Unit 5: Our hobbies

Steps

Learning activities

Language focus

Modes

1. Warm up

- Use flashcards to revise the verbs to talk about activities Ss learnt.

activities: Swim, ride, draw, sing,..

- Whole class

2.Look, listen and repeat

- Have them look at the four pictures to discuss the context in Which the language is used. Ask them questions such as who are they? Where are they? and What are they talking about?

- Explain the meaning of the phrases can dance, can sing, and can’t dance.

- Play the recording a few times for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking.

- Play the recording again for them to listen and repeat.

New words:

can dance, can sing, and can’t dance.

- Whole class

- Whole class

- Whole class

- Whole class

- Individual

- Whole class 

3. Point and say

- Have Ss look at the pictures to understand how the language is used in different contexts.

- Call a few pairs to act out the dialogue in front of the class.

* Work in pairs. Tell your partners what you can do.

- Tell Ss that they are going to practise using What can you? and I can…

- Ask them to work in pairs.

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

What can you?

I can…

- Whole class

- Whole class

- Individually

- Pairs

4. Homelink

Ss have to ask and answer questions about what someone can/ cannot do

-Well−prepair for next lesson, page 31.

“What can you do? I can…..”

- Whole class

Steps

Learning activities

Language focus

Modes

1. Warm up

- Revising the question What can you do? And the answer I can…..

What can you?

I can…

- Whole class

2. Listen and tick

- Have Ps look at the pictures to identify the similarities and differences Check understanding.

- Play the recording a few times. Ask Ps to listen to the recording and tick the correct pictures.

- Get Ps to swap their answers before checking as a class. Monitor the activity and offer help if necessary.

- Listen and tick

Key: 1.a; 2.c; 3.a

- Whole class

- Whole class

- Individual

- Pairs

3. Look and write

- Ask Ss to look at the four pictures to identify what the character in each picture can do.

- Give times 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, call some Ps to read aloud the complete sentences.

- Look and write

Keys:

- Whole class

- Pairs

- Individual

- Pairs

5. Let's play

- Stick pictures of a dog, a fish and a parrot on the board.

- Point to a picture and ask some questions about the animals.

- Divide class in to five groups.

- The groups take turns asking and answering questions.

- play the game

- Whole class

- Whole class

- Individual

6. Homelink

- Make a card

- Well−prepair for next lesson, page 32.

- Whole class

Steps

Learning activities

Language focus

Modes

1. Warm up

- Calling some Ss to the front of the class to talk about what they can or cannot do.

- talk

- Whole class; individualy

2.Look, listen and repeat

- Have them look at the pictures to understand the context in which the language is used. Ask them questions such as Who are they? Where are they? and What are they saying?

- Play the recording two or three times for Ps to listen and repeat the language. Do choral and individual repetition, pointing to the characters speaking.

- Play the recording again for Ps to listen and repeat.

- Whole class

- Whole class

- Individual

3. Point and say

- Ask ss to look at the four pictures to identify what the boy can do in each pictures

- Teach the phrase play table tennis, play volleyball, play the piano and play the guitar.

- Ask Ps to work in pairs, pointing to the characters speaking.

- Call on a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary.

New words:

play table tennis, play volleyball, play the piano and play the guitar.

- Whole class

- Whole class

- Individual

4. Let’s talk

- Tell Ss that they are going to revise what they have learnt in Parts 1 and 2. Revise Ps how to use the models

- Have Ps work in pairs, acting out

- Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary.

Can you…….?

Yes, I can

No, I can’t.

- Whole class

- Pairs

5. Homelink

- Practice asking and answering questions about whether someone can do something.

- Well−prepair for next lesson, page 33.

Can you…….?

Yes, I can

No, I can’t.

- Whole class

Steps

Learning activities

Language focus

Modes

1. Warm up

- Call some pairs to ask and answer about ability using model

Can you….?Yes I can/No ,I can’t

-Whole class

- Pairs

2.Listen and number

- Tell Ss that they are going to listen to four dialogues and number the pictures.

- Focus their attention on the pictures so that they can understand how the language is used in different contexts. Help them to identify the similarities and differences by explaining who the characters are and what they can do. (Check understanding)

- Play the recording a few times for Ss to listen and number the pictures.

- Get Ps to swap their answers before checking as a class.

- Ask Ss to give their answers.

- Replay the recording for Ss to check their answer.

- Ask Ss some questions to check Ss’ comprehension.

Listen and number

Key:

1d; 2a; 3c; 4b

- Whole class

- Whole class

- Individual

Pairs

- Whole class

3. Look and write

- Tell Ss that they are going to read the dialogues and fill the gaps, used picture cues.

- Ask Ss to read the dialogues individually and do the task. Go around and offer help when necessary.

- Get Ps to swap their answers before checking as a class.

- Look and write

Key:

1. No, I can’t               2. Yes, I can             

3. No, I can’t             4. No, I can’t

- Whole class

- Individual

- Pairs

4. Let’s sing

- Have Ss read each line of the lyrics.

- Play the recording all the way through.

- Ask Ss to do choral

- Divide the class in to two groups

Sing the song

- Whole class

- Individual

5. Homelink

- Ss sing the song at home

- Well−prepair for next lesson, page 34.

- Whole class