Giáo án tiếng anh lớp 5 chương trình mới

Week 1 Period 1 Preparing day: August 16th, 2014 Teaching day: August 18th, 2014 Starter. Hello.Everyone Lesson 1 I Objective : By the end of the lesson, students will be able to understand a short story. II Language focus: Vocabulary: Class Book characters, cousin, brother, brown, green, curly, hair, eyes. Sentence pattern: I’ve got.., He’s got…, This is…, This isn’t…, where is… Develope Listening and reading skills. III Teaching aids: CD tracks 12. Hello flashcards 14. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up.  Say Hello to all the children and elicit Hello in response. Ask every child to say Hello to the other children. Ask the children How are you? And ask them to ask and answer each other.  Show the flashcards and elicit the names of the characters and some information about them. II. Practice.  Recording 1: Say Open your books, and mime the action. Children point to the characters and say the names. Play the first part of the recording and model pointing to the pictures as you listen. Recording 1: Children listen and chant along. Recording 1: With the children think of some actions for the song and play again as they sing along and do the actions. Recording 2: Ask the children to look at the story on p 4 in their Class Book. Who can you see? Ask the children what they can see in each picture. Play the recording and point to the pictures. Play it again and ask children to point to the pictures. Children follow the words as they listen in their Class Books. III. Production  Write: Do exercise 1 in the Workbook.  Find and circle: Do exercise 2 in the Workbook.  Personalization: Ask individual children to describe the child sitting next to them HeShe’s got …. IV Home work. Learn the new words. Read the story at home. Prepare Lesson 1. say hello to their friends. ask and answer listen and open their book. look and listen. listen and chant. sing along and act out. Look, listen and answer. Do the actions. do the exercise 1, 2. describe individually. Copy down. Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 1 Period 2 Preparing day: August 16th, 2014 Teaching day: August 18th, 2014 Starter. Hello.Everyone Lesson 1 I Objective : By the end of the lesson, students will be able to listen to descriptions and describing people. II Language focus: Vocabulary: family member. Sentence pattern: ..’s got…. haireyes Develope listening, speaking and writing skills. III Teaching aids: CD track 1,2. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ 1 Warm up.  Draw you family tree on the board and elicit the family members. Talk about and describe 2 of your family. Recording 2: Ask the children what they can remember about the story from the last lesson and some questions, Who has got curly hair? Play the track again for the children to listen and act. II. Practice Circle true or false: The children do exercise 2, reading the story again to help them.  Ask children to look at the vocabulary and picture in Exercise 3. Ask them to guess who the people are. Ask individual children to describe a person in the picture. Recording 3: Play the track and pause after each sentence for the children to write the numbers on the pictures. Play again for the children to check their answers. Pair work: Ask 2 children to read the sentences in exercise 4 to the whole class. Get the children to work in pairs and take it in turns to point to a person in the picture and describe them to their partner. III.Consolidation  Writing: Ask the children to open their workbooks to page 5. Do exercise 1. Put students in pairs to practice the story. Students then do Exercise 2. Writing: Ask the children to exchange workbooks and look at the picture of their partner drew. Ask them to write 3 sentences about their partner e.g. This is …. He is …. He has got … III Home work. Learn the new words. Read the story at home. Prepare Lesson 2. Sing. Answer. Repeat Play roles in groups. Look and read. Do the exercise. Work in pairs. Work in groups. Introduce the person on the left or on the right. Remarks:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. Week 1 Period 3 Preparing day: August 18th, 2014 Teaching day:August 20th, 2014 Starter. Hello.Everyone Lesson 2 I Objective : By the end of the lesson, students will be able to review vocabulary. II Language focus: Vocabulary: review: numbers 1120, animals, colours. Sentence pattern: How many … are there? There are … What colour is …? It’s …. Develope listening and speaking skills. III Teaching aids: CD track 4. Numbers flashcards 1120. Extra Practical Classroom Activities – Bingo. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ 1 Warm up.  Play Bingo. Give the children the Bingo worksheets. Ask them to cut up the pictures and choose 9 to put on their grid. Call out the words one by one and the children cross them off if they have them. The first child to complete a row of 3 wins. Use the number flashcards to elicit numbers 1120. Give a flashcard to 10 different students in the class and get them to stand up when they hear their number. II. Practice Pairwork: Ask the children to open their class book on p 6. Ask them what they can see in the picture and how many. Tell the children to work in pairs and do exercise one, asking and answering about the picture. Recording 4: Look at the pictures in exercise 2 and get the children to point to the cars when you say the number. Play the track and the children listen and point.  Ask children what colour number 11 etc is. Ask 2 children to ask and answer across the class. The children work with a partner and ask and answer using the pictures in exercise 2. III.Consolidation  Writing: The children do exercise 3. Play Count off: Get the children to stand up and count from 120 around the class as they clap. Start again when you reach 20, clapping faster. If a child gets the number wrong or doesn’t say it on the clap, they have to sit down. III Home work. Learn words. Prepare Lesson 2. play stand up work in pairs listen and point ask and answer do the exercise count copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 1 Period 4 Preparing day: August 18th, 2014 Teaching day:August 20th, 2014 Starter. Hello.Everyone Lesson 2 I Objective : By the end of the lesson, students will be able to practice of the structure there is, there are. II Language focus: Vocabulary: review: numbers 1120, animals. Sentence pattern: Ther is …, There are… Develope writing and speaking skills. III Teaching aids: Numbers flashcards 120 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ 1 Warm up.  Choose 12 items of vocabulary singular and plural nouns e.g. books, pen to review. Ask the children to make 2 columns on their paper and to write there is at the top of one column and there are at the top of the other column. Dictate the singular and plural nouns to them. They listen and write the words in the correct column. Show numbers flashcards again and elicit the numbers 120. Show the flashcards out of order and ask students to say the numbers together. II. Practice Exercise 1: Ask the children to open their workbooks on p 6 and look at the picture in exercise 1.Ask them what they can see in the picture and how many. The children do exercise 1. Exercise 2: Children write the numbers. III.Consolidation  Pair work: Draw a quick picture of a zoo on the board. As a whole class, tell them to draw some animals from your zoo e.g. there are 2 birds. Ask the children to draw 3 different animals for their zoo. The children decide how many of each animal are in their zoo and write the number next to the animal. The children work in pairs A and B and sit back to back. They cannot look at each other’s pictures. A tells B what and how many animals to draw for their zoo e.g. There is one elephant. III Home work. Review the words. Prepare Lesson 3. match and write listen say out the numbers do the exercise 1 in workbook write the numbers draw the animals write draw copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 2 Period 5 Preparing day: August 23th, 2014 Teaching day:August 25th, 2014 Starter. Hello.Everyone Lesson 3 I Objective : By the end of the lesson, students will be able to identify free time activities with can and can’t. II Language focus: Vocabulary: play tennis, skateboard, ride a horse, ride a bike, skate, sing, fly a kite, climb. Sentence pattern: She can.. she can’t.. Can he…? No he can’t, yes he can Develope writing and speaking skills. III Teaching aids: Extra Practical Classroom Activities –‘ I can, you can’. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up.  Play a mime game with the class to revise free time activities. Mime one of the activities from the key vocabulary and the children guess the activity. Ask individual children to come to the front. Whisper an activity to them or show them the word and they mime for the other children to guess. II. Practice Ask the children what they can do e.g. Can you skateboard? Get the children to open their class books on page 7 and look at the pictures in exercise 1. Ask them what they can see in each picture. The children do exercise 1. Pair work speaking: On the board write the following: Can … swim? Can … ride a bike? Yes he can, no he can’t. Ask the children to look at the table in exercise 2. Choose different children and ask, Can Paul swim? Can Milly ride a bike? Make sure the children answer Yes he can or no he can’t. The children work in pairs and take it in turns to ask and answer from the table in exercise 2. III.Consolidation Pair work: Cut the extra activity I can, you can work sheet in half. Tell the children to work in pairs. Give the children the worksheet and ask them to fill in the table for themselves. The children then ask their partner and fill in the table for the partner. Give an example with a child for the whole class. Feedback: Choose some of the children to tell the class about their partner. III Home work. Review the words. Prepare Lesson 3. play guess answer do the exercise 1 in workbook work in pairs do the exercise 2 work in pairs work in pairs tell in front of the class copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 2 Period 6 Preparing day: August 23th, 2014 Teaching day:August 25th, 2014 Starter. Hello.Everyone Lesson 3 I Objective : By the end of the lesson, students will be able to ask and answer questions reading and writing skills. II Language focus: Vocabulary: swim, skate, draw, ride a horse, ride a bike , fly. Sentence pattern: She can.. she can’t.. Can he…? No he can’t, yes he can Develope writing and reading skills. III Teaching aids: Colours flashcards 1521 Natasha’s Extra Activity Handouts: Hello everyone Counters and dice IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up.  Play Pictionary. Choose some of the vocabulary from the starter unit. Put the children in teams of 56. Ask one child from each team to come to the front of the class. Show them a word – they must not say the word. The children run back to their team and draw the word, without speaking. The first team to guess correctly gets a point. II. Practice Exercise 1: Ask the children to look at p7 of their work book and tell you what activities they can see in each picture in exercise 1. Ask them what the children in each picture can and can’t do. The children do exercise 1. Exercise 2: The children do exercise 2. Feedback: Choose different children to ask and answer the questions they wrote in exercise 2. Tell the children to close their books and ask them questions to see if they can remember e.g. Can Lucy ride a bike? III.Consolidation Picture dictionary: Ask children to open their Workbooks to p.68 and do write the words under each animal. Ask them to colour the animals. Hello everyone board game: Either use the colour version or the black white one (with the black white version? Put children in groups of four and give each group a board game. They play the game moving around the board, and saying the words as they land on that square. III Home work. Review the words. Prepare unit 1Lesson 1. play show the words do the exercise 1 in work book work in pairs do the exercise 2 ask and answer answer the questions colour the animals work in groups play board game copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 2 Period 7 Preparing day: August 25th, 2014 Teaching day:August 27th, 2014 Unit One. We’ve got English Lesson One I Objective : By the end of the lesson, students will be able to ask and answer questions reading and writing skills. II Language focus: Vocabulary: swim, skate, draw, ride a horse, ride a bike , fly. Sentence pattern: She can.. she can’t.. Can he…? No he can’t, yes he can Develope writing and reading skills. III Teaching aids: Colours flashcards 1521 Natasha’s Extra Activity Handouts: Hello everyone Counters and dice IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up.  Play Pictionary. Choose some of the vocabulary from the starter unit. Put the children in teams of 56. Ask one child from each team to come to the front of the class. Show them a word – they must not say the word. The children run back to their team and draw the word, without speaking. The first team to guess correctly gets a point. II. Practice Exercise 1: Ask the children to look at p7 of their work book and tell you what activities they can see in each picture in exercise 1. Ask them what the children in each picture can and can’t do. The children do exercise 1. Exercise 2: The children do exercise 2. Feedback: Choose different children to ask and answer the questions they wrote in exercise 2. Tell the children to close their books and ask them questions to see if they can remember e.g. Can Lucy ride a bike? III.Consolidation Picture dictionary: Ask children to open their Workbooks to p.68 and do write the words under each animal. Ask them to colour the animals. Hello everyone board game: Either use the colour version or the black white one (with the black white version? Put children in groups of four and give each group a board game. They play the game moving around the board, and saying the words as they land on that square. III Home work. Learn by heart the words. Prepare unit1 Lesson 1. play show the words do the exercise 1 in work book work in pairs do the exercise 2 ask and answer answer the questions colour the animals work in groups play board game copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 2 Period 8 Preparing day: August 25th, 2014 Teaching day:August 27th, 2014 Unit One. We’ve got English Lesson One I Objective : By the end of the lesson, students will be able to practice the spelling of school subjects and the structure what have you got on…? II Language focus: Vocabulary: School subjects: art, maths, English, science, PE, music. Sentence pattern: What have you got on …? I’ve got … and …. Develope writing skills. III Teaching aids: Flashcards – school subjects 1 6 Copies of blank word search tables for each child. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Review school subjects. Spelling Quiz. Put the children in teams of 6. Show a flashcard of a subject. The first team to write the subject correctly wins a point. Continue with all 6 subjects. Ask the children what day it is today and elicit the days of the week. II. Practice  The children do exercise 1 and 2 on page 8 in their workbooks. Word search: ask the children to work in pairs and make a word search including the 6 subjects.  The children give their word searches to another pair and they complete them. Ask individual children what subjects they have got on each day e.g. What have you got on Monday? Use the flash cards if necessary as prompts for the children. Open pair work: Choose one child to ask the question and another to answer. Do this a few times with different children asking and answering. Closed pair work: Children in pairs ask and answer what have you got on..? using the pictures in the workbook on page 8. III.Consolidation Writing practice: the children do exercise 3 in the workbook on page 8. The children write one sentence for each day of the week e.g. I’ve got maths and science on Monday. III Home work. Review the words. Prepare Lesson 2. play into team answer do the exercise 1 in work book work in pairs do the exercise 2 ask and answer answer the questions ask and answer work in groups do exercise 3 write copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 3 Period 9 Preparing day: August 29th, 2014 Teaching day:September 1st, 2014 Unit One. We’ve got English Lesson Two I Objective : By the end of the lesson, students will be able to talk about school subjects with grammar focus and language practice. II Language focus: Vocabulary: School subjects: art, maths, English, science, PE, music, day of the week. Sentence pattern: What have we got on …? When have we got ….? We’ve got …. These are ourtheir .. You can ….. Develope listening to speaking and writing skills. III Teaching aids: CD track 7 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Review days of the week. Spelling quiz. Put anagrams on the board for days e.g. Monday dymaon. Choose 14 children to the board and put them in 2 teams of 7 lined up behind each other. The children have to write the day of the week correctly. The first to finish gets a point for their team.  Ask the children some questions about the story from the last lesson. What lessons have the children got? etc Recording 7: Play track 7 and pause after each dialogue for the children to repeat.  Give the children actions for the story. Examples in the teacher’s book. Recording 7: Play the recording again and the children do the actions. Put the children in groups of 4 and ask them to role play the story. II. Practice The children look at the pictures in ex 2 and ask them what they can see. The children point to the pictures as you read the questions and answers. On the board write the sentence patterns What have we got on .? We’ve got .. These are our …. You can wear their …. Ask 3 children to come to the front. One stands with you with the other 2 opposite. Hold up a bag and say “This is our bag” Give the other 2 children a book and say, “This is their book.” Repeat a few times with different things. Ask the children to finish the sentences and questions you have written on the board with different subjects, days and clothes. III.Consolidation Write: Ask the children to do ex.3. Speaking: Give an example of ex. 4 by choosing 2 children to demonstrate with you. The children in pairs take it in turns to ask and answer. III Home work. Review the words. Prepare Lesson 2. spell day of the week answer do some actions listen the story and do work in groups answer answer the questions write come to the board write in the board write speak copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 3 Period 10 Preparing day: August 29th, 2014 Teaching day:September 1st, 2014 Unit One. We’ve got English Lesson Two I Objective : By the end of the lesson, students will be able to talk about school subjects. II Language focus: Vocabulary: School subjects: art, maths, English, science, PE, music, day of the week. Sentence pattern: What have we got on …? When have we got..? We’ve got … and …. These are theirour.. Those are theirour .. Develope reading and writing skills. III Teaching aids: Flashcards – school subjects 1 6 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Review these and those. Point to things in the classroom, “books” “pictures”. When you point the children have to say “these” or “those” Play Snap with the school subjects’ flash cards. Show a flash card and say the subject. If it is the same the children say “SNAP” II. Practice  Ask the children what they can see in the pictures in exercise 1 on page 9 in their workbooks. The children do exercise 1. Ask them to compare their answers with their partner before you feedback.  Reading and Writing: The children do exercise 2 and 3 Ask the children to work in pairs and name them A and B. Ask B to close their books. A has the book open and looks at the timetable in exercise 2 and asks B “What have we got on …?” “When have we got…?” B tries to remember and answers “We’ve got…”After a few minutes ask them to change roles. III.Consolidation On the board draw a table with the days of the week like in exercise 2. Elicit from the children what subjects they have on each day and write them up. Writing practice: ask the children to close their books and write 3 sentences – 2 true and one false. Give an example. Ask the children to give each other their sentences. The children read each other’s sentences and the correct sentences and x the incorrect one. III Home work. Review the words. read the story again. Prepare Lesson 3. look and say play do exercise 1 compare the answer do exercise 2,3 work in pairs ask and answer write down the subject write read and correct copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 3 Period 11 Preparing day: August 30th, 2014 Teaching day:September 3rd, 2014 Unit One. We’ve got English Lesson Three I Objective : By the end of the lesson, students will be able to describe places in a school. II Language focus: Vocabulary: school areas, playground, sports field, art room, computer room. Sentence pattern: In the ….we have, play, paint, put, jump, do, look hear… At our school we … Develope listening and speaking skills. III Teaching aids: CD track 8,9. Flashcards – school subjects 16 and school rooms 710. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Review school subjects with flashcards 16. Play Jump. Show the flashcards one by one and say the subject. If the subject you say matches the flashcard the children jump. If it is different they shout out the correct subject. Ask the children what subjects they have got today and when they have art etc. II. Practice Show the children the flashcards of school rooms and elicit the vocabulary. Show the flashcards one by one again and say the words and ask the children to repeat together and by themselves.  Recording 8: Ask the children to look at the pictures in ex 1 on page 10. Ask the children to listen and point to the pictures.  Recording 8: Ask the children to listen again and repeat.  Recording 9: With books closed children listen to the song and stand up when they hear art room, computer room, playground and sports field.  Recording 9: Ask the children to open their books on p10 and look at the pictures in ex.2. Ask them where the children are and what they are doing. Recording 9: Play the song again twice, pausing for the children to repeat. Recording 9: Play the song again for the children to sing along. III.Consolidation Listen and mime: With the children think of actions for the song. Play recording 9 again and the children do the actions. Sing and Do: Divide the children into 4 groups. Books closed. Give each group a verse of the song. The children sing their verse. Help them to remember by holding up the flashcard of the room. III Home work. learn the words. read the song again. Prepare Lesson 3. play jump say the timetable listen and repeat repeat listen and point listen and repeat listen to the song act repeat play the song listen and mime sing and do copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 3 Period 12 Preparing day: August 30th, 2014 Teaching day:September 3rd, 2014 Unit One. We’ve got English Lesson Three I Objective : By the end of the lesson, students will be able to practice the spelling of school rooms and areas and the structure “We’ve got a …in the …” II Language focus: Vocabulary: school areas, playground, sports field, art room, computer room. Sentence pattern: We’ve got .. in the … Develope listening and speaking skills. III Teaching aids: Flashcards – school subjects 16 and school rooms 710. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Play Board Slap; Put flashcards 1 10 of school subjects and school rooms on the whiteboard. Choose 12 children to come to the front and stand in front of the board in 2 teams of 6. Shout out one of the flashcards. The first child in each team has to run to the board and slap the card. The first child to slap the correct card gets a point for their team. Sing the song At our school from the previous period. II. Practice  The children do exercise 1 on page 10 in their workbooks. Review the vocabulary in the pictures, bin, ball, computers and books by asking children “What can you see in the playgroundclass roomcomputer room and art room?”  The children do exercise 2 on page 10 in their workbooks. Ask individual children what have we got in the classroom? The children answer in full sentences “We’ve got booksa pen etc. in the classroom.”  The children do exercise 3 on page 10 in their workbooks. III.Consolidation Speaking practice: ask the children to draw 3 pictures of things they have in the classroom and playground. Tell them not to show the pictures to their friends. Ask the children to work with a partner and name them A and B. A tells be what they have got in their classroom and B listens and draws: “I’ve got a … in the classroomplayground.” Then B dictates and A draws III Home work. review the words. sing the song again. Prepare Lesson 3. play board slap shout out sing the song do exercise 1 review do exercise 2 answer do exercise 3 draw the pictures work in pairs listen and draw copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 4 Period 13 Preparing day: september 5th, 2014 Teaching day:September 8th 2014 Unit One. We’ve got English Lesson Three I Objective : By the end of the lesson, students will be able to describe areas of a school and school subjects. II Language focus: Vocabulary: School subjects:art, music, PE, Science, mathsm English, School areas:art, room, playground, sports, field, computer room, classroom. Sentence pattern: We’ve got .. on Develope writing skill. III Teaching aids: Flashcards – school subjects 16 and school rooms 710. Extra Practical Classroom Activities Worksheet – school memory cards. IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Ask the children to work in groups of 4 6. Give each group the school memory cards cut up. The children spread the cards face down on the desk. They take it in turns to turn over 2 cards. If they turn over a word and a picture that matches they keep the cards. If they don’t match they put them back on the table face down. Get the children to play the game a few times in their groups. II. Practice  Give the children a copy of PMB worksheet. Use the picture to elicit the areas of the school and what the children are doing Ask the children to do exercise one – completing the words.  Ask the children to look at the timetable in exercise 2 of the PMB. Choose 2 children one to ask and one to answer “What have we got on …?” “We’ve got…”. Ask another 2 children and so on for all the days of the week. Ask the children to complete the sentences in exercise 2 of the PMB III.Consolidation Play slowly reveal with the flashcards 1 10. Cover the front of the flashcard with a piece of paper. Slowly move the paper down to show the picture to the children until they can guess what the picture is. Listening: Play Go Fish. Give out the 10 flashcards to 10 different children. Ask the children to show their partner but not you. Explain to the children you have 10 yes no question to ask the children to guess the flashcard they have. The children can only answer yes or no e.g. Is it a school subject? Have we got it in the art room? If you cannot guess they win III Home work. review the words. sing the song again. Prepare Lesson 4. work in groups play the game listen and do do exercise 1 do the exercise 2 complete play listen and play answer yesno questions copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 4 Period 14 Preparing day: September 5th, 2014 Teaching day:September 8 th 2014 Unit One. We’ve got English Lesson Four I Objective : By the end of the lesson, students will be able to practice phonics consonant blends. II Language focus: Vocabulary: drum, dress, truck, tree, crayon, crab. Sentence pattern: We’ve got .. on Sounds dr, tr, cr Develope speaking and listening skills. III Teaching aids: Phonics cards 1 3 CD track 10,11,12 Flashcards – school subjects 1 6 Flashcards – school rooms 710 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Play Quick Flash with flashcards 1 10. Show each flashcard in turn very quickly and the children shout out what it is. II. Practice  Hold up the phonics cards 13 one at a time and say the sound e.g. dr . Drill each sound with whole class and individuals. Hold the cards up again and say the words e.g. drum and get the children to repeat as a whole class and individuals. Recording 10: Ask the children to open their student books on p 11 and look at the pictures in exercise 1.The children listen and point at the pictures.  Recording 11: The children look at the picture in exercise 2 and tell you what they can see. Play the chant and ask the children to put up their hands when they hear any of the words from exercise 1.  Recording 11: Play the chant again pausing after each line and ask the children to repeat. Repeat again.  Recording 11: Play the chant the whole way through and the children follow in their books. Repeat and the children say the chant with the recording. On the board write “A train and a truck”. Ask a child to come to the board and circle tr in the words. Ask the children to do exercise 3, circling the sounds.  Recording 12: The children look at the pictures in exercise 4 and tell you what they see. Play the recording, the children listen and follow the sounds in the exercise with their finger. Play the track again and ask them to draw a line from sound to sound. Ask the children: “What has the boy got?” III.Consolidation Recording 11: Ask the children to think of actions e.g. bang a drum. Play the track as they do the actions. Children repeat with the track and do the actions. IV Home work. learn the words. Prepare Lesson 4. play and shout out observe and repeat repeat listen and point play the chant Put up their hands repeat the chant say out the chant do exercise 3 do exercise 3 repeat and do actions. copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 4 Period 15 Preparing day: September 6th, 2014 Teaching day:September 11 th 2014 Unit One. We’ve got English Lesson Four I Objective : By the end of the lesson, students will be able to practice phonics consonant blends. II Language focus: Vocabulary: drum, dress, truck, tree, crayon, crab. Sentence pattern: We’ve got .. on Sounds dr, tr, cr Develope speaking and listening skills. III Teaching aids: Phonics cards 1 3 CD track 12 Extra Practical Classroom Activities Worksheet for Unit 1 Lesson 4 Sounds fun dictation IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Give each child an extra activity worksheet. Dictate the key vocabulary words. The children listen and write them in the correct box. Feed back with the whole class. II. Practice.  Show the phonics cards 13, but cover the words and pictures so the children only see the sound. Elicit the words for each sound e.g. dr – drum dress. Ask the children to open their workbooks on p 11 and say the sounds in exercise 1.Ask them to do exercise 1, drawing a line from the sound to the word.  Ask the children to look at the pictures in exercise 2 and tell you what they see. The children do exercise 2, filling in the words with the missing letters. Ask the children if they can remember the chant from the previous class. Tell them the first line and elicit the other lines.  The children do exercise 3 writing in the missing words to the chant. III. Consolidation Speaking practice: divide the children into 4 groups and give each group 2 lines of the chant e.g. Group 1: A train and a truck, A crab and a drum. Get the groups to repeat their lines after you or with the CD track 12. Each group stands up as they say their line of the chant. Repeat again but this time they stand up and do the actions from the previous class for their 2 lines. IV Home work. review the words. Prepare Lesson 5. listen and write observe do exercise 1 do exercise 2 chant do exercise 2 work in groups chant in groups copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 4 Period 16 Preparing day: September 6th, 2014 Teaching day:September 11 th 2014 Unit One. We’ve got English Lesson Five I Objective : By the end of the lesson, students will be able to identify true or false statements. II Language focus: Vocabulary: School subjects, Days of the week, computer room. Sentence pattern: We’ve got .. Develope reading, speaking and writing skills. III Teaching aids: CD track 13 Extra Practical Classroom Activities Worksheet for Unit 1 Lesson 5 Pair interview IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Sing the song “At our school” from p10 II. Practice. Ask the children if they like computers, if they have got a computer and when they have got a computer lesson and where the lesson is. Ask the children to open their books at p 12 and look at the picture. Ask them to tell you what different subjects the children in the picture are studying. Pairwork: One child points to the children in the picture and their partner tells them the subject. Give an example with one child in front of the class. Recording 13: Ask the children to listen to the track and follow the reading in exercise one in the books  Recording 13: Play the track again and ask the children some questions e.g. “Where are the children?” On the board write the example sentence – We’ve got a small computer room. Ask the children if the sentence is correct and get a child to come to the board and circle the incorrect word. Ask a second child to come to the board and write the correct word. Ask the children to read the text again silently and do exercise 3 – circling the false word in the sentence and writing the correct word. Ask the children to check their answers with their partner and then feedback with the whole class. III. Consolidation Speaking: Ask the children to work in groups of 3. Give each child a room or area at the school e.g. classroom. Get the children to draw a picture and then use the reading text to help them write some sentences about their room or area. Speaking: Pairwork: Information gap. Give the As and Bs their extra worksheet. A tells B what they have and haven’t got and B fills in their timetable and then they change roles. IV Home work. review the words. Prepare Lesson 5. sing the song observe open their books and look at the picture work in pairs listen and read play work in groups do exercise 3 correct work in groups work in pairs copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 5 Period 17 Preparing day: September13th, 2014 Teaching day:September 15 th 2014 Unit One. We’ve got English Lesson Five I Objective : By the end of the lesson, students will be able to read and write. II Language focus: Vocabulary: playground, ball , bin, friends, big, squares. Sentence pattern: There isthere are… The children can … Develope reading and writing skills. III Teaching aids: CD track 13 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Review vocabulary from the last lesson: pupil, draw, colour, read, write, small, big, listen, eat, run, write, computer room. Divide the class into teams of 46 children. One child from each team comes to the front of the class. Show them one of the words and tell them they cannot say the word or speak. They run back to their team and draw the picture. The first team to guess the word correctly gets a point. II. Practice.  Ask the children what they have their playground and what they can do and like to play. Ask the children to look at the picture on p12 and tell you where the children are and what they can see in the picture. Make sure they know climbing frame and squares.  Ask the children to look at the text and shout out the numbers they see. Ask the children to read the text again and do exercise 2.  On the board write the sentence At this school, there are __ playgrounds. Ask the children to read the text and tell you the missing word. Ask the children to do exercise 3. Feedback asking individual children for the answers. III. Consolidation Writing: ask the children to look at the picture again on p12 and write one true and one false sentence about the picture. As an example write these sentences on the board: There are 7 children in the playground. There is a ball in the playground. Ask them which is true and which is false. The children give their sentences to their partner to read and say which is true and false. IV Home work. review the words. Prepare Lesson 6. play guessing game observe correct listen ask and tell look the text and shout out thr numbers write read and tell the missing word do exercise 3 correct write say true or false copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 5 Period 18 Preparing day: September 13th, 2014 Teaching day:September 15 th 2014 Unit One. We’ve got English Lesson Six I Objective : By the end of the lesson, students will be able to develop listening to speaking to writing. II Language focus: Vocabulary: Areas and rooms at the school, School subjects, Days of the week. Sentence pattern: What have we got in the…? We’ve got …. What have we got on…? We’ve got … on … Develope listening, speaking and writing skills. III Teaching aids: CD track 14 Extra Practical Classroom Activities Worksheet for Unit 1 Lesson 6 Dice and counters IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Play Bingo. Ask the children to draw a 3 by 3 grid. Choose 15 words the children have learnt in unit 1 – for example school subjects, and write them on the board. Ask the children to choose 9 words from the board and write them in the grid. Call out the words on the board one by one. If they have the word, the children cross it off on the bingo grid. When they get 3 words in a row they shout Bingo II. Practice. Ask the children some questions about the school e.g. Where do you learn English? What have you got in the playgroundcomputer roomclassroom? Ask the children look at the pictures in exercise 1 on p 13. Ask the children questions about the pictures e.g. What can you see in picture 3? Recording 14: Tell the children they will hear a girl talking about the rooms in her school. The children listen and point to the correct.  Recording 14: Play the track again and stop after the first item and show the number 1 in the box. Continue the track, pausing after each item for the children to write the numbers in the box.  Recording 14: Play the track again for the children to check their answers. Speaking: Give an example by asking a child, What have got in the classroom? Ask the children to work in pairs and ask and answer using the prompts in exercise 2. Writing: The children do exercise 3. III. Consolidation Put the children in groups of 4. Give them the extra activity board game. The children play the game, making sentences when they land on a square. IV Home work. review the words. Prepare Lesson 6. play Bingo observe correct listen and answer look and say listen and point listen and number listen and check work in pairs do exercise 3 play game copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 5 Period 19 Preparing day: September 14th, 2014 Teaching day:September 17 th 2014 Unit One. We’ve got English Lesson Six I Objective : By the end of the lesson, students will be able to develop writing – punctuation. II Language focus: Vocabulary: School subjects, Days of the week. Sentence pattern: What have we got on…? We’ve got … on … We haven’t got…on… Develope writing skills. III Teaching aids: PMB p.3 Values worksheet Flashcards 110 school subjects and school rooms Extra Practical Classroom Activities Worksheet Unit 1 lesson 6 Spelling Quiz IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Put the children in teams and elicit team names. Give out the spelling quiz and get them to write their team name. Choose 10 words from the unit. Dictate the words one by one and tell the teams to write them on their worksheet, spelling them correctly. Get the teams to give their answers and worksheet to another group. Elicit the spelling for the words onto the board and get the teams to mark the other team’s answers. The winning team is the one with the most correct words. II. Practice.  Write the following sentence on the board: we’ve got maths on monday. Ask a child to come to the board and write the capital letters. The children do exercise 1 on p 13.  Children compare their sentences. Ask the children what subjects they have gothaven’t got today.  The children do exercise 2. Feedback whole class. The children do exercise 3. III. Consolidation  Identifying values: Write the word “Dangerous” on the board and elicit what the children think can be dangerous in the playground e.g. Falling from the climbing frame. Give the children a copy of p3 of PMB. Ask them what they can see in the pictures –and ask if they can see anything dangerous. Elicit a few ideas. The children do exercise 1. Feedback whole class. Writing: The children do exercise 2. Children compare their answers with their partner. Same or different? IV Home work. review the words. Prepare unit 2 lesson 1. play game in teams dictate the words correct rewrite the capital words do exercise 1 comepare with their friends do exercise 2 do exercise 3 listen and answer listen and say do exercise 2 compare with their partner copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 5 Period 20 Preparing day: September 14th, 2014 Teaching day:September 17 th 2014 Unit Two. Let’s play after school Lesson One I Objective : By the end of the lesson, students will be able to understand a short story and present the vocabulary of after school activities. II Language focus: Vocabulary: After school activities, help, do my homework,visit,goswimming,watchTV, have a lesson. Sentence pattern: Can you play on …? Let’s play after school. How about ..? I … every Tuesday. Develope Listening and Reading skills. III Teaching aids: CD track 1517 Flashcards – Afterschool activities 1120 PMB p.8 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up Word Relay: Review days of the week. Choose 10 children to come to the board and stand in teams of 5 facing the board. Whisper a day of the week to the last child in the line. They whisper it to the next child and so on. The first child writes the word on the board. The first team to write it first and correctly gets a point. Use flashcards 1120 to introduce the key vocabulary. Hold up the flashcards and elicit the afterschool activities from the children. Hold up each one in a different order and say the words for children to repeat. II. Practice. Recording 1516: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Repeat and the children to repeat the words after the audio. Recording 16: Ask the children to listen and repeat. Hold the flashcards up as the words are said. Recording 17: With books closed children listen to the story and shout the days of the week when they hear them. Recording 17: Ask the children to open their books and tell you what they can see in the pictures in exercise 3. Listen to the track and point to the speech bubbles in the story as they hear the sentences. Ask the children to read the story again and point to the words from exercise 1. III. Consolidation Listen and do: With the children think of an action for each of the after school activities. Play recording 17 again and the children do the actions. IV Home work. review the words. Prepare Lesson 1. play game in tgroups write the words on the board. listen and answer repeat look and play listen and repeat listen and shout do exercise 3 listen and point listen and do copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 6 Period 21 Prepearing day: September 20 th , 2014 Teaching day: September 22 nd , 2014 Unit Two: Let’s play after school Lesson One I Objective : By the end of the lesson, students will be able to practice the spelling of after school subjects and verb noun collocation. II Language focus: Vocabulary: After school activities, help, do my homework, visit, go swimming, watch TV, have a …lesson. Sentence pattern: Develope writing skills. III Teaching aids: Flashcards School subjects 1116 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up Miming: Review afterschool activities. Put the children in teams of 6. Ask one child from each team to come to you. Show a flashcard of an activity. The child goes back to their team and mimes the action no speaking. The first team to guess gets a point. Repeat with different children. Show the flashcards again one by one and say the words for the children to repeat. II. Practice  The children do exercise 1 on page 8 in their workbooks. Feedback whole class. Ask the children to look at the pictures in exercise 2 and ask them what they can see. The children do exercise 2. Ask individual children what activities they do after school. Ask the children to draw 3 pictures of activities they do after school. III.Consolidation Writing practice: Ask the children to give their pictures to their partner. The children look at the pictures and write the activity. Tell them to use exercise 2 in the workbook to help them. Jump: Play jump with the class with the flashcards. Hold up the flashcards one by one. If the word you say and the flashcard matches the children jump. If it doesn’t match the children shout out the correct word. III Home work. Review the words. Read the story again.. play miming in teams repeat do the exercise 1 in work book work in pairs do the exercise 2 ask and answer draw look and write work in groups play jump with class copy down Remarks:…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 6 Period 22 Prepearing day: September 20 th , 2014 Teaching day: September 22 nd , 2014 Unit Two: Let’s play after school LessonTwo I Objective : By the end of the lesson, students will be able to talk and reading about after school activities. II Language focus: Vocabulary: After school activities, help, do my homework, visit, go swimming, watch TV, have a …lesson. Sentence pattern: I visit my Grandma on …. I don’t watch TV. I go swimming on … Develope speaking, writing and reading skills. III Teaching aids: Flashcards 1116 CD track 17 Grammar reference p.74, Unit 2 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Warm up: Review after school activities. Play slowly reveal with the flashcards 1116.Cover the front of each card as you show it and uncover slowly as the children guess what the activity is.  Ask the children some questions about the story from the last lesson. What does Alice do after school on Tuesday? etc Recording 17: Play track 17 and pause after each dialogue for the children to repeat.  Review the actions for the story from lesson 1. Recording 17: Play the recording again and the children do the actions. Put the children in groups of 4 and ask them to role play the story. II. Practice The children look at the pictures in ex 2 and ask them what they can see. The children point to the pictures as you read the sentences. On the board write the sentences from exercise 2. Ask the children to repeat after you, whole class and individual children. Rub out the activities in each sentence and show the flashcards and ask the children to repeat the sentences with the activity on the flashcard. Repeat a few times with different activities. Write: Ask the children to look at the words and pictures in exercise 3 and do the first sentence as an example. The children do exercise 3. Pair work: Asking and answering. Give and example of exercise with 2 children. The children do the exercise with their partner. III.Consolidation Write: Ask the children to do Unit 2 on p.74 Grammar reference. III Home work. Review the words. Prepear lesson 2. play show the words guess the words answer repeat dialogue listen do actions role play the story in groups answer the questions read the sentences do exercise 2 repeat activities few times do exercise 3 work in pairs write copy down Remarks:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 6 Period 23 Prepearing day: September 20 th , 2014 Teaching day: September 25 th, 2014 Unit Two: Let’s play after school LessonTwo I Objective : By the end of the lesson, students will be able to practice word order and writing and describing afterschool activities. II Language focus: Vocabulary: After school activities, help, do my homework, visit, go swimming, watch TV, have a …lesson. Sentence pattern: I dohave go ….. I don’t dohavego….. Develope speaking and writing skills. III Teaching aids: Flashcards – After–school activities 1116 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Play Snap with the after school activities flash cards. Show a flash card and say the activity. If it is the same the children say “SNAP” II. Practice Put the following sentence on the board: Monday swimming on go I. don’t I homework do Sunday on my. Ask a child to come to the board and get the rest of the class to help them put the sentences in the correct order. Ask the children what they can see in the pictures in exercise 1 on page 15 in their workbooks. The children do exercise 1. Ask them to compare their answers with their partner before you feedback.  Reading and Writing: The children do exercise 2. Speaking: Ask the children to work in pairs and name them A and B. Ask B to close their books. A has the book open and looks at the table in exercise 2. A says a sentence e.g. I visit my grandma on Tuesday and B has to say if it is true or false. Give an example, ask the children to close their books and tell you if the sentence you say is correct or not. After a few minutes ask the children to change roles. III.Consolidation Vocabulary review: play categories: Put the children in teams of 4. One child in the team is the writer. Tell them a category one at a time e.g. school subjects, after school activities, school rooms and areas, colours, things in the classroom. The teams have one minute to write as many things as they can remember for that category. The winning group has the most for each category. III Home work. Review the words. Prepare Lesson 3. play Snap order the sentences say what they see in exercise 1 do exercise 1 do exercise 2 say out the correct sentences play in teams repeat activities few times copy down Remarks:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 6 Period 24 Prepearing day: September 20 th , 2014 Teaching day: September 25 th, 2014 Unit Two: Let’s play after school LessonTwo I Objective : By the end of the lesson, students will be able to practice word order and writing and describing afterschool activities. II Language focus: Vocabulary: After school activities, help, do my homework, visit, go swimming, watch TV, have a …lesson. Sentence pattern: I dohave go ….. I don’t dohavego….. Develope speaking and writing skills. III Teaching aids: Flashcards – After–school activities 1116 IV Procedures: Time Teacher’s activities Students’ activities 5’ 20’ 8’ 2’ I. Warm up. Play Snap with the after school activities flash cards. Show a flash card and say the activity. If it is the same the children say “SNAP” II. Practice Put the following sentence on the board: Monday swimming on go I. don’t I homework do Sunday on my. Ask a child to come to the board and get the rest of the class to help them put the sentences in the correct order. Ask the children what they can see in the pictures in exercise 1 on page 15 in their workbooks. The children do exercise 1. Ask them to compare their answers with their partner before you feedback.  Reading and Writing: The children do exercise 2. Speaking: Ask the children to work in pairs and name them A and B. Ask B to close their books. A has the book open and looks at the table in exercise 2. A says a sentence e.g. I visit my grandma on Tuesday and B has to say if it is true or false. Give an example, ask the children to close their books and tell you if the sentence you say is correct or not. After a few minutes ask the children to change roles. III.Consolidation Vocabulary review: play categories: Put the children in teams of 4. One child in the team is the writer. Tell them a category one at a time e.g. school subjects, after school activities, school rooms and areas, colours, things in the classroom. The teams have one minute to write as many things as they can remember for that category. The winning group has the most for each category. III Home work. Review the words. Prepare Lesson 7. play Snap order the sentences say what they see in exercise 1 do exercise 1 do exercise 2 say out the correct sentences play in teams repeat activities few times copy down Remarks:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Week 6 Period 25 Prepearing day: September 20 th , 2014 Teaching day: September 25 th, 2014 Unit Two: Let’s play after school Lesson Three I Objective : By the end of the lesson, students will be able to talk about after school activities. II Language focus: Vocabulary: do, write, read, listen. Sentence pattern: After school 1 readwritehelp play… Develope speaking and listening skills. III Teaching aids: CD track 18,19 Flashcards Afterschool activities 1120 IV Procedures: Time Teacher’s activities Students’ activities 5’ 5’ 15’ 8’ 2’ I. Warm up. Warm up: Review after school activities with flashcards 1116. Play board slap. Ask 10 children to come

Week 1

Period 1

Preparing day: August 16th, 2014

Teaching day: August 18th, 2014

Lesson 1

I/ Objective : By the end of the lesson, students will be able to understand a short

story

II/ Language focus:

* Vocabulary: Class Book characters, cousin, brother, brown, green, curly, hair,

eyes.

* Sentence pattern:

I’ve got , He’s got…, This is…, This isn’t…, where is…

- Develope Listening and reading skills

III/ Teaching aids:

 Say Hello to all the children and elicit Hello in

response Ask every child to say Hello to the other

children Ask the children How are you? And ask them

to ask and answer each other

 Show the flashcards and elicit the names of the

characters and some information about them

II Practice.

 Recording 1: Say Open your books, and mime the

action Children point to the characters and say the

names Play the first part of the recording and model

pointing to the pictures as you listen

Recording 1: Children listen and chant along

Recording 1: With the children think of some actions

for the song and play again as they sing along and do the

actions

Recording 2: Ask the children to look at the story on p

4 in their Class Book Who can you see? Ask the

- say hello to their friends

- ask and answer

- listen and open their book

- look and listen

- listen and chant.-sing along and act out

- Look, listen and answer

8’

2’

children what they can see in each picture Play the

recording and point to the pictures Play it again and

ask children to point to the pictures Children follow the

words as they listen in their Class Books

III Production

 Write: Do exercise 1 in the Workbook

 Find and circle: Do exercise 2 in the Workbook

 Personalization: Ask individual children to describe

the child sitting next to them He/She’s got …

IV/ Home work.

- Learn the new words

- Read the story at home

- Prepare Lesson 1

- Do the actions

- do the exercise 1, 2

- describe individually

Week 1

Period 2

Preparing day: August 16th, 2014

Teaching day: August 18th, 2014

Lesson 1

I/ Objective : By the end of the lesson, students will be able to listen to descriptions

and describing people

II/ Language focus:

* Vocabulary: family member

* Sentence pattern: ’s got… hair/eyes

- Develope listening, speaking and writing skills

III/ Teaching aids: CD track 1,2.

 Draw you family tree on the board and elicit the family

members Talk about and describe 2 of your family

Recording 2: Ask the children what they can remember

about the story from the last lesson and some questions,

Who has got curly hair? Play the track again for the

children to listen and act

II Practice

Circle true or false: The children do exercise 2, reading

the story again to help them

 Ask children to look at the vocabulary and picture in

Exercise 3 Ask them to guess who the people are Ask

individual children to describe a person in the picture

Recording 3: Play the track and pause after each

sentence for the children to write the numbers on the

pictures Play again for the children to check their

answers

Pair work: Ask 2 children to read the sentences in

exercise 4 to the whole class Get the children to work in

pairs and take it in turns to point to a person in the

picture and describe them to their partner

- Look and read

- Do the exercise

- Work in pairs

8’

2’

 Writing: Ask the children to open their workbooks to

page 5 Do exercise 1 Put students in pairs to practice

the story Students then do Exercise 2

Writing: Ask the children to exchange workbooks and

look at the picture of their partner drew Ask them to

write 3 sentences about their partner e.g This is … He

is … He has got …

III/ Home work.

- Learn the new words

- Read the story at home

- Prepare Lesson 2

- Work in groups

- Introduce the person on the left or

- Develope listening and speaking skills.

III/ Teaching aids:

 Play Bingo Give the children the Bingo worksheets

Ask them to cut up the pictures and choose 9 to put on

their grid Call out the words one by one and the

children cross them off if they have them The first child

to complete a row of 3 wins

Use the number flashcards to elicit numbers 11-20

Give a flashcard to 10 different students in the class and

get them to stand up when they hear their number

II Practice

Pairwork: Ask the children to open their class book on

p 6 Ask them what they can see in the picture and how

many Tell the children to work in pairs and do exercise

one, asking and answering about the picture

Recording 4: Look at the pictures in exercise 2 and get

the children to point to the cars when you say the

8’

2’

number Play the track and the children listen and point

 Ask children what colour number 11 etc is Ask 2

children to ask and answer across the class The children

work with a partner and ask and answer using the

pictures in exercise 2

III.Consolidation

 Writing: The children do exercise 3

Play Count off: Get the children to stand up and count

from 1-20 around the class as they clap Start again

when you reach 20, clapping faster If a child gets the

number wrong or doesn’t say it on the clap, they have to

I/ Objective : By the end of the lesson, students will be able to practice of the structure

there is, there are

II/ Language focus:

* Vocabulary: review: numbers 11-20, animals

* Sentence pattern: Ther is …, There are…

- Develope writing and speaking skills

III/ Teaching aids:

 Choose 12 items of vocabulary- singular and plural

nouns e.g books, pen to review Ask the children to

make 2 columns on their paper and to write there is at

the top of one column and there are at the top of the

other column Dictate the singular and plural nouns to

them They listen and write the words in the correct

column

Show numbers flashcards again and elicit the numbers

1-20 Show the flashcards out of order and ask students

to say the numbers together

II Practice

Exercise 1: Ask the children to open their workbooks

on p 6 and look at the picture in exercise 1.Ask them

what they can see in the picture and how many The

children do exercise 1

Exercise 2: Children write the numbers

- match and write

2’

III.Consolidation

 Pair work: Draw a quick picture of a zoo on the board

As a whole class, tell them to draw some animals from

your zoo e.g there are 2 birds Ask the children to draw

3 different animals for their zoo The children decide

how many of each animal are in their zoo and write the

number next to the animal The children work in pairs A

and B and sit back to back They cannot look at each

other’s pictures A tells B what and how many animals

to draw for their zoo e.g There is one elephant.

III/ Home work.

- Review the words

I/ Objective : By the end of the lesson, students will be able to identify free time

activities with can and can’t

II/ Language focus:

* Vocabulary: play tennis, skateboard, ride a horse, ride a bike, skate, sing, fly a kite,

climb.

* Sentence pattern:

- She can she can’t

- Can he…?

- No he can’t, yes he can

- Develope writing and speaking skills

III/ Teaching aids:

- Extra Practical Classroom Activities –‘ I can, you can’.

 Play a mime game with the class to revise free time

activities Mime one of the activities from the key

vocabulary and the children guess the activity Ask

individual children to come to the front Whisper an

activity to them or show them the word and they mime

for the other children to guess

II Practice

Ask the children what they can do e.g Can you

skateboard?

Get the children to open their class books on page 7 and

look at the pictures in exercise 1 Ask them what they

can see in each picture The children do exercise 1

2’

Pair work speaking: On the board write the following:

Can … swim? Can … ride a bike? Yes he can, no he

can’t Ask the children to look at the table in exercise 2

Choose different children and ask, Can Paul swim? Can

Milly ride a bike? Make sure the children answer Yes he

can or no he can’t The children work in pairs and take

it in turns to ask and answer from the table in exercise 2

III.Consolidation

Pair work: Cut the extra activity I can, you can work

sheet in half Tell the children to work in pairs Give the

children the worksheet and ask them to fill in the table

for themselves The children then ask their partner and

fill in the table for the partner Give an example with a

child for the whole class

Feedback: Choose some of the children to tell the class

about their partner

III/ Home work.

- Review the words

I/ Objective : By the end of the lesson, students will be able to ask and answer

questions reading and writing skills

II/ Language focus:

* Vocabulary: swim, skate, draw, ride a horse, ride a bike , fly.

* Sentence pattern:

- She can she can’t

- Can he…?

- No he can’t, yes he can

- Develope writing and reading skills

III/ Teaching aids:

- Colours flashcards 15-21

- Natasha’s Extra Activity Handouts: Hello everyone

- Counters and dice

 Play Pictionary Choose some of the vocabulary from

the starter unit Put the children in teams of 5-6 Ask one

child from each team to come to the front of the class

Show them a word – they must not say the word The

children run back to their team and draw the word,

without speaking The first team to guess correctly gets a

point

II Practice

Exercise 1: Ask the children to look at p7 of their work

book and tell you what activities they can see in each

picture in exercise 1 Ask them what the children in each

8’

2’

picture can and can’t do The children do exercise 1

Exercise 2: The children do exercise 2

Feedback: Choose different children to ask and answer

the questions they wrote in exercise 2

Tell the children to close their books and ask them

questions to see if they can remember e.g Can Lucy

ride a bike?

III.Consolidation

Picture dictionary: Ask children to open their

Workbooks to p.68 and do write the words under each

animal Ask them to colour the animals

Hello everyone board game: Either use the colour

version or the black & white one (with the black &

white version? Put children in groups of four and give

each group a board game They play the game moving

around the board, and saying the words as they land on

that square

III/ Home work.

- Review the words

- Prepare unit 1-Lesson 1

- do the exercise 2

- ask and answer

- answer the questions

- colour the animals

I/ Objective : By the end of the lesson, students will be able to ask and answer

questions reading and writing skills

II/ Language focus:

* Vocabulary: swim, skate, draw, ride a horse, ride a bike , fly.

* Sentence pattern:

- She can she can’t

- Can he…?

- No he can’t, yes he can

- Develope writing and reading skills

III/ Teaching aids:

- Colours flashcards 15-21

- Natasha’s Extra Activity Handouts: Hello everyone

- Counters and dice

 Play Pictionary Choose some of the vocabulary from

the starter unit Put the children in teams of 5-6 Ask one

child from each team to come to the front of the class

Show them a word – they must not say the word The

children run back to their team and draw the word,

without speaking The first team to guess correctly gets a

point

II Practice

Exercise 1: Ask the children to look at p7 of their work

book and tell you what activities they can see in each

picture in exercise 1 Ask them what the children in each

8’

2’

picture can and can’t do The children do exercise 1

Exercise 2: The children do exercise 2

Feedback: Choose different children to ask and answer

the questions they wrote in exercise 2

Tell the children to close their books and ask them

questions to see if they can remember e.g Can Lucy

ride a bike?

III.Consolidation

Picture dictionary: Ask children to open their

Workbooks to p.68 and do write the words under each

animal Ask them to colour the animals

Hello everyone board game: Either use the colour

version or the black & white one (with the black &

white version? Put children in groups of four and give

each group a board game They play the game moving

around the board, and saying the words as they land on

that square

III/ Home work.

- Learn by heart the words

- Prepare unit1- Lesson 1

- do the exercise 2

- ask and answer

- answer the questions

- colour the animals

I/ Objective : By the end of the lesson, students will be able to practice the spelling of

school subjects and the structure what have you got on…?

II/ Language focus:

* Vocabulary: School subjects: art, maths, English, science, PE, music.

* Sentence pattern:

What have you got on …?

-I’ve got … and ….

- Develope writing skills

III/ Teaching aids:

Warm up: Review school subjects Spelling Quiz Put

the children in teams of 6 Show a flashcard of a subject

The first team to write the subject correctly wins a point

Continue with all 6 subjects

Ask the children what day it is today and elicit the days

of the week

II Practice

 The children do exercise 1 and 2 on page 8 in their

workbooks

Word search: ask the children to work in pairs and

- play into team

- answer

- do the exercise 1

in work book

- work in pairs

8’

2’

make a word search including the 6 subjects

 The children give their word searches to another pair

and they complete them

Ask individual children what subjects they have got on

each day e.g What have you got on Monday? Use the

flash cards if necessary as prompts for the children

Open pair work: Choose one child to ask the question

and another to answer Do this a few times with

different children asking and answering

Closed pair work: Children in pairs ask and answer

what have you got on ? using the pictures in the

workbook on page 8

III.Consolidation

Writing practice: the children do exercise 3 in the

workbook on page 8

The children write one sentence for each day of the

week e.g I’ve got maths and science on Monday

III/ Home work.

- Review the words

- Prepare Lesson 2

- do the exercise 2

- ask and answer

- answer the questions

- ask and answer

I/ Objective : By the end of the lesson, students will be able to talk about school

subjects with grammar focus and language practice

II/ Language focus:

* Vocabulary: School subjects: art, maths, English, science, PE, music, day of the

week.

* Sentence pattern:

-What have we got on …?

-When have we got ….?

-We’ve got ….

- These are our/their

- You can …

- Develope listening to speaking and writing skills.

III/ Teaching aids:

- CD track 7

IV/ Procedures:

5’ I Warm up.

Warm up: Review days of the week Spelling quiz Put

anagrams on the board for days e.g Monday - dymaon

Choose 14 children to the board and put them in 2 teams

of 7 lined up behind each other The children have to

write the day of the week correctly The first to finish

gets a point for their team

 Ask the children some questions about the story from

the last lesson What lessons have the children got? etc

- spell day of the week

- answer

20’

8’

2’

Recording 7: Play track 7 and pause after each

dialogue for the children to repeat

 Give the children actions for the story Examples in the

teacher’s book

Recording 7: Play the recording again and the children

do the actions

Put the children in groups of 4 and ask them to role

play the story

II Practice

The children look at the pictures in ex 2 and ask them

what they can see

The children point to the pictures as you read the

questions and answers

On the board write the sentence patterns What have we

got on ? We’ve got These are our … You can wear

their ….

Ask 3 children to come to the front One stands with

you with the other 2 opposite Hold up a bag and say

“This is our bag” Give the other 2 children a book and

say, “This is their book.” Repeat a few times with

different things

Ask the children to finish the sentences and questions

you have written on the board with different subjects,

days and clothes

III.Consolidation

Write: Ask the children to do ex.3

Speaking: Give an example of ex 4 by choosing 2

children to demonstrate with you The children in pairs

take it in turns to ask and answer

III/ Home work.

- Review the words

- write

- come to the board

- write in the board

II/ Language focus:

* Vocabulary: School subjects: art, maths, English, science, PE, music, day of the

week.

* Sentence pattern:

-What have we got on …?

-When have we got ?

-We’ve got … and ….

-These are their/our

-Those are their/our

- Develope reading and writing skills.

III/ Teaching aids:

- Flashcards – school subjects 1- 6

IV/ Procedures:

5’ I Warm up.

Warm up: Review these and those Point to things in

the classroom, “books” “pictures” When you point the

children have to say “these” or “those”

Play Snap with the school subjects’ flash cards Show a

flash card and say the subject If it is the same the

children say “SNAP”

- look and say

- play

 Ask the children what they can see in the pictures in

exercise 1 on page 9 in their workbooks

The children do exercise 1 Ask them to compare their

answers with their partner before you feedback

 Reading and Writing: The children do exercise 2 and 3

Ask the children to work in pairs and name them A

and B Ask B to close their books A has the book open

and looks at the timetable in exercise 2 and asks B

“What have we got on …?” “When have we got…?” B

tries to remember and answers “We’ve got…”After a

few minutes ask them to change roles

III.Consolidation

On the board draw a table with the days of the week

like in exercise 2 Elicit from the children what subjects

they have on each day and write them up

Writing practice: ask the children to close their books

and write 3 sentences – 2 true and one false Give an

example

Ask the children to give each other their sentences The

children read each other’s sentences and the correct

sentences and x the incorrect one

III/ Home work.

- Review the words

- read the story again

- Prepare Lesson 3

- do exercise 1

- compare the answer

- do exercise 2,3

- work in pairs

- ask and answer

- write down the subject

II/ Language focus:

* Vocabulary: school areas, playground, sports field, art room, computer room.

* Sentence pattern:

- In the ….we have, play, paint, put, jump, do, look hear…

- At our school we …

- Develope listening and speaking skills.

III/ Teaching aids:

Warm up: Review school subjects with flashcards 1-6

Play Jump Show the flashcards one by one and say the

subject If the subject you say matches the flashcard the

children jump If it is different they shout out the correct

subject

Ask the children what subjects they have got today and

when they have art etc

II Practice

Show the children the flashcards of school rooms and

- play jump

- say the timetable

- listen and repeat

8’

2’

elicit the vocabulary Show the flashcards one by one

again and say the words and ask the children to repeat

together and by themselves

 Recording 8: Ask the children to look at the pictures in

ex 1 on page 10 Ask the children to listen and point to

the pictures

 Recording 8: Ask the children to listen again and

repeat

 Recording 9: With books closed children listen to the

song and stand up when they hear art room, computer

room, playground and sports field

 Recording 9: Ask the children to open their books on

p10 and look at the pictures in ex.2 Ask them where

the children are and what they are doing

Recording 9: Play the song again twice, pausing for

the children to repeat

Recording 9: Play the song again for the children to

sing along

III.Consolidation

Listen and mime: With the children think of actions for

the song Play recording 9 again and the children do the

actions

Sing and Do: Divide the children into 4 groups Books

closed Give each group a verse of the song The

children sing their verse Help them to remember by

holding up the flashcard of the room

III/ Home work.

- learn the words

- read the song again

- Prepare Lesson 3

- repeat

- listen and point

- listen and repeat

- listen to the song

- act

- repeat

- play the song

- listen and mime

I/ Objective : By the end of the lesson, students will be able to practice the spelling of

school rooms and areas and the structure “We’ve got a …in the …”

II/ Language focus:

* Vocabulary: school areas, playground, sports field, art room, computer room.

* Sentence pattern:

- We’ve got in the …

- Develope listening and speaking skills.

III/ Teaching aids:

- Flashcards – school subjects 1-6 and school rooms 7-10

Warm up: Play Board Slap; Put flashcards 1- 10 of

school subjects and school rooms on the whiteboard

Choose 12 children to come to the front and stand in

front of the board in 2 teams of 6 Shout out one of the

flashcards The first child in each team has to run to the

board and slap the card The first child to slap the correct

card gets a point for their team

Sing the song At our school from the previous period

Review the vocabulary in the pictures, bin, ball,

computers and books by asking children “What can you

see in the playground/class room/computer room and

art room?”

 The children do exercise 2 on page 10 in their

workbooks

Ask individual children what have we got in the

classroom? The children answer in full sentences

“We’ve got books/a pen/ etc in the classroom.”

 The children do exercise 3 on page 10 in their

workbooks

III.Consolidation

Speaking practice: ask the children to draw 3 pictures of

things they have in the classroom and playground Tell

them not to show the pictures to their friends Ask the

children to work with a partner and name them A and B

A tells be what they have got in their classroom and B

listens and draws: “I’ve got a … in the

classroom/playground.” Then B dictates and A draws

III/ Home work.

- review the words

- sing the song again

I/ Objective : By the end of the lesson, students will be able to describe areas of a

school and school subjects

II/ Language focus:

* Vocabulary: School subjects:art, music, PE, Science, mathsm English, School areas:art, room, playground, sports, field, computer room, classroom.

* Sentence pattern:

- We’ve got on

- Develope writing skill

III/ Teaching aids:

- Flashcards – school subjects 1-6 and school rooms 7-10

Warm up: Ask the children to work in groups of 4 -6

Give each group the school memory cards cut up The

children spread the cards face down on the desk They

take it in turns to turn over 2 cards If they turn over a

word and a picture that matches they keep the cards If

they don’t match they put them back on the table face

- work in groups

- play the game

 Give the children a copy of PMB worksheet Use the

picture to elicit the areas of the school and what the

children are doing

Ask the children to do exercise one – completing the

words

 Ask the children to look at the timetable in exercise 2

of the PMB Choose 2 children one to ask and one to

answer “What have we got on …?” “We’ve got…” Ask

another 2 children and so on for all the days of the week

Ask the children to complete the sentences in exercise 2

of the PMB

III.Consolidation

Play slowly reveal with the flashcards 1- 10 Cover the

front of the flashcard with a piece of paper Slowly

move the paper down to show the picture to the children

until they can guess what the picture is

Listening: Play Go Fish Give out the 10 flashcards to

10 different children Ask the children to show their

partner but not you Explain to the children you have 10

yes no question to ask the children to guess the flashcard

they have The children can only answer yes or no e.g Is

it a school subject? Have we got it in the art room? If

you cannot guess they win!

III/ Home work.

- review the words

- sing the song again

II/ Language focus:

* Vocabulary: drum, dress, truck, tree, crayon, crab.

* Sentence pattern:

- We’ve got on

- Sounds dr, tr, cr

- Develope speaking and listening skills

III/ Teaching aids:

- CD track 10,11,12

- Flashcards – school subjects 1- 6

- Flashcards – school rooms 7-10

20’

8’

2’

Show each flashcard in turn very quickly and the

children shout out what it is

II Practice

 Hold up the phonics cards 1-3 one at a time and say the

sound e.g dr Drill each sound with whole class and

individuals

Hold the cards up again and say the words e.g drum

and get the children to repeat as a whole class and

individuals

Recording 10: Ask the children to open their student

books on p 11 and look at the pictures in exercise 1.The

children listen and point at the pictures

 Recording 11: The children look at the picture in

exercise 2 and tell you what they can see Play the chant

and ask the children to put up their hands when they

hear any of the words from exercise 1

 Recording 11: Play the chant again pausing after each

line and ask the children to repeat Repeat again

 Recording 11: Play the chant the whole way through

and the children follow in their books Repeat and the

children say the chant with the recording

On the board write “A train and a truck” Ask a child

to come to the board and circle tr in the words Ask the

children to do exercise 3, circling the sounds

 Recording 12: The children look at the pictures in

exercise 4 and tell you what they see Play the recording,

the children listen and follow the sounds in the exercise

with their finger Play the track again and ask them to

draw a line from sound to sound Ask the children:

“What has the boy got?”

III.Consolidation

Recording 11: Ask the children to think of actions e.g

bang a drum Play the track as they do the actions

Children repeat with the track and do the actions

IV/ Home work.

- learn the words

- Prepare Lesson 4

- observe and repeat

- repeat

- listen and point

- play the chantPut up their hands

- repeat the chant

- say out the chant

- do exercise 3

- do exercise 3

- repeat and do actions

- copy down

Remarks:

………

II/ Language focus:

* Vocabulary: drum, dress, truck, tree, crayon, crab.

* Sentence pattern:

- We’ve got on

- Sounds dr, tr, cr

- Develope speaking and listening skills

III/ Teaching aids:

20’

8’

2’

Dictate the key vocabulary words The children listen

and write them in the correct box Feed back with the

whole class

II Practice.

 Show the phonics cards 1-3, but cover the words and

pictures so the children only see the sound Elicit the

words for each sound e.g dr – drum dress

Ask the children to open their workbooks on p 11 and

say the sounds in exercise 1.Ask them to do exercise 1,

drawing a line from the sound to the word

 Ask the children to look at the pictures in exercise 2

and tell you what they see The children do exercise 2,

filling in the words with the missing letters

Ask the children if they can remember the chant from

the previous class Tell them the first line and elicit the

other lines

 The children do exercise 3 writing in the missing

words to the chant

III Consolidation

Speaking practice: divide the children into 4 groups and

give each group 2 lines of the chant e.g Group 1: A

train and a truck, A crab and a drum Get the groups to

repeat their lines after you or with the CD track 12 Each

group stands up as they say their line of the chant

Repeat again but this time they stand up and do the

actions from the previous class for their 2 lines

IV/ Home work.

- review the words

II/ Language focus:

* Vocabulary: School subjects, Days of the week, computer room.

* Sentence pattern:

- We’ve got

- Develope reading, speaking and writing skills

III/ Teaching aids:

Ask the children if they like computers, if they have got

- sing the song

- observe

2’

a computer and when they have got a computer lesson

and where the lesson is

Ask the children to open their books at p 12 and look at

the picture Ask them to tell you what different subjects

the children in the picture are studying

Pairwork: One child points to the children in the picture

and their partner tells them the subject Give an example

with one child in front of the class

Recording 13: Ask the children to listen to the track and

follow the reading in exercise one in the books

 Recording 13: Play the track again and ask the children

some questions e.g “Where are the children?”

On the board write the example sentence – We’ve got a

small computer room Ask the children if the sentence is

correct and get a child to come to the board and circle

the incorrect word Ask a second child to come to the

board and write the correct word Ask the children to

read the text again silently and do exercise 3 – circling

the false word in the sentence and writing the correct

word

Ask the children to check their answers with their

partner and then feedback with the whole class

III Consolidation

Speaking: Ask the children to work in groups of 3

Give each child a room or area at the school e.g

classroom Get the children to draw a picture and then

use the reading text to help them write some sentences

about their room or area

Speaking: Pairwork: Information gap Give the As and

Bs their extra worksheet A tells B what they have and

haven’t got and B fills in their timetable and then they

change roles

IV/ Home work.

- review the words

- Prepare Lesson 5

- open their books and look at the picture

I/ Objective : By the end of the lesson, students will be able to read and write.

II/ Language focus:

* Vocabulary: playground, ball , bin, friends, big, squares.

* Sentence pattern:

- There is/there are…

- The children can …

- Develope reading and writing skills

III/ Teaching aids:

- CD track 13

IV/ Procedures:

5’ I Warm up.

Warm up: Review vocabulary from the last lesson:

pupil, draw, colour, read, write, small, big, listen, eat,

run, write, computer room Divide the class into teams

- play guessing game

20’

8’

2’

of 4-6 children One child from each team comes to the

front of the class Show them one of the words and tell

them they cannot say the word or speak They run back

to their team and draw the picture The first team to

guess the word correctly gets a point

II Practice.

 Ask the children what they have their playground and

what they can do and like to play

Ask the children to look at the picture on p12 and tell

you where the children are and what they can see in the

picture Make sure they know climbing frame and

squares.

 Ask the children to look at the text and shout out the

numbers they see

Ask the children to read the text again and do exercise

Ask the children to do exercise 3

Feedback asking individual children for the answers.

III Consolidation

Writing: ask the children to look at the picture again on

p12 and write one true and one false sentence about the

picture As an example write these sentences on the

board: There are 7 children in the playground There is

a ball in the playground Ask them which is true and

which is false The children give their sentences to their

partner to read and say which is true and false

IV/ Home work.

- review the words

- Prepare Lesson 6

- observe

- correct

- listen

- ask and tell

- look the text and shout out thr numbers

II/ Language focus:

* Vocabulary: Areas and rooms at the school, School subjects, Days of the week.

- Develope listening, speaking and writing skills

III/ Teaching aids:

- CD track 14

- Extra Practical Classroom Activities Worksheet for Unit 1- Lesson 6 - Dice and

counters

IV/ Procedures:

Time Teacher’s activities Students’ activities 5’

20’

8’

2’

I Warm up.

Warm up: Play Bingo Ask the children to draw a 3 by

3 grid Choose 15 words the children have learnt in unit

1 – for example school subjects, and write them on the

board Ask the children to choose 9 words from the

board and write them in the grid Call out the words on

the board one by one If they have the word, the children

cross it off on the bingo grid When they get 3 words in

a row they shout Bingo!

II Practice.

Ask the children some questions about the school e.g

Where do you learn English? What have you got in the

playground/computer room/classroom?

Ask the children look at the pictures in exercise 1 on p

13 Ask the children questions about the pictures e.g

What can you see in picture 3?

Recording 14: Tell the children they will hear a girl

talking about the rooms in her school The children

listen and point to the correct

 Recording 14: Play the track again and stop after the

first item and show the number 1 in the box Continue

the track, pausing after each item for the children to

write the numbers in the box

 Recording 14: Play the track again for the children to

check their answers

Speaking: Give an example by asking a child, What

have got in the classroom? Ask the children to work in

pairs and ask and answer using the prompts in exercise

2

Writing: The children do exercise 3

III Consolidation

Put the children in groups of 4 Give them the extra

activity board game The children play the game,

making sentences when they land on a square

IV/ Home work.

- review the words

- Prepare Lesson 6

- play Bingo

- observe

- correct

- listen and answer

-look and say

- listen and point

- listen and number

- listen and check-work in pairs

- do exercise 3

- play game

- copy down

II/ Language focus:

* Vocabulary: School subjects, Days of the week.

* Sentence pattern:

-What have we got on…?

-We’ve got … on …

-We haven’t got…on…

- Develope writing skills

III/ Teaching aids:

- PMB p.3 Values worksheet

- Flashcards 1-10 school subjects and school rooms

- Extra Practical Classroom Activities Worksheet Unit 1 lesson 6 - Spelling Quiz

IV/ Procedures:

Time Teacher’s activities Students’ activities 5’

20’

8’

2’

I Warm up.

Warm up: Put the children in teams and elicit team

names Give out the spelling quiz and get them to write

their team name Choose 10 words from the unit Dictate

the words one by one and tell the teams to write them on

their worksheet, spelling them correctly Get the teams

to give their answers and worksheet to another group

Elicit the spelling for the words onto the board and get

the teams to mark the other team’s answers The

winning team is the one with the most correct words

II Practice.

 Write the following sentence on the board: we’ve got

maths on monday Ask a child to come to the board and

write the capital letters

The children do exercise 1 on p 13

 Children compare their sentences

Ask the children what subjects they have got/haven’t

got today

 The children do exercise 2 Feedback whole class

The children do exercise 3

III Consolidation

 Identifying values: Write the word “Dangerous” on

the board and elicit what the children think can be

dangerous in the playground e.g Falling from the

climbing frame

Give the children a copy of p3 of PMB Ask them what

they can see in the pictures –and ask if they can see

anything dangerous Elicit a few ideas

The children do exercise 1 Feedback whole class

Writing: The children do exercise 2 Children compare

their answers with their partner Same or different?

IV/ Home work.

- review the words

- Prepare unit 2- lesson 1

- play game in teams

- dictate the words

- do exercise 2

- do exercise 3

- listen and answer

- listen and say

II/ Language focus:

* Vocabulary: After- school activities, help, do my

homework,visit,goswimming,watchTV, have a lesson.

* Sentence pattern:

Can you play on …?

Let’s play after school.

How about ?

I … every Tuesday.

- Develope Listening and Reading skills

III/ Teaching aids:

- CD track 15-17

- Flashcards – After-school activities 11-20

- PMB p.8

Warm up - Word Relay: Review days of the week

Choose 10 children to come to the board and stand in

teams of 5 facing the board Whisper a day of the week

to the last child in the line They whisper it to the next

child and so on The first child writes the word on the

board The first team to write it first and correctly gets a

point

Use flashcards 11-20 to introduce the key vocabulary

Hold up the flashcards and elicit the after-school

activities from the children Hold up each one in a

different order and say the words for children to repeat

II Practice.

Recording 15&16: Ask children to look at the pictures

and play the first and second parts of the recording as

children point to the words Repeat and the children to

repeat the words after the audio

Recording 16: Ask the children to listen and repeat

Hold the flashcards up as the words are said

Recording 17: With books closed children listen to the

story and shout the days of the week when they hear

them

Recording 17: Ask the children to open their books

and tell you what they can see in the pictures in

exercise 3 Listen to the track and point to the speech

bubbles in the story as they hear the sentences

Ask the children to read the story again and point to

the words from exercise 1

III Consolidation

Listen and do: With the children think of an action for

each of the after school activities Play recording 17

again and the children do the actions

IV/ Home work.

- review the words

- Prepare Lesson 1

- play game in tgroups

- write the words on the board

- listen and answer

- repeat

- look and play

-listen and repeat

- listen and shout

- do exercise 3

- listen and point

-listen and do

- copy down