Unit 19 - Anh 4 - What animal do you want to see?

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

Prepare pupils for this unit by asking them to say the names of five animals they know in English. Then ask them if those animals can be found at the zoo.

Spoken Interaction

Whole class

8’

1. Look, listen and repeat.

• Tell the class that they are going to read a story in which Mai and Nam visit the zoo.
• Ask pupils to look at the four pictures to identify the characters and the context in which the language is used. Ask them questions such as Where are they? What are they doing? (In Picture a, Mai and Nam are standing in the street and they want to go to the zoo. In Pictures b, Nam asks Mai What animal do you want to see?and Mai answers I want to see monkeys. In Picture c, they decide to see the monkeys. In Picture d, the monkey is reaching outside the bars of the cage and Nam is a little afraid.)Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking.
• Play the recording again for pupils to listen and repeat.
• If time allows, ask pupils to role-play the story in pairs.
•  

Spoken Interaction

Whole class

Individuals

Whole class

10’

2. Point and say.

• Tell pupils that they are going to practice asking and answering questions about what animal someone wants to see, using What animal do you want to see? I want to see …
• Have them look at the bubbles to understand how to use the language. Ask them to look at the four pictures to identify the zoo animals. Teach the names kangaroo(s), crocodile(s), tiger(s) and elephant(s).
• Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under each picture. (Teacher: What animal do you want to see? Pupil: I want to see kangaroos.) Ask pupils to say the sentences chorally and individually. Repeat the same procedure with the rest of the pictures.
• Ask them to practuse in pairs, using the prompts in the bubbles and the words under the pictures.
• Select some pairs to role-play the dialogue in front of the class.

Work in pairs. Ask your partners what animal they want to see at the zoo.

• Tell pupils that they are going to practice asking and answering questions about what animal someone wants to see.
• Ask them to work in pairs: one pupil asks the question and the other gives the answer. Teach pupils more words for zoo animals, if necessary (e.g. giraffes, pandas, hippos).
• Monitor the activity and offer help, if necessary.
• Select some pairs of pupils to role-play the dialogue in front of the class.

New words and structures/ function

Individuals

Pairs

Groups

8’

3. Listen and tick

• Tell the class that they are going to listen to three dialogues about what animals Tony, Tom and Linda want to see and match each character to the correct picture.
• Ask pupils to look at the pictures to identify the characters (1. Tony. 2. Tom. 3. Linda) and the zoo animals (a. Crocodiles. B. Tigers. C. Monkeys.) Check understanding.
• Play the recording more than once, if necessary, for pupils to listen and match the pictures.
• Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.

Key: 1 c            2 a           3 b

Audio script

1. Tony:   I like coming to the zoo!

2. Tom:   Mum, I want to go to the zoo.

Mai:    What animal do you want to Mum: Why do you want to go there?

see, Tony?Tom:   Because I want to see crocodiles.

Tony: I want to see monkeys.Mum: But it’s raining now. Let’s go there later.

Mai: OK. Let’s go there.                              

Tom: Yes, Mum.

3. Father: Let’s go to the bookshop, Linda..

        Linda:  No, Daddy. I want to go to the zoo.

Father: Why?

Linda:  Because I want to see tigers.

Listening Activities

5’

4. Look and write.

• Tell pupils that they are going to write what the children want to see, using the picture cues.
• Ask them to look at the four pictures to identify what animal the children want to see in each picture. (1. Crocodiles. 2. Monkeys. 3. Kangaroos. 4. Tigers.) Then ask them to read the questions. Draw their attention to the different pronouns he, she and theyin the questions. After that, have them write the answers in complete sentences. Get pupils to work in pairs, if necessary.
• Give pupils 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, invite some of them to read the answers aloud.

Key:1He wants to see crocodiles               2 She wants to see monkeys.

3        They want to see kangaroos.            4 They want to see tigers.

Writing activities

Words and structures

5’

5. Let’s play:

• Tell pupils that they are going to play the game Charades. Follow the procedure in Games in Introduction.

• Show a pupil the name of a zoo animal. That pupil must act out the animal for the rest of the class to guess. The quickest pupil to say the name of the animal gets a point. Then select another pupil to mime another pupil to mime another animal. The pupil who gets the most points at the end of the game is the winner.
• Monitor the activity and offer help, if necessary.

Game

1’

* Home link:

- learnt by heart words on zoo animals.

- practice asking and answering about zoo animals.

Whole class

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

Spend a few minutes revising the previous lesson by playing Charades with the words for zoo animals.

Spoken Interaction.

Whole class

7’

1.Look, listen and repeat.

• Tell the class that they are going to read a conversation in which Linda and Nam ask and answer questions about zoo animals.
• Ask pupils to look at the pictures to identify thecontext in which the language is used. Ask them questions such as who are they? Where are they? What are they doing? (Linda and Nam are at the zoo. They are looking at different animals. In Picture a, Linda asks Nam What animal do you like? And Nam says I like monkeys. In Picture b, he explains why he likes monkeys, using Because they’re funny. InPicture c, Nam says that he does not like tigers. In Picture d, he explains why he does not like tigers, usingBecause they are scary.) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters 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 expressing reasons why they like/do not like some animals, using I like/don’t like … because ….
• Have them look at the bubbles to identify the language used to express reasons. Teach the adjectives under the pictures: scary, big, beautiful and fast.
• Point to the first picture and model the task with a pupils, using the sentences in the bubblesand the words under the first picture. (Teach: I don’t like tigers because they’re scary.)Ask pupils to repeat the sentence chorally and individually. Repeat the same procedure with the rest of the pictures.
• Ask themto practise in pairs to express reasons why they like or do not like the animals, using the prompts in the bubbles and the words under the pictures.
• Select some pairs to role-play the dialogue in front of the class.Monitor the activity and offer help, 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, using facts about themselves.
• Model the task with one pupil. (e.g. Teacher: What animal do you want to see? Pupil: I want to see zebras. I like zebras because they’re beautiful.I don’t like crocodiles because they’re scary.) Put the sentences on the board and do choral and individual repetition.

• Ask themto work in pairs, one pupil asking the question and the other giving. Monitor the activity and offer help, if necessary.

• Select some pairs to role-play the dialogue in front of the class.

Spoken interaction

Whole class

Individuals

Pairs

Groups

6’

   4. Listen and circle:

• Tell the class that they are going to listen to four dialogues and complete the sentences about Linda, Peter, Mai and Nam.
• Askpupils to look at the four incomplete sentences and guess the possible reasons.
• Play the recording three times for pupils to listen, complete the sentences and check their answers.
• Get pupils to swap their answers before you check as a class.

Key: 1 big   2 fast3 funny4 scary

Audio script

1. Tom:   Look, it’s an elephant. Do you        2. Peter:Iwant to see kangaroos.

like elephants, Linda?                        Mum: Why do you like kangaroos, Peter?

Linda:  NoPeter: Because they are fast!

    Tom:  Why not?                             Mum: Yes. They are fast!

Linda: Because they are big.

3. Tony: What are you doing, Mai?              4. Phong:I want to see tigers.

Mai: Yes. I’m drawing a monkey.       Nam: I don’t like tigers.

Tony:Do you like monkeys?Phong: Why not, Nam?

Mai: Yes, I do.                   Nam: Because they are scary!

Tony:  Why?Phong: Scary?

Mai: Because they are funny.                         Nam: Yes. Very scary!

Listening Activities

Whole class

Individuals

Pairs

Groups

5’

5. Look and write

• Tell pupils that they are going to complete the sentences about animals, using the picture cues.
• Ask them to look at the four pictures to identify the zoo animals and the possible adjectives to express the reasons. (1. Zebras/beautiful. 2. Crocodiles/scary. 3. Bears/big. 4. Kangaroos/fast.) Then ask them to read the sentences and complete them. If necessary, get pupils to work in pairs.
• Give pupils time limit for pupils 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, invite some of them to read the sentences aloud.

Key: 1.zebras, they are beautiful                 

          2. crocodiles, they are scary

          3. bears, they are big                          

          4. kangaroos, they are fast

Writing activities

Words and structures

Whole class

Individuals

Pairs

2'

6. Let's play:

• Tell pupils that they are going to sing the songWhy or why not? Teach the song, following the procedure in Teaching the unit components in Introduction.
• Have them read each line of the lyrics aloud. Check comprehension.
• Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line.
• Play the recording again and get pupils to sing along.
• Divide the class into two groups: one sings the questions and the other sings the answers.

Supportive activities to reinforce learning

Game

-Whole class

- Individual

1’

* Home link:

- Practice the sentence pattern and word phrases about animal preference.

Whole class

Time

Learning  activities

Language Focus

Modes

3’

Warm-up:

- Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Why or why not? Have the class listen and clap their hands.

Spoken Interaction.

Game

Whole class

8’

1.               Listen and repeat.

• Tell the class that they are going to practice saying these words:‘crocodile, ‘elephant, ‘wonderful and ‘beautiful.
• First, put the words ‘crocodile, ‘elephant, ‘wonderful and ‘beautifulon the board. Play the recording and ask pupils to repeat a few times. Then write the four sentences on the board. Play the recording a few times and let pupils say the sentences, playing attention to the stress of the words.
• Do choral and individual repetition of the words and sentences until pupils feel confident.
• Get some pupils to say the sentences, while the rest of the class claps at the stressed syllables of the target words. Correct the pronunciation, if necessary.
• If time allows, ask them to make sentences with the words and say them aloud.

Phonics

Whole class

Individuals

Whole class

6’

2. Listen and circle. Then say the sentences aloud.

• Tell pupils that they are going to listen to four sentences and circle the correct words.
• Ask them to look at the sentences and guess the words to fill the gaps.
• Play the recording for pupils to listen and circle the answers.
• Play the recording again so they can check their answers.

• Getpupils to swap their answers before checking as a class. Monitor the activity and offer help, if necessary.
• Ask pupils to say the sentences aloud.

Key:    1 b          2 b          3 a          4 b

Audio script

1.I want to go to the zoo because I want to see elephants.

      2. My brother does not like crocodiles because they are scary.

      3. The monkeys are beautiful.

      4. Some zoo animals are wonderful.

Phonics

Word Stress

(2 syllabled words)

Individuals

Pairs/ groups

10’

3.  Let’s chant.

• Tell pupils that they are going to say the chant I want to go to the zoo.Follow the procedure in Teaching the unit components in Introduction.
• Have pupils read the chant and check comprehension.
• Play the recording more than one, if necessary, for pupils to do choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant. Show them how to chant and do actions. Show them how to chant and do actions. Divide the class into three grous, each group singing one verse of the chant.
• Call three pairs to the front of the class to chant and do actions. The rest of the class claps along to the rhythm.

Spoken interaction

Whole class

Individuals

Pairs

Groups

7’

4. Read and complete:

• Tell the class that they are going to read the email about Mai and Nam’s visit to the zoo and complete the paragraph. Explain the meaning of the new words perhaps and dangerous.
• Tell pupils to read the incomplete paragraph first. Then let them read the email and focus on the information needed to fill the gaps (what can be found at the zoo, description of the animals, and the reason for liking and disliking the animals). If necessary, get pupils to work in pairs or groups.
• Give them time to do the task independently. Go around offering help, if necessary.
• Get pupils to swap their answers before checking as a class.

Key: 1 animals2 beautiful/friendly/scary          3 big/dangerous

  4 monkeys       5 funny

Reading activities

Whole class

Individuals

Pairs

Groups

3’

5.  Let’s write.

• Tell pupils that they are going to write a short paragraph about why they want to go to the zoo, what animal(s) they like and do not like, and the reasons. Remind them to use the guided questions and the words in the box.
• Have them work in pairs or groups to discuss what they are going to write. Then give them enough time to do the task independently.
• Get pupils to swap their answers. If three is time, ask one pupil to write the answer on the board.

Key:   Pupils’ own answers

Supportive activities to reinforce learning

Writing Activities

( + Drawing)

Whole class

Individuals

2’

6. Project

• Tell pupils that they are going to draw and colour their favourite animal(s), and tell the class why they like it/them.
• Give them enough time to do the drawing. Go around offering help, if necessary. If there is not enough time, you may ask pupils to do the task as homework.
• Ask pupils to work in pairs or groups to brainstorm possible sentences to describe their favourite animal(s).
• Call some of them to the front of the class to talk about their favourite animal(s). Monitor the activity and offer help, if necessary.

Key: Pupils’ own answers

Supportive activities to reinforce learning

Whole class

Individual

Pairs

Individual

1’

* Home link:

-Learn by heart the chant, review all the contents of Unit 19.

Whole class