at the four pictures to identify what the boy can in each picture
- Teach the phrases play table tennis, play volleyball, play the piano and play the guitar:
- Point to the first picture and model the task with one pupil, using the sentences in the bubbles and the phrases under the picture (Teacher: Can you play table tennis? Pupil: Yes, I can.) Ask pupils to
New words:
- play table tennis
play volleyball, play the piano play the guitar:
Structure:
Can you play table tennis? Yes, I can/No, I can’t
Language
Whole class
Groups / Pairs
Whole class
Individuals
(25)say the question and answer chorally and individually Repeat the same procedure with the rest of the pictures - Ask pupils to practise in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and pictures
- Select some pairs to demonstrate the task in front of the class Monitor the activity and offer help, if necessary
note:
Draw Ss’ attention to the expression play + the +
(musical instrument) (e.g play the guitar, play the piano)
class
Pairs
Pairs
4 Let’s talk. (8’)
- Tell pupils that they are going to practise asking and answering about ability, using What can you do? I can … and Can you ? Yes, I can./No, I can't - Do the task with one pupil as a model Put the sentences on the board and choral and Individual repetition
- Ask them to work in pairs one pupil asking the questions and the other giving the answers to talk about their abilities Monitor the activity and offer help, if necessary
- Select some pairs of pupils to role-play in front of the class
What can you do?
I can … Can you ? Yes, I can./No, I can't
Pairs
5 Home-link (5’)
- Do exercises in workbook, learn by heart the new words and structure
Whole class
Evaluation: