giao an family and friends 4

giáo án dạng word lớp 4 family and friends giúp cho bạn dễ dàng soạn giảng khi cần thiết . được chuyển từ oxford .bạn yên tâm có thể tham khảo mà không sợ sai. từ bài 1 đến bài 12 .nếu bạn sợ sai hãy vào trang web của oxford press bạn sẽ truy cập nhiều hình ảnh mà bạn mong đợi

Trang 1

-Date:

Week: 1 Period: 1 Starter : Welcome back !

Lesson: 1

 Aim(s): places in a home.

 Objective(s): by the end of the lesson, students will be able to identify different places in a

home fluently

 Skill(s): listening, speaking.

 Teaching – aids: CD tracks 1-2, Starter story Poster

- Smiling and say Hello.

- Encourage children to say

Hello back to you Say It’s a new year Welcome back!

- Begining the class with some common greetings Ss then practice greeting each other in pairs or small groups

- Using the Starter Story Poster to present the story

- Point to the characters for children to say the names

Ask What’s happening in the

story?/ Where’s Billy?/ Is he behind the door?

- Eliciting the important words

from the story and write them

- Playing the recording again

as Ss follow in their books

- monitoring

- Explaining that they’re going to listen to a 'Welcome back' song and then sing it

Play the recording once for

- listening and answering

- opening their books

- listening to the record carefully

- listening to T

- singing the song

Trang 2

3 He’s in the bedroom.

4 She’s in the kitchen

5 He’s in the bathroom.

- Ask children to think of some actions for the song

Play the song again for Ss to sing and do their actions

Repeat if you wish

- Asking Ss to look at pictures and write the correctanswers about name’s rooms

- Describing a character from

the story for Ss to guess who

it is, e.g She’s in the kitchen.

- Asking different Ss to describe another character for the class to guess

……… , ngày …tháng …năm 20… , ngày …tháng …năm 20…

Duyệt của Tổ khối Duyệt của BGH

Trang 3

-Date:

Week: 1 Period: 2 Starter : Welcome back !

Lesson: 2

 Aim(s): Introducing friends

 Objective(s): by the end of the lesson, Ss will be able to introducing friends fluently.

 Teaching – aids: CD tracks 1-2, Starter story Poster

- Getting Ss to sing the

Welcome song (p 4) and do

the actions to energize the class

- Asking Ss if they can remember what happened in the story in the previous lesson

- Holding up the Starter story poster to encourage ideas

- Asking questions about the people in the story, e.g

Where’s Billy? Is he behind the door?

- Monitoring

- Evaluating

- pointing to flashcards to review the structure

- asking Ss to repeating these sentences

- checking concept again

- Asking Ss to turn to the story on page 4 of their ClassBooks Play the recording, asking Ss to repeat

- Playing the recording again for Ss to mime the actions asthey listen Ss practice actingout the story in their groups

- Asking some of the groups

to act out the story before theclass

- singing the Welcome

song (p 4) and doing the

actions to energize the class

- answering

- listening

- looking and listening

- listening and repeating

- repeating

- practicing acting out the story in their groups

- performing

Trang 4

Asking: Is grandma in the

kitchen? to establish that the

first sentence is true

Allowing time for them to read all the sentences again and decide whether they are

- Saying the dialogue again

- Asking them to practice the dialogue in pairs

- Asking some pairs to say the dialogues aloud for the class

- Evaluating

- Asking Ss to stand in a circle

- Asking the first S to introduce the person on his left to the person on his right

The person on the right then introduces the one on his left

Continue in this way around the class to introduce the friend

Trang 5

-Date:

Week: 1 Period: 3Starter: Welcome back !

Lesson: 3

 Aim(s): Identifying toys and possession.

 Objective(s): by the end of the lesson, students will be able to identify toys and possession

fluently

 Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Word search pair

- Giving half the class the ‘A’

sheet and half the class the

‘B’ sheet

- Asking Ss work individually

to find the five words in the word search grid, circle the words in the box as they do

so Once all the Ss have finished, they work with a partner (‘A’s’ with ‘B’s’) They take turns to dictate their words and look for those words in the grid At the end

of the activity, they should all have found the ten words

- Checking together as a class

to elicit all ten words

- evaluating

- Asking Ss what they can remember about the story from lesson 1 Asking

Where’s Billy in the story?

- Asking Ss to identify the characters Rosy and Tim;

- identifying the characters ; naming the

Trang 6

- Getting Ss to read the words

in the word pool, pointing out

the possessive’s in both

cases

- Getting Ss to complete the sentences with the correct name for each toy

- Give feedback

- Asking one S to read the example dialogue Saying the dialogue again

- Asking Ss to practice the dialogue in pairs

- Asking them to make new dialogues, pointing at differentitems in the picture

- Asking some pairs to say their dialogues aloud for the class

a copy of the worksheet as well Reading out the words one by one, and Ss can cross off the words as they hear them The first S to have a complete row, three across, three down or diagonally

shouts Bingo! He’s the winner.

- starting the game

- making new dialogues

- saying their dialogues aloud for the class

Trang 7

-Date:

Lesson: 3

 Aim(s): Identifying toys and possession

 Objective(s): by the end of the lesson, students will be able to identify toys and possession

fluently

 Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Song worksheet.

- Asking Ss: What can you

see? Eliciting the actions the

SS are doing (jumping,

- Playing the recording againfor Ss to sing along (more than once if you wish)

be

Trang 8

-* Thursday, Friday, down

with a bump! – sit down on

chairs

* Saturday, Sunday, let’s

say ‘Hi!’ – wave hello

* Days of the week, let’s

say ‘Goodbye!’ – turn

around and wave

Have Ss to review the

words at home and

prepaire for the next

lesson

- Playing the recording for

Ss to listen, sing, and do their actions

- Asking Ss to listen and fill

in the missing words (prompted by pictures)

- Writing the words to the song on the board with the actions missing

- Inviting different Ss to suggest new actions

- Getting Ss to fill in the gaps

on the board, sing the new song and perform the new actions with the class

- listening and filling

- checking with their partner

- correct

- listening

- listening to T

- looking carefully

- suggesting new actions

- filling in the gaps on the board, singing the new song and perform the newactions

- taking part in the game

- listening

- taking note

……… , ngày …tháng …năm 20… ., ngày …tháng …năm 20… Duyệt của Tổ khối Duyệt của BGH

Trang 9

-Date:

Lesson: 4

 Aim(s): Identifying school objects and possession.

 Objective(s): by the end of the lesson, students will be able to identify school objects and

possession fluently

 Skill(s): speaking, listening.

 Teaching – aids: CD tracks 3- 4.

* Revise colours red, black,

blue, green and pink

up a bag and say What

colour is this bag?

- Evaluating

- Asking Ss to look at the table with the class Pointing

to each item in the column

heading and ask What is

this? What colour is it?

- Telling Ss they are going tohear a recording of the children talking about what they have in their bags

They must listen and say which child owns each object

- Playing the first part of the recording, Luke’s speech, and demonstrate the example

- singing the song in chorus

- practising using colours

- listening

- listening to T

- listening carefuly

Trang 10

-* Sarah: black pen, green

pencil, rubber, book

words at home and

- Asking one S to read the example dialogue

- Saying the dialogue again, pausing after each line for the class to repeat

- Asking Ss to work in pairs and say the dialogue with their partner Encouraging

Ss to name different objects

- Holding up some items from your bag and describing these to the class

in the same way Saying an item that you haven’t got

- repeating the dialogue

- saying the dialogue with partner

Trang 11

-Date:

Lesson: 4

 Aim(s): Identifying school objects and possession.

 Objective(s): by the end of the lesson, students will be able to identify school objects and

possession fluently

 Teaching – aids: Extra Practical Classroom Activities: Board game.

to the class in the same way

Saying an item that you haven’t got

- Encouraging Ss to talk about their school bags in thesame ways

- monitoring

- evaluating

- Asking Ss to open their workbook, p 7 Asking them

to look at the pictures

- Pointing to each item in the

pictures and asking What is

this? What color is it?

- Telling Ss that they are going to look at the pictures carefully and saying which S owns which object

- Asking them to read the bubbles and number them

Then color the pictures

- Getting Ss to do the task

Trang 12

-Key:

1 I’ve got; 2 I haven’t got;

3 I haven’t got; 4 I’ve got

- Asking Ss to write I’ve got

or I haven’t got in the gaps

- writing I’ve got or I

haven’t got in the gaps

Trang 13

-Date:

Week: 2 Period: 7UNIT 1: Clean up !

Lesson: 1

 Aim(s): To identify bedroom objects

 Objective(s): by the end of the lesson, students will be able to To understand a short story



 Teaching – aids: My friends flashcards 1-6, Story Poster 1, CD tracks 5-7, PMB p.4: Extra

Listen, point and repeat

- getting Ss to sing the song

- Evaluating

- Reminding Ss of the last

story Telling Ss that today's story is about friends Asking several Ss to tell you the name of one of their friends

- eliciting- modeling- checking meaning and pronunciation

+ mime+ mime+ translation+ translation+ translation

- Play the recording all the

- telling the name of one

of their friends

in chorus and individual.+ possible answers

- repeating the words

- listening, pointing and

Trang 14

3 He’s got brown hair.

4 She’s got straight hair

5 He’s got blond hair

She’s got short hair

- Playing the recording for Ss

to listen to the chant

- Playing the chant a secondtime for Ss to say the words

Encouraging predictions from

different members of the

class

- Asking Ss to look at the poster, listen to the recording, point to each speech bubble

- Asking Who's Rosy's new

friend? What's Alice got?

Who's Tim's new friend? Are the new friends cousins?

- Asking Ss to open their Class Books, listen again and follow the words in the story

- monitoring

- giving feedback

- giving Ss a extra worksheet

- getting Ss to find the one-out, circle Then write and say

- listening to the chant

- saying the words

- listening

- predicting

- looking at the poster, listening, pointting to eachspeech bubble

- answering

- listening again and follow the words in the story

Trang 15

-Date:

Lesson: 1

 Objective(s): by the end of the lesson, students will be able to understand a short story

 Skill(s): listening, speaking

 Vocabulary: rug, cabinet, shelf, pillow, blanket

 Extra vocabulary: clean up, clean (adj), room

 Pronunciation tip: Concentrate on the difference between /p/ and /b/ in pillow and

blanket Make sure children say /ʃ/ not /s/ for shelf.

 Teaching – aids: flashcards 1-5.

* Set the scence:

* Present the pattern:

- Playing the recording again

The Ss at the front stamp their feet when their hair type

E.g (Point to your hair): My

hair is black (Point to your

eyes): My eyes are brown.

- giving the sentence pattern

- checking concept

+ form+ use+ meaning

- Explaining that Ss are going

to draw themselves

- Asking them to complete the drawing in the Work books Then color it

Trang 16

E.g My hair is curly My

eyes are blue My ….Who

- Then asking Ss to practice asking and answering in pairs

- Asking him/ her to describe himself/ herself

- The class listen carefully and say who she/ he is E g

You are Alice He who gives

correct answer will come before the class and describehimself

- getting Ss to part in the game

- listening and giving correct answers

- listening

- taking note

……… , ngày …tháng …năm 20… ., ngày …tháng …năm 20… Duyệt của Tổ khối Duyệt của BGH

Trang 17

-Date:

Lesson: 2

 Vocabulary: rug, cabinet, shelf, pillow, blanket

 Extra vocabulary: clean up, clean (adj), room

 Teaching – aids: flashcards 1-5 Story Poster 1, CD track 6-8.

Ss to the front

- Two Ss from each team compete against each other

to slap the correct flashcard

as the teacher spells the word The first S to touch fortheir team wins a point

- holding up different flashcards, asking Ss to describe the person in each

Trang 18

- Activity 2:

Writing

e.g She _ straight

hair He _ curly hair

- Eliciting the target structure and getting two Ss to come

to the front to write the missing words

contractions of He has got

(He’s got) and He has not got (He hasn’t got) and

having Ss practicing the words as a class, groups andpairs

to practice the target structure further

- monitoring

- evaluating

- Asking a S to come before the class He chooses a flashcard and keeps secret

- The class will say what

each person has got / hasn't

got When they say

correctly, the S shows the flashcard and it is the next S’s turn

- practicing the words as

a class, groups and pairs

- listening carefully

- listening

- doing the Unit 1 Grammar activity to practice the target structure further

- listening

- choosing a flashcard

- saying what each

person has got / hasn't

got

- listening

- taking note

Trang 19

Lesson: 2

 Aim(s): To make sentences with There’s and There are

 To ask and answer questions with How many…?

 Objective(s): by the end of the lesson, students will be able to act out a story

 Vocabulary: bedroom objects

Extra vocabulary: There’s a blanket on the bed.

 There are three T-shirts in the cabinet

- Showing the flashcards one

by one If the word is different to the picture, the Sssay the word matching the picture If it is the same they shout “Snap” and the first S

to say it can hold the flashcard for the rest of the game

- listening and shouting

- listening

- looking carefully

Answers

1 There are two rugs.

2 There are three pillows.

3 There’s a cabinet.

Trang 20

- then getting Ss to draw and color them.

- Getting Ss to write what each person has got or has not got

- They take turns to describe

a member of the group while the rest of the group guess who it is E.g The first child

says: She’s got long hair It’s

straight and black She’s got brown eyes…

- Other group members say:

Trang 21

Date:

Lesson: 3

 Vocabulary: numbers

 Extra vocabulary: pot, fox, hop, rug, bug, sun

 Teaching – aids: Shapes flashcards 7-10, CD tracks 8-9, Extra Practical Classroom

Activities: Song work sheet.

+ picture+ picture+ picture+ picture

- listening to the rules

- starting the game

- listening

Trang 22

Sing and act

E.g.: It's got three/ four

+ use+ meaning

- Asking Ss to look at the pictures and playing the first and second parts of the recording as Ss point to the words

- Playing again for Ss to repeat the words after the audio

- monitoring

- evaluating

- Using the song worksheet

(without opening the Class Book) where Ss listen and fill

in the correct words

- asking Ss to sing along withthe CD and then sing

together without the CD audio

- holding up right number of

fingers It hasn't got sides - shake heads It's a square

/circle /rectangle /triangle! -

draw shapes in the air

- listening and pointing to the words

- repeating the words after the audio

Trang 23

- getting Ss to do the task.

Lesson: 3

 Aim(s): Identifying and describing shapes.

 Objective(s): by the end of the lesson, students will be able to identify and describing

shapes fluently

 Teaching – aids: Shapes flashcards 7-10.

- Singing a second time, with

Ss at the front holding the

four flashcards (circle,

rectangle, triangle, square)

and every time they hear their word they hold the card

- singing again and holding card

- listening

Trang 24

- checking concept again.

- Asking Ss to find and count the shapes

- Getting Ss to work in pairs, point to each shape and ask

How many (triangles)? Then

they write the answers in their books

- Getting Ss to read the sentences carefully and complete them They then write the answers in the gaps

- Asking a S to show their

group a shape E.g a

square Their group

describes it E.g It’s got four

sides They’re all the same

Then the S asks How many

squares? And the group

answers E.g Three Ss take

turns to practice in groups

- getting Ss to start playing game

- monitoring

- giving feedback

- finding and counting the shapes

- listening

Trang 25

Lesson: 3

 Aim(s): Describing someone's appearance.

 Objective(s): by the end of the lesson, students will be able to describing someone's

appearance fluently

 Skill(s): writing, speaking.

 Teaching – aids: Shapes flashcards 7-10, PMB p.2 Extra Writing worksheet, Extra

Practical Classroom Activities: Bingo.

- Showing some parts of a real object or point to a real

object E.g A door Ss point

to the corresponding flashcard and say the shape

of the object E.g rectangle.

- starting game

- monitoring

- Getting Ss to play Bingo

- looking carefully

- playing pingo

Trang 26

- checking concept again.

- Asking Ss to colour in the hair styles (Number 1, My friends and shapes) and thenpoint and describe the

persons, using the target sentence structures with theirpartner

- Eliciting the spelling and asking four individual Ss to come up and write the words

- monitoring

- evaluating

- Asking Ss to draw three more persons in their notebook

- Getting Ss to give their notebook to their partner

Their partner writes below

each picture, She’s got long

hair It’s brown

- Asking Ss then to swap back again and tick the

- listening

- colouring in the hair styles

- describing the persons

- writing the words on the board

- ticking the sentences if they are correct

Trang 27

Lesson: 4

 Aim(s): Phonics - digraphs th.

 Objective(s): by the end of the lesson, students will be able to pronunce digraphs th

fluently

 Teaching – aids: Phonics cards 1-3, CD Tracks 10-11.

* Pre- teach vocabulary:

- Telling Ss that today they will be looking at the letters

th that represent the sound /

θ/ Writing th on the board in

large letters

- Modeling the sound for Ss

to repeat Holding up phonicscards 33-35 one at a time, saying the words for the class to repeat

- evaluating

- eliciting-modeling- checkingmeaning and pronunciation

- looking carefully

- listening

in chorus and individual

Trang 28

- checking memory.

- Playing the first part of the recording for ss to listen and point to the pictures

- Playing the second part of the recording for Ss to repeatthe sounds and words in chorus

- Playing the recording all theway through for Ss to point tothe words and then repeat them

- monitoring

- evaluating

- Reading the text for Ss to follow and modeling the activity first on the board

- Then Ss read and circle thesounds at the start of the words

- monitoring

- evaluating

- Asking Ss to look at the picture and circle the correct sound

Theo, ten, three, slide

- Asking Ss to work in groups

+ possible answers

- trying to remember these words

- listening and pointing

- listening, pointing, repeating

- listening

- looking at the picture and circling the correct sound

- correcting

- listening

- looking carefully

- working in groups

Trang 29

- checking.

- listening

- taking note

Date:

Week: 4 Period: 15UNIT 1: A new friend !

Lesson: 4

 Aim(s): Phonics - digraphs th.

 Objective(s): by the end of the lesson, students will be able to pronunce digraphs th

fluently

 Teaching – aids: Phonics cards 1-3, Extra Practical Classroom Activities: Sounds Fun.

* Review the sound: th

- Showing the phonics cards and eliciting the words again

- Asking individual Ss to come to the front and write the letters on the board

- monitoring

- Evaluating

- Asking the Ss to trace the letters in the air and say the sounds as they do so

- getting Ss to repeat the

- looking and saying the words again

- writing the letters on the board

Trang 30

join the letters th to help

Theo collect his ducks

- monitoring

- checking Ss’ task

- Evaluating

- Asking Ss to do the exercise and write the words

- Putting the Ss in pairs and asking them to point and say the words

- checking.

- Evaluating

- asking Ss to write the words

with th to complete the chant

about Theo

- Then getting Ss to sit in groups of 4 -6 to join in with the chant

- monitoring

- Evaluating

- This is a dictation activity

Getting Ss to listen as you read out the words on the second page, and write them

in the correct box with the corresponding sound

- asking individual Ss to come up and write the words

- In turns, the group come before the class, join in with their own chant

again

- joining the letters th to

help Theo collect his ducks

- writing the words with th

to complete the chant about Theo

- coming up and writing the words

Trang 31

Date:

Lesson: 5

 Objective(s): by the end of the lesson, Ss will be able to describe someone's appearance

fluently

 Skill(s): reading, speaking

 Teaching – aids: Flashcards 1-6, CD Track 12, Extra Practical Classroom Activities: Word

search pair activity

 Procedures:

I WARM UP:

Slow reveal

II PRE - READING:

* Set the sence:

- getting Ss to play Slow

reveal (see page 20) with the

class using flashcards 1-6 to revise vocabulary from the unit

- Monitoring

- Evaluating

- Asking Ss to look at p 12 and tell you what they can

see (a letter and a picture)

- playing game

- listening

- telling you what they cansee

Trang 32

IV POST - READING:

Word search air activity

- Asking them to look at the

bottom of the letter to see who wrote it

- Asking Where are the

children? Encouraging them

to name the park things in the background and predict what the letter is about

- using flashcard to review the structure

- checking concept: from, use, meaning, intonation

- Asking Ss to look at the picture again and count the friends in the foreground of the picture

- monitoring

- evaluating

- Explaining that Ss are going

to listen to Sally readingher letter

- Playing the recording for them to listen and follow silently in their books

- Checking comprehension

by asking Who is the letter

to/ from? Who is Sally's best friend? Is Toby short? Where

is Sally in the picture?

- Ask Ss to look at the picture

in Exercise 2 again

- Asking Ss to read the letter again and write down the names of the other Ss

- monitoring

- checking Ss’ task.

- Evaluating

- Giving half the class the ‘A’

sheet and half the class the

- naming the park things

in the background and predicting what the letter

is about

 (Sally is describing her

friends).

- looking at the picture again and counting the friends in the foreground

- looking at the picture in Exercise 2 again

- reading the letter again and writing down the names of the other Ss

- doing the task

Trang 33

- Once all the ss have finished, they work with a partner (‘A’s’ with ‘B’s’) They

do not show their worksheets

to each other They take turns to dictate their words and look for those words in the grid

- listening

- taking note

Date:

Lesson: 5

 Objective(s): by the end of the lesson, Ss will be able to describe someone's appearance

fluently

 Skill(s): reading, speaking.

 Teaching – aids: PMB p.5 Extra Activity 2 Worksheet.

boy slowly, e.g He's small

He's got blue eyes He's got short, curly hair It's brown

Ss listen to the description and draw and colour what they hear

- Repeating with a description of a girl Ss turn over their papers to use the

Trang 34

-II PRE - READING:

* Review the pattern.

IV POST - READING:

Find someone who…

- Asking Ss to look at the picture

-Asking How many friends?

Their names?

- Explaining that Freddy is

talking about his friends

- Monitoring

- evaluating

- Asking Ss to read the passage carefully and tick the words which Freddy uses

to describe his friends

Then color the pictures

- playing game

- listening

- looking at the pictures

to describe his friends

- checking

- listening

- writing the names of Freddy’s friends, coloring the pictures

- correcting

- listening

- receiving worksheet

- reading the description

of each person, drawing the picture and colour it

- listening to T

- working in groups

Trang 35

-V HOMEWORK:

Have Ss to do the

exercises in W.B

- Asking them to draw a table

of 6 columns (long/ short/

blond/ brown/ curly/ straight).

One S in the group says Find

someone who has got short hair The others will shout the

name of the person with

short hair They write the

names in the appropriate columns

Date:

Lesson: 6

 Aim(s): Asking and Answering questions about appearance.

 Objective(s): by the end of the lesson, students will be able to ask and answer questions

about appearance fluently

 Teaching – aids: CD track 13.

 Procedures:

I WARM UP:

* Describing friends

II PRE - LISTENING:

I've got ;

She's got…;

- Asking a S to come before the class

- Asking the class to describe

him / her, e.g She's got blond

hair She's got blue eyes

She's tall

- monitoring

- evaluating

- asking Ss to repeating these

- come before the class

- describing friends

- listening

Trang 36

-He's got

* set the scence:

III WHILE - LISTENING:

- Asking Ss to look at the picture on page 13 Pointing

to the different Ss for the class

to describe them

- Explaining that they are the same Ss from the previous lesson Asking what their names are

- Telling Ss that they are going to hear a recording of people describing the Ss in the picture

- They must number the Ss in the order they hear them described

- monitoring

- Evaluating

- Modeling correct intonation

of the speech bubbles for the class

- Asking a pair of Ss to read the dialogue aloud for the class

- Asking Ss to work in pairs;

take turns to ask and answer similar questions about the Ss

- looking at the picture and describe them

- answering

- number the Ss in the order they hear them described

Trang 37

I have (I’ve) got one sister

The second S reports the first

one’s word He has (He’s) got

one sister Then this S

describes himself for the third one to report

- starting the game

- monitoring

- Giving feedback

- setting to task for Ss to do athome

Lesson: 6

 Aim(s): Describing someone's appearance

 Objective(s): by the end of the lesson, students will be able to describe someone's

appearance fluently

 Teaching – aids: PMB p.3 Values worksheet.

- Asking the first S to make asentence to describe

himself I have (I’ve) got one

sister The second S reports

the first one’s word He has

(He’s) got one sister Then

this S describes himself for the third one to report

- starting the game

- working in groups of 2 desks

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-II PRE - LISTENING:

words at home and

lesson

- monitoring

- evaluating

- pointing to flashcards to review the pattern

-evaluating

- Asking Ss to read the sentences and then write theshort form

- Asking each S to find a partner and read the sentences to their partner

- Eliciting some of them before they start the activity

- looking and saying

- listening

- reading the sentences and then write the shortingform

- looking carefully

- checking

- thinking about a best

friend, circling the words

to describe this friend

- reading the sentences to their partner

- listening

- following the instructions and circling the good actions

- listening to T

- doing the task

- listening

- taking note

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Lesson: 1

 Aim(s): Identifying and describing zoo animals.

 Objective(s): by the end of the lesson, students will be able to identify and describinge zoo

animals fluently

 Teaching – aids: The zoo flashcards 11-16; Story Poster 2, CD tracks 14-16, PMB p 8_

Extra Activity 1 Worksheet

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- Playing the 1st part of the recording for Ss to listen &

point to the appropriate card

- Playing the 2nd part of the recording for Ss to repeat

- Play the recording all the way through for Ss to listen, point and repeat the words

- monitoring

- evaluating

- Playing the recording for Ss

to listen to the chant

- Playing the chant a secondtime for Ss to say the words

Encouraging predictions from

different members of the

class

- Asking Ss to look at the poster, listen to the recording, point to each speech bubble

- Asking Where is Rosy and

her family? Does Billy like elephants / giraffes / monkeys? Why?/ Why not?

- Asking Ss to open their Class Books, listen again and follow the words in the story

- monitoring

- giving feedback

- giving Ss a extra worksheet

- trying to remember

- looking at the flashcards

of the different animals and the adjectives

- listening & pointting to the appropriate picture

- repeating the words

- listening, pointting and repeating the words

- listening to T

- listening to the chant

- saying the words

- listening

- predicting

- looking at the poster, listening, pointting to eachspeech bubble

- answering

- listening again and follow the words in the story

- listening to T

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