- Ask students to read and listen to the Yes/no questions and short answers4. Play the recording.[r]
(1)UNIT MEETING PEOPLE Level: Elementary
Time allowance: 45 minutes Class size:
Aims:
- Provide emphasis on questions and negatives with the verb “to be”and the short answers
- Introduce the use of possessive ’s form
- vocabulary about members of the family (father, aunt, etc.), other words for personal relationships (boyfriend/girlfriend,…) plus common adjectives and their opposites are also mentioned
Objectives: By the end of the lesson, students will be able to
- Better at using the questions and negatives with the verb to be and the short answers. - Know how to use possessive ’s
- Equip themselves new words about members of family, words for personal relationships and common adjectives and their opposites.
- Know how to make conversations in a cafe. Anticipated problems:
Students may have difficulty in saying prices in English There are some ways to say prices; therefore teacher should teach the easiest way so that students don’t find it confused. Procedure
PERIOD 1
Content Time Teacher’s activities Students’ activities STARTER
mins - Get students to count from
1-20
around the class Repeat so that everyone has a chance to practice or if students make mistakes
- Ask students to count in tens from 10-100around the class Check for correct stress, and repeat until students can say the numbers quickly and accurately
- Tell students my own age and then briefly revise numbers that reflect the age of the students Drill the question How old are you? Then ask students to work in groups of three or four and ask and answer about ages Ask for a few examples of ages to practice
- Count from 1-20 around the class - Count from 10-100 as a class first and then work individually in turn
- Work in groups of or to ask and answer about ages
A: How old are you B: I’m eighteen. WHO IS SHE?
Questions and negatives
10 mins
Present the form of WH- questions and YES/NO questions
- write some examples on the board and the ask students to form the WH- question and YES/NO question with the verb to be
(2) WH- questions
What is your name? – My name’s John
What is his job? – I’m a student What is her surname?
What + to be + N
Where is she from? – She’s from VN Where are you from? – I’m from … Where are they from?
Where + to be + S + from? Who is Peter? - He’s my brother Who are they? - they are my friend Who + to be + S?
How old is she? - she’s nineteen How old are you? - I’m seventeen How old + to be + S?
How much is a pen? – It’s $10 How much is an ice-cream? How much + to be + N? YES/NO question Am I handsome? Are you married? Is she young?
Am/is/are + S + adj? Are they your friend? Is she a teachers? Am/is/are + S + N? - Yes, S +am/is/are
- No, S + am not/is not/ are not
mins
Activity 1:
Ask students to read about Lisa Jefferson Check comprehension of the key vocabulary: surname, first
name, address, and journalist.
- work in pairs and read the information about Lisa Jefferson
7 mins
Activity 2
- Ask students to complete the questions
- ask students to listen to the recording and check the answers
- Ask students to practice the questions and answers Introduce the intonation in questions in English to students before they have practice
+ Questions with a question word
- work in pairs and complete the questions
- listen and check the answers individually
(3)start high and fall.
+ Yes/no questions usually rise at the end.
5 mins
Activity 3
- Ask students to write questions about Lise’s brother, basing their questions on task
- Play the recording and ask students to listen and complete the information
- work in pairs and write questions about Lise’s brother
- Listen and complete the information individually Negative and
short answers. mins
Activity 4
- Ask students to read and listen to the Yes/no questions and short answers Play the recording
- Play the recording again and ask students to repeat, emphasizing the rising intonation on the question and the pronunciation of the contracted form isn’t
- Ask students to ask and answer yes/no questions about Lisa Go around the class and provide help if necessary
- Read and listen to the questions and answers individually
- Listen and repeat as a class
- work in pairs to ask and answer yes/no question about Lisa
5 mins
Activity
- Ask students to ask and answer questions about Lisa’s brother
Go around the class and provide help if necessary
- Work in pairs and ask and answer yes/no questions about Lisa’s brother
A: Is his name’s Peter? B: No, it isn’t He’s Jefferson A: Is he a journalist?
B: Yes, he is. …
Grammar spot mins
- Ask students to complete the answers to the Yes/no questions
- Check the answers
- Focus attention on the negative forms and point out especially that we cannot say “I amn’t.”
- Ask students to read grammar reference 2.1 on p125 together in class Explain sometime if necessary
(4)PERIOD 2 PRACTICE Who is he?
Talking about you
5 mins
Practice 1:
- Allocate the pairs, and give the photocopied card to Student B - Ask student A to look at the information in exer and student B look at the card Then ask them to ask and answer questions to complete the information in the cards
- Work in pairs to ask and answer questions to complete the
information
5 mins
Practice 2
- Ask student to ask and answer about Patrick
- Demonstrate the activity by asking this first question about Patrick's surname and getting students to answer Monitor and check for correct formation of questions and short answers
- Work in pairs to ask and answer about Patrick
10 mins
Practice 3
- Demonstrate the activity by asking students the example questions in the Student's Book
- Get students to ask you the questions for each category on the identity card surname, first name, country, job, address, phone number, age, marital status.
- Correct mistakes carefully
- Listen and take note sometime - Ask and answer questions with a partner
A: What’s your first name? B: Nguyen
A: Are you married? B: No, I’m not. A: what’s your job? B: I’m a student A: How old are you? B: I’m eighteen. …
5 mins
Practice 4
- Give each student a photocopied form in exer
- Ask students to go around the class and ask two other students questions to complete the form
- Call some students to tell the class one of the students they just ask for information
- Check for pronunciation if necessary
- Go around the class and ask two other students questions to complete the form given - Tell the class about one of the students in the form
PATRICK’S FAMILY Presentation of Possessive ’s
5 mins
Activity 1
- Focus attention on the vocabulary table and on the example
- Ask students complete the table Monitor and check for correct pronunciation
- Check the answers Drill some of the words to practice the pronunciation
- work in pairs and write the words in the correct place Use dictionary to help
(5)5 mins
Activity 2
- Focus attention on the photograph Ask students to read and listen and put the names next to the right person - Check the answers by pointing to each person and asking students for the correct name
- Focus attention on the use of 'sas the contraction of is and as an indicator of possession
- Refer students back to the text about Patrick Get them to work in pairs and underline the use of possessive 's and circle the use of 'sas the contraction of is.
- Check the answers
- Read and listen individually and then put the names next to the right person
- Check the answers - Listen and take note
- Work in pairs and underline the use of possessive ’s and circle the use of ’s as the contraction of is
5 mins
Activity 3
- Ask students to ask and answer questions about Patrick’s family - Go around the class and provide help if necessary
- Work in pairs asking and answering about Patrick’s family S1: Who’s Brenda?
S2: She’s Patrick’s wife? S1: Who’s Lara?
S2: she’s Patrick’s daughter. S1: Who’s Benny?
S2: He’s Patrick’s son …
PERIOD 3 PRACTICE You and your family
5 mins
Practice 1
- Tell students to ask teacher questions about the people in the family
Direct students to ask questions about surname, first name, country, job, address, phone number, age, marital status.
- In turn, ask teacher questions about the people in his family
10 mins
Practice 2
- Ask students to write down the names of some of the people of their family on a piece of paper Then they exchange pieces of paper with a partner and ask and answer questions about each other’s families
- Go around the class and provide help if necessary
- write down the names of people in their family
- exchange piece of paper with a partner
- Ask and answer questions about the partner’s family
A: Who’s Peter? B: He’s my brother A: Who’s Mary?
B: She’s my aunt She’s my mother’s sister.
(6)Check it
5 mins
Practice 3
- Ask students to make true sentences with the verb to be
- Check students’ answers and ask some students to read aloud the sentences
- work individually and make true sentences with the verb to be - Read aloud the sentences
mins
Practice 4
- Ask students to identify the correct sentence
- Check the answers
- Work in groups of and identify the correct sentences by ticking in the small square
VOCABULARY
Opposites
10 mins
Activity 1
- Ask students to match the adjectives with their opposites
- Check the answers
- Ask students to listen and repeat
- Work in groups of and match the adjectives with their opposites Use dictionary if necessary - listen and repeat as a class 10
mins
Activity 2
- Ask student to write about the pictures, using the adjectives in activity
- Listen and check the answers - Ask students to 6ractice saying the sentences
- Check students’ pronunciation if necessary
- Work in pairs and write about the pictures
- Listen and check the answers - Practise saying the sentences in pairs
PERIOD 4 READING AND LISTENING An email from England
5 mins
Activity 1
- Ask students to read first and then listen to the email
- Explain some new words and write them on the board Get students to practice pronouncing in chorus - Provide some help if necessary
- Read and listen to the email of Danka sending to Jacek, her brother in Poland
- Practise pronouncing new words and write them in the notebooks
mins
Activity 2
- Ask students to match photographs 1-3 with a part of the email
- Check the answers
- Work in groups of and match photographs with a part of the email
5 mins
Activity 3
- Ask students to correct the false sentences about the email
- Correct the false sentences as a class
10 mins
Activity
- Ask students to write questions about Danka’s email
- Go around the class and provide help if necessary
- Check the answers
- Ask students to ask questions and answers about Danka’s email
- Work in pairs and write questions about Danka’s email
(7)5 mins
Activity 5
- Play the recording of three conversations
- Ask students to listen and guess where Danka is and who she is with - Check the answers by playing the recording again
- Listen to three conversations and guess where Danka is and who she is with
- Check the answers WRITING 15
mins
- Ask student to write an email about their class
- Pick some writings to read aloud in front of the class
- Write an email about the class Danka’s email may be a good sample
PERIOD 5 EVERYDAY ENGLISH In a cafe
10 mins
Activity 1
- Ask students to listen and read aloud the prices Check pronunciation - play the recording and ask students to write the prices they hear
- Give help if necessary
- Check the answer and get students to repeat the prices in chorus
- listen and read aloud the prices in the table
- Write the prices they hear and then practice saying them - Check the answers and practice saying the prices
10 mins
Activity 2
- Ask students to read the menu and then match the food with the pictures - Ask student to drill the pronunciation of the food and drink
- Read the menu and then match the food with the pictures
- Practise the menu items in pairs by pointing to the pictures and saying the names
10 mins
Activity 3
- Ask students to listen and repeat the names of the food
- Give presentation on how to ask for the price of something
How much is ……….?
- Go around the class and provide help if necessary
- Correct the pronunciation carefully
- Listen and repeat chorally - Work in pairs ask and answer questions about the price of the food
A: How much is a tuna and egg salad?
B: Five pounds twenty-five
mins
Activity 4
- Ask students to listen to the conversations and then fill in the missing words
- Play the recording again
- Work individually and the filling exercise
- Check the answers 10
mins
Activity 5
- Ask students to practice the conversations
- Go around the class and check pronunciation
- Ask students to make similar conversations
- Practise the conversation in pairs
(8)