Week 24 Period 91 Date of planning:
UNIT 14: WHAT DOES HE LOOK LIKE ? LESSON 2
1.Look, listen and repeat.
2.Point and say.
3.Let’s talk.
Class Date of teaching Absent students
4A 4B 4C 4D
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Aims At the end of the period, pupils will be able to: Make comparisions, using Who is +( comparative ) ?...is + ( comparative )
Language focus
Sentence patterns: Who’s ...?
……….is...
Vocabulary: taller, shorter, smaller, older, younger...
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.
PROCEDURES
1. Warm up: (5’) Spend a few minutes revising the previous lesson : Call some pupils to the front of the class to ask and answer questions about the physical appearance of their classmates, using What does he/ she look like ? He’s/ She’s....
Whole class Groupwork
2.New lesson (25’)
1. Look, listen and repeat.
- T tell ps that they are going to listen two boys asking and answering questions about their family members.
- Ask Ps to open their book on page 26 and look at the pictures.
- Have them look at the pictures to understand the context in which the language is used. Ask them questions such as: Who are they? ? What are they doing?( in picture a , Nam is showing a picture of his family to Peter and Peter says He’s tall. In picture b, Nam is showing a picture of his brother to Peter and Peter says He’s tall, too. In picture c, Nam is making a comparision between his father and his brother, saying My brother’s taller than my
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Whole class T – Ps
Whole class Individually Whole class
father. Check understanding.
- Play the recording more than once, if necessary, for ss to listen and repeat. Do choral and individually repetition, pointing to the characters speaking.
- Play the recording again for Ps to listen and repeat.
Language note: Most adjectives form comparatives by adding-er to the end of the words( e.g. older, taller). Adjectives ending in -e add -r to the end ( e.g.nicer ). Adjectives with one vowel and one consonant after that vowel double the consonant before adding -er (e.g. bigger, thinner ). Those with two or more vowels followed by one consonant, however, do not double the consonant ( e.g. louder, quieter).
2. Point and say.
- Tell Ps that they are going to practise asking and answering questions to compare people’s appearance.
- Let them look at the bubbles and the three pictures to identify how the language is used.
Teach the form and meaning of the pairs of adjectives under the pictures.
- Point to the first picture and and model the task with one pupil, using the sentences in the bubbles and the first pair of adjectives under picture a. ( Teacher: Who’s taller ? Pupil: The girl is taller. )Ask pupils to say the question and answer chorally and individually. Repeat the procedure with the other rows in the table.
- Ask Ps to practise in pairs, one asking the question and the other giving the answer, using the prompt in the bubbles and pictures.
- Select some pairs to demonstrate the task in front of the class. Monitor the activity and other help, if necessary.
3. Let’s talk.
- Tell Ps that they are going to revise what they have learnt in L1 and 2. Get them to work in pairs and ask and answer the three
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Whole class Groupwork
Pairwork Pairwork
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Pairwork T- WC
questions. Remind them to answer with facts about themselves
- Call a few pairs to act out their conversation.
- Encourage ps to observe and give comments in English.
What does he/ she look like ? Who’s ....?
3.Reinforcement (5’)
Asking std to focus on the structure once again.
- Retell the content of the lesson
Individually
4. Homelink: (2’) Learn by heart the new words and structures.
Prepare for new lesson
Whole class
5.Comments: ………
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Teacher
Week 24 Period 92 Date of planning:
UNIT 14: WHAT DOES HE LOOK LIKE ? LESSON 2
4.Listen and circle.
5. Look and write.
6. Let’s sing.
Class Date of teaching Absent students
4A 4B 4C 4D
………
………
………
………
Aims At the end of the period, pupils will be able to: Make comparisions, using Who is +( comparative ) ?...is + ( comparative )
Language focus
Sentence patterns: review Vocabulary: review
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.
PROCEDURES
1. Warm up: (5’) Spend a few minutes revising the previous lesson by getting the class to play Slap the board, using the comparative adjectives
Groupwork
2.New lesson (25’)
4. Listen and circle.(9’)
- Ask Ps to look at the pictures on page 27 - Tel Ps that they are going to listen to Nam’s description of his family and circle the correct answers.
- Focus their attention on the incomplete sentences so that they can understand how the language is used.
Help them to identify who the characters.
Check understanding.
- Play the recording for ss to circle the correct answers.
- Play the recording again for them to check their answers.
- Get Ps to swap their answers before you check as a class.
Key: 1a 2a 3b 4b
Audio script: Hi, My name’s Nam. This is my:
my father, my mother, my sister and me.
1. I’m not very tall, but I’m taller than my sister.
2. My sister’s slim. She’s slimmer than my mother.
3. My mother’s thirty-three years old. She’s younger than my father.
4. My father’s tall. He’s taller than my mother.
5. Look and write ( 8’)
- Ask ss to look at the pictures on page 27.
- Tell Ps that they are going to complete the sentences, using the given cues.
- Give them a few seconds to look at the pictures, sentences and read the text. Identify the difference in appearance between the family members in each picture. Explain the meaning of the new word strong. Remind the pupils that we use than when making comparisons. Then ask them to read the questions and write the answers. If necessary, get pupils to work in pairs.
- Set a time limit for the task and offer help, if necessary.
- Check the answers as a class and call one or
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Whole class Whole class Pairwork
Whole class T- WC Whole class
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Pairwork Pairwork
two ps to read aloud the completed text.
Key: 1. The brother is slimmer than the father.
2. The mother is shorter than the father.
3. The sister is older than the brother.
4. The brother is stronger than the father.
3. Let’s sing: (8’)
- Tell Ps that they are going sing the song What do they like ? teach the song, following the procedure in Teaching the unit components in Introduction.
- Ask them to read the line of the lyrics aloud.Check understanding.
- Play the recording all the way through. Ask ss to do choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song.
- Play the recording again and get Ps to sing along with the recording.
- Divide the class into two groupss, one sings the questions and the other sing the answers . 3.Reinforcement
(5’)
- Retell the content of the lesson. Individually 4. Homelink: (2’) Learn by heart the new ords and structures.
Prepare for new lesson.
Whole class
5Comments: ………
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Teacher
Week 24 Period 93 Date of planning:
UNIT 14: WHAT DOES HE LOOK LIKE ? LESSON 3- PERIOD 5
1.Listen and repeat.
2. Listen and circle. Then write … 3. Let’s chant.
Class Date of teaching Absent students 4A
4B 4C 4D
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Aims At the end of the period, pupils will be able to: pronounce the sounds of the letters th in the words this, that, thin and thick respectively.
Language focus
Sentence patterns: review Vocabulary:review
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.
PROCEDURES
1. Warm up: (5’) Spending a few minutes revising the previous lesson by calling some pupils to the infront of the class to sing the song What do they look like ? Have the class listen and clap their hands.
Groupwork
2.New lesson (25’)
1. Listen and repeat. (7’)
- Tell Ps that they are going to practise saying the sounds of the lettes th in the words this, that, thin and thick respectively.
- First, put the letters th in the words this, that, thin and thick on the board. Play the recording and ask Ps to repeat a few time. Then put the words on the board, play the recording and ask Ps to repeat a few more times. After that, write the sentences This is my mother, That is my father, The book is thin.The dictation is thick.
Play the recording a few more times and let Ps say the sentences , paying attention to the target sounds.
- Do choral and individual repetition of the sounds, words and sentences until Ps feel confident.
- Get some Ps to perform in front of the class.
Check as a class and correct the pronunciation, if necessary.
language note: Most pronouns with the initial letters th are pronounced with a voice th sound( e.g.they, them)
2. Listen and circle. Then write and say
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Whole class Individually Pairwork/
Groupwork
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aloud. (9’)
- Tell Ps that they are going to listen to the recording, circle the correct options and then write the words in the blanks.
- Give them a few seconds to read the sentences in silience and guess the words to fill in the gaps.
- Have P listen to the recording and circle the appropriate options . Allow them time to do the task independently. If necessary, have Ps listen to the recording more than once.
- Give them time to write the words in the gaps independently .
- Get Ps to swap their answers before you check as a class. Monitor the activity and offer help if necessary.
- Ask Ps to say the sentences aloud.
Key: 1a 2b 3a 4b Audio:
1. My brother is thin.
2. My sister is three.
3. Their books are on the table.
4. Their books are thick.
3. Let’s chant (9’)
- Tell Ps that they are going to say the chant.
Follow the procedure in Teaching the unit components in Introduction.
- Have them read the chant and check comprehension.
- Play the recording more than once, if necessary, for Ps to do choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant. Show Ps how to chant and do actions.
- Divide the class into groups of four and call two groups to give a demonstration: one group chants the questions, the other chants the anwers.
- Get groups to sit opposite of each other and practise chanting and doing acting. Go around offering help, if necessary.
- Call three groups to front of the class to
T- WC Whole class Individually
Individually Pairwork
Individually T- WC Whole class Whole class Individually
Groupwork
Groupwork
Groupwork
chant and do actions. The rest of the class claps along to the rhythm
3.Reinforcement (5’)
? What’s the content of the lesson? Individually 4. Homelink: (2’) Learn by heart the new words and structures.
Prepare for new lesson.
Whole class
5.Comments: ………
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Teacher
Week 24 Period 94 Date of planning:
UNIT 14: WHAT DOES HE LOOK LIKE ? LESSON 3- PERIOD 6
4.Read and write
5. Write
6. Project.
Class Date of teaching Absent students
4A 4B 4C 4D
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………
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Aims At the end of the period, pupils will be able to: pronounce the sounds of the letters th in the words this, that, thin and thick respectively.
Language focus
Sentence patterns: review Vocabulary:review
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.
PROCEDURES
1. Warm up: (5’) Spending a few minutes revising the previous lesson: Get two groups of five pupils to go to the front of the class to say the chant This is my family. Ask the rest of the class to listen and clap their hands.
Groupwork
2.New lesson (25’)
4.Read and write. (7’)
- Tell Ps that they are going to read an email about a girl’s family and write the answers to the questions.
- Aks Ps to read questions first. Then read the email and focus on the information needed to
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answer the questions.
- Ask Ps to read the text and find appropriate information to complete the sentences. Ask Ps to work in pairs or small groups.
- Give them time to do the task independently.
- Get Ps to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions.
Key:
1 . He is a teacher.
2. He is tall and slim.
3. She is beautiful.
4. Her brother is younger.
5. Marie is shorter.
5. Write (9’)
- Tell Ps that they are going to write an email to their friends to describe their family, using the given words in the frame.
- Ask Ps to work in pairs or groups to discuss what are they going to write.
- Focus ps on their given clues. Check comprehension.
- Give ps time to do the task independently.
- Get Ps to swap their answers before checking as a class.
- If there is time, Ask one Ps to write on the board.
6. Project.(9’)
- Tell Ps that they are going to bring a photo of their family and describe their family before class about it.
- Get one pupil to do a demonstration in front of the class before starting the activity.
-Stick the large-size sheet of paper with the chant on page 29 on the board.
- Tell Ss that they are going to do a project.
- Ask them to write the information about themselves. Encourage them to complete their tasks. Get them to swap their task in pairs.
They should look at their parters tasks and describe each other.
Groupwork
Whole class Individually Pairwork/
Groupwork
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Whole class Individually Individually Pairwork Individually T- WC Whole class Whole class Individually
- Call some pupils to the front of the class and tell the class about their tasks. To make this activity more challenging, you may ask them not to look at the answers.
Example: This is my father. His name’s Long.
He’s 34 years old. He’s tall. He’s a doctor.
He works in a hospital. He likes swimming and playing football.
Groupwork
Groupwork
Groupwork 3.Reinforcement
(5’)
? What’s the content of the lesson? Individually 4. Homelink: (2’) Learn by heart the new words and structures.
Prepare for new lesson.
Whole class
5.Comments: ………
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Teacher
Week 25 Period ...
Date of planning: .
UNIT 15: WHEN’S CHILDREN’S DAY?
LESSON 1
1.Look, listen and repeat.
2. Point and say.
Class Date of teaching Absent students
4A 4B 4C 4D
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………
………
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Aims At the end of the period, pupils will be able to: Use the words and phrases related to the topic Festivals.
Ask and answer questions about popular festivals, using When’s + ( festival) It’s on ...
Language focus
Sentence patterns: When’s + ( festival) It’s on ...
Vocabulary: New Year, Children’s Day, Teacher’s Day, Chrismas
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.
PROCEDURES
1. Warm up: (5’) Spend a few minutes revising the previous lesson by calling some pupils to the front of the class and tell the class about family members (name, age, jobs, places, appearance...)
T- Ps
2.New lesson (25’)
1. Look, listen and repeat.(7’)
- T tell ps that they are going find out about how to ask and answer questions about popular festivals.
- Ask Ps to look at four pictures to discuss the context in which the language is used.
Ask them questions such as: Who are they?
Where are they? What are they talking about?
( In a: Mai looks smart because she is having a party. In picture b, Tom asks Mai about the party, using What party is it ?and she answer It’s a party for Children’s Day. In picture c ,
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Tom asksWhen is it ?and Mai answer it’s on the first of June. In picture d,Mai invites Tom to join their party. ). Check comprehension.
- Play the recording more than one, for Ps to listen and repeat. Do choral and individual repetition, poiting to the charactera speaking.
- Play the recording again for Ps to listen and repeat.
2. Point and say.(12’)
- Tell Ps they are going to practise asking and answering questions about popular festivals.
- Have them look at the bubbles to understand how the question and answer are used. Then ask them to look at the four pictures to identify the festivals.
- Teach words and phrases : New Year, Children’s Day, Teacher’s Day, Chrismas - Point to the first picture a and have Ps repeat the word under it. Do choral and individuall repetition.The tell Ps to practise asking and answering in pairs, using the prompts in the bubbles and the word under the picture. Repeat the name procedure with the rest of the picutures.
T: When is New Year ?
P:.It’s on the first of January.
* Work in pairs. Tell your partners about holidays and festivals in Vietnam and other countries.(6’)
- Tell Ps they are going to practise asking and answering questions about popular festivalsin pair When’s + ( festival) It’s on ...
- Ask them to work in pairs ,one asking and and the other giving the answer.
- Call on some pairs to act out the dialogue in front of the class. Correct pronunciation, if necessary.
Teacher Whole class Individually Whole class
T- WC
Whole class
T- WC/
Individually T- WC/
Whole class Individually
…..
Teacher
Pairwork 3.Reinforcement
(5’)
- Ask Ps to focus on the structure once again.
- Retell the content of the lesson?
Individually
4. Homelink: (2’) Learn by heart the new ords and structures. Whole class
Prepare for new lesson
5.Comments: ………
………
………
Teacher
Week 25 Period ...
Date of planning: .
UNIT 15: WHEN’S CHILDREN’S DAY?
LESSON 1 3. Listen and tick.
4. Look and write.
5. Let’s sing.
Class Date of teaching Absent students
4A 4B 4C 4D
………
………
………
………
Aims At the end of the period, pupils will be able to: Use the words and phrases related to the topic Festivals.
Ask and answer questions about popular festivals, using When’s + ( festival) It’s on ...Listen and read for specific information.
Language focus
Sentence patterns: When’s + ( festival) It’s on ...
Vocabulary: New Year, Children’s Day, Teacher’s Day, Chrismas Resources Student’s book, CD, puppets, flash cards
PROCEDURES
1. Warm up: Spend a few minutes revising the previous lesson by calling some pupils to the front of the class and ask and answer questions about popular festivals, using When’s + ( festival) It’s on ...
Whole class
2. Listen and tick
Ask Ss to open their book on page 31.
Tell Ss that they are going to listen to three
Individually Whole class
dialogues about ask and answer questions about popular festivals, using When’s + ( festival) It’s on ... and tick the correct pictures.
Have them look at the pictures to identify the character’s hobbies. ( 1a. Christmas( 25th December) . 1b. New Year ( 1st January) 1c.
Children’sDay.2a. Teacher’s Day2b. Christmas . 2c.
New Year. 3a. Christmas. 3b. Halloween( 31st October). 3c. Children’s Day. Explain that Halloween is celebrated on 31st October, where children dress as ghosts and ask neighbors for sweets. Checking understand.
Play the recording through for Ss to listen.
Play the recording again for Ss to listen and match the correct pictures.
Play the recording once more for Ss to check their answers.
Ask Ss to exchange their answers with their partners before reporting them to the class.
Announce the answers to the class. Provide explanations when necessary.
Key: 1b 2a 3c Transcript:
1. Akiko: You look smart today, Tom.
Tom: We are going to have a party for New Year..
Akiko: When is New Year in your country ? Tom: It’s on the first of January.
2. Linda: Mai, You’ve got lots of beautiful flowers.
Whole class Whole class
Individually
Mai: Yes, For our teachers. We are having Teacher’s Day !
Linda: When is it ?
Mai: It’s on the twentieth of November.
3. Tom: Where are you going, Phong ?
Phong: I’m going to the supermarket. I want some cakes and sweets for Children’s Day.
Tom: Children’s Day ? When is it ? Phong : It’s on the first of June.
4. Look and write
- Tell Ps that they are going to complete the sentences relating to popular festivals
- Give them a few seconds to look at the pictures.
First, focus Ps on the pictures to identify what they write. Then have them look at the sentence under each pictures and find the appropriate words to fill in the sentence. If necessary, get Ps to work in pairs.
- Give Ps time to do the task independently. Go around offering help if necessary.
- Get them to swap their answers before checking as a class. If there is enough time, ask Ps to read aloud the complete sentences.
Key:
1. the twenty-fifth of December.
2. the twentieth of November.
3. the first of June.
Whole class
Individually
Whole class
5. Let’s sing: Ask Ss to open their book on page 31.
Stick the large-size sheet of paper with the song on the board. Happy New Year
Tell Ss that they are going to sing the song about
Whole class
favourite activities.
Play the recording through for Ss to listen.
Sing each line of the song and get Ss to sing.
Play the recording again for Ss to listen and sing along.
6.
Reinforcement:
Consolidate the content of the lesson. Whole class
7. Home link: Ss sing the song on P31. Whole class
Comments: ………...
………...
………...
Teacher
Week 25 Period ...
Date of planning: .
UNIT 15: WHEN’S CHILDREN’S DAY?
LESSON 2
1.Look, listen and repeat.
2.Point and say.
3.Let’s talk.
Class Date of teaching Absent students
4A 4B 4C 4D
………
………
………
………
Aims Dang sua
At the end of the period, pupils will be able to: Ask and answer questions about What people do at a festival, using What do you do at/ on + ( festival ? ) I ...
Language focus
Sentence patterns: What do you do at/ on + ( festival ? ) I ...
Vocabulary: decorate the house, firework display, make banh chung
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.
PROCEDURES
1. Warm up: (5’) Spend a few minutes revising the previous lesson : Call some pupils to the front of the sing song Happy New Year . The class may sing together and clap hands or do actions.
Whole class Groupwork
2.New lesson (25’)
1. Look, listen and repeat.
- T tell ps that they are going to find out about how to ask and answer questions about what people do at a festival
- Ask Ps to open their book on page 32 and look at the pictures.
- Have them look at the pictures to understand the context in which the language is used. Ask them questions such as: Who are they? ? What are they doing?( in picture a , Mai is decorating the house.. In picture b to d , Linda asks Mai What do you do at Tet ?and Mai answers I wear nice clothes. I eat lots of banh chung and I get lucky money from my parents . Check understanding.
- Play the recording more than once, if necessary, for ss to listen and repeat. Do choral and individually repetition, pointing to the characters speaking.
- Play the recording again for Ps to listen and repeat.
2. Point and say.
- Tell Ps that they are going to practise asking and answering questions about what people do at a festival
- Let them look at the bubbles and the three pictures to identify how the language is used.
Teach the form and meaning of the pairs of adjectives under the pictures.
- Point to the first picture and and model the task with one pupil, using the sentences in the bubbles and the first pair of adjectives under picture a. ( Teacher: What do you do at Tet?
Pupil: I make banh chung . )Ask pupils to say the question and answer chorally and individually. Repeat the procedure with the other rows in the table.
T- WC Whole class T – Ps
Whole class Individually
Whole class T- WC
Whole class
Whole class Groupwork
Pairwork Pairwork
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- Ask Ps to practise in pairs, one asking the question and the other giving the answer, using the prompt in the bubbles and pictures.
- Select some pairs to demonstrate the task in front of the class. Monitor the activity and other help, if necessary.
3. Let’s talk.
- Tell Ps that they are going to revise what they have learnt in L1 and 2. Get them to work in pairs and ask and answer the three questions. Remind them to answer with facts about themselves
- Call a few pairs to act out their conversation.
- Encourage ps to observe and give comments in English.
When is ...?
What do you do at Tet/ on Teacher’s Day ?
Pairwork
Pairwork T- WC
3.Reinforcement (5’)
Asking std to focus on the structure once again.
- Retell the content of the lesson
Individually
4. Homelink: (2’) Learn by heart the new words and structures.
Prepare for new lesson
Whole class
5.Comments: ………
………
………
Teacher
Week 25 Period ...
Date of planning: .
UNIT 15: WHEN’S CHILDREN’S DAY?
LESSON 2
4.Listen and circle.
5. Look and write.
6. Let’s play.
Class Date of teaching Absent students
4A 4B 4C 4D
………
………
………
………
Aims At the end of the period, pupils will be able to: Ask and answer questions about What people do at a festival, using What do you do at/ on + ( festival ? ) I ...
Language focus
Sentence patterns: review Vocabulary: review
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.
PROCEDURES
1. Warm up: (5’) Spend a few minutes revising the previous lesson by playing Pass the secret . Follow the procedure in Games in Introduction. Ask pupils to talk about what they do at Children’s Day, New year, Teacher’s Day, Tet, etc.
Groupwork
2.New lesson (25’)
4. Listen and circle.(9’)
- Ask Ps to look at the pictures on page 33 - Tel Ps that they are going to listen to four dialouges and circle the phrases to complete the answers to question What do they do at Tet ?
- Focus their attention on the incomplete sentences so that they can understand how the language is used.
Help them to identify who the characters.
Check understanding.
- Play the recording for ss to circle the correct answers.
- Play the recording again for them to check their answers.
- Get Ps to swap their answers before you check as a class.
Key: 1a 2b 3b 4a Audio script:
1. Phong: It’s Tet soon.
Linda: What do you do at Tet ? Phong: I buy flowers
Linda: I see.
2. Linda: What about your parents ? What do they do ?
Phong: They decorate the house and make banh chung.
Linda: I like banh chung very much.
Phong : Me too.
3. Linda: What does your sister do at Tet ? Phong: She’s only four. So she eats banh chung and gets lucky money from my parents.
Linda: Oh! She must be happy!
Whole class T- WC
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Whole class Whole class Pairwork
Whole class T- WC Whole class
T- WC Individually
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4. Phong: I also watch firework displays with her.
Linda: I like watching firework displays too ! Phong: Yes, they are colourful. My sister likes them very much.
5. Look and write ( 8’)
- Ask ss to look at the pictures on page 33.
- Tell Ps that they are going to complete the sentences, using the given cues.
- Give them a few seconds to look at the pictures, sentences and read the text. Identify the difference in appearance between each picture. Explain the meaning of the new word strong. Then ask them to read the questions and write the answers. If necessary, get pupils to work in pairs.
- Set a time limit for the task and offer help, if necessary.
- Check the answers as a class and call one or two ps to read aloud the completed text.
Key:
1. go shopping
2. decorate the /their house 3. make banh chung
4. visit their grandparents 3. Let’s play: (8’)
- Tell Ps that they are going to play the Physical line-up following the procedure in Teaching games the unit components in Introduction.
- Put pupils in groups.Write sentences about different festivals on large pieces of paper.
- Then cut each into two halves and put all the pieces into a box. The number of pieces in the box should be the same as the number of pupils in the group.
- Ask the pupils to each draw a piece of paper from the box. Each pupil should find the person with the other half of their sentence and together read the sentence aloud. Continue the game with another group of pupils.
T- WC
Pairwork Pairwork
3.Reinforcement - Retell the content of the lesson. Individually
(5’)
4. Homelink: (2’) Learn by heart the new ords and structures.
Prepare for new lesson.
Whole class
5Comments: ………
………
………
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Teacher
