family and friends 3 tuan 30 32

Practice Listen and sing -Either use the song worksheet without opening the Class Book where children listen and fill in the correct words, or do Exercise 2 in the Class Book.. After eit[r]

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Week 30

Monday, April 9th, 2018

Lesson Six – Period 117

I/ Aims:

- Asking and answering questions about where rooms are in a house, Listening and speaking skills

II/ Language contents:

1.Structure: What colour is this? What colour are these?

2.Vocabulary: Places in a house

III/ Teaching Aids: CD track 87, my clothes flashcard

IV/ Steps of teaching:

1.Warm up and reviews

-Play the game ‘Jump.’ Ask students to stand up Show them one flashcard at a time Say a word (sometimes the same word as the picture on the card, sometimes

a different word) If the word is the same as the picture, the children jump If the word is different, they don’t move

2 Presentations

Listen and number.

- Children do exercise 1, listening and numbering the pictures.

Speaking

- Model the activity first with a strong student Ask the child, Where are the

bedrooms? The child answers, for example, They’re upstairs Children then ask

and answer using the target structures with their partner Swap and do the activity again with a different partner

3 Practice

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- Personalisation: Ask children to work with a partner They point to their own house and ask their partner, Where are (the bedrooms, batroomsetc…) and their partner answers Swap partners and repeat

4 Production

Board game: Give each group of 4-6 children a copy of the board game (Either in colour or in black and white) They move around the board, saying the rooms in the house as they land on the squares with pictures of different rooms The winner

is the first child to reach the finish square

V/ Extension: ………

-Lesson Six – Period 118

I/ Aims:

- Asking and answering questions about where rooms are in a house, Listening and speaking skills

1.Structure: What colour is this? What colour are these?

2.Vocabulary: Places in a house

III/ Teaching Aids: CD track 87, my clothes flashcard

- Spelling quiz: Put students into groups of four and give each group a spelling quiz worksheet Tell children they cannot open their Class Books or Workbooks, and to think of a team name Make one child the person responsible for writing the words, but make sure they understand they all must help to spell Read the words

on the second page (only for the teacher) one by one and students write the words Tell each group to swap their worksheets with another group Check the spelling

as a class by asking volunteers to write the words on the board

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2 Presentations

Writing

- Ask children to do the Writing box at the bottom of p.63 Drill the vowel sounds with the class before they start Then ask them to circle all the vowels in the words and check with a partner

3 Practice

- Children do exercise 1, saying the vowels and circling the vowels in the words

- Ask children to write the words in the correct box Put the vowels on the board and ask individual children to come up and write the words on the board under the correct vowel

- Children circle the words about their home and write the number of rooms Ask individual children how many rooms they have in their home Children then draw their home and write using the sentence prompts Put children in small groups and ask them to take turns reading about their homes

4 Production

Give a copy of the Values worksheet to each student Ask them to circle the

dangers in the kitchen Elicit ideas and help children with difficult vocabulary Children complete exercise 2 and count the items in the pictures, writing in the numbers Ask children if they can think of other dangerous activities in the home and provide them with some of the vocabulary in English

-Wednesday, April 11st , 2018

Review - period 119

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Unit 9: Lunchtime !

Lesson One – Period 120

I/ Aims:

- Identifying different foods, Reading and speaking skills

1.Structure: I’ve got…

2.Vocabulary: lunch box, sandwich, drinks, apple, banana, biscuit.

III/ Teaching Aids: My lunch box flashcards 86- 89, - Story poster 9 CD tracks

89-91

1.Warm up and reviews:

- Sing Come into my house to warm up the class.

2 Presentations:

Listen, point and repeat

- Use flashcards 86-91 to elicit and introduce the vocabulary Hold up each card in

turn and say the word Say them again, and children repeat after you Hold up

again and say What’s this? for children to say the word.

- Ask children to listen to the words They point to the pictures as they listen Put

the flashcards around the room and as they listen one further time, they point to the correct flashcards

3 Practice

Listen and chant

- Students listen and point, and then listen and chant

4 Production:

Game: Play a guessing game with the class Tell children they are going to guess which flashcards you are holding up, without seeing them If they name the object

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within three guesses, they get one point If they don’t, you get one point Hold up each flashcard in turn so that children can only see the back Ask different

children What’s this? until the object has been guessed correctly Keep a record of

the score on the board

-Week 31

Lesson One – Period 121

I/ Aims:

- Identifying different foods, Reading and speaking skills

1.Structure: I’ve got…

89-91

- Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and then focus carefully on different sounds which may be difficult for the children

(e.g /ch/ in lunch box and sandwich and /ks/ in drinks)

Listen and read

- Use Story Poster 9 to present the story Ask children to name as many things in the picture as they can Look at the story and ask children what is happening in each box Listen to the story as children follow with the poster, then listen again as

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children follow in their books and point to the body parts Ask simple

comprehension questions such as, How many sandwiches has Tim got? He’s got

two sandwiches to check understanding.

3 Practice

- Give flashcards 86-91 to different children Ask them to stand up, one at a time They show their card for the class to shout out the word

- Give a PMB worksheet to each child and ask them to read the four texts, drawing

in the different items into the lunch boxes Then put them in pairs to show their pictures and point to the different foods, naming them as they do so

4 Production

- Ask children to take out their own lunch boxes and show other children in small groups They should name the foods in their lunch boxes Alternatively, ask children to draw a picture of their own lunch boxes and write the different foods

under the picture, starting each line with This is a …(banana) Provide more

language input if need be and write the new words on the board

-Lesson Two – Period 122

I/ Aims:

-Identifying different foods, Writing and speaking skills

1.Structure: I’ve got…, I haven’t got…

89-91

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- Play Snap with the food flashcards Say one of the food items; show the

flashcards one by one If the word is different to the picture, the children say the word matching the picture If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game

Listen to the story again and repeat Act

- Point to the Story Poster 9 again and ask children to tell you what happened in the story Elicit the important words from the story and write them on the board

- Tell children to open their books to p.64 and play the recording again as children follow in their books

- Put students in small groups and ask them to act out the story Elicit what actions they will need Get some strong students to act it out in front of the class

3 Practice

Look and say

- Model the language and ask children to repeat the words and sentences Focus on the pronunciation Drill the language

4 Production

Grammar Reference: Ask children to open their Class Books to p.76 and do the Unit 9 Grammar activity to practice the target structure further

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Wednesday, April 18th , 2018

Lesson Two – Period 123

I/ Aims:

-Identifying different foods, Writing and speaking skills

1.Structure: I’ve got…, I haven’t got…

89-91

- Play Smiley face Think of a word from the food vocabulary set and draw a short line for each letter on the board Ask the children to guess the letters that are in the secret word, one by one If a child guesses correctly, write the letter on the correct line If a child guesses incorrectly, write the letter on the board with a cross

through it, and draw a large circle to represent a face With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile etc ) The game continues until either the word or the face is complete If the word is completed, the class has won; if the face is completed, the teacher has won

Write

- Ask children to write I’ve got or I haven’t got in the correct place in the

sentences

Look at the picture again Point, ask and answer.

- Children point, ask and answer using the six pictures and the sentence parts as prompts Model with a strong student before they complete the exercise

3 Practice

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- Children do the exercise, reading the sentences and numbering the pictures Check the answers with the class

- Students do the exercise They circle a and underline an in the sentences

- Children write I’ve got and I haven’t got in the gaps in the sentences

corresponding to the pictures

4 Production :

-Game: What’s the Picture? Invite a child to come to the front of the class and whisper the name of the picture s/he has to draw The child draws the picture on the board for the rest of the class to guess what it is The first child to correctly guess the word comes to the front of the class to draw the next picture Continue until all the target vocabulary has been used

-Lesson Three – Period 124

I/ Aims:

- Identifying different foods, Listening and speaking skills

1.Structure:

2.Vocabulary: tomato, pear, grapes

III/ Teaching Aids: My lunch box flashcards 92-95, CD tracks 92- 93

- Use flashcards 92-95 to introduce the three new words, tomato, pear, and grapes.

Hold up each one and say the words for children to repeat

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Listen, point and repeat

-Stick the flashcards on the board and elicit the spelling from the class Write the words on the board under each card

- 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

3 Practice

Listen and sing

-Either use the song worksheet (without opening the Class Book) where children

listen and fill in the correct words, or do Exercise 2 in the Class Book After either activity, ask children to sing along with the CD and then sing together without the

CD audio

4 Production

Game: Shuffle flashcards 86-94 together Take one of the cards out and put it face-down on the table Put the rest of the cards on the board Explain to the class that one card is missing The children have to guess the missing item Take the cards down from the board, shuffle and repeat

-Week 32

Lesson Three – Period 125

I/ Aims:

- Identifying different foods, Listening and speaking skills

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1.Structure:

2.Vocabulary: tomato, pear, grapes

III/ Teaching Aids: My lunch box flashcards 92-95, CD tracks 92- 93

- Sing the song from Class Book p.66 again, with students doing the actions at the

same time Sing a second time, with students at the front holding the three

flashcards (tomato, pear and grapes) and every time they hear their word they hold

the card up in the air

Sing and do

- Tell children they are going to sing the song again, but this time they are going to

do some actions as they listen and sing Decide with the class what actions they

will do (e.g opening the lunch box, pointing to eye for What can you see? etc )

Children listen, sing and do the actions

3 Practice

- Sing the song from Class Book p.66 again, with students doing the actions at the

same time Sing a second time, with students at the front holding the three

flashcards (tomato, pear and grapes) and every time they hear their word they hold

the card up in the air

4 Production

-Song extension: Give the sandwich, tomato, pear, and grapes flashcards to four

different children Ask them to come to the front of the class Sing the song again When the four children hear their words, they hand their flashcards to a different child in the class The four children who now have the flashcards come to the front

of the class and sing the song again Repeat twice more

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Lesson Four – Period 126

I/ Aims:

- Digraphs – /ch/, Speaking and listening skills

1.Structure:

2.Vocabulary: chair, teacher, chick

III/ Teaching Aids: Phonics cards 30-32, CD Tracks 94- 95

- Sing the song from page 61 to energize the class and revise /sh/ sounds

Listen, point and repeat.

- Write ch on the board and point to the letters and say the sound for children to

repeat Say the sound again and children can draw the letters in the air

- Write the words, chair, teacher and chick on the board Circle the /ch/ sounds in

the words and say the sounds again Hold up the phonics cards and say the words for children to repeat

- Children do the exercise and point to the letters

3 Practice

Listen and chant

- Do the exercise, and children join in with the chant Put the three cards around the room and children point as they say the chant

4 Production:

Put the three phonics cards on the board Write a new chant on the board: teacher,

chair, teacher, chair, chick, chick, chick! Point to the cards as you say the words

for children to say them Point to the cards more quickly so that the chant gets

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faster and keep repeating it until the children can’t keep up Ask children to make their own chant using those words and individual children can come up and teach the class to say their chant

-Wednesday, April 25th , 2018

Lesson Four – Period 127

I/ Aims:

- Digraphs – /ch/, Speaking and listening skills

1.Structure:

2.Vocabulary: chair, teacher, chick

III/ Teaching Aids: Phonics cards 30-32, CD Tracks 94- 95

- Show the phonics cards and elicit the words again Ask individual children to come to the front and write the words on the board

Read the chant again Circle the ch sounds.

- Ask children to read the chant again and circle the /ch/ sounds They check with a partner

Look at the picture and circle the correct sound.

-Children look at the pictures and circle the correct sound Check by drilling the vocabulary with the class and with individual

3 Practice

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