II/ Language contents: 1.Structure: There’s …, There are… 2.Vocabulary: : My bedroom: rug, bed, cupboard, shelf, pillow, blanket III/ Teaching Aids: My bedroom flashcards 29-34; Story Po[r]
Trang 1Week 11
Monday, November 6 th , 2017
Lesson Four – Period 41
I/ Aims:
- Phonics - CVC words /e/, Speaking and writing skills
II/ Language contents:
2.Vocabulary: Foods and drinks: milk, juice, water
III/ Teaching Aids: CD tracks 28- 29, Phonic cards 7 -9.
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children if they can remember the words from the lesson that contained the
sound (cat, man, and fan) Play the CD and say the chant from page 17 to revise
the sound /æ/
2 Presentation:
Listen, point and repeat
-Hold up the bed, pen, and red phonics cards, one at a time, saying the words for
the class to repeat Ask children what they think today's letter is (e) and what sound
it makes (/e/) Ask children What's the vowel? to elicit e.
- Play the first part of the recording for children to listen and point to the pictures Play the second part of the recording for children to repeat the sounds and words inchorus Play the recording all the way through for children to point to the words and then repeat them
3 Practice:
Listen and chant
1.Structure:
Trang 2- Children join in with the chant Put the three cards around the room and childrenpoint as they say the chant
-Lesson Four – Period 42
I/ Aims:
- Phonics - CVC words /e/, Speaking and writing skills
II/ Language contents:
2.Vocabulary: Foods and drinks: milk, juice, water
III/ Teaching Aids: CD tracks 28-29, Phonic cards 7 -9.
IV/ Steps of teaching:
1.Warm up and reviews:
- Read out these sentences in turn: This is my pen The apple is red It's my pen Is
Ken in bed? You've got ten pens Ask children to tap the table when they hear a word with the /e/ sound They then say the sound and repeat the word.
2 Presentation:
Read the chant again.Circle the a in the middle of the words.
-Children look at the pictures Point to each one for children to say the word Pay
attention to the e and the /e/ sounds Model a pair of rhyming words Ken and pen
to show how they rhyme Ask children to draw lines to match the other rhyming words Go through the answers with the class
3 Practice:
Match the words that rhyme:
1.Structure:
Trang 3- Remind children of the letter a and /æ/ from unit 2 Contradict them with the letter e and /e/ Ask children to do exercise 3 Children look at the pictures and
write the word that rhymes
4 Production:
Phonics game: Ask children to work in groups of 4- 6 Ask each group to find
more rhymed words (a and /æ/ or e and /e/) Ask one group to say the words for the class to tap the table when they hear e and /e/ and clap their hands when they hear a and /æ.
- Identifying foods and talking about likes and dislikes, Reading skills
II/ Language contents:
2.Vocabulary: Menu, hungry, dessert, cafe
III/ Teaching Aids: CD tracks 30.
IV/ Steps of teaching:
- Children say and write the words Put children in pairs Ask them to point and say the words
1 Bed, red 2 Pen, Ken
- Children do the exercise and write in the missing words to complete the chant Children can compare their work in pairs and join in the chant with the class as a whole
1 red 2 Ken 3 bed
1.Structure:
Trang 41.Warm up and reviews:
-Play A long sentence (see page 21) with food and drinks words to energize the class and revise vocabulary from the unit E.g (Teacher) In my lunch box I've got a sandwich (A child continues), In my lunch box I've got a sandwich and a banana
Continue until children can't think of any more words
2 Presentation:
What food do you like? Point and say.
- Ask Do you go to cafes? What kind of food can you eat in a café? Tell children to
imagine they are in a café What kind of food would they order? Ask them to look
at the text on the black background and teach the word menu.
Listen and read
- Ask children to look at the menu Check understanding of the different
categories: food, desserts, and drinks Ask children to work in pairs They take turns to point to the types of food they like on the menu and say the words Ask some of the children to tell the class which food they like
3 Practice:
- Ask children to look at the photos of Sally and Emma Ask what they are looking
at (menus) Elicit that they are talking about the food they like on the menu Play
the recording for children to listen and follow the text in their books Play the
recording a second time, then check comprehension, e.g Does Emma like ice cream I fish? Does Sally like apple juice? Who likes bananas - Emma or Sally?
- Ask children to look at the different types of food in the table Ask children to read the text and tick () the food that the children like and cross () the food theydon't like Go through the answers with the class
Trang 5II/ Language contents:
2.Vocabulary: Menu, hungry, dessert, cafe
III/ Teaching Aids: CD tracks 30.
IV/ Steps of teaching:
1.Warm up and reviews:
- Tell children to close their books Tell them that you are going to play the
recording 30 again Ask them to say the words Yum! and Yuck! to show that they like or don't like foods Play the recording again; they say Yum! or Yuck! when
they hear the foods Emma and Sally like or don't like
2 Presentation:
- Children read the poem and pick up the food and drinks words in the poem They
then work in pairs and compare the answers
Eggs, bread, tomatoes, grapes, ice cream, orange juice, fish, rice, carrots, yogurt, apple, water
Ask children to put the words into different categories: food, drinks, desserts…
3 Practice:
-Talking about likes and dislikes: Give students the PMB activity 2 worksheet (p 13) Children draw a smiley (for the food and drinks they like) or a sad face (for the food and drinks they dislike) Children then work in pairs, ask and answer about likes or dislikes
4 Production:
Game: Children sit in groups of 4-6 Give a blank piece of paper to each child and
ask them to draw a table similar to the one in their Class Books, write the names of
Trang 6their friends Children take turns to ask their friends which foods they like / don't like The others should listen Everyone completes the information in their charts Children continue until all the members of the group have described the foods theylike and don't like, and the table is complete.
- Identifying food, talking about likes and dislikes, Listening and speaking skills
II/ Language contents:
2.Vocabulary:
III/ Teaching Aids: CD tracks 31.
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children to name as many types of food from the menu in the last lesson as
they can Put the relevant flashcards on the board Use the words on the board to
play Order the letters (see page 20)
2 Presentation:
Listen and draw or
- Ask children to look at the photograph of the father and daughter in Exercise 1
Ask children what they think they are doing (they are looking at a menu)
1.Structure:
Trang 7- Tell children that the girl is going to tell her dad what food she likes and doesn't like and children must listen and draw a smiley if the girl likes the food and a sad face if she doesn't Play the recording for children to point to the foods, then pause after the first item to show the example answer Play the recording again for
children to complete their answers Give feedback
1. 2 3 4 5 6
3 Practice:
- Model the dialogue Ask a pair of children to read the dialogue Children work in
pairs, take turns to ask and answer the question What do you like? using the food
and drinks on the menu Encourage children to say which kinds of food they don't like as well Ask some pairs to talk before the class
-Lesson Six – Period 46
I/ Aims:
- Identifying food, talking about likes and dislikes, Listening and speaking skills
II/ Language contents:
2.Vocabulary:
III/ Teaching Aids: CD tracks 31.
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children to work in groups of 4- 6 Tell them that they are going to make
menus for their own cafe Give each child a piece of plain paper and each group a set of coloured pencils Children think of a name for their cafe and write it at the top of their menus Children write their menus and illustrate them Collect the menus and display them on the wall
1.Structure:
Trang 82 Presentation:
- Elicit to show three of the contractions are short for (not) Children circle n’t and
match the sentences with contractions to the ones with full forms Allow time for
children to finish the exercise Check together Ask What letter is missing? (o) to focus on the contraction n’t.
3 Practice:
- Remind children of the contraction n’t Ask them to read the sentences and circle the contraction n’t Check the answers with a partner.
- Children now read the sentences, rewrite them in short form with the contraction
n’t Check the answers with a partner.
- Ask children to draw the smiley or sad face next to the food they like or dislike
Children work in pairs, ask and answer the questions What do you like? What don’t you like? To talk about the food they like or dislike.
- Ask children to draw the food and drinks they like or dislike They then write
about themselves, using I like… I don’t like…
4 Production:
Likes or dislikes: Ask children to work in groups of 4 -6, take turns to ask and answer about the food and drinks they like or dislike Children take notes of their friends’ likes or dislikes They then report before the class
V/ Extension:
-Thursday, November 16 th , 2017
Review 1 Period 47-48
I/ Aims:
- Review the knowledge in Units 1, 2, 3
Trang 9II/ Language contents:
2.Vocabulary: Descriptive adjectives: long, short, blond, brown, curly, straight,
big, little, tall
- Shapes of the things: square, circle, triangle, rectangle
- Animals: elephant, giraffe, monkey, tiger, snake, parrot
- Body parts: face, nose, ears, arms, legs, eyes, hands, fingers
- Food and drink: rice, meat, carrots, yogurt, fish, bread, milk, juice, water
III/ Teaching Aids: teacher’s book, sts’ books
IV/ Steps of teaching:
1.Warm up and reviews:
- Singing the song “It’s square!”
-Guess “What animals has teacher got ?”
2 Presentation:
Circle the odd one out Write
Write: It’s got / It’s hasn’t got
1 It’s got / It’s hasn’t got
1.Structure: He’s/She’s got short hair.
He/She hasn’t got long hair
I like monkeys
I don’t like tigers because they’re big
Do you like carrots ? Yes, I do
No, I don’t
6 What do you like ? - I like yogurt
Trang 102 It’s got / It’s hasn’t got
3 It’s hasn’t got / It’s got
4 It’s hasn’t got / It’s got
Look at the pictures Read and circle
1 Like – like – don’t like
2 don’t like- like - like
Look at the pictures and write
Write and letters
6 Sophie and Ben
Listen and write
1 There is 1 carrot
2 There are 6 triangles
3 There are 8 tomatoes
4 There are 2 circles
Trang 115 There are 3 ice creams.
6 There are 4 squares
4 Production:
Listening:
1 How old is Jade? 8
2 What is Jack’s friend called? Danny
3 How many parrot has the zoo got? 3
4 What’s the tiger’s name? Khan
5 How old is it? 10
- Identifying things in a bedroom
II/ Language contents:
2.Vocabulary: My bedroom: rug, bed, cupboard, shelf, pillow, blanket
III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks
36-38; PMB p 16_ Extra Activity 1 Worksheet
IV/ Steps of teaching:
1.Warm up and reviews:
1.Structure:
Trang 12- Sing Come into my house from page 56 to warm the class up and revise houses
vocabulary Tell children that today's story is about keeping your bedroom tidy
Talk about bedrooms with children Ask What's in your bedroom? Is it tidy or messy?
2 Presentation:
- Use flashcards 29-34 to elicit the vocabulary for this lesson Hold them up one at
a time and ask What's this? Model any words children don't know Hold the
flashcards up in a different order and repeat
3 Practice:
Listen , point and repeat.
- Ask children to look at the pictures of the different bedroom objects Play the first
part of the recording for children to listen and point to the appropriate picture Playthe second part of the recording for children to repeat Play the recording all the way through again for children to listen and point and then repeat the words in chorus
Listen and chant.
- Play the recording for children to listen to the chant They can clap the rhythm as
they listen Play the chant a second time for children to say the words This time they can point to the correct flashcard as they hear the word Repeat (more than once if necessary)
-Lesson One – Period 50
I/ Aims:
- Identifying things in a bedroom
II/ Language contents:
Trang 132.Vocabulary: My bedroom: rug, bed, cupboard, shelf, pillow, blanket
III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks
36-38; PMB p 16_ Extra Activity 1 Worksheet
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children to say the chant again to review my bedroom words.
2 Presentation:
Listen and read
- Use Story poster 4 to present the story Ask Where are Rosy and Grandma? Where’s Billy? What rooms can you see? Encourage predictions from different
members of the class Ask children to look at the poster while you play the
recording for them to listen Point to each speech bubble in turn as you hear the
text Ask comprehension questions, e.g Is Rosy’s room tidy? What does Rosy do?
Is the flat tidy? Why is the kitchen messy?
3 Practice:
-Ask children to work in pair the dialogue.
- Ask children to look at the pictures carefully, read and draw things (pillow,
blanket, book, pen, T-shirt, teddy) in the bedroom Children then work in pairs to
compare their works
4 Production:
My bedroom: Draw a large rectangle on the board Tell the class that it is a
bedroom Invite individual children to come to the front of the class and draw the
different things in the rectangle, e.g Max, please draw a cupboard Rebecca, please draw a bed Continue until the bedroom is complete.
V/ Extension: 1.Structure:
Trang 14Thursday, November 23 th , 2017
Lesson Two – Period 51
I/ Aims:
- Identifying things in a bedroom
II/ Language contents:
2.Vocabulary: : My bedroom: rug, bed, cupboard, shelf, pillow, blanket
III/ Teaching Aids: My bedroom flashcards 29-34; Story Poster 4; CD tracks
36-38;
IV/ Steps of teaching:
1.Warm up and reviews:
- Play a game of Snap! (see page 19) using flashcards 29- 34 to energize the class
and revise the vocabulary from the previous lesson
2 Presentation:
Listen to the story again and repeat.Act
- Point to Story poster 4 and ask children what happened in the story Cover the
poster and ask children which bedroom objects appeared in the story
- Ask children to turn to the story on page 30 of their Class Books Play the
recording, pausing for children to repeat Divide the class into groups of three to play the parts of Rosy, Grandma, and Billy Children practise acting out the story
in groups, then before the class
Look and say
- Use different flashcards to elicit the pattern There's and There are Say different
sentences using plural and singular objects, e.g There's a book on the desk There are some pens on the book Pay attention to the contraction: There’s = There is
3 Practice:
1.Structure: There’s …, There are…