Review 1

Objective

Ss will be able to improve speaking skill.

Language focus

Sentence Partners:

-         What’s your name? My name’s_____

-         How do you spell your name? _____

-         How are you? I’m fine, thanks, and you?

-         Is that ___?-Yes, it is/No, it isn’t

Resources

flashcards, pictures.

PROCEDURE

Steps

Learning activities

Language focus

Modes

1.Warm up (3’)

- Ask Ss to sing songs

Whole class

2. Presentation  (10’)

- Ask Ss to sit into a circle.

- Speak loud some Sentence partners they have leant and ask Ss to repeat individually.

- Listen and correct their pronunciation if needed.

- Ask Ss to repeat chorally 2 times.

Sentence patterns:

-         What’s your name? My name’s_____

-         How do you spell your name? _____

-         How are you? I’m fine, thanks, and you?

Is that ___?-Yes, it is/No, it isn’t

Individual

Whole class

3.Practise (10’)

- Ask some questions with Ss and ask Ss to ask and answer follow the circle.

- Listen and correct their questions with their answers if necessary.

Whole class

4. Production (15’)

- Ask Ss to work in pairs to ask and answer by themselves.

- Listen and correct if needed.

Pairs

5.Home-link (2’)

-    Have Ss to further practice asking and answering about someone at home.

Whole class

Objective

Ss will be able to review the vocabulary and structure of unit 6, unit 7, unit 8

Language focus

Sentence Partners:  Revisions.

Vocabulary: Revisions.

Resources

Tape, textbook, flashcards, pictures.

PROCEDURE

Steps

Learning activities

Language focus

Modes

1.Warm up (4’)

-Have Ss sing the song.

Whole class

2.Listen and do action. (11’)

- Tell Ss that they are going to listen and do action.

- Divide class into 4 groups : A, B, C and D.

- Call each group in turn to go to the board, read loud the instructions and the other groups do the action.

- Listen and check.

- Correct the mistake if needed.

New words:

Stand up, sit down, come here, don’t talk, be quiet,…

Groups

3. Look and say.  (10’)

- Stick some school facilities on the board.

- Ask Ss to look at the picture, ask and answer about school facilities, using:

A: Is your + school facility + adjective?

B: Yes, it is/ No, it isn’t

-         Ask Ss to work in pairs in 4 mins

-         Call some pair to perform

-         Listen and give comment

-         Correct if needed.

Sentence pattern:

A: Is your + school facility + adjective?

B: Yes, it is/ No, it isn’t

pairs

4.Match the picture with the answer (10’)

- Stick some picture about school things with colour on the right  and write the sentences on the left of the board.

- Ask Ss to answer by drawing a line between them.

- Give 4 mins for Ss to do the task in pairs.

- Go around to offer help if necessary.

- Get Ss to swap and check their answers before checking as a class.

Key:

1.c

2.a

3.d

4.b 

Pairs

5.Home-link (5’)

-Ask Ss prepare the next lesson at home.

Pairs

Objective

Ss will be able to:

  + review vocabulary and sentence patterns in the previous lessons.

  + practice listening, writing, speaking and reading skills.

Language focus

-       Vocabulary:  Review

    Sentence Patterns:     Review

Resources

-       Tape, textbook, flashcards, pictures, posters.

Procedure

Steps

Learning activities

Language focus

Modes

I.Warm up (7’)

- T has Ss sing a song.

- T lets Ss play the game: Who is smarter? to check vocabulary.

+ T asks Ss work individually.

+ T shows the flashcards of the missing words.

1. Phot_
2. Tre_
3. F_nce
4. Bedr_om
5. G_rden

+ Ss has duty writing the missing letters on the small board. Each right answer Ss draw a line in the corner of the board. After 5 words, student who has more marks become smarter one.

+ T praises the winner.

+ T asks Ss read aloud that five words once time and leads in the new lesson.

keys:

1. O
2. E
3. E
4. O
5. A

Whole class

Individual

II. New lesson

1. Look, listen and write the answers (10’)

- T uses the 5 following pictures:

- T asks Ss work in groups.

- T shows the pictures in the order and asks the following questions:

1. Is that a pond?

2. Is that a pond in the garden?

3. Is that a bedroom?

4. Is this a kitchen big?

5. Is there a gate in your house?

- Each group has duty listenning carefully and write down the answers as fast as possible on the group board.

- T asks Ss show the answer and checks.

- T gives feedback.

Answer keys:

1. No, it isn’t.

2. Yes, it is.

3. Yes, it is.

4. No, it isn’t / No, it isn’t. It’s small.

5. No, there isn’t.

Whole class

Groups

Pairs

2. Read and match (10’)

- T tells Ss are going to read the questions in the column A and match with the suitable answers in the column B by drawing a line between them.

- T has Ss work individually and do the task for 3 minutes.

- T calls some volunteers to go to the board and write down their answers.

- T gives feedback and shows the answer keys.

- T call some pairs make dialogue with the questions and the answers.

- T gives feedback and correct pronunciation if necessary.

    a

Answer keys:

1. b
2. c
3. d
4. a

Teacher - Whole class

Individual

Pairs 

Teacher

3. Put the words in the order, Then read aloud

(12’)

- T tells Ss that they are going to out the words in order, then read aloud.

1. over/ there/ garden/ a/ is/ there.

2. sister/ old/ my/ thirteen/ is/ year.

- T lets Ss read all words for some second and check comprehension.

- T asks Ss work in groups and do the task for 5 minutes.

- T asks Ss stick their answers on the board.

- T checks Ss’ answers.

- T asks Ss read aloud the sentences.

- T calls two Ss read the sentences again. Give feedback.

Answer keys::

1. There is a garden over there.

2. My sister is thirteen years old.

    It’

Teacher - whole class

Groups

Teacher – whole class

4. Consolidation (1’)

- T comments the lesson.

Teacher – whole class

Objective

Ss will be able to:

  + review vocabulary and sentence patterns in the previous lessons.

  + practice listening, writing, speaking and reading skills.

Language focus

-       Vocabulary:  Review

    Sentence Patterns:     Review

Resources

-       Tape, textbook, flashcards, pictures, posters.

Procedure

Steps

Learning activities

Language focus

Modes

I.Warm up (7’)

- T has Ss sing a song.

- T lets Ss play the game: Who is smarter? to check vocabulary.

+ T asks Ss work individually.

+ T shows the flashcards of the missing words.

1. D_  homework
2. Kit_
3. Plan_
4. G_ldfish
5. Cle_n the floor
6. C_ _k
7. Si_g
8. _atch TV

+ Ss has duty writing the missing letters on the small board. Each right answer Ss draw a line in the corner of the board. After 5 words, student who has more marks become smarter one.

+ T praises the winner.

+ T asks Ss read aloud that five words once time and leads in the new lesson.

keys:

1. o
2. e
3. e
4. o
5. a
6. oo
7. i
8. w

Whole class

Individual

II. New lesson

1. Look, listen and write the answers (10’)

- T uses the 5 following pictures:

- T asks Ss work in groups.

- T shows the pictures in the order and asks the following questions:

1. How many planes do you have?

2. What toys do you like?

3. What is he doing?

4. What is she doing?

5. How many goldfish do you have?

- Each group has duty listenning carefully and write down the answers as fast as possible on the group board.

- T asks Ss show the answer and checks.

- T gives feedback.

Answer keys:

1. I have three.

2. I like cars

3. He is cycling

4. She is listening to music.

5. I have four

Whole class

Groups

Pairs

2. Read and match (10’)

- T tells Ss are going to read the questions in the column A and match with the suitable answers in the column B by drawing a line between them.

- T has Ss work individually and do the task for 3 minutes.

- T calls some volunteers to go to the board and write down their answers.

- T gives feedback and shows the answer keys.

- T call some pairs make dialogue with the questions and the answers.

- T gives feedback and correct pronunciation if necessary.

Answer keys:

1. b
2. c
3. a
4. d

Teacher - Whole class

Individual

Pairs 

Teacher

3. Put the words in the order, Then read aloud

(12’)

- T tells Ss that they are going to out the words in order, then read aloud.

1. many/ how/ do/ have/ you/ dogs

2. five/ I/ have

- T lets Ss read all words for some second and check comprehension.

- T asks Ss work in groups and do the task for 5 minutes.

- T asks Ss stick their answers on the board.

- T checks Ss’ answers.

- T asks Ss read aloud the sentences.

- T calls two Ss read the sentences again. Give feedback.

Answer keys::

1. How many dogs do you have?

2. I have five

    It’

Teacher - whole class

Groups

Teacher – whole class

4. Consolidation (1’)

- T comments the lesson.

Teacher – whole class