Resources: Ss’ book, recording, fresh cards, puppets, posters,… II3. PROCEDURE.[r]
(1)WEEK 7
Date of preparing: Date of teaching:
UNIT 5: CAN YOU SWIM?
Period 25 - Lesson 1: Part 1, 2, 3: Page 30 I OVERVIEW
1 Objectives: Students will able to ask and answer questions about what what someone can/ cannot
2 Language focus:
- Vocabulary: can, skip, skate, cook swim
- Sentence patterns: What can you do?-I can dance
3 Resources: Ss’ book, recording, fresh cards, puppets, posters,… II PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up - Use flashcards to revise the verbs to talk about activities Ss learnt
activities: Swim, ride, draw, sing,
- Whole class
2.Look, listen and repeat
- Have them look at the four pictures to discuss the context in Which the language is used Ask them questions such as who are they? Where are they? and What are they talking about?
- Explain the meaning of the phrases can dance, can sing, and can’t dance
- Play the recording a few times for Ps to listen and repeat Do choral and individual repetition, pointing to the characters speaking
- Play the recording again for them to listen and repeat
New words:
can dance, can sing, and can’t dance.
- Whole class
- Whole class
- Whole class
- Whole class - Individual
- Whole class
3 Point and say
- Have Ss look at the pictures to understand how the language is used in different contexts
- Call a few pairs to act out the dialogue in front of the class
* Work in pairs Tell your partners what you can do.
What can you? I can…
(2)- Tell Ss that they are going to practise using What can you? and I can…
- Ask them to work in pairs
-Select some pairs to role-play in front of the class
- Whole class
- Individually
- Pairs Homelink Ss have to ask and answer questions
about what someone can/ cannot -Well−prepair for next lesson, page 31
“What can you do? I can… ”
- Whole class
********************************* UNIT 5: CAN YOU SWIM?
Period 26 - Lesson 1: Part 4,5,6: Page 31 I OVERVIEW
1 Objectives: Ss will able to:
- Listen and tick the correct pictures
- Swap their answers and play “Guessing game”
2 Language focus: Revise the familiar words and sentence patterns learnt in the previous lesson
3 Resources: Ss’ book, recording, fresh cards, puppets, posters,… II PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up - Revising the question What can you do? And the answer I can…
What can you?
I can… - Whole class Listen and
tick
- Have Ps look at the pictures to identify the similarities and differences Check understanding
- Play the recording a few times Ask Ps to listen to the recording and tick the correct pictures
- Get Ps to swap their answers before checking as a class Monitor the activity and offer help if necessary
- Listen and tick Key: 1.a; 2.c; 3.a
- Whole class
- Whole class
- Individual
- Pairs Look and
write
- Ask Ss to look at the four pictures to identify what the character in each picture can
- Give times to the task
- Look and write
Keys:
(3)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 Ps to read aloud the complete sentences
- Pairs - Individual - Pairs
5 Let's play - Stick pictures of a dog, a fish and a parrot on the board
- Point to a picture and ask some questions about the animals
- Divide class in to five groups
- The groups take turns asking and answering questions
- play the game
- Whole class
- Whole class
- Individual
6 Homelink - Make a card
- Well−prepair for next lesson, page 32
- Whole class
************************************* UNIT 5: CAN YOU SWIM?
Period 27 - Lesson 2: Part 1, 2, 3: Page 32 I OVERVIEW
1 Objectives: Ss will able to ask and answer question about whether someone can something
2 Language focus:
- Vocabulary: play table tennis, volleyball, play the piano, play the guitar - Sentence patterns: Can you……….?-yes, I can/No, I can’t
3 Resources: Ss’ book, recording, fresh cards, puppets, posters,… II.PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up - Calling some Ss to the front of the class to talk about what they can or cannot
- talk - Whole class; individualy
2.Look, listen and repeat
- Have them look at the pictures to understand the context in which the language is used Ask them questions such as Who are they? Where are they? and What are they saying? - Play the recording two or three times for Ps to listen and repeat the language Do choral and individual
- Whole class
(4)repetition, pointing to the characters speaking
- Play the recording again for Ps to listen and repeat
- Individual
3 Point and say
- Ask ss to look at the four pictures to identify what the boy can in each pictures
- Teach the phrase play table tennis, play volleyball, play the piano and play the guitar
- Ask Ps to work in pairs, pointing to the characters speaking
- Call on a few pairs to act out the dialogue in front of the class Check as a class and correct pronunciation, if necessary
New words: play table tennis, play volleyball, play the piano and play the guitar
- Whole class
- Whole class
- Individual
4 Let’s talk
- Tell Ss that they are going to revise what they have learnt in Parts and Revise Ps how to use the models - Have Ps work in pairs, acting out - Call on a few pairs to act out the dialogue in front of the class Correct the pronunciation, if necessary
Can you…….? Yes, I can No, I can’t
- Whole class
- Pairs
5
Homelink
- Practice asking and answering questions about whether someone can something
- Well−prepair for next lesson, page 33
Can you…….? Yes, I can No, I can’t
- Whole class
*****************************
UNIT 5: CAN YOU SWIM? Period 28: Lesson (4, 5, 6) page 33 I OVERVIEW
(5)2 Language focus: - New words: Revision - Functions: Revision
3 Resources: Ss’ book, recording, fresh cards, puppets, posters,… II PROCEDURE
Steps Learning activities Language focus Modes
1 Warm up - Call some pairs to ask and answer about ability using model
Can you….?Yes I can/No ,I can’t
-Whole class - Pairs
2.Listen and number
- Tell Ss that they are going to listen to four dialogues and number the pictures
- Focus their attention on the pictures so that they can understand how the language is used in different contexts Help them to identify the similarities and differences by explaining who the characters are and what they can (Check understanding)
- Play the recording a few times for Ss to listen and number the pictures - Get Ps to swap their answers before checking as a class
- Ask Ss to give their answers
- Replay the recording for Ss to check their answer
- Ask Ss some questions to check Ss’ comprehension
Listen and number Key:
1d; 2a; 3c; 4b
- Whole class
- Whole class
- Individual
Pairs
- Whole class Look and
write
- Tell Ss that they are going to read the dialogues and fill the gaps, used picture cues
- Ask Ss to read the dialogues individually and the task Go around and offer help when necessary - Get Ps to swap their answers before checking as a class
- Look and write
Key:
1 No, I can’t Yes, I can
3 No, I can’t No, I can’t
- Whole class
- Individual
- Pairs Let’s sing - Have Ss read each line of the lyrics
- Play the recording all the way through
(6)- Ask Ss to choral
- Divide the class in to two groups - Individual Homelink - Ss sing the song at home
- Well−prepair for next lesson, page 34
- Whole class