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- Ask students to learn by heart sports vocabulary and Simple present tense. What do you do in your free time?.. - Repeat after the teacher.. - Notice the main stress pattern.[r]

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Week 23 Date- preparing: 7/2/2009 Period 65 Date- teaching: 9/2/2009

UNIT11: WHAT DO YOU EAT? LESSON 1: A1

A Objectives:

By the end of the lesson, students will be able to use quantifies and contains to talk about

I, Knowledge: Quantifies (kilo of …… ) and Containers ( a bottle of …… ) to talk

II, Skills: Listening and speaking B Procedures:

I, Settlement Greeting and check attendance II, Revision: Slap on the board.

Lemonade , milk, vegetables, meat, onion, cabbage, lettuce III, New lesson:

Teacher's activities Students' activities

Lead in: Use the Warm up part to introduce the new lesson

1 Presentation Act 1: Vocabulary: - an egg : picture - Cooking oil : picture - Beef (unc) : picture - Soap (unc) : picture - Tooth past (unc) : picture - a chocolate : picture

- Show things in the picture to elicit words from Ss

- Model

- Write down and does concept check *Checking Vocab: Matching

Act 2: Matching

grams of a kilo

abar of

a can of a box of a packet of a dozen of

- Listen to the teacher - Repeat after the teacher

- Notice the main stress pattern

- Write the new words in their notebooks .

- Work in group - Look at the board - Listen to the teacher - Work in teams

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a tube

a bottle of 2 Practice:

Act 1: Word cue drill

- a bottle / cooking oil - a packet / tea - a box / chocolates

- a kilo / rice - 200 gram / beef - a dozen / eggs - Run through the cues

- Hold up the first cues and say the model sentences

- Can I help you?

- Yes, I’d like 200gram of beef

Correct their mistakes 3 Further practice: Act 1: Pelmanism.

1 a bar of eggs a can of water a dozen tea a bottle of soap a packet of 10 7up

- Stick 10 cards on the board so that the students can only see the numbers, make sure the words are mixed up

- Divide the class into two teams and ask students to choose two numbers

- Go on until the cards are turned over

- Look at the cues - Listen to the teacher

- Repeat it chorally and then individually - Make the sentence for themselves

- Practice in pairs

- Some pairs practice in front Example exchange:

S1: - Can I help you?

S2: - Yes, I’d like 200gram of beef

- Look at the board

- Listen to the teacher’s explanation - Work in teams

- One of student in each team chooses any two numbers

- Go on until the cards are turned over

IV Consolidation:

- Get Ss to revise about Quantifies (kilo of … ) and Containers ( a bottle of …… )

V Homework:

- Ask students to learn by heart vocabulary: Quantifies and containers - Have them prepare Unit 11 - AT THE STORE - Lesson 2:(A2-A4): Listen- Specific information about qualities

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UNIT11: WHAT DO YOU EAT? LESSON 2: A2-4

A Objectives:

By the end of the lesson, students will be able to listen specific information about qualities for food shopping

I, Knowledge: Qualities for food shopping II, Skills: Listening and speaking

B Procedures:

I, Settlement Greeting and check attendance II, Warm up: Bingo

- beef - bottle - egg - tea - dozen - water - oil - gram - rice - chocolate

III, New lesson:

Teacher's activities Students' activities

Lead in: Chatting

Ask Ss questions: - What does you say if you want to buy something’s

1 Re- listening Act 1: Vocabulary: - to need : trans

- How much / How many : sit - Half (a kilo) : exam

- a cookie : realia

- Elicit words from Ss - Model

- Write down and does concept check *Checking Vocab: Matching

Act 2: Predict dialogue A2, page 112 - Set the scene:

+ Where is Ba?

+ What does he want? + How much / many ……?

- Put the dialogue on the board Some of the words are missing

- Ask students to guess what the missing words are

Salesgirl: Can I hepl you?

Ba: Yes, I’d like some (1) _ , please. Salesgirl: How much you want? Ba: (2) grams , please.

* I ‘d like some ……

- Listen to the teacher - Repeat after the teacher

- Notice the main stress pattern

- Write the new words in their notebooks

- Listen to the teacher

-Answer the teacher’s questions - Read the dialogue

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Salesgirl: Is there any things else ? Ba: Yes, I need some (3) _

Salesgirl: How many you want? Ba: (4) , please.

2 While listening:

Act 1: Listening and checking

- Play the tape and ask Ss to listen carefully, then correct the answers

-Act 2: Comprehension question (A3 on page 117)

- Get students to listen to the tape times - Correct their prediction

- Ask students to listen the tape again, then answer the questions

a At the store d a dozen b beef

c 200

3 Post – listening act 1: Matching

- Let them listen to the cassette and find out things that people want to buy

- Let some of students answer and ask the whole class tvo listen to again and check their answers

+ Phuong - a tube of toothpaste + Ly - a bar of soap and

- a box of chocolates + Mai - a can of soda

+ Nam – a packet of cookies

- Listen to the tape two times - Check their prediction

- Listen the tape again Then answer the questions

1 beef 3 eggs 2 200 4. a dozen

- Listen to the cassette and find out things that people want to buy

- Some of students answer and ask the whole class to listen to again and check their

answers

- Make a shopping list

- Replace things in the dialogue with their own shopping list and rewrite the dialogue - Practice with partner

- Write the dialogue in the notebooks

IV Consolidation: A4 p upload.123doc.net How much / How many

- Cooking oil - Rice - Beef- Oranges

- a bottle - kilo - half a kilo - half a dozen

- Let Ss make a shopping list V Homework:

- Ask students to learn by heart vocabulary

- Have them prepare Unit 11 – L :(A2):How much / many

Date- preparing: 11/2/2009 Period 67 Date- teaching: 13/2/2009

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LESSON 3: A2 A Objectives:

By the end of the lesson, students will be able to use “How much / how many” to talk about qualities for shopping

I, Knowledge: “How much / how many” with “want” or “need” II, Skills: speaking

B Procedures:

I, Settlement Greeting and check attendance II, Revision: Dictation lists

- Write the lists “How much” and “How many” on the board

- Read: oranges, meat, bananas, milk, oil, bread, carrots, chocolates, beef,………

- Feedback

III, New lesson:

Teacher's activities Students' activities

Lead in: Use the Warm up part to introduce the new lesson

I Presentation:

Act 1: Presentation dialogue :A2 on page 116 - Show students the dialogue

- Ask students to isolate the model sentence by making questions (Answer given)

+ I’d like some beef.

+ I need some eggs.

- I’d like some beef

- How much beef you want? - I need some eggs

- How many eggs you want? Form:

- How much +(unc.N)+do/does+S+V? - How many+(plu.N)+ do/does+S+V? - S + V(want / need) + Qualities(S.l) Use: ………

2 Practice:

Act 1: Board drill : Shopping list

300g beef - kg rice- 500g beans apples- dozen eggs - bottles milk packet noodles

- Put a shopping list on the board - Run through the phrases

- Say the model sentences

- Do the same for the second cue

- Students read the dialogue in A2 on page 116 again

- Make the questions to isolate the model sentence:

-How much beef you want?

-How many eggs you want?

-Read the shopping list -Read the phrases

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4.Further practice: act 1: Mapped dialogue

- Put the dialogue on the board which is only words The words are cues

- Model the dialogue

- Run through the cues like a drill with the whole class

- Look at the board and listen to the teacher - Repeat after the teacher

- Practice the dialogue in pair - Some pairs practice in front - Rewrite the dialogue

- Look at the board and listen to the teacher

- Repeat after the teacher - Practice the dialogue in pair - Some pairs practice in front - Rewrite the dialogue

Shopkeeper Customer Can / you ? meat How much? 300 gram there / else ? need / potatoes How many ? kilos IV Consolidation:

- Revise the lesson : How much……?

- How many………?

V Homework:

- Ask students to learn how to talk about qualities for shopping

- Have them prepare Unit 11 - L :(B1,2,3):What would you like for…? I’d like …………

Period 73 Date- preparing: 24/2/2009 (Dạy bù) Date- teaching: 26/2/2009

UNIT12: SPORTS AND PASTIMES LESSON 1: A 1-5

A Objectives:

By the end of the lesson, students can understand details and express which sports they play

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with simple

II, Skills: speaking B Procedures:

I, Settlement Greeting and check attendance

II, Warm up: Ask Ss to tell some sports they like to play

Do you like sport?

Do you play soccer? III, New lesson:

Teacher's activities Students' activities

Lead in: Base on the Warm up part to introduce the new lesson

1 Presentation: Act 1: Vocabulary - to swim :

- to play badminton :

- to jog : (picture) - to aerobics :

- to play table tennis : - to skip :

- Use pictures to introduce new words

- Have some students say the names of activities the teacher show

* Checking vocab: R.O R

Act 2: Answer the questions (A2)

- Try to help students to review the tenses : present simple and present progressive - Ask Ss to look pictures at A2, to make

questions and answers 2 Presentation text A3

- Elicit the model sentences by asking question: Which sports does Lan play?

Model: Which sports does Lan play?

She skip

Form:Which sport do/does +S +play? S+ V(es,s)

Use: express which sport someone to play 3 Practice:

Act 1: Words cue drill a Nam/ play badminton b They/play soccer

c Your father/ play tennis d You/ skip

- Listen and look at the pictures shown by the teacher

- Try to say the names of activities shown - Repeat in choral and individual

- Write the new words in their notebooks

- Students remind the tenses : present simple and present progressive

- Work in pairs

- Practicing to ask and answers in front of the class

Example exchange: S1; What is he doing? S2: He is swimming

- Run through - Work in pairs

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- Model the first sentences - Ask Ss to the next cue 4 Production:

Act 1: Comprehension questions

- Ask students to read the text about Lan and Nam - Ask students to read then answer the questions below

- Check whether their answer are right or wrong

- Read the text and answer the questions below

- Write the questions and answers in the notebook

Answers:

a) She swims, does aerobics and plays badminton.

b) No, she doesn’t.

c) He plays soccer, table tennis and jogs.

d) Yes, He does IV Consolidation: Survey

- Have them tell about themselves and talk to their friends about their favorite sports - Let them practice with their partners:

+ Which sports you do? + I swim.

+ What else? + I play volleyball.

+ Do you play table tennis? + Yes, I do.

- Feedback V Homework:

- Ask students to learn by heart sports vocabulary and “Which sports you do?” - Have them prepare Unit 12 - Lesson 2: (B1-3) : Writing short text about what

we do……

Period 74 Date- preparing: 25/2/2009 Date- teaching: 27/2/2009

UNIT12: SPORTS AND PASTIMES LESSON 2: B1-3

A Objectives:

By the end of the lesson, students might write short texts better I, Knowledge: Writing short texts about what we in our free time II, Skills: speaking and writing

B Procedures :

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II, Checking - up: Ask some Ss pairs to go to the board to make questions and answers follow words below

- swim

- go jogging

- play volleyball

- aerobics

- skip

III, New lesson:

Teacher's activities Students' activities

Lead in: Introduce the new lesson 1 Pre - writing:

*Act 1: Vocabulary: - Free time : sit

- to go fishing : pic

- to go to the movies : pic - Elicit words from Ss - Model

- Write and does concept check - Checking vocab: R.O.R

- *Act 2: Transformation: Picture drill B1 on page 127

- Run through

- Elicit the model sentences from Ss - Do the first picture cue

Example:

What does [ Phuong ] in [his] free time? He goes to the movies

- Ask Ss practice in pairs - Give feedback

2 While writing:

Act 1: Transformation Writing: B1 on page 127

- Run through

- Ask Ss to change “I” to “ Phuong” - Give feedback and correct their answers 3.Post - Writing :

Act 1: Pyramid

-San writes: I watch TV, go fishing…

-Thuy writes: I watch TV,go to the park

* Group writing: San, Thuy and Chinh watch TV San and Chinh play football San goes fishing Thuy goes to the park and play

- Listen and look at the pictures shown by the teacher

- Try to say the names of activities shown - Repeat in choral and individual

- Write the new words in their notebooks

- Works in pairs

- Practice asking and answering in front of the class

Example exchange:

S1:What does [ Phuong ] in [his] free time?

S2:He goes to the movies

- Work individually

- Share the result with partners - Correct with whole class

- Work in groups

- Each student write three things about they in their free time

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badminton…………

- Ask students to work in groups Each student writes three things about they in their free time

- Let each group read “ Group writing” aloud - Feedback

IV Consolidation: Exhibitions - Correct Ss’ writing with whole class V Homework:

- Ask students to learn by heart sports vocabulary and Simple present tense - Have them prepare Unit 12 - Lesson 3: (B4-5) : “How often” questions and answers……

Period 75 Date- preparing: 25/2/2009 Date- teaching: 27/2/2009

UNIT12: SPORTS AND PASTIMES LESSON 3: B4 -5

A Objectives:

By the end of the lesson, students will be able to use “ How often ?”

I, Knowledge: How often” questions and answers “ 0nce, twice, three times ………… a week” to talk about frequency activities

II, Skills: speaking B Procedures:

I, Settlement Greeting and check attendance II, Checking - up: Ask Ss answer these questions;

(11)

2. What does your[ father] in [his ] free time?

III, New lesson:

Teacher's activities Students' activities

Lead in: Introduce the new lesson 1 Presentation:

+act 1: Vocabulary: - Once (adv) :

- Twice (adv) : - Three times: - a week :

- How often …… :

- Elicit words from Ss - Model

- Write and does concept check - Checking vocab: R.O.R

Act 2: Ordering : B4

- Write a dialogue which is in wrong orders on the board

- Get students to listen to the tape then put the statements in the correct orders

- Get students to isolate the model sentences - Let students copy the notes in their notebooks and memorize

Target language: - She goes jogging.

- How often does she listen to music? - She reads three times a week.

- How often does Ly go joging? - She listen to music twice a week. - How often does she read?

Form: - How often + / does + s + V…?

- Once / twice / three times a week Use: ……

3. Practice :

Act 1: Picture drill: B5 on page 12 - play badminton / three times - listen to music / twice

- go jogging / once - play tennis / once - watch TV / twice - read / three times

- go to the movies / twice

- Get students to repeat the numbers (three, once, twice……).

- Listen to the teacher - Repeat after the teacher

- Notice the main stress pattern

- Write the new words in their notebooks

- Students read the statements

- Listen to the tape then put the statements in the correct orders

- Isolate the model sentences

- Copy the notes in the notebooks and memorize

one, two……).

- Three times.

- Look at the pictures - Listen to the teacher

- Repeat it chorally and then individually - Make the sentence for themselves - Practice in pairs

- Some pairs practice in front  Example exchange:

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- Run through the pictures

- Hold up the first picture and say the model sentences:

+How often does Ly watch TV? + She watches TV twice a week.

- Do the same for the second picture - Correct their mistakes

4 Further practice

Act 1: Find someone who - Put the table on the board - Get students to get into groups

- Get students to ask each other questions + Teacher: How often you play football?

+ Student (Nam): 3 times.

- Correct if there are any mistakes - Feedback

S2: She watches TV twice a week.

- Look at the board - Work in groups

- Stand up and ask each other questions When they find someone who says “Yes” they fill in the name They can’t fill in someone’s name more than once

- Tell the teacher what they have found, e.g Nam plays football three times a week ”.

IV Consolidation: Exhibition

- Ask some leaders to report their groups V Homework:

- Ask students to learn adverbs of frequency

- Have them exercise B1-5 in the exercise book and prepare Unit 12 – L4- C4: Reading and practicing adverts of frequency with the simple present tense

Period 76 Date- preparing: 28/2/2009 Date- teaching: 2/3/2009

UNIT12: SPORTS AND PASTIMES LESSON 4: C1-4

A Objectives:

By the end of the lesson, students can understand details and use adverbs of frequency correctly

I, Knowledge: adverbs of frequency with the simple present tense II, Skills: speaking and reading

B Procedures:

I, Settlement Greeting and check attendance

II, Checking - up: Ask Ss to tell about their activities in a week III, New lesson:

Teacher's activities Students' activities

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Vocabulary: - Always (adv) : - Usually (adv) : - Often (adv) : - Sometimes (adv) :

- Never (adv) : - Zoo (n) pic - Picnic (n) sit - A tent : pic - To fly kite: pic

- Elicit words from Ss - Model

- Write and does concept check - Checking vocab: Matching Act Grid

- Put the table on the board

Activities How often

- go to the zoo vvv

- have a picnic …

- fly kite

- walk to school -do their homework

- Get students to reread the text then complete the table

- Get students to share the answers with their partners

- Feed back 2 While- reading Act1: Answer given

- Ask students to ask questions and answer: + How often they go to the zoo?

+ They sometimes go to the zoo.

3 Post- Writing

- Have students write about activities in their free time using adverbs of frequency:

always, usually, often, sometimes, never

* I often go to the zoo I never………

………

………

………

- Listen to teacher

- Repeat after the teacher

- Notice the Vietnamese translation Copy in their notebook

- Read the table on the board

- Read the text again and complete the table

- Share their answer with their partners

- Work in pairs

- Ask and answer the questions Example exchange:

S1: How often they go to the zoo? S2: They sometimes go to the zoo.

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- ……… ………

IV Consolidation: Exhibition

- Ask some leaders to report their results in front of the class V Homework:

- Ask students to learn by heart advebs of frequency and “How often ………?”

- Have them prepare Unit 12 - Lesson 5: (C5-6) : Reading and further practice in Vs/adv

Period 77 Date- preparing: 3/3/2009 Date- teaching: 5/3/2009

UNIT12: SPORTS AND PASTIMES LESSON 5: C5-6

A Objectives:

At the end, students can understand the text and use adverbs of frequency more fluently I, Knowledge: Present tense, adverbs of frequency and vocabulary

II, Skills: speaking and reading B Procedures:

I, Settlement Greeting and check attendance

II, Checking - up: Ask Ss to tell about their activities in a week III, New lesson:

Teacher's activities Students' activities

Lead in:

1 Pre - reading: Act 1:Vocabulary:

- to wear clothes / boots : - a stove :

- overnight :

- Elicit words from Ss - Model

- Listen to teacher

- Repeat after the teacher

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- Write and does concept check - Checking vocab: Matching Act 2: Brainstorm

- Set up the sence: What Minh and his friends do on the weekend?

- Ask students to think of town and the country - Get them to go to the board and write down their ideas

- Give feedback

have a picnic fly a kite

go camping

go to the river

2.While reading:

- Get students to read the text and check Answers keys:

- go walking in the mountains - wear strong boots, warm clothes. - take food, water and camping stoves - camp overnight.

Act 2: Reading comprehension: Lucky numbers

- Write the numbers on the board

- Divide class into teams The teams take turn to choose the numbers

- Tell students that they have to answer the questions

1 - b What they always wear?. 3 - f What they take?

5 - c When does he go?

6 - a What does Minh like doing?

8 - e Where does he often go?

10 - d Who does he usually go with?

2 – – – : Lucky numbers 3.Post reading:

Act 1: Transformation writing: C6 , page 132 - Have students rewrite the text by changing “Minh” to “ I”.

- Copy in their notebook

- Students to think of the town and country

- Go to the board and write down their idea

- Read the text and check

- Look at the board - Work in teams

- Take turn to choose the numbers - Listen to the teacher carefully - Answer the questions

1 6 10

- Write the text again by changing “

Minh” to “I” Pastimes in the

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I like walking On the weekend, I………

……… ……… ……… ………

- Write individually and then share with their partners

IV Consolidation: Exhibition

- Ask some leaders to report their results in front of the class V Homework:

- Ask students to learn by heart adverbs of frequency and Simple present tense - Have them prepare Unit 13 - Lesson 1: (A1) : Seasons vocabulary with” weather like

Period 78 Date- preparing: 3/3/2009 Date- teaching: 6/3/2009

UNIT13: ACTIVITIES AND THE SEASONS LESSON 1: A1,2

A Objectives:

- Students can talk about the seasons and the weather

I, Knowledge: Seasons vocabulary with “What’s the weather like…….” II, Skills: Speaking

B Procedures:

I, Settlement Greeting and check attendance II, Revision: Jumbled words

- oht = hot - codl = cold - like = like - whta = what

III, New lesson:

Teacher's activities Students' activities

Lead in: Chatting

1 How many days in a year?

2. How many seasons in a year?

Introduce the task of the new lesson 1 Presentation

Act 1:Vocabulary: - The spring :

- The summer: pictures - The fall :

- Listen to teacher

- Repeat after the teacher

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- The winter : - The seasons : def - The weather : trans - Warm (adj) : sit

- Cool (adj) : sit

- Elicit words from Ss - Model

- Write and does concept check - Checking vocab: Pelmanisum

spring summer fall winter

cold cool hot warm

2 Act: Presentation text

- Ask students to read the sentences in A1 on page 134 to isolate the model sentences:

+ What’s the weather like in the summer?

+ Target language:

- What’s the weather like in the summer?

- It’s hot

Form: - What’s the weather like ………?

- It’s ………

Use: ……….

3 Practice:

Act 1: Word cue drill - hot / summer

- cold / winter - warm / spring

- cool / fall

- Run through the cues

- Hold up the first cues and say the model sentences

- What’s the weather like in the summer? - It’s hot in the summer

- Do the same for the second cue - Correct their mistakes 4 Further practice: Act 1: Substitution Boxes

rice hot and mountains green river the night morning warm yellow is beautiful cold evening cool trees blue weather gray hot flowers

- afternoon house tall very

- Put students into four groups ( one for each

- Read the sentences to isolate the model sentences:

+ it’s hot in the summer.

- Copy the notes in the notebooks and memorize

- Look at the cues - Listen to the teacher

- Repeat it chorally and then individually - Make the sentence for themselves - Practice in pairs

- Some pairs practice in front Example exchange:

- What’s the weather like in the summer? - It’s hot in the summer.

- Students work in four groups Each group makes a poster

- Listen to the teacher - In the spring. The ……… - In the summer. The ……… - In the fall.

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season) an each group makes a poster - Example:

- In the spring

+The afternoon is warm but the evening is cool.

+ The rice is green.

+ The flowers are beautiful

IV Consolidation: (Further practice)

- Ask each group to hang the poster on the board then comment with whole class V Homework:

- Ask students to learn seasons vocabulary and how to talk about the weather - Have them prepare Unit 13 – L2- A3: Talking about what weather you like

Week 27 Date- preparing: 6/3/2009

Period 79 Date- teaching: 9/3/2009 UNIT13: ACTIVITIES AND THE SEASONS

LESSON 2: A.3 A Objectives:

- Students can talk about their favorite weather

I, Knowledge: To talk about your favorite weather “ What weather you like?” II, Skills: Speaking

B Procedures :

I, Settlement Greeting and check attendance II, Warm up: Bingo

Summer , cool, winter, cold, fall Warm spring, hot, weather, season

- Write 10 words about the weather on the board

-Ask students to choose any five words and copy them into their notebooks - Read any words

III, New lesson:

Teacher's activities Students' activities

Lead in: Base on the warm up part to introduce the new lesson

1 Presentation

Act 1: Predict dialogue - Set the scene:

Lan asks Mai about Mai’s favorite weather What is her favorite weather?

- Put the dialogue on the board Some of the words are missing

- Listen to the teacher

-Answer the teacher’s questions - Read the dialogue

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- Ask students to guess what the missing words are

+ Target language:

Lan: What’s the weather like today?

Mai: It’s (1) _

Lan: Do you like (2) weather?

Mai: No, I don’t

Lan: What weather you like ?

Mai: I like (3) weather.

Form : -What weather +do /does +S+ like? - S + like / likes +…………+ weather.

Use:………

3 Practice:

Act 1:Picture Drill (A3 on page 135) - I / hot

- we / cold - She / cool - They / warm

- Run through the pictures

- Hold up the first picture and say the model sentences:

+What weather you like? + I like hot weather.

- Do the same for the second picture - Correct their mistakes

4 Further practice: Act 1: Mapped dialogue

- Put the dialogue on the board which is only words The words are cues

- Model the dialogue

- Run through the cues like a drill with the whole class

- Students give their prediction

- Look at the pictures - Listen to the teacher

- Repeat it chorally and then individually - Make the sentence for themselves

- Practice in pairs

- Some pairs practice in front

- Look at the board and listen to the teacher

- Repeat after the teacher - Practice the dialogue in pair - Some pairs practice in front - Rewrite the dialogue

Tra Vinh Ha noi -What / HN ? hot

- cold What / like ? I/like/warm

.And you? Cool IV Consolidation: What weather you like?

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V Homework:

- Ask students to learn seasons vocabulary and how to talk about their favorite weather

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