Unit 16 - G.A - Anh 4

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

Prepare pupils for the unit by asking them to say the names of some places in the neigbourhoodin  Vietnamese. Then teach them the English words (e.g. bookshop, supermarket, bakery).

Spoken Interaction

Whole class

8’

1. Look, listen and repeat.

• - Tell the class that they are going to learn about making suggestions to go somewhere and responding to the suggestions.
• Have pupils read the story to understand how the language is used. Ask questions such as Who are they? Where are they going? What are they talking about? (In Picture a, Mai asks Phong where he is going and he answers he is going to the bookshop. In Picture b, Phong makes a suggestion to go to the bookshop, using Let’s go to the bookshop together. In Pictures c and d, Phong and Mai go to the bookshop together.) Check comprehension.
• Play the recording again so they can listen and repeat. Do choral and individual repetition, pointing to the characters speaking.
• Play the recording again for pupils to listen and repeat.

Language note: Let’s = Let us

Spoken Interaction

Whole class

Individuals

Whole class

10’

2. Point and say.

• - Tell pupils that they are going to practice making suggestions to go somewhere and responding to the suggestions.

• Have them look at the pictures and the words and phrases under them. Point to the first picture and ask them to say bakery and buy some bread. Then have them put the word and phrase into the blanks in the bubble and say Let’s go to the bakery. I want to buy some bread. Great idea!/Sorry,I’m busy. Have them repeat the sentences chorally and individually.
• Ask pupils to work in pairs and do the task. They should respond with Great idea! Or Sorry, I’mbusy, depending on whether they want to go to the place.
• Call a few pairs to act out the dialogue in front of the class. Check as a class or correct pronunciation, if necessary.

Language note: Bread, medicine, food and chocolate are uncountable nouns.

Work in pairs. Suggest some places to go and say why.

• Tell pupils that they are going to practise making and responding to suggestions to go somewhere.
• Ask them to work in pair: one pupil makes a suggestions to gosomewhere and other responds to the suggestions. Then they swap roles and continue.

New words and structures/ function

Individuals

Pairs

Groups

8’

3. Listen and tick

• - Tell the class that they are going to listen to two dialogues and tick the correct pictures.
• Have pupils look at the pictures to identify the shops and objects. (1a. A sweet shop. 1b. A bookshop. 2a. Some books. 2b. Some pens. 3a. A supermarket. 3b. A bakery. 4a. Some vegetables. 4b. Some drinks.) Check understanding. Then ask them to read the questions and guess the answers.
• Play the recording more than once, if necessary. Ask pupil to listen to the recording and tick the pictures. Tell them that they should focus on the places the characters go and why they want to go there.
• Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.

Key: 1b     2a     3a     4b

Audio script

      1. Linda:   Hi, Phong. Where are you going?                     

Phong:   I’m going to the bookshop. I want to buy some books.   

      2.  Linda:    Oh! I want to buy some books, too.

Phong:   Ok, let’s go to the bookshop together.

      3.  Tony:     Hi, Mai! Where are you going?

            Mai:      I’m going to the supermarket. I want to buy something to drink.

      4.  Tony:     I want something to drink, too.

           Mai:       Ok. Let’s go to the supermarket together.                                        

Listening Activities

5’

4. Look and write.

• - Tell pupils that they are going to complete the sentences, using the picture cues.
• Give them a few seconds to look at the first picture and the worked example. Have them look at the pictures and think about the appropriate places and suitable reasons to complete the sentences. Check comprehension. If necessary, get pupils to work in pairs.
• Givepupils time to do the task independently. Go around and offer help, if necessary.
• Get them to swap their answers before checking as a class. If there is enough time, invite some of them to read aloud the complete sentences.

Key:   to the bakery, buy some cakes/bread

          To the sweet shop, buy some sweets

          To the pharmacy, buy some medicine

Writing activities

Words and structures

5’

5. Let’s play:

• - Tell pupils that they are going to sing the song Let’s go… Teach the song, following the procedure in Teaching the unit components in Introduction.
• - Have them read each line of the lyrics.  Check comprehension.
• - Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line.
• When pupils are familiar with the tune, ask a group to go to the front of the class to sing the song line by line.
• Have the class sing the song again and clap their hands or do actions to reinforce learning.

Game

1’

* Home link:

- learnt by heart words on places.

- practice making and responding to suggestions to go somewhere.

Whole class

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

 Spend a few minutes revising the previous lesson. Call some pupil to the front of the class to sing the song Let’s go… The class may sing the song together, clapping hands or do actions.

Spoken Interaction.

Whole class

7’

1.Look, listen and repeat.

• Tell the class that they are going to learn to ask for and give a reason
• Have pupils look at the four pictures to understand the context in which the language is used. (In Pictures a and b, Tony makes a suggestion to go to the zoo, Linda declines, saying Sorry, I can’t, and Mai accepts, saying Yes, I’d like to. Then Mai makes another suggestion, asking Can we go to thesupermarket first? In Picture c, Tony asks Mai for the reason, using Why do you want to go to thesupermarket? And Mai gives a reason, saying Because I want to buy something to eat. In Picture d, the three of them go to the supermarket together.) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat the language. Do choral and individual repetition, pointing to the character speaking.
• Play the recording again for pupils to listen and repeat.

Spoken interaction

Whole class

Individuals

Individuals

Whole class

Pairs

6’

2. Point and say.

• Tell pupils that they are going to practice asking for and giving reasons. Have them look at the bubbles to understand how the language is used.
• Draw their attention to the bubbles to understand how the language is used. Ask them to look at the pictures and teach the words and phrases Zoo/see the animals, cinema/see a film, bakery/buy somebread and swimming pool/swim. Check comprehension.
• Point to the first picture and get one pupil to ask Why do you want to go to the zoo? And another to  answerBecause I want to see the animals. Do choral and individual repetition. Repeat the same procedure with the rest of the pictures.
• Ask them to work in pairs, pointing to the pictures and speaking. Call a few pairs to act out the dialogues in front of the class. Check as a class and correct pronunciation, if necessary.

New words and structures

Say and Respond

Individuals

Pairs

Groups

10’

3. Let’s talk

• - Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2.
• Have them work in pairs, one pupil makes a suggestion to go somewhere using Let’s go to the…and the other asks for a reason, using Why do you want to go to the…?
• Let a few pairs act out the dialogue in front of the class. Correct the pronunciation, if necessary.

You may ask them to shorten the question Why do you want to go to the…? In their conversation (e.g. A: Let’s go to the bookshop. B: Why? A: Because I want to buy some books.)

Spoken interaction

Whole class

Individuals

Pairs

Groups

6’

   4. Listen and number.

• Tell the class that they are going to listen to four dialogues and circle the correct words.
• Have pupils read each of the incomplete sentences and guess the word to fill the gap. Check understanding.
• Play the recording three times. Ask pupils to listen to the recording and circle the words. Tell them that they should focus on where the characters want to go and what they want to buy.
• Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.

Key: 1a           2c         3b        4c

Audio script

1. Mai: Are you free now, Nam?                       2. Tony:   Are you free now, Linda?

    Nam:  Yes.                                                            Linda: Yes, I am.

    Mai:    Let’s go to the zoo. I want to                    Tony:   Would you like to go to the cinema?

see the animals.                                         Linda:  Great idea!

    Nam:   Great idea! I want to see                           Tony:   Let’s go.

The animals, too.

3. Phong: Are you free now, Mai?                        4. Hoa:    Would you like to go to the

    Mai:   Yes.                                                                        swimming pool, Tom?

Phong: Let’s go to the bookshop.                          Tom:Great idea! But let’s go to the

         Mai:     Why do you want to go there?                              supermarket first.    

Phong: Because I want to buy some pens              Hoa:   Why do you want to go there?

         Mai:    Ok. Let’s go                                                Tom:   Because I want to buy some bread.

Hoa:    OK. I want something to eat, too.

Listening Activities

Whole class

Individuals

Pairs

Groups

5’

5. Look and write

• - Tell pupils that they are going to look at the pictures and write the questions.
• Frist, ask them to look at the questionsand identify the places they want to go. Then have them look at the pictures and write why they want to go to the places. They should mention the things in both pictures for each answer. Check understanding.
• Set a time limit for pupils to do the task independently. Go around and offer help, if necessary.
• Get them to swap their answers before checking as a class.

Key: 2she wants to buy some pens and books

3 they want to play football and badminton

Writing activities

Words and structures

Whole class

Individuals

Pairs

2'

6. Let's play:

• Tell pupils that they are going to play the gameWhere and why to practice suggesting places to go and giving reasons.
• Prepare pieces of paper with names of places and put them into a box. Divide the class into groups of three. Ask two group to go to the front. Group 1 should draw a slip of paper from the box and say Let’s go to the… Group 2 should ask Why do you want to go to the…? Group 1 then answers Because we want to… After that, the two groups swap roles. Then invite another two groups of pupils to the front and continue.

Supportive activities to reinforce learning

Game

-Whole class

- Individual

1’

* Home link:

- Practice asking :" Why do you want to go ...?" and answering : "Because..."

Whole class

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

- Spend a few minutes revising the previous lesson. Get two groups of pupils to play the game Where and why.

Spoken Interaction.

Game

Whole class

8’

1.               Listen and repeat.

• - Tell the class that they are going to practisesaying words with one, two, three and four syllable (book, bookshop, bakery and supermarket).
• First, explain to pupils what a syllable is. (A syllable is a word or part of a word that contains only one vowel sound. For pupils at this level, you may focus on the vowel letters a, e, i, o, u and, for some words, also y.) Then put the four target words on the board, using vertical lines to divide the syllables.
• Play the recording and ask pupils to repeat the words a few times. To reinforce learning, ask them to clap at each syllable as they say the words (e.g. book|shop: clap-clap). Then write the four sentences on the board. Play the recording and ask them to repeat the sentences, paying attention to the target words and syllables.
• Put more words on the board, indicating the syllables with vertical lines. Ask pupils to repeat the words after you and clap at each syllable. You may use these words: to|ge|ther, good, go, want, part|ner, ci|ne|ma, a|ni|mal, film, be|cause, bread, gym, mo|ther, fa|ther.

Phonics

Whole class

Individuals

Whole class

Individuals

Whole class

6’

2.               Listen , circle and write.Then say aloud:

• - Tell pupils that they are going to listen to the recording, circle the correct options and write the answer to complete the sentences.
• Give them a few seconds to read each of the sentences in silence and guess the words to fill the gap.
• Have pupils listen to the recording and circle the appropriate options. Play the recording more than once, if necessary.
• Give them time to write the words independently. Have them swap their answers before checking as a class. Go around and offer help, if necessary.
• Ask pupils to say the sentences aloud.

Key: 1 a       2 b          3 a             4 b

Audio script

 1. Let’s go tothe bookshop.                            

2. I want to buy a book

3. There is a bakery near my home.             

 4. Her sister works in a supermarket.

Phonics

Individuals

Pairs/ groups

10’

3.  Let’s chant.

• - Tell pupils that they are going to say the chant Why do you want to…? Follow the procedure in Teaching the unit components in Introduction.
• Have them read the chant and check comprehension.
• Play the recording a few times for pupils to do choral and individual repetition. Show them how to chant and do actions.
• Put the class into two groups to practice chanting and doing actions. Each of the groups should sing one verse of the chant.

Spoken interaction

Whole class

Individuals

Pairs

Groups

7’

4. Read and number:

• - Tell the class that they are going to read the text and number the pictures.
• Get pupils to look at the pictures and describe them. (In Picture a, Phong and Mai are the zoo. Phong is looking at the tiger. In Picture b, they are buying bread/cakes at the bakery. In Picture c, they are at the pharmacy. In Picture d, they are reading at the bookshop.) After that, have them read the text and put the pictures in the correct order. If necessary, get them to work in pairs or small groups. Teach them the words/phrases first, then, after that and finally, using the Language note below.
• Give them 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, let some pairs ask and answer questions about the text (e.g. Where do Phong andMai want to go first? Why do they want to go there? Where do they want to go then?).

Key:a3      b4       c2     d1

Language note:Fist, then, after that and finally are used to show the order of actions. First is used to introduce the first action in a series. Then and after that are used to introduce the next action(s).Finally is used to introduce the last action.

Reading activities

Whole class

Individuals

Pairs

Groups

3’

5. Look and write:

• - Tell pupils that they are going to write sentences about where the characters want to go and why they want to go there.
• Have them work in pairs or groups to discuss what they are going to write. Ask them to look at the first picture and the give sentence as an example. Then they should identify the places in the pictures and think of the reasons for going there. Check comprehension.
• Give pupils time to do the task independently. Go around and offer help, if necessary.
• Get them to swap their answers before checking as a class.
• If there is time, ask a few of them to write their answers on the board.

Key: 2swimming pool, he wants to swim                   3 pharmacy, she wants to buy some medicine

4cinema, they want to see a film

Supportive activities to reinforce learning

Writing Activities

Whole class

Individuals

Pairs

Groups

2’

6. Project

• - Tell pupils that they are going to interview their classmates about where they want to go on Sunday and why they want to go there. Explain the activity and check understanding.
• Give each of them a card. Ask them to copy the table from the Pupil’s Book onto their cards.
• Give pupils time to interview three classmates. They should ask the interviewees where they want to go on Sunday and why they want to go there, using Where do you want to go? Why do you want to go there? and complete the table. Get them to swap their cards in pairs. They should look at their partner’s cards and tell the class about the interviewees’ Sunday plans. Confirm with the interviewees whether what was said about them is correct.

Supportive activities to reinforce learning

Whole class

Individual

Pairs

Individual

1’

* Home link:

-Learn by heart the chant, review all the contents of Unit 16.

Whole class