Date of preparing: 25/ 02/ 2019 Week 24- Period 91
UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 2: 1-2-3
I. AIMS
1. Knowledge
- By the end of this lesson, students will be able to asking and answering questions about making compảrion.
- Sentence patterns: Who is taller? - My brother is taller.
- Vocabulary: taller, shorter, bigger, smaller, younger.
2. Skills: speaking, listening and reading
3. Attitude: Educate Sts to love their lesson and work hard.
II. TEACHING AIDS
1. Teacher’s: student’s and teacher’s book, pictures, cassette, CNTT.
2. Students’: books, notebooks, workbooks.
III. TEACHING METHODS
- Communicative approach, work in pairs , individual, in groups, discuss.
IV. PROCEDURE
1. Class organization: (1’)
- Greeting: Good morning/ Good afternoon. How are you?
- Checking for the students’ attendence:
Class Date of teaching Absent students
4A
4B …………………
………………… …………………………………………………
…………………………………………………
2. Warm up: (5’)
* Jumpled letter
- T show ss words in which all the letters have got mixed up.
- T ask ss toput the letters in the correct order to make a word.
- T asks Ss to play in two teams
- Ss plays game
- T monitors and prides the winer.
latl = tall sorht = short mlis = slim lod = old uongy = young
3. New lesson: (30’)
Teacher’s and students’ activities Content
* Activity 1: Look, listen and repeat. (8’)
- T asks Ss to look at the pictures
What are their names? Where are they? What are they talking about?
- Ss answer
- T asks Ss to open their books to page 26
- Ss open their books to page 26
- T opens the cassette.
- Ss listen and point
- T opens the cassette again.
- Ss listen and read in chorus( 2 times)
- T - Ss role play.
T-Ss, Ss- T, half- half, open pairs
- T checks Ss’s understanding about the dialogue
T: What is Nam doing ?
Ss: He talk about his father and brother.
T: What does he look like?
Ss: He’s tall. 1. Look, listen and repeat
* Activity 2: Point and say: (14’)
a. Vocabulary
- T introduce some words by eliciting
+ taller: cao hơn
+ shorter: thấp hơn
+ bigger: to hơn
+ smaller : nhỏ hơn
+ younger: trẻ hơn
- T models
- Ss listen and repeat (chorally thenindividually).
- T writes down on the board
- Ss copy.
- T: Vocabulary checking: Rub out remember
b. Model sentences:
- T introduces structure
- Set the sence: T asks to look at their book on page 26
- T: When Peter wants to know who is taller. How does he ask?
S1: Who’s taller?
-T: How does Nam answer?
S2: My brother is taller than my father.
- T models
- Ss repeat chorally then individually.
- T wirtes down on the board
- T checks: form, use, intonation
c. Practice
* Picture cues (CNTT)
- T lets Ss run through the pictures
- T: How many pictures are there ?
- Ss answer
- T models
- Ss repeat chorally
- T-Ss, Ss- T, half-half, open pairs, close pairs
d. Production
* Lucky Number ( using the pictures on page 26)
- T explains how to play this game.
- T lets Ss play together. 2. Point and say
a. Vocabulary
+ taller: cao hơn
+ shorter: thấp hơn
+ bigger: to hơn
+ smaller : nhỏ hơn
+ younger: trẻ hơn
b. Model sentences
A: what do you think of the the younger brother?
B: I think he’s very kind.
* Activity 3: Let’s talk.(8’)
- T asks Ss to practise further by asking and answering questions about their classmate’ appearance and making comparisions, using What does he/she look like? Who’s + comparative
- Ask ss to work in pairs
- Give 5 minutes to practice
- Ask some pairs to act out their conversation in front of the class
- T gives feedback. 3. Let’s talk.
4. Consolidation: (3’)
? What’s the content of the lesson?
5. Home-link: (1’)
- Do exercises in the workbook. Learn by heart the new words and structures.
6. Comments
…………………………………………………………………………………………………………………………………………………………………………
Date of preparing: 25/ 02/ 2019 Week 24- Period 92
UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 2: 4-5-6
I. AIMS
1. Knowledge
- By the end of this lesson, students will be able to asking and answering questions about making comparion.
- Sentence patterns: revision
- Vocabulary: revision
2. Skills: speaking, listening and reading
3. Attitude: Educate Sts to love their lesson and work hard.
II. TEACHING AIDS
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. TEACHING METHODS
- Communicative approach, work in pairs , individual, in groups, discuss.
IV. PROCEDURE
1. Class organization: (1’)
- Greeting: Good morning/ Good afternoon. How are you?
- Checking for the students’ attendence:
Class Date of teaching Absent students
4A
4B …………………
………………… …………………………………………………
…………………………………………………
2. Warm up : (5’)
* Slap the board: ( using the words: taller, shorter, slimmer, older, younger)
- Divide the class into 2 teams
- Choose 5 students from each team stand in 2 lines.
- Teacher speaks the Vietnamese words ,
- Ss slap the words in English
- Let Ss play the game
- Praise the winners
3. New lesson: (30’)
Teacher’s and students’ activities Content
*Activity 1: Listen and circle (11’)
a. Pre-listening
- T asks Ss to read the title
- Ss read
T: What does it mean?
Ss: nghe và khoanh tròn
T : How many sentences
Ss: 4
- T lets Ss run through
- T asks Ss to tell the task
- Ask Ss to open the books on page 27
b. While-listening:
- Ask ss to listen1st time
- Ss listen
- Ask ss to listen2nd time
- Ss listen
- Ask ss to tell the answers
- Ask Ss to compare with their partners
- Ask ss to listen the 3rd time ( Listen and check)
Key : 1.a 2.a 3.b 4. b
c. Post listening
* Who is faster
- T devides Ss in to 2 groups
- T explains how to play this game
- T- Ss play together
- T minitors and gives feedback 4. Listen and circle.
1.a 2.a 3.b 4.b
* Activity 2: Look and write.(11’)
a. Pre- writing
- Set the scene: How many pictures are there?
Are they completed ?
- T asks ss to read the words
- Asks Ss to look at the Activity 5 p27 and complete
b. While- writing
- Ask pupils to do the task independently.
- Ask pupils to swap their answers.
- If there is enough time, invite some pairs to act out the dialogues.
- T gives feedback.
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.
c. Post writting
* Write it up
- T asks Ss to write about greeting each other.
- T gives Ss 2 minutes to do the task.
- Ss read your writing
- T corrects and lets Ss to copy down on their notebook. 5. Look and write.
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.
* Activity 3: Let’s sing. (8’)
- T shows the picture on the book
- T asks Ss the content of the picture: How many pictures? Who are they?
- Ss: They are …
T: What do they look like?
Ss: They are….
- T opens the song
- Ss : listen to the song
- T read the lyrics
- Ss repeat after the teacher
- T teach them some new words
- T opens the song again
- Ss repeat line by line
- Ask ss to sing along with the music
- T devides Ss into 2 groups
- Ask Ss to sing and do actions in groups
- Ss sing and do actions together.
- T calls somes groups perform before the class. 6. Let’s sing
4. Consolidation: (3’)
? What’s the content of the lesson?
5. Home-link: (1’)
- Do exercises in the workbook. Learn by heart the new words and structures.
6. Comments
…………………………………………………………………………………………………………………………………………………………………………
Date of preparing: 25/ 02/ 2019 Week 24- Period 93
UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 3: 1-2-3
I. AIMS
1. Knowledge
- By the end of this lesson, students will be able to practice 1 sounds / th/. and practice listening, writing, reading skills, .
- Sentence patterns: revision
- Vocabulary: revision
2. Skills: speaking, listening and reading
3. Attitude: Educate Sts to love their lesson and work hard.
II. TEACHING AIDS
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. TEACHING METHODS
- Communicative approach, work in pairs , individual, in groups, discuss.
IV. PROCEDURE
1. Class organization: (1’)
- Greeting: Good morning/ Good afternoon. How are you?
- Checking for the students’ attendence:
Class Date of teaching Absent students
4A
4B …………………
………………… …………………………………………………
…………………………………………………
2. Warm up : (5’)
* Bean bag circle
- Have Ss play the game: passing ball to introduce themselves.
S1: what does he/ she look like?
S2: He/ She is…..
3. New lesson: (30’)
Teacher’s and students’ activities Content
* Activity 1: Listen and repeat. (11’)
- T asks Ss to read the title
- Ss read
- T: What does it mean?
- Ss: Nghe và nhắc lại
-T asks ss to listen the tape or video
- Ss listen and repeat to the tape
- T models: /th/
- Ss repeat inchrorus , invidualy (4ss)
- T: model: this
- Ss repeat inchrorus , invidualy (4ss)
- T: model: This is my mother.
- Ss repeat inchrorus , invidualy (4ss)
- T: model: that
- Ss repeat inchrorus , invidualy (4ss)
- T: model: That is my father.
- Ss repeat inchrorus , invidualy (4ss)
- T: model: thin
- Ss repeat inchrorus , invidualy (4ss)
- T: model: The book is thin.
- Ss repeat inchrorus , invidualy (4ss)
- T: model: thick
- Ss repeat inchrorus , invidualy (4ss)
- T: model: The dictionary is thick.
- Ss repeat inchrorus , invidualy (4ss)
- Ss repeat chorus ,invidually
* Furthe practice : Pick up the word
- T writes some word on card and ask ss to find the word which has stress
- T asks to work in four groups
- Ss say bingo when they finish
- T minitors and gives feedback 1. Listen and repeat
th this This is my mother.
that That is my father.
thin The book is thin.
thick The dictionary is thick.
* Activity 2: Listen and tick. Then write and say aloud (11’)
a. Pre-listening
- T asks Ss to read the title
- Ss read
T: What does it mean?
Ss: nghe và đánh dấu tích
T : How many sentences?
Ss: 4
- T lets Ss run through
- T asks Ss to tell the task
- Ask Ss to open the books on page 28
b. While-listening
- Ask ss to listen 1st time
- Ss listen
- Ask ss to listen 2nd time
- Ss listen
- Ask ss to tell the answers
- Ask Ss to compare with their partners
- Ask ss to listen the 3rd time( Listen and tick)
Key : 1. a 2. b 3.a 4. b
c. Post listening
* Chinese whisper
- T devides Ss in to 2 groups
- Ss make aline and one of them take one sentence
- T reads aloud
- Ss stick it on board and read aloud
- T minitors and gives feedback 2. Listen and tick. Then write and say aloud
1. a 2. b 3. a 4. b
* Activity 3: Let’s chant. (8’)
- T: ask ss to look at the board
This is my family
- T opens the chant
- Ss : listen the chant
- T reads the lyrics
- Ss repeat after the teacher
- T teaches them some new words
- T opens the chant again - Ss repeat line by line
- Ask ss to sing along with the music
- T devides Ss into 2 groups
- Ask Ss to sing and do actions in groups
- Ss sing and do actions together.
- T calls somes groups perform before the class.
- T listens and give feedback. 3. Let’s chant
4. Consolidation: (3’)
? What’s the content of the lesson?
5. Home-link: (1’)
- Do exercises in the workbook. Learn by heart the new words and structures.
6. Comments
…………………………………………………………………………………………………………………………………………………………………………
Date of preparing: 25/ 02/ 2019 Week 24- Period 94
UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 3: 4-5-6-7
I. AIMS
1. Knowledge
- By the end of this lesson, students will be able to asking and answering questions about making comparion.
- Sentence patterns: revision
- Vocabulary: revision
2. Skills: speaking, listening and reading
3. Attitude: Educate Sts to love their lesson and work hard.
II. TEACHING AIDS
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. TEACHING METHODS
- Communicative approach, work in pairs , individual, in groups, discuss.
IV. PROCEDURE
1. Class organization: (1’)
- Greeting: Good morning/ Good afternoon. How are you?
- Checking for the students’ attendence:
Class Date of teaching Absent students
4A
4B …………………
………………… …………………………………………………
…………………………………………………
2. Warm up : (5’)
* Jumpled letter
- T shows ss words in which all the letters have got mixed up.
- T asks ss toput the letters in the correct order to make a word.
- T asks Ss to play in two teams
- Ss plays game
- T monitors and prides the winer.
Sthi = this that = that tinh = thin thcik = thick
3. New lesson: (30’)
Teacher’s and students’ activities Content
* Activity 1: Read and write. (10’)
a. Pre-reading
- T sets the scene
Who is she? What is she doing? What are the name of the stories?
How many questions are there?
- T gives the meanings of unfamiliar words and get Ss to read the questions and underline the key words in the passage.
- Explain the meanings of the newords
b. While-reading:
- Ask ss to do the task ( 3minus)
- Ask some ss to tell the answer
- T-Ss check together
- T checks Ss’s understanding
Key: 1. He is a teacher
2. He is tall and slim
3. She is beautiful
4. Her brother is young
5. Marie is shorter
c. Post- reading
- Have Ss play a game: Lucky number
- Ss play the game. 4. Read and write
Key: 1. He is a teacher
2. He is tall and slim
3. She is beautiful
4. Her brother is young
5. Marie is shorter
* Activity 2: Write (10’)
a. Pre- writing
- Set the scene
What’s your name?
- T asks Ss to write about family name.
- Ask Ss to read the gapped sentences and think about what their family .
b. While-writing.
- T gives Ss 3 minutes to write
- Ask Ss to swap their writng
- T calls some Ss to read aloud their writing
- T monitors and gives feedback.
Key : Answers vary
c. Post writing
- Play the game: Musical ball
- Guide how to play . 5.Write
* Activity 3: Project : (7’)
- Tell the class that they are going to tell a family and describe your family members to the class.
- Get Ps to work in groups of five and decide which story to tell the clas and what they think of the character.
- Set a time limit for them to discuss and write notes. Select two or three groups to tell the stories and their opinions on the characters 6. Project
4. Consolidation: (3’)
? What’s the content of the lesson?
5. Home-link: (1’)
- Do exercises in the workbook. Learn by heart the new words and structures.
6. Comments
…………………………………………………………………………………………………………………………………………………………………………
Week 24 Period 91
Date of planning: 3/3/2017
UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 2: 1-2-3
I. AIMS.
By the end of this lesson, Ps will be able to make comparisions, using Who is +( comparative ) ?.....is + ( comparative
1. Knowledge:
Sentence patterns: Who’s ..................? - ……….is...........
Vocabulary: taller, shorter, smaller, older, younger...
2. Skills: speaking, listening and reading
3. Attitude: Ps know about making comparisions.
II. TEACHING METHODS:
- Work in pairs , individual, in groups ….
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:
Class Date of teaching Absent pupils
4A
4B 6/3/2017
6/3/2017 …………………………………………………
…………………………………………………
IV. PROCEDURE:
Teacher’s activities Pupils’ activities
I. 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....
Ps work in pairs.
II. New lesson:(30’)
1. Look, listen and repeat.(8’)
- 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 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.(15’)
a. Vocabulary:
- Teach the form and meaning of the pairs of adjectives under the pictures: tall- taller , short- shorter , big- bigger, small- smaller, old- older, young- younger
+ Checking: Slap the board.
- T guides Ss how to play
b. Model sentences:
A: Who’s taller?
B: The girl is taller.
- Concept check: intonation, using
c. Practice:
- 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.
- 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.
d. Production:
- Role play
3. Let’s talk.(7’)
- 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.
What does he/ she look like ?
Who’s ....?
Listen.
Look at the picture and discuss.
Answer the questions.
Listen and repeat in choral and dividual.
Listen and repeat.
Listen and repeat.
Look at the bubles.
Listen and repeat in chorus and individual.
Ps work in pairs.
Ps work in pairs.
Pairs act out the dialogue.
Ps work in pairs
Pairs act out their conversation.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
* Comments:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Week 24 Period 92
Date of planning: 3/3/2017
UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 2: 4-5-6
I. AIMS.
By the end of this lesson, Ps will be able to listen and write specific information about someone’s physical appeareance.
1. Knowledge:
Sentence patterns: revision
Vocabulary: revision
2. Skills: speaking, listening and reading
3. Attitude: Ps know how to write someone’s physical appreance.
II. TEACHING METHODS:
- Work in pairs , individual, in groups ….
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:
Class Date of teaching Absent pupils
4A
4B 6/3/2017
6/3/2017 …………………………………………………
…………………………………………………
IV. PROCEDURE:
Teacher’s activities Pupils’ activities
I. Warm up:(5’)
Spend a few minutes revising the previous lesson by getting the class to play Slap the board, using the comparative adjectives
Work in pairs.
II. New lesson:(30’)
4. Listen and circle.(11’)
a. Pre-listening:
- T looks at the books and sets the table:
How many sentences are there?
- 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.
b. While-listening:
- 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
c. Post listening:
- Play the game: Lucky numbers.
5. Look and write ( 11’)
a. Pre- writing:
- 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.
b. While- writing:
- 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. 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.
c. Post reading:
- Ask Ps to play a game: Whisper
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 groups, one sings the questions and the other sing the answers .
Look at the pictures.
Listen to the dialogues.
Ps answer the T’s questions.
Listen and circle.
Listen and check.
Ps swap.
Play the game.
Look at the pictures.
Listen to the teacher.
Identify the what someone is doing.
Ps do the task.
Swap their answers.
Play the game.
Listen.
Ps work in groups of three.
Ps work in pairs.
Say the answer.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
* Comments:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Week 24 Period 93
Date of planning: 3/3/2017
UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 3: 1-2-3
I. AIMS.
By the end of this lesson, Ps will be able to pronounce the sounds of the letters th in the words this, that, thin and thick respectively.
1. Knowledge:
Sentence patterns: revision
Vocabulary: revision
2. Skills: speaking, listening and reading
3. Attitude: Ps know about
II. TEACHING METHODS:
- Work in pairs , individual, in groups ….
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:
Class Date of teaching Absent pupils
4A
4B 10/3/2017
8/3/2017 …………………………………………………
…………………………………………………
IV. PROCEDURE:
Teacher’s activities Pupils’ activities
I. 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.
Some pairs of Ps ask and answer before the class.
II. New lesson:(30’)
1. Listen and repeat. (11’)
- 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 aloud. (11’)
a. Pre-listening:
How many sentences?
- 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.
b. While- listening.
- 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: 1.a 2.b 3.a 4.b
Audio:
1. My brother is thin.
2. My sister is three.
3. Their books are on the table.
4. Their books are thick.
c. Post-listenning.
- Get Ps to play the game: Slap the board
3. Let’s chant (8’)
- 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 chant and do actions. The rest of the class claps along to the rhythm
Listen.
Look the words.
Listen and repeat in chorus, individually.
Do in choral- individual
Ps perform in front of the class.
Answer T’s questions.
Listen.
Listen and number.
Ps swap.
Say the sentences aloud.
Play the game.
Listen to the teacher.
Read the chant.
Do choral and individual repetition.
Work ito groups of four.
Some of groups sing the chant and do actions.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
* Comments:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Week 24 Period 94
Date of planning: 3/3/2017
UNIT 14: WHAT DOES HE LOOK LIKE
Lesson 3: 4-5-6
I. AIMS.
By the end of this lesson, Ps will be able to read and write specific information about someone’s physical appeareance.
1. Knowledge:
Sentence patterns: revision
Vocabulary: revision
2. Skills: speaking, listening and reading
3. Attitude: Ps know about
II. TEACHING METHODS:
- Work in pairs , individual, in groups ….
III. TEACHING AIDS:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
3. Class organization:
Class Date of teaching Absent pupils
4A
4B 10/3/2017
8/3/2017 …………………………………………………
…………………………………………………
IV. PROCEDURE:
Teacher’s activities Pupils’ activities
I. 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.
Sing the chant and do actions.
II. New lesson:(30’)
4.Read and write. (11’)
4. Read and complete.(9)
a. Pre- reading.
- Ask Ps to look at the text and pictures , ask some questions
What’s this? What does this paragraph talk about?Who write the email? Who get the email?
- 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 answer the questions.
b. While-reading.
- 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.
c. Post- reading.
- Play the game: Whishper
5. Write (11’)
a. Pre- writing
- Ask Ps to answer T’s questions.
Is this a letter? What are you going to do this task?
- 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.
b. While-writing.
- 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.
c. Post writing.
- Call some Ps to read aloud / display their writing
6. Project.(8’)
- 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.
- 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.
Answer theT’s questions.
Listen to the teacher.
Work in pairs .
Do the task.
Ps swap.
Play the game.
Answer the T’s questions.
Listen to the teacher.
Work in pairs or groups to discuss.
Do the task.
Swap their answers.
Read / Display.
Listen to the teacher.
A pair do a demonstration.
Ps tell the class about their tasks.
III. Consolidation:(3’)
? What’s the content of the lesson?
T- Ps
IV. Home-link: (2’)
- Do exercises in the workbook. Learn by heart the new words and structures.
Individually
* Comments:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
