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Week 1

Date of preparing:1/9/2016                               Date of teaching: ………………..

  Unit 1  

What’s your address?

Period 1: Lesson 1 (1-2-3)

I. Objectives

By the end of the lesson, pupils can:

- Ask and answer questions about where to live, using What’s your address? It’s…

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test:

- Have pupils answer T’s questions.

3. New lesson:

 Warm-up: Ask pupils to greet each other.

 1. Look, listen and repeat.

- Introduce the story by pointing at each character and elicit their answers to the questions: Who’s this? What is he/she doing?

- Play the recording all the way through foe pupils to listen and follow in their books. Play it again for them to repeat line by line.

- Check their understanding of the story.

2. Point and say.

- Tell the class that they are going to practice asking and answering questions about someone’s daily routines, using What’s your address? It’s…

- Have pupils look at the pictures. Teach them how to read the words and phrases under each picture.

- Point at each picture and ask the question What’s your address? for pupils to answer chorally, using the information under the picture.

- Have them practice asking and answering the questions in pairs. Then invite one or two pairs to speak to check their performance.

3. Let’s talk

- Tell the class that they are going to practice further by asking and answering questions about someone’s daily routines. Get pupils to work in pairs. Remind them to use the questions and answers in their books.

- Set time limit for them to practice. Monitor the activity and offer help if necessary.

- Invite a few pairs to act out their conversations. Then give feedback.

IV. Consolidation  Remind pupils what they have learnt.

 Date of preparing:1/9/2016                               Date of teaching: ………………..

  Unit 1 

What’s your address?

Period 2: Lesson 1 (4-5-6)

I. Objectives

By the end of the lesson, pupils can:

- Practice asking and answering questions about where to live, using What’s your address? It’s…

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test:

- Have pupils answer T’s questions.

3. New lesson:

Warm-up: Spend a few minutes revising the previous lesson by inviting two pupils to ask and answer the question: What’s your address? It’s….

 4. Listen and complete.

- Tell the class that are they going to listen  and complete the sentences.

- Ask them to look at the pictures to identify the characters and their activities.

- Play the recording all the way through for pupils to listen and complete the sentences.

- Play it again to check their answers.

- Get pupils to compare their answers before checking as class.

Key: 1. 208  2. 321  3. White street  4. the second floor

  5. Read and complete.

- Tell the pupils that they are going to read and fill the gap.

- Give them a few second to read the text and the words in the box. Remind them to focus on the context to select the appropriate words.

- Set a time limit for them to do the task independently.  

- Get pupils to compare their answers in pairs before checking as class.  

Key: 1. from  2. lives  3. address  4. street 

6. Let’s sing

- Tell the class that they are going to sing The wheels on the bus. Have pupils read each line of the lyrics and teach then unfamiliar words.

- Play the recording all the way through for pupils to listen and follow in their books. Play it again and ask pupils to do choral repletion line by line.

- When pupils are familiar with the melody, ask the class so sing along with the music before having them practice singing and doing actions in groups.

- Invite a group to sing the song and do actions in front of the class.

IV. Consolidation - Remind pupils what they have learnt.

Date of preparing:1/9/2016                               Date of teaching: ………………..

  Unit 1 

What’s your address?

Period 3: Lesson 2 (1-2-3)

  I. Objectives:

By the end of the lesson, pupils can:

- Use the words and phrases related to the topic

- Ask and answer questions about hometown, using: What’s the……like? It’s…

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up:  - Spend a few minutes having the class singing The wheels on the bus. Then get they to play Spelling bee with lane, tower, mountains, city, village and hometown. 

 1. Look, listen and repeat.

- Tell the class that they are going to read a story. Have them look at the pictures and guess what the story tell about. Check their comprehension by  each picture  answering these questions:

What’s his name?                    Where does he live?

What’s the village like?          Who’s he taking with?

- Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to repeat the lines in the bubbles.  

2. Point and say

- Tell the class that they are going to practice the questions and answers describing a place, using What’s the…………….like? It’s………….

- Revise the adjectives big, far, large and small and teach the new ones: busy, quiet, crowded and pretty. Have the class repeat all the adjs twice.    

Eg: My city is big and busy;  My village is far and quiet.

- Point at the picture and ask What’s the……….like? for the class to answer, using the prompts.

- Ask them to work in pairs. Invite one and two pairs to perform the activity. 

 3. Let’s talk

- Tell the class that they are going to practice further by asking and answering questions about where they live.

-  Remind them to answer the question with information about themselves.

- Invite one or two pairs to act out their conversations. Then give feedback.

IV. Consolidation

- Remind pupils what they have learnt.

Date of preparing:1/9/2016                               Date of teaching: ………………..

  Unit 1 

What’s your address?

Period 4: Lesson 2 (4-5-6)

  I. Objectives

By the end of the lesson, pupils can:

- Use the words and phrases related to the topic

- Practice asking and answering using: What’s the…………like?, It’s………….

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up:  - Spend a few minutes having the class play the game Bingo with the words: city, village, town, island, big, busy, quiet, large, crowded and small. Then have the make sentences with the words used in the game.  

4. Listen and circle a or b.

- Tell the class that they are going to listen.

- Listen twice and then circle.

- Get them to read their keys.    

Key: 1.a  2.b  3.b  4. a

5. Write about you.

- Tell the class that they are going to write about where they live and who they live with. Have them read the questions and check their understanding.

- Set a time limit for them to do the task.  

- Get them to swap and read their writing before inviting one or two pupils to read their answers aloud and give feedback.

6. Let’s play

- Tell the class that they are going to play Spott the difference. Tell them that they have to compare two pictures and find out the five details which are difference. The first pupil who finds out all the different details is the winner.

Key: Picture b is different from picture a in the following way:

-         There is one more car in the road.

-         There is a woman in front of the yellow building.

-         The sign next to the yellow building is blue, and it reads BUS STOP.

-         There is no logo of pills on the pharmacy.

-         There is a boy behind the father and daughter.

IV. Consolidation

- Remind pupils what they have learnt.

 Week 2

Date of preparing:8/9/2016                               Date of teaching: ………………..

  Unit 1 

What’s your address?

Period 5: Lesson 3 (1-2-3)

  I. Objectives

 By the end of the lesson, pupils can:

- Use the words and phrases related to the topic

- Pronounce two-syllable words with the stress on the first syllable: ‘city, ‘village, ‘mountain, ‘tower.

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up:  Spend a few minutes revising the previous lesson by inviting a few pupils to read their answers to Activity 5. Give feedback and introduce lesson 3.

1. Listen and repeat.

Tell the class that they are going to practice saying two-syllable words with the stress on the first syllable, Explain that in a word with more than one syllable, one of the syllable is usually said with more emphasis than the rest. Eg: ‘city, ‘village, ‘mountain, ‘tower.

- Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat all the words and sentences twice.

2. Listen and circle a or b. Then say the sentences aloud.

- Tell the class that they are going to listen and circle a or b to complete the sentences.

- Give them a few second to read the sentences in silence before playing the recording for them to do the task.

- Get them to compare their answers in pairs before checking as a class.

Key: 1b  2a  3a

3. Let’s chant

- Tell the class that they are going to say the chant Where do you live? Have them read the chant and check their comprehension.

- Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat line by line.

- Have them practice chanting and doing actions in groups.

- Invite two or three groups to say the chant and do actions.

IV. Consolidation

- Remind pupils what they have learnt.

Date of preparing:8/9/2016                               Date of teaching: ………………..

  Unit 1 

What’s your address?

Period 6: Lesson 3 (4-5-6-7)

  I. Objectives

By the end of the lesson, pupils can:

- Use the words and phrases related to the topic

- Pronounce two-syllable words with the stress on the first syllable: ‘city, ‘village, ‘mountain, ‘tower.

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up: Spend a few minutes having the class say the chant Where do you live?

 4. Read and tick Yes (Y) and No (N)

 - Get them to read the sentences and underlines the key words/ phrases before reading passage to find relevant information.  

- Set time limit for pupils to do the task independently.

- Have them compare their answers before checking as a class.

Key: 1N  2Y  3N  4Y  5Y

5. Write about your friend.

 - Give them time to read the questions and write the first draft of their answers in their notebooks.

- Set a time limit for them to do the task independently.

- Remind them how to write the first letter of each sentence….    

- Get them to swap and read their writing in pairs before inviting two or three pupils to read their answer aloud.

6. Project

- Tell the class to work in groups to discuss the house they are going to draw, and its address. Then ask them to draw it on a piece of paper.

- Set a time limit for them to do this task.

- Invite a few groups to present their drawings to the class and talk about them.

 7. Colour the stars.

- Have the class read the statements and check their comprehension.

- Give them time to colour the stars and invite a few pupils to read the statements aloud.

- Give further support to pupils who find it difficult to achieve objectives.

4. Consolidation  - Remind pupils what they have learnt.

Date of preparing:8/9/2016                               Date of teaching: ………………..

  Unit 2 

I ALWAYS GET UP EARLY. HOW ABOUT YOU?

Period 7: Lesson 1 (1-2-3)

  I. Objectives

 By the end of the lesson, pupils can:

- Ask and answer questions about someone’s daily routine, using What do you do………? I always/ usually/ often/ sometimes…

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up:

- Have the class talk about their houses, using the drawings from unit 1, lesson 3, and activity 6.

1. Look, listen and repeat.

- Introduce the story by pointing at each character and elicit their answers to the questions: Who’s this? Who’s he talking with online? What does he do in the morning? What does he do after school/ in the afternoon?

- Play the recording all the way through foe pupils to listen and follow in their books. Play it again for them to repeat line by line.

- Check their understanding of the story.

2. Point and say.

- Practice by asking and answering questions about someone’s daily routines, using What do you do in the morning/ afternoon…?Ialways/usually, sometimes….

- Have pupils look at the pictures. Teach them how to read the words and phrases under each picture.

- Ask them to pay attention to the pronunciation of the words: ‘always, ‘usually, ‘often, and ‘sometimes.

- Point at each picture and ask the question What do you do…? for pupils to answer chorally, using the information under the picture.

- Have them practice asking and answering the questions in pairs.

3. Let’s talk

- Tell the class that they are going to practice further by asking and answering questions about someone’s daily routines. Get pupils to work in pairs.

- Set time limit for them to practice.

- Invite a few pairs to act out their conversations. Then give feedback.

IV. Consolidation

- Remind pupils what they have learnt.

 Date of preparing:8/9/2016                               Date of teaching: ………………..

  Unit 2 

I ALWAYS GET UP EARLY. HOW ABOUT YOU?

Period 8: Lesson 1 (4-5-6)

  I. Objectives

 By the end of the lesson, pupils can:

- Practice asking and answering questions about someone’s daily routine, using What do you do………? I always/ usually/ often/ sometimes…

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up: Spend a few minutes revising the previous lesson by inviting one or two pairs of pupils ask and answer questions about their daily routines.

4. Listen and tick.

- Tell the class that are they going to listen and tick the correct pictures.

- Ask them to look at the pictures to identify the characters and their activities.

- Play the recording all the way through for pupils to listen and tick the pictures. Play it again for them to check their answers.

- Get pupils to compare their answers before checking as class.

Key: 1c  2b  3b  4a.

5. Read and complete.

- Tell the pupils to read and fill the gap with like, do, TV, play and usually.

- Give them a few second to read the text and the words in the box. Remind them to focus on the context to select the appropriate words.

- Set a time limit for them to do the task independently.

- Get pupils to compare their answers in pairs before checking as class. If there is enough time, have the class read the completed text aloud.

Key: 1. do  2. usually  3. play  4. TV  5. like

6. Let’s sing

- Tell the class that they are going to sing This is the way we do things. Have pupils read each line of the lyrics and teach then unfamiliar words. Check comprehension.

- Play the recording all the way through for pupils to listen and follow in their books. Play it again and ask pupils to do choral repletion line by line.

- When pupils are familiar with the melody, ask the class so sing along with the music before having them practice singing and doing actions in groups.

- Invite a group to sing the song and do actions in front of the class.

IV. Consolidation - Remind pupils what they have learnt.

Week 3

Date of preparing:15/9/2016                               Date of teaching: ………………..

  Unit 2

 I ALWAYS GET UP EARLY. HOW ABOUT YOU?

Period 9: Lesson 2 (1-2-3)

  I. Objectives

 By the end of the lesson, pupils can: 

- Ask and answer questions about frequency, using How often….? I…..every day/ once/ twice…a week/ a month.

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up: Spend a few minutes revising the previous lesson by having the class sing the song This is the way we do things.

1. Look, listen and repeat.

- Tell the class that they are going to read a story. Have them look at the pictures and guess what the story tell about. Ask them some questions:

What’s his/ her name?                   What kind of information is Linda looking for?

How often does she come to the library?       Who’s he/ she taking about?

 - Play the recording all the way through for pupils to listen and repeat

2. Point and say

- Tell the class that they are going to practice asking and answering questions about frequency, using How often….?/ I…every day/once/ twice…..a week/

- Point at the picture and ask How often do you…? for the class to answer, using the prompts.

- Ask them to work in pairs.

Eg: A: How often do you go the library?     B: I go to the library once a week.

 - Invite one and two pairs to perform the activity. Then give feedback.

3. Let’s talk

- Tell the class that they are going to practice further by asking and answering questions about their daily routines and how often they do something, using What do you do…?/ I usually… and How often…?/ I… once/ twice…a week/ month.

- Get pupils to work in pairs.

- Set a time limit for pupils to practice talking.

- Invite one or two pairs to act out their conversations. Then give feedback.

IV. Consolidation - Remind pupils what they have learnt.

 Date of preparing:15/9/2016                              Date of teaching: ………………..

  Unit 2

 I ALWAYS GET UP EARLY. HOW ABOUT YOU?

Period 10: Lesson 2 (4-5-6)

  I. Objectives

 By the end of the lesson, pupils can:

- Practice asking and answering questions about frequency, using How often….? I…..every day/ once/ twice…a week/ a month.

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up: Spend a few minutes revising the previous lesson by having a few pairs of pupils ask and answer the questions: How often….? I…..every day/ once/ twice…a week/ a month

4. Listen and number.

- Tell the class that they are going to listen and number the pictures.

- Ask pupils to look at the pictures and identify the characters and their activities.

- Play the recording all the way through for them to listen and number.  

- Get pupils to compare their answers before checking as a class.

 Key: 1b; 2c; 3d; 4a

5.Write about your daily routines.

- Tell the class that they are going to write their daily routines.

 - Set a time limit for pupils to write their answers in their notebooks.

- Get them to swap and read each other’s answers.  

6. Let’s play

- Tell the class that they are going to complete a crossword puzzle. Remind them how to do it.

- Get them to look at the crossword puzzle and the pictures. Start with picture 1 and ask them to think of a verb that describes it. Repeat the procedure for the rest of the pictures. The first pupil who completes the puzzle correctly is the winner.

- Ask pupils to work independently.

 Key:

1. get dressed  2. cook dinner  3. have lunch

4. do home work  5. go home   6. go to bed

7. listen to music  8. get up   9. go to school

IV. Consolidation   - Remind pupils what they have learnt.

Date of preparing:15/9/2016                              Date of teaching: ………………..

  Unit 2

 I ALWAYS GET UP EARLY. HOW ABOUT YOU?

Period 11: Lesson 3 (1-2-3)

  I. Objectives

 By the end of the lesson, pupils can:

- Pronounce two-syllable with the stress on the first syllable: ‘always, ‘usually, ‘often and ‘sometime.

- Develop pupils speaking and listening skills.

II. Teaching aids:

1. Teacher’s: student’s and teacher’s book, pictures, cassette.

2. Students’: books, notebooks, workbooks.

III. Teaching processes:

1. Class organization:

2. Oral test: - Have pupils answer T’s questions.

3. New lesson:

Warm-up: Spend a few minutes revising the previous lesson by inviting a few pupils to read their answers in Lesson 2, Activity 5.

1. Listen and repeat.

- Tell the class that they are going to practice saying two-syllable words with the stress on the first syllable: ‘always, ‘usually, ‘often and ‘sometime.

- Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat all the words and sentences twice.

2. Listen and circle a or b. Then say the sentences aloud.

- Tell the class that they are going to listen and circle a or b to complete the sentences.

- Give them a few second to read the sentences in silence before playing the recording for them to do the task.

- Get them to compare their answers in pairs before checking as a class.

- Ask pupils to read the completed sentences aloud.

Key: 1a  2b  3a  4b

3. Let’s chant

- Tell the class that they are going to say the chant What do you do in the morning? Have them read the chant and check their comprehension.

- Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat line by line.

- Have them practice chanting and doing actions in groups.

- Invite two or three groups to say the chant and do actions. Then the rest of the  class claps along to the rhythm.

IV. Consolidation

- Remind pupils what they have learnt.