WEEK 20
Date of planning:12/01/2017
Unit 11: WHAT TIME IS IT?
Lesson 3: Part 1,2,3
I. Objectives: Students will be able to pronounce the sounds of the letters oo in the words cook and noon
Language focus: Phonics: oo.
Sentence patterns: oo: My mother cook at six o’clock
II.Resources: Ss’ book, recording, pictures, flash cards, large-sized sheets of paper.
III. Organization:
Class Date of teaching Absent students
IV.Procedure:
Teacher’s activities Sts’ activities Warm - up:(5 minutes)
- Ss play the game Pelmanism
Work in pairs
1.Listen and repeat (10 minutes)
- T sticks the large-sized sheet of paper with the letters oo on the board.
- Ss practise saying the sounds of the letters oo in the words cook respectively.
- T plays the recording and Ss repeat a few times.
- Some Ss stand up and say the letters.
- T writes the words cook and book and noon - T plays the recording a few times and Ss repeat. (Pay attention to the target letters.) - Ss repeat the sounds, words and the phrases individualy and chorally until they feel
confident.
- Some Ss perform in front of the class. T checks as the class and correct the
pronunciation, if necessary.
Whole class Listen and repeat Individually
Whole class
Individually
Give the Ss a few seconds to read the sentences in silence and guess the words to fill in the blanks.
- Ss listen the recording and write the words in the blanks of the sentences
- Ss do the task independently.
- Ss listen. T goes around and helps them if necessary.
- Ss can check the answers with each other.
Answer:1. book 3. cook 2. school 3. noon
Individually
Whole class Individually
Whole class
3.Let’s chant: (7 minutes) - Ss ask and answer questions - Ask Ss read the chant and check
comprehension. Play the recording more than one, if necessary.
- T plays the recording, Ss repeat in choral (two times).
- Call some Ss to chant in front of class.
- Ss practise the sentence patterns at home and do exercises A,E
Whole class
Whole class Individually Whole class
Consolidation
- What have you learnt?
Phonics: oo.
Sentence patterns: oo: My mother cook at six o’clock
- Listen - Comment
Homelink: (3 minutes)
- Do the chant at home Whole class
Date of planning:12/01/2017
Unit 11: WHAT TIME IS IT?
Lesson 3: Part 4,5,6
I. Objectives: Students will be able to read and complete the sentences and write the activities about daily rountines and write the time
Language focus: Sentence patterns: Where? What?
II.Resources: Ss’ book, recording, pictures, flash cards.
III. Organization:
Class Date of teaching Absent students
IV.Procedure:
Teacher’s activities Sts’ activities Warm - up: (5 minutes)
- Ss answer the question: What time do you go to school?
Pairs
4.Read and complete: (10 minutes) - Ss look at the sentences in a few seconds and guess
- Ss read the incomplete sentences under the text and clicit what words they need to fill the gap.
- Ss do the task independently, T goes around and offers help, if necessary.
- Exchange their answers before check as a class.
- T corrects and gives feedbacks. Call some Ss to read the answer if there is enough time.
Answers: 1. 7a.m 2. five o’clock 3. has dinner 4. go to bed
Whole class
Individually
Pairs
5.Let’s write: (10 minutes)
- Ss read the sentences in silence in a few seconds and guess the words to fill in the blanks.
- Ss work in pairs or groups to discuss about what they are going to write, focus on greeting and self-introduction,
Whole class
Pairs Groups
- T checks Ss’ comprehension.
- Ss do the task independently, T goes around and offers help, if necessary.
- Exchange their answers before check as a class.
- T corrects and gives feedbacks. Call some Ss to read the answer if there is enough time.
Individually
Individually
6.Project: (7 minutes)
- Ss are going to do a project, T explains the activities about their daily routine and check Ss’ understanding.
- T asks Ss work in pairs,
- T calls some Ss to the front of the class and tell about them
Whole class
Pairs
Individually
Consolidation
- What have you learnt?
Read and complete the sentences and write the activities about daily rountines and write the time
- Listen
- Comment
Homelink: (3 minutes)
- Ss continue practising talking about themselves at home and do exercises F
Whole class
Date of planning:12/01/2017
Unit 12: What DOES YOUR FATHER DO?
Lesson 1: Part 1,2,3
I. Objectives: Students will be able to use the words and phrases, asking and answering about someone’s job
Language focus: New words: farmer, nurse, driver, worker.
Sentence patterns: - What does your __________ do?
-> He’s/ She’s ________________ . II. Resources: Ss’ book, recordings, pictures, puppets, flash cards.
III.Organization:
Class Date of teaching Absent students
IV. Procedure:
Teacher’s activities Sts’ activities Warm -up: (5 minutes)- * Have Ss play the game:
Slap the board.
Whole class play the game
1.Look, listen and repeat: (12 minutes)
- Ss look at pictures to discuss the contexts in which the langusge is used.
- Ask them to look at the four pictures and to identify the context in which the language is used. Ask the questions such as: Who are they? Where are they?
What are they talking about?
- Set the scene: Miss Hien asks her students to
interview each other about the jobs of his/her family member
- Check comprehension
- Tell Ss that they are going to find out about how to ask and answer question about what time is it?
- T plays the recording a few times for Ss to listen and repeat in chorally and individually, pointing to the
Listen
Whole class
Listen
Listen and repeat.
father grandmother
brother sister
grandfather
mother
- Plays the recording again for Ss to listen and say along. (Pause after each line for Ss to repeat).
- Ss practise the dialogue in 2 minutes.
- T calls some pairs or groups practise in front of the class.
Work in pairs.
Pairs / Groups
2.Point and say: (15 minutes)
- Ss look at the pictures to understand how the language is used in different contexts.
- T guides the context: Have them look at the bubbles to understand how to use the language. Ask them to look at the pictures to identify what the people do in each picture.
- Ss say the words chorally and individually
- Tell Ss that they are going to practise asking and answering questions about the jobs of his/her family members.
-T models with the first picture:
T: What does your father do?
P: He’sa farmer.
- Repeat the same procedure with the second picture.
- Calls a few pairs to act out in front of the class, check as a class and correct pronunciation, if necessary.
- Tell Ss that they are going to practise.
- Ask them to work in pairs: one St asks the question and the other gives the answer.
- Select some pair to role – play in front of the class.
Whole class Listen
T – WC Half – half Work in pairs.
Pairs
Work in pairs.
Consolidation (2 minutes) - What have you learnt?
New words: farmer, nurse, driver, worker.
Sentence patterns: - What does your __________do?
-> He’s/ She’s ________________ .
- Listen
- Comment Homelink: (1 minutes)
- Ss practise the sentence patterns at home and do exercises B
Whole class
Date of planning:12/01/2017
Unit 12: What DOES YOUR FATHER DO?
Lesson 1: Part 3,4,5
I. Objectives: Students will be able to listen and write sentences about jobs of their family members, using What does your _________ do? / He’s/ She’s ________.
Language focus: My mother is a teacher.
II.Resources: Ss’ book, recordings, pictures, flash cards.
III. Organization:
Class Date of teaching Absent students
IV.Procedure:
Teacher’s activities Sts’ activities Warm - up: (5 minutes)- Ask Ss to play
games: Matching game
Individually 3.Listen and tick: (10 minutes)
- Ss listen to the dialogues about the job of Nam’s family members and tick the correct pictures.
- Ss look at the pictures to identify the characters and their jobs.
- Ss can guess the answer.
- T checks Ss’ understanding.
- T plays the recording a few times. Ss listen to the recording and tick the correct pictures.
- Ss swap their answers before check as a class.
- Reads out the correct answers to the class.
Answers:father: a farmer Mother: a teacher
Sister: a nurse
Whole class
Work in pairs
Individually
4.Look and write: (10 minutes)
- Ss look at the sentences in a few seconds and guess the words to fill in the blanks.
- Ss do the task independently, T goes around and offers help, if necessary.
- Exchange their answers before check as a class.
- T corrects and gives feedbacks. Call some
Whole class Individually
Work in pairs
1.family 2. farmer 3. nurse 4. driver 5. worker
6. student/pupil
5.Let’s sing: (7 minutes) The song : My Family
- Ss to look at the picture and read the song lyrics.
- Read each line of the lyrics and check Ss’comprehension.
- T plays the recording twice: once for Ss to listen all the way through and once for them to repeat. Pause after each line for Ss to repeat a few times.
- T plays the recording again for Ss to sing along the music.
- Divides the class into two groups. Each group sings the questions and the answers in turns.
- Ss practise singing in groups and doing actions.
- A few groups to sing the song and do actions in front of the class. The rest of the class claps to the beats.
Whole class
Listen and repeat
Listen and sing Work in groups
Consolidation (2 minutes) - What have you learnt?
Listen and write sentences about jobs of their family members, using What does your _________ do? / He’s/ She’s ________.
- Listen
- Comment - Homelink: (1 minutes)
Ss learn by heart the song My family -- Ss practise the sentence patterns
Whole class
