Unit 2: What is your name?

 Play the recording three times for pupils to listen, do the task and check their answer..  Get pupils to swap and check their answer before checking as a class.[r]

Week: 1 Date: Thứ hai ngày 7 tháng 9 năm 2015.

Period: 1 Teaching date: 7, 8 - 9 - 2015.

UNIT 1: HELLOLesson 1

I Objectives:

By the end of the lesson, pupils will be able to greet and self-introduce

II Language Focus:

+ Vocabularies: Hello , Hi, Nice to meet you

+ New structure: Hello, I’m _.

III Resources: Teacher’s book, student’s book, cassette player, posters, pictures.

VI Procedure:

3' * Warm-up: guessing game:

H E L L O

- T gives instruction and guiding

“ There is a word with five letters about

greeting”

- asks Ps guess ( 1P-1letter and then asks Ps

say the whole word)

Whole class

7' 1 Look, listen and repeat:

- follows the techniques of eliciting new

words

- checks

- elicits ss to guess a situation of the picture

- show pic and model ( 2-3 times)

- asks Ps repeat whole class, half class,

individual

- check: ask some Ps role play

- helps Ps clear way of using and meaning

- ask Ps find out new structure

Spoken interaction

Whole class

Individuals

Whole class

6' 2 Point and say

- have Ps look at pics and ask them to

identify the characters in the pics

- model and call on a pair model 1 pair

Nam-Miss Hien and call other pair model

Mai-Quan

- ask Ps work in pairs

New words andstructures/ function Individuals

Pairs

- give the time in 2 mins and go around

- ask Ps look at each pair of picture and find

out the different characters

- ask Ps work in pair- point to pics and say

or introduce about themself in 2mins

- checking: call 4 pairs in random to

demonstrate at the front of the class, others

watch and comment

Speaking Activities

IndividualsPairs

- Play record in 2 times

- Ask the answers

- Give feedbacks

Listening Activities

Whole classIndividuals

Pairs

Groups6' 5 Write

- show the poster on the board

- model 2-3 times

- ask Ss to fill the blanks in 2 mins

- Ask the answers

- checks

1 Mai: I’m Mai

Nam: Hi, Mai. _ Nam

2 Miss Hien: Hello Miss Hien

Class: _, Miss Hien Nice to meet you

Words andstructures

Whole classIndividuals

PairsGroups

- check: whole class, half and individual

1' *Home link:

- review the lesson Ask Ps retell

Ask Ps review the lesson

Anticipated problems:

………

………

………

………

………

………

………

………

………

………

………

………

Week: 1 Date: Thứ ba ngày 8 tháng 9 năm 2015.

Period: 2 Teaching date: 8, 11-9-2015

UNIT 1: HELLO Lesson 2

I Objective

By the end of the lesson, Ss will be able to ask and respond to the greeting with the listening and speaking skills

II Language Focus:

A: How are you?

B: I’m fine, thank you/ thanks

III Resources: textbook, board, picture, poster

VI Procedures:

3’

Warm up: Review Greeting

“ Hello/ Hi I’m _"

Gives instruction

Asks Ss to play game in amount of time

Checks and gives feedback

Uses steps to teach vocabulary

Spoken Interaction

Phonics in song

Pairs

7’

1 Look, listen and repeat.

-Have puils to turn open the book to page 8

- Modal twice: A: How are you?

B: I’m fine, thank you

I’m fine, thanks

- Ask Ss to work in pairs

- Call on some Ss to practice

- Check with class and gives feedback

- Ask Ss to work in pairs in amount of time

- Check with teacher and take note

Spoken interaction

Whole classIndividuals

Pairs

Groups

6’

2 Point and say.

- Have Ss look at pictures a,b,c and d on Page 8

- Do the same with other pictures

- Ask ss to work in pairs

- Call a few pairs to act out the dialogue in front

of the class

New words andstructuresSay and Respond

Individuals

PairsGroups

3 Let’s talk

- Ask Ss to turn their books to page 8

- Modals

- Have Ss work in pairs, acting out how to greet

and say goodbye

- Call on a few pairs to act out in front of the

class Correct the pronunciation, if necessary

Spoken interaction

Whole classIndividualsPairs

Groups

6’

4 Listen and number.

- Tell Ss that they are going to listen to four

dialogues and number the pictures

- Focus their attention on the pictures so that

they can understand how the language is used in

different contexts Help them to identify the

similarities and differences by explaining who

the characters are and what they are doing

(Different People are greeting at different times

of the day) Check understanding

- Play the recording 3 times for Ss to listen and

number the pictures Tell them that they should

focus on who characters are and what they say

to each other

- Get Ps to swap their answers before checking

as a class

- Ask Ss to give their answers

- Replay the recording for Ss to check their

5 Read and complete:

- Ask Ss to turn their books to page 9

- Asks Ss read and fill in the blanks

- Ask Ss to read the dialogues individually and

do the task Go arround anhd offer help when

necessary

- Get Ps to swap their answers before checking

as a class

- Divine the class into 2 groups and get them to

read aloud each character's lines respectively

Key: 1 goodbye 2 bye

3 fine 4 thank you

Writing activities

Words and structures

Whole class Individuals

Pairs

3' 6 Let's write

Show the poster on the board

- Model 2-3 times

- Ask Ss to fill the blanks in 2 mins

- Get Ps to swap their answers before checking

as a class

- Call a few open pairs to act out the dialogue

Key: 1 How 2 Fine, thanks

Supportive activities to reinforce learning Game - Whole class - Individual 1’ * Home link: Practice greeting and responding to greeting Whole class Anticipated problems: ………

………

………

………

………

………

………

………

………

Week: 2 Date: Thứ hai ngày 14 tháng 9 năm 2015. Period: 3 Teaching date: 14,15-9-2015. UNIT 1: HELLO Lesson 3 I Objectives: By the end of the lesson, students will be able to greet and introduce yourself Develop the reading and listening skills II Languages focus: • Sentence patterns: - Hello/Hi I’m

- Bye, … - How are you? I’m fine, thanks • Vocabulary: Hello, hi, I, am, bye, how, are, you, fine, thank III Resourses: Ss’ book, recording, computer, stereo, (projector), poster, name card

IV Procedure: Time Learning Activities Language Focus Modes 5’ Warm up:

- Ask Pupils to ask and answer about health in

groups of four to review the previous lesson

- Monitor the class and give helf if it is

necessary

Spoken Interaction Groups of 4

1 Listen and repeat

- T asks ss to observe two alphabets “h” and “i” Phonics T- WC

8’ in two words “hello” and “ hi”

- T reads these sounds loudly and clearly

- T asks Ss to listen to the tape twice

- Asks Ss to listen and repeat Then practice

pronunciation the sounds in the words and

sentences in groups and individual

- Find the words which has the same

2 Listen and write:

- T talks about the requirement of this part

- Ask Ss to discuss the words to fill in the

blanks before listening

- Give Ss to listen and write the words

- Ss work in pairs to share the answers

- Call some Ss to write the answers on the

5' 3 Let's chant:

- Tell Ps that they are going to say the Hello

chant Read the chant and check

comprehension

- Play the recording a few times for Ps to do

choral and individual repetition Show pupils

how to chant and do the actions Call two

groups of four to give a demonstration

- Get groups to sit face to face and practise

chanting and doing the actions Go around to

offer help, if necessary

4 Read and match:

- T talks about the requirement of this part

- Let Ss read the sentences and match

- Ss work in pairs to share the answers

- Call some Ss to read the answers

- Other Ss comment

- T gives the answer keys

- Let Ss practice reading these sentences in

pairs

Spoken interaction

T- WCIndividuallyPairwork

5 Read and write:

- T talks about the requirement of this part

- Ask Ss to discuss the words to fill in the

blanks

- Give Ss to read and write the words

- Ss work in pairs to share the answers

- Call some Ss to write the answers on the

board

- Other Ss comment

- T corrects and gives the answer keys

Reading activities

T- WC Pairwork

2’

6 Project:

- Tell pupils that they are to make a name card

- Get them to do the project in groups Go

around to offer help

- Call several individuals to the front of the

class to present their cards, using their name

cards and saying Hello I'm

Supportive activities to reinforce learning Whole class Groups Individuals 1' * Home link - Ask Ss to learn by heart the chant - Ss know how to greet and introduce themselves FFFFFFFFFF Whole class Anticipated problems: ………

………

………

………

………

………

………

………

………

Week: 2 Date: Thứ ba ngày 15tháng 9 năm 2015.

Period: 4 Teaching date: 15, 18 -9-2015

UNIT 2: What’s your name?

Lesson 1

I Objectives:

Bye the end of the lesson, pupils will be able to use the words and phrases related to the

topic “ name” ; ask and respond to the question What’s your name?.

II Language Focus: Spoken interaction, words and structures.

III Resources: Ss’ book, recording, computer, stereo, (projector), poster, name card

IV Procedure:

3’

Warm-up:

- Ss pass the ball, stand up and say “Hello” and

introduce their names, using; “I’m………”

Spoken Interaction

Game: “Ball Pass”

Whole class

8’

1 Look, listen and repeat.

-Has Ss look at the pictures; call the names of

the characters and tell what they say

-Shows the picture in the textbook and has

them describe the content and the function of

the language content in Vietnamese

-Plays the CD player and has Ss listen

-Replays and has Ss listen and repeat

-Introduces the picture to give new words

-Guides Ss read new words

-Sets the scene and has Ss give out the new

pattern T writes on board

-Instructs Ss to read the pattern in chorus.

-Has Ss read in pair T goes around and helps

Ss if needed

-Selects some pairs to play role and represent

the dialogue in front of the class

Spoken interaction

Whole class

Individuals

Whole classIndividualsWhole class

*Note: The short form of:

+ What is = What's

+ My name is = My name's

6’

2 Point and say.

- Encourages Ss to identify the characters

shown in the pictures and tell their task

-Gives model sentence and explains to Ss that

the pattern is used to ask and answer about

name

-Shows the pictures in the textbook and has Ss

point and work in pairs T goes around and

helps if needed

-Has some pairs talk in front of the class

-Feedbacks, corrects, remarks

Words and structures:

Whole class

Individuals

PairsWhole class

10’

3 Let’s talk.

-Encourages Ss to describe the picture and

identify the task

-Instructs Ss how to do the task if they don't

understand: using your real name to ask and

answer

-Has Ss work in pair.T goes around and helps

if needed

-Has Ss volunteer to talk in front of the class

-Corrects Ss’ pronunciation when necessary

Spoken interaction

Whole class

Individuals

PairsGroups

7’

4 Listen and tick.

-Has Ss look at the pictures and name the

characters in each pair of pictures

-Tells Ss that they are going to listen and tick

the pictures mentioned

-Draws Ss’ attention to the pictures

-Elicits the name of the characters Have Ss

repeat them once or twice

-Plays the CD and has Ss listen and tick

-Has Ss exchange their answers with their

partners before reporting them to the class T

writes on board

-Plays the recording again and has Ss listen

Listening Activities

Whole classIndividuals

PairsGroups

and check up their answers.

-Gives answer keys: 1a, 2b

2’

5 Look and write.

-Has Ss look at the pictures and remark

-Tells Ss what they are going to fill in the gaps

based on following the pictures and patterns

-Has Ss read in silence and complete the

dialogues individually

-Checks comprehension and gives feedback

-Elicits the words filling the gaps Remind Ss

to write the initial letter of the word at the

beginning of each sentence in capital letters

-Sets the time for Ss to do the task Go around

to offer help if necessary

-Has Ss read their answers aloud to the class

-Corrects, remarks and gives answer keys

1 A: What’s your name?

B: My name’s Peter.

2 A: I’m Mai What’s your name?

B: My name’s Linda.

- Has the whole class read the dialogues

chorally to reinforce their pronunciation

Supportive activities

to reinforce learning

Reading activities

Whole classIndividuals

Closed – pairs

Open – pairsGroups

-Hangs the poster with the song on the board

Teaching the song: read the lyrics and check

comprehension Plays the recording all the way

through

-Has Ss do choral and individual repetition of

the song line after line

-Introduces the action of the song using the

fingers to make the letters

-Has the class sing the whole song

-Calls on some Ss to sing the song in front of

the class The rest of the class clap their hands

at rhythms

Song

Whole class

* Home link:

- learnt by heart the Alphabet song

- practice spell name

Whole class

Anticipated problems:

………

………

………

………

………

………

………

………

………

………

Week: 3 Date: Thứ hai ngày 21 tháng 9 năm 2015.

Period: 5 Teaching date: 21, 22 -9-2015

UNIT 2: What’s your name?

Lesson 2

I Objectives:

By the end of the lesson, pupils will be able to spell a name and their names, using “ How

do you spell your name?”

II Language Focus: Spoken interaction, words and structures/ function.

III Resources: Ss’ book, recording, computer, stereo, (projector), poster, name card

IV Procedure:

3’

Warm-up:

-Spend a few minutes revising What’s your

name? and My name’s

-Call a few pairs to do the dialogue in front of

1 Look, listen and repeat.

- Tell pupils that they are going to spell names

- Draw pupils’ attention to the first picture and

elicit the names of the character and what they

say

- Give feedback

- Get pupils to repeat the text in the bubbles a

few times

- Repeat the procedure with the second picture

- Explain how to spell one’s name, e.g Linda

have pupils practice spelling several names

- Do choral and individual repetition of the

language, pointing to the characters speaking

- Play the recording for pupils to listen and say

along

*Language notes:

- Remind pupils to say the first syllable of the

names Linda, Peter and Mary louder because it

is stressed

- Tell pupils that “a” in Linda is pronounced / /

because it is unstressed

Whole classIndividuals

Whole classIndividualsWhole class

2 Point and say.

- Tell pupils that they are doing to practice

spelling names

- Draw pupils’ attention to the first picture

- Elicit the name of the character and what each

one says Fill the bubble

- Put the question and the answer on the board

- Have pupils repeat the language a few times

- Repeat the procedure with the secons picture

-Do choral and individual repetition of the letter

in focus (L,I,N,D,A,Q,U,P,E and R) before

having pupils drill the spelling

-Get pupils to work in pair Check as a class

Words and structures:

How do you spell your name?

- Tell pupils that they are going to practice more

with their friends

- Draw pupils’ attention to the picture and elicit

the characters’ names and the words to fill the

gaps

- Put them on the board and have the class

repeat the question and the answers a few times

- Call an open pair to give demonstration

- Correct the pronunciation, if necessary

- Get pupils to work inpair or in groups of four,

using the characters’ names in the book or their

PairsGroups

7’

4 Listen and number:

- Tell pupils that they are going to listen and

number the pictures

- Draw pupils’ attention to the pictures

- Point to each picture and elicit the

characters’names and what they might say

- Play the recording three times for pupils to

listen, do the task and check their answers

Whole classIndividuals

- Get pupils to swap and check their answers

before checking as a class

Key: a4 b2 c1 d3

*Audio script

1 Peter: My name’s Peter

Mai: Hello, Peter My name’s Mai

2 Linda: My name’s Linda What’s your

name?

Quan: Hi, Linda My name’s Quan.

3 Mai: How do you spell your name?

Linda: L-I-N-D-A.

4 Quan: How do you spell your name?

Peter: P-E-T-E-R

PairsGroups

5’

5 Read and match.

-Tell pupils that they are going to read all the

sentences on the left and pair them with those on

the right by drawing a line between them -

Draw pupils’ attention to the pictures and give

them a few seconds to read the text in silence

- Check comprehension and give feedback

- Get pupils to work in pairs

- Give pupils time to do the task and go around

to offer help, if necessary

- Give pupils to swap and check their answers

before checking as a class

Key: 1 c 2 b 3 a

6 Let ’ s write.

 Tell pupils that they are going to read and

fill the gaps Draw pupils’attention to the picture and text Give pupils a few

seconds to read the text in silence Tell pupils to give names to the new

characters in the picture

 Give pupils time to fill the gaps

 Tell pupils to swap and check their

answers before calling different pairs to read their answers aloud

 Call a pair to do the dialogue in front of

Supportive activities

to reinforce learning

Words and structures

Whole classIndividuals

PairsGroups

the class.

Key: Pupils’ own answers

1’

* Home link:

- learnt by heart the Alphabet

- practice spelling family members’ names

Whole class

Anticipated problems:

………

………

………

………

………

………

………

………

Week: 3 Date: Thứ ba ngày 22 tháng 9 năm 2015. Period: 6 Teaching date: 22, 25 -9-2015 UNIT 2: What’s your name? Lesson 3 I Objectives:  By the end of the lesson, pupils will be able to pronounce the sounds of the letters m and p in the word Mai and Peter respectively. II Language Focus: Spoken interaction, phonics III Resources: Ss’ book, recording, computer, stereo, (projector), poster, name card, sound card

IV Procedure:

Warm-up:

Get pupils to sing The alphabet song and play

the Spelling and writing game, using Mai,

Linda, Peter, what and the names of a few

1 Listen and repeat.

- Tell pupils that they are going to practise

saying the letters, words and sentences in the

book

- Put the phonics letters m and p on the board

and say them a few times

- Ask pupils to repeat after you

- Prompt pupils to say the words an sentences,

paying attention to the target phonics letters

- Do choral repetition of the words and

sentences until pupils feel confident

* Language notes:

- Draw pupils’ attention to the sound of the letter

p, as it is aspirated, unlike in Vietnamese.

Phonics

Whole classIndividuals

Whole classIndividualsWhole class

6’

2 Listen and write.

- Tell pupils that they are going to do a

dictation

- Give pupils a few seconds to read the text in

silence before starting the dictation

- Have pupils swap and check their answers

before checking as a class

- Write the correct answers on the board for

pupils to copy down into their notebooks

- Get pupils to work in pairs and practise saying

- Tell pupils that they are going to say the

What ’ s your name? chant

- Ask Ss read the chant in silence Check their

Spoken interaction

Whole classIndividuals

- Play the recording a few times for pupils to do

choral and individual repetition

- Show pupils how to chant and do the actions

Call two groups of four to give a demonstration

- Get groups of pupils to sit face to face and

practise chanting and doing the actions

- Go around to offer help, if necessary

- Call two groups to the front of the class to

chant and do the actions The rest of the class

claps along to the rhythm

PairsGroups

7’

4 Read and match.

- Tell pupils that they are going to read all the

sentences on the left and pair them with those on

the right by drawing a line between them

- Give a few seconds for pupils to read the text

in silence

- Check comprehension Use the first pair of

sentences as an example

- Get pupils to work in pairs

- Give pupils time to do the task Go around to

offer help, if necessary

- Give pupils to swap and check their answers

before checking as a class Give feedback

- Call a few pairs to read the dialogues

Key: 1b 2d 3a 4c

Reading activities

Whole classIndividuals

PairsGroups

5’

5 Read and complete.

- Tell pupils that they are going to read and fill

the gaps with the appropriate words

- Give pupils a few seconds for pupils to read

the texts Check comprehension

- Give pupils time to do the task Go around to

offer help, if necessary

- Get pupils to swap and correct their answers

before checking as a class

- Write the correct answers on the board for

pupils to copy down into their notebooks

Supportive activities

to reinforce learning

Words and structures

Whole classIndividuals

PairsGroups

- Do choral and individual repetition.

Key: 1 My 2 Hi 3 How

4 What’s 5 name’s 6 Project - Tell pupils that they are going to collect the names of their classmates and write them on a sheet of paper - Allow pupils time to carry out the project in class - Call individuals pupils to the front of the class to present the collected names and spell them - Finally, tell pupils to post their work on the walls of the classroom - Have the class sing The alphabet song and say the What’s your name? chant to end the class. 1’ * Home link: - learnt by heart the chant - practice asking and answering names and spelling family members’ names at home Whole class Anticipated problems: ………

………

………

………

………

………

………

………

………

………

………

………

Week: 4 Date: Thứ hai ngày 27 tháng 9 năm 2015.

Period: 7 Teaching date: 27, 28 -9-2015

Unit 3: This is Tony.

Lesson 1

I Aim:

Bye the end of the lesson, pupils will be able to Ask and answer about the names

II Vocabularies: What, name, your, my, is

III New structure: What’s your name ? My name’s

IV Techniques: sing, Rob out and remembers, role play.

V Teaching aids: Teacher’s book, student’s book, cassette player, posters, pictures.

VI Skills: Speaking, Listening.

Warm-up: Greet the class by saying

Hello How are you? Say the What ’ your

Whole class

6’

II New lesson:

Check memory: (ROR)

Set the scene ( use pic)

1 Look, listen and

repeat: ( use pic)

name? chant in Unit 2 again Go to a

pupil to ask his/her name Repeat the procedure several times with a few pupils Draw pupils’ attention to the title

of the unit and check their comprehension Have them repeat it once or twice

1 Look, listen and repeat.

 Tell pupils that they are going to pratise introducing someone, using

This is + (name) Elicit the name

of the teacher and the two pupils and what they say Give feedback

Have pupils repeat the text in the bubbles a few times Repeat the procedure with the second picture

 Do choral and individual repetition, pointing to the charatersspeaking

 Play the recording for pupils to listen and say along

2 Point and say.

 Tell pupils that they are going to practise introducing someone,

using This is + (name), and

responding to that introduction

Draw pupils’ attention to the picture Point to each character and elicit the name and the words

to fill the gaps Give explanations,

if necessary Write the sentences

on the board and have pupils repeat them a few times

 Do choral and individual repetition, pointing to the characters speaking

Groups/ Pairs.T-WC

Group workPair- work

Pair work

T – wholeclass

Individuals

T - WC

Individuals

5’

3 Talk: ( use pics)

What’s your name?

Language note: Draw pupils’

attention to the linking between two

words (e.g This is) when speaking

 Get pupils to work in groups of four, using the characters’ names

in the book or their own names

Correct the pronunciation, if necessary

 Call a group of four to the front of the class to act out the

introduction

4 Listten and tick.

 Tell the class that they are going tolisten and tick the correct boxes

Give a few seconds for pupils to look at the pictures Elicit the names of each charaters and what they might say to one another

Give feedback

 Play the recording three times for pupils to listen, do the task and check their answer

 Get pupils to swap and check answer before checking as a class

T – Wholeclass

Group work

Individuals

T – Wholeclass

1 Nam: Mai, this is Linda.

Mai: Hello, Linda

2 Quan: Tony, this is Phong

Phong: Hello, Tony.

5 Look and write.

 Tell pupils that they are going to look at the picture and fill the gaps Give a few seconds for pupils to look at the pi and the text

in silence Check comprehension and give feedback Elicit the words to fill the gap Remind pupils to write the intial letter of the word at the beginning of each sentence in capital letters

 Get pupils to swap and check theiranswers before calling two open pairs to read aloud the dialogues Write the correct answer on the board for pupils to copy down intotheir notebooks

Key: 1 This is; Hello, Nam 2

This is; Hello, Phong

6 Let’s sing.

 Tell pupils that they are going to

sing the How are you? song

Teach the song, following the

procedure in the Teaching the unit components in the Introduction.

 Sing each line of the song and have pupils repeat a few times

 Ask groups of pupils to sit face to

3’

6 Let’s sing: (poster)

How are you?

Group 1: Hello, Peter How are you?

Group 2: I’m fine, thank you How are you?

Group 1: Thank you, Peter I’m fine too

All groups: Let’s go to school together

Groups 1: How are you Nam, Quan and Mai?

Groups 2: Thank you, Miss Hien,

Week: 4 Date: Thứ ba ngày 28 tháng 9 năm 2015.

Period: 8 Teaching date: 28 -9, 2 -10 -2015

Unit 3: This is Tony.

Lesson 2

I Aim:

Bye the end of the lesson, pupils will be able to Ask and answer about the names

II Vocabularies: What, name, your, my, is

III New structure: What’s your name ? My name’s

IV Techniques: sing, Rob out and remembers, role play.

V Teaching aids: Teacher’s book, student’s book, cassette player, posters, pictures.

VI Skills: Speaking, Listening.

Warm – up: Spend a few singing the

How are you? song Divide the class into

three groups and aks them to sing the song

in the same way as in the last lesson

1 Look, listen and repeat.

 Tell the class that they are going to ask and answer question about someone Give pupils a few seconds to look at the picture and read the taxt Point to the first picture and elicit what each character says Give feedback and have pupils repeat the text a few times Repeat the produre wih the second picture

 Do choral and individual repetition,pointing to the characters speaking

 Play the recording for pupils to listen and say along

Language note: Draw

pupils’attention to the stress on the

words that and isn ’ t.

2 Point and say.

 Tell pupils that they are going to asking and answering question

about someone , using Is that +

(name)? Point to Picture a and elicitthe name of the character and what

is esaid about him Give feedback and put the question and answer on the board Have pupils repeat each

3 Talk: ( use pics)

of the sentences a few times

Repeat procedure with the other picture

 Do choral and individual repetition,pointing to the characters

 Get pupils to work in groups pf three Check as a class

3 Let’s talk

 Tell pupils that they are going to pratise more with their friends Ask them to look the pictures and read the text Check comprehension and elicit the words to fill the gaps Put the question and the answer on the board Have pupils repeat them a few times

 Get pupils to work in pairs, using the characters’name in the book or their classmate’names.

Language note: Tell pupils that It ; s and It ins ’ t are the contracted form of

It is and It is not respectively

They are used in speaking

4 Listen and number.

 Tell pupils that they are going to listen and number the pictures

Draw pupils’attention to the pictures Check understanding and elicit the name of the character in each picture

 Play the recording three times for pupils to listen, do the task and check their answers

 Get pupils to swap and check their answers before checking as a class

Pair work

T – wholeclass

Individuals

T - WC

Individuals

T – Wholeclass

4 Listen and number:

5 Look, read and

answer:

Key: a3 b2 c1 d4

Audio script

3 Nam: Is that Linda?

Hoa: Yes, it is

4 Quan: Is that Peter?

Mai: No, it isn’t It’Tony

3 Mai: It that Peter?

Tony: Yes, It is.

4 Hoa: It that Linda?

Phong: No, it isn’t It’Mai

5 Look, read and answer.

 Tell pupils that they are going to look at the picture, and read and answer the question Give pupils a few seconds to read and look at the pictures Check comprehension andelicit the name of each character

 Give pupils to do the task Go around to offer help, if necessary

 Get pupils to swap and check their answers before checking as a class

Write the correct answer on the board for pupils to copy down into their notebooks

 Call a few pairs to read the dialogues aloud

Key: 1 Yes, it is 2 No, it isn’t

3 Yes, It is 4 No, it isn’t

6 Let ’ s play.

 Tell pupils that they are going to

play the Line-up game Follow the procedure in Activities Bank in the Introduction Explain to pupils how

to play the game and check

Group work

Individuals

T – Wholeclass

Group work

Individuals

 At the end of the game, have the

class say Congratulations! to the

winning groups and read the sentences on the board

T – Wholeclass