Lesson Five – Period 30 I/ Aims: - Identifying and describing zoo animals, Reading skills II/ Language contents: 1.Structure: 2.Vocabulary: leaves, guess, top, tongue, wrong, there, food[r]
Trang 1Week 6:
Monday, October 2st , 2018
Period 21 : Review
-Unit 2: I like monkey !
Lesson One – Period 22
I/ Aims:
- Identifying and describing zoo animals
II/ Language contents:
2.Vocabulary: Zoo animals: elephant, giraffe, monkey; Descriptive adjectives:
big, tall, little
III/ Teaching Aids: The zoo flashcards 11-16; Story Poster 2; CD tracks 14-16; IV/ Steps of teaching:
1.Warm up and reviews:
- Sing It’s a square! (p.10) to warm the class up.
2 Presentation:
-Talk about zoos with children Ask Do you like zoos? What animals can you see
at the zoo? Use flashcards 11-13 to elicit the zoo animals for this lesson Hold
them up one at a time and ask What's this? Model any words that children do not
know Use flashcards 14-16 to elicit the adjectives Hold them up one at a time for children to say the words
3 Practice:
1.Structure: I like…; I don't like…;
Trang 2Listen , point and repeat.
- Ask children to look at the flashcards of the different animals and the adjectives
Play the 1st part of the recording for children to listen and point to the appropriate card Play the 2nd 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 Play the chant a second time
for children to say the words
4 Production:
- Play What am I? Ask children to work in groups of 4 -6 Each child chooses the
zoo animal they like and doesn’t tell it to other group members He/ She describes
it by miming and says I am big Other children in group guess It’s an elephant
Then it’s the turn of the child who guesses correctly The game continues to the last child
- Identifying and describing zoo animals
II/ Language contents:
1.Structure: I like…; I don't like…;
Trang 32.Vocabulary: Zoo animals: elephant, giraffe, monkey; Descriptive adjectives:
big, tall, little
III/ Teaching Aids: The zoo flashcards 11-16; Story Poster 2; CD tracks 14-16; IV/ Steps of teaching:
1.Warm up and reviews:
- Put the animal flashcards (11-13) on the board, one below the other Give the
adjective flashcards (14-16) to three children Ask the children to come to the front
of the class one at a time, and put the flashcard next to the animal it describes in the story Take the animal flashcards from the board and give them to three
different children Shuffle the adjective flashcards and put them back on the board Ask children to come to the front and put the animals next to the adjectives that describe them
2 Presentation:
Listen and read
- Use Story poster 2 to present the story Ask Who can you see? Where are they? What's happening? Encourage predictions from different members of the class
Ask children to look at the poster, listen to the recording, point to each speech
bubble Ask Where is Rosy and her family? Does Billy like elephants / giraffes /
monkeys? Why?/ Why not? Ask children to open their Class Books, listen again
and follow the words in the story
3 Practice:
- Ask children to work in pairs, read and draw two routes to the ice cream shop,
choose their own route and then talk to their partner
- Remind children of What are these? They are… Ask children to work in pairs.
Children look at the pictures and the words in Exercise 1, identify and describe the
zoo animals They then write the answers
2 monkeys They’re little 3 elephants They’re big.
4 Production:
Trang 4- Play What am I? Ask children to work in groups of 4 -6 Each child chooses the
zoo animal they like and doesn’t tell it to other group members He/ She describes
it by miming and says I am big Other children in group guess It’s an elephant
Then it’s the turn of the child who guesses correctly The game continues to the last child
- Talking about likes and dislikes
II/ Language contents:
2.Vocabulary: Zoo animals: elephant, giraffe, monkey Descriptive adjectives:
big, tall, little
III/ Teaching Aids: Story Poster 2; Zoo flashcards 11-16; CD track 16
IV/ Steps of teaching:
1.Warm up and review:
- Play What's missing? with the flashcards (see page 20) to revise the vocabulary
from the previous lesson
2 Presentation:
Listen to the story again and repeat.Act
- Point to Story poster 2 and ask children what happened in the story Cover the
poster and ask children which animals appeared in the story
1.Structure: I like, I don’t like…
Trang 5- Ask children to open their books and check Play the recording, pausing for
children to repeat Ask children to work in groups of 7 and practise acting out the story Ask some of the groups to act before the class
Look and say
- Elicit the pattern, e.g I like giraffes I don't like monkeys They're little I'm tall
Read them out loud for the class to repeat
Explain children what form be is for I, We or They Write I am, We are, They are
on the board Note children of the short forms You're and They're
3 Practice:
- Ask children to read the likes or dislikes of the people in the pictures They then
color the appropriate faces Children then work in pairs and compare the answers with their partner
1 Smiley 2 Sad face 3 Sad face 4 Smiley 5 Smiley 6 Sad face.
- Ask children to look at the pictures and the faces Write sentences with like or
don’t like Children can compare the answers with a partner
1 don’t like giraffes 2 like monkeys 3 I like zebras 4 I don’t like elephants.
4 Production:
- Game: Ask children to work in groups of 4- 6 Each child draws an animal for
their friends to say like or dislike He then draws a smiley or a sad face and writes
their friends’ names next to the animal Children take turns to do the same
Encourage children to draw different animals
Ask some of the groups to report their friends’ likes or dislikes before the class
V/ Extension:
Trang 6Week 7
Lesson Two – Period 25
I/ Aims:
- Talking about likes and dislikes
II/ Language contents:
2.Vocabulary: Zoo animals: elephant, giraffe, monkey Descriptive adjectives:
big, tall, little
III/ Teaching Aids: Story Poster 2; Zoo flashcards 11-16; CD track 16
IV/ Steps of teaching:
1.Warm up and review:
- Call out the names of animals from Exercise 4 for individual children to describe,
e.g Teacher: Zebras / Child: They're black and white Write two sentences on the board and elicit so that children can recall a smiley (like) or a sad face (don’t like)
2 Presentation:
Write:
- Write some gapped sentences on the board, using animal words, e.g I …chicks /
dogs Next to each sentence, draw a smiley (like) or a sad face (don’t like)
Complete the sentences with like or don't like Children finish exercise 3
1 I like lions 2 I don't like elephants 3 I don't like giraffes 4 I like monkeys
3 Practice:
Say and answer.
- Ask children to look at the pictures Point to the different animals for children to
name them Model the dialogue Ask children to work in pairs They take turns to
1.Structure: I like, I don’t like…
Trang 7describe the animals for their partner to guess Ask some of the children to describe
an animal for the class to guess
- Ask children to work in pairs They take turns to say whether or not they like the animals If possible, they should give reasons
E.g I don't like lions They're big.
4 Production:
- Game: Ask children to work in groups of 4- 6 Each child draws an animal for
their friends to say like or dislike He then draws a smiley or a sad face and writes
their friends’ names next to the animal Children take turns to do the same
Encourage children to draw different animals
Ask some of the groups to report their friends’ likes or dislikes before the class
V/ Extension:
-Lesson Three – Period 26
I/ Aims:
- Identifying and describing zoo animals
II/ Language contents:
2.Vocabulary: Zoo animals: tiger, snake, parrot hip, hooray!, growl, hiss,
squawk, hear
III/ Teaching Aids: CD tracks 17- 18, Zoo flashcards 11-19
IV/ Steps of teaching:
1.Warm up and reviews:
- Revise the vocabulary from the previous lesson Describe animals for the class to
guess, e.g It's big It's grey What is it? It's an elephant.
2 Presentation:
1.Structure: Let’s go…
Trang 8- Use flashcards 17-19 to introduce the three new words Hold up the cards one at a
time and say the words for children to repeat Put the flashcards on the board and point to them in a different order for children to repeat again
3 Practice:
Listen, point and repeat.
- Ask children to look at the pictures and play the first and second parts of the recording as children point to the words Play again for children to repeat the words after the audio
4 Production:
- Game: Play a game with children using animal sounds Ask children to make the
sounds for the parrot, snake, and tiger from the song Then ask them what sounds
elephants, monkeys, cats, dogs, and birds make Call out the name of one of these
animals All the children have to make the sound of that animal Choose different children each time to call out the name of an animal for the rest of the class to
make their sound.
- Identifying and describing zoo animals, Listening and speaking skills
II/ Language contents:
2.Vocabulary: Zoo animals: tiger, snake, parrot hip, hooray!, growl, hiss,
squawk, hear
1.Structure: Let’s go…
Trang 9III/ Teaching Aids: CD tracks 17- 18, Zoo flashcards 11-19
IV/ Steps of teaching:
1.Warm up and reviews:
- Use flashcards 11-19 to review zoo animal words Hold up the cards one at a time
and ask children to say the words Put the flashcards on the board and point to them in a different order for children to say the words again
2 Presentation:
Listen and sing.
-Use the song worksheet (without opening the Class Book) where children listen
and fill in the correct words After that ask children to sing along with the CD and then sing together without the CD audio
3 Practice:
Sing and do.
- Ask children to look at the pictures and decide together on what the actions should be (see suggestions below) Practise the actions with the class Play the recording for children to listen and do their actions
Song actions
tiger - hold fingers up like claws
snake - wiggle one arm like a snake
parrot - flap arms like wings
4 Production:
- Game: Play a game with children using animal sounds Ask children to make the
sounds for the parrot, snake, and tiger from the song Then ask them what sounds
elephants, monkeys, cats, dogs, and birds make Call out the name of one of these
animals All the children have to make the sound of that animal Choose different children each time to call out the name of an animal for the rest of the class to
make their sound.
Trang 10V/ Extension:
-Lesson Four – Period 28
I/ Aims:
- Phonics - CVC words /a/, Speaking and writing skills
II/ Language contents:
2.Vocabulary: Cat, man, fan
III/ Teaching Aids: CD tracks 19 -20, Phonics cards 4 - 6
IV/ Steps of teaching:
1.Warm up and review:
- Remind children of th and /θ/ Play the CD and say the chant from page 11 to revise the sound /θ /.
2 Presentation:
Listen, point and repeat
- Hold up the cat, fan, and man phonics cards one at a time, saying the words for
the class to repeat Ask children what today's letter is (a) and what sound it makes(/æ/) Use the flash cards in order and then out of order to drill the sound
- 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 11- Children join in with the chant Put the three cards around the room and children point as they say the chant.
4 Production:
Phonics game: Ask children to work in groups of two desks Ask each group to
find more words which is pronounced the same as man and make sentences with the words E.g The cat has got a hat Encourage children to make the words into a
chant Ask the class to decide on actions for the chant and then to recite the chantagain as they do their actions Ask them to act before the class
V/ Extension: - Week 8
Monday, October 15th , 2018
Unit 2: ( cont )
Lesson Four – Period 29
I/ Aims:
- Phonics - CVC words /a/, Speaking and writing skills
II/ Language contents:
2.Vocabulary: Cat, man, fan
III/ Teaching Aids: CD tracks 19 -20, Phonics cards 4 - 6
IV/ Steps of teaching:
1.Warm up and review:
- Hold up the flashcards one at a time for individual children to sound out the
letters and say the words (cat, man, fan) Ask individual children to come to the
front and write the letters on the board
1.Structure:
Trang 122 Presentation:
Read the chant again.Circle the a in the middle of the words.
-Ask children to look at the chant again Focus attention on the circled a in the
middle of cat Ask children to find and circle other examples of a in the middle of
words Go through the exercise with the class
Write.
- Ask children to look at the pictures Point to each one for children to say the
word Write t h a on the board Ask a child to come before the class and write the correct word (hat) Children complete the questions individually Go through the answers with the class 1 hat 2 man 3 fan 4 cat
3 Practice:
- Write the words from Exercise 4 on the board (hat, man, fan, cat) Ask children
to work in groups in 3 minutes and find more words with a (/æ/) The group who
can find more words win the game
- Children do the exercise and write the sentences to describe the pictures
Children can compare their work in pairs
1 The cat has got a hat 2 The man has got a fan.
4 Production:
Phonics game: Ask children to work in groups of two desks Ask each group to
find more words which is pronounced the same as man and make sentences with the words E.g The cat has got a hat Encourage children to make the words into a
chant Ask the class to decide on actions for the chant and then to recite the chantagain as they do their actions Ask them to act before the class
V/ Extension:
Trang 13Lesson Five – Period 30
I/ Aims:
- Identifying and describing zoo animals, Reading skills
II/ Language contents:
2.Vocabulary: leaves, guess, top, tongue, wrong, there, food, head, neck, at all,
listen, true, on top of
III/ Teaching Aids: CD tracks 21
IV/ Steps of teaching:
1.Warm up and reviews:
- Play a game of Mime the word (see page 20) with animal words to energize the
class and revise vocabulary from the unit
2 Presentation:
- Ask children to look at the picture and tell you what they can see (a giraffe) Ask
What’s the giraffe doing? (It's eating leaves from a tree) Ask children to try to
predict what the text is about (It’s a poem about the giraffe).
Look at the picture Talk about the animal.
- Ask children to look at the picture again Ask them to tell you everything they
can about the giraffe in English, e.g It’s a giraffe It’s tall It’s brown and yellow
It's got four legs.
3 Practice:
Read and listen to the poem.
- Play the recording for children to listen to the poem Play the recording a second
time while children read the poem in their books Check comprehension by asking
Where is the giraffe? What does it look like? What can it see? What does it eat? How does it get its food? What does it say?
1.Structure: