MAI’S DAYLESSON 1VI. OBJECTIVES

UNIT 4MAI’S DAYLesson 1VI. Objectives :- By the end of this lesson, students will be able to ask and answer questions about someone’s daily activities.- Develop speaking skill.VII. Teaching methods :- Communicative approach.- Techniques:+ Ask and answer (say individually)+ Work in pairs/ groups.+ Discuss.VIII. Teaching aids :- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.- Students’ aids: books, notebooks, workbooks.IX. Languages focus :- Vocabulary: have got classes, do morning exercise, have PE in the gym....- Structures: A: What does she often do in the morning?B: She’s got classes at school.X. Procedures :Time Steps/Activities WorkarrangementI. Warm up : Simon saysT – whole class6’Let Ss play the game with the word phrase: put up your hands, put down your hands, clap your hands, stand up, sit down, open your book, close your book….II. New lessonT – Whole class10’4. Look, listen and repeat.- Have Ss to look at the book on page 27 and get Ss to look at the title of the unit and the picture.- Elicit their answers to identify the people in each picture: Who is this?/ Who’s this boy/ girl?- Recall the familiar vocabulary and pre-teach the vocabulary(Write the words on the board and ask Ss to repeat a few times) have got classes has got classesPair work- Set the context: Linda’s asking Phong what Mai, his sister, often does in the morning. He said that Mai has got classes at Groupschool. Now listen to Mai talking about what she often does in the morning/ afternoon/ evening.- Have Ss listen to the recording as they read the lines in the speech bubbles- Play the recording again for Ss to repeat the lines in the speech bubbles two times.- Divide the class into groups to take turns to say the lines of Mai and Tony. 5. Point, ask and answer.- Have Ss look at the pictures a, b, c and d on page 27- Set the context: You are asking your partner about these characters’ daily activities from P.a to P.e.- Ask Ss to Read the line in speech bubbles and elicit Ss’ prompts to complete the lines.- Write the questions and answers on the board and get Ss to repeat a few times.- Recall the familiar vocabulary and pre-teach the vocabulary: gym morning exercise- Model the task Point to P. a and ask: What does she often do in the morning?–Ss: She’s got classes at school.Pair- work Repeat the step with other pictures.- Have Ss to take turns to point to the pictures, ask and answer about addresses.- Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.- Call on some pairs to perform the task at the front of the class.- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 6. Listen and tick.- Get Ss to look at the pictures on page 28 and tell them the purpose of the listening: You are going to hear Mary, an Australian girl, talking about her daily activities. You should read each sentence in your book, listen and tick the appropriate picture for what Mary does.Individually- Have Ss to read each sentence and guess the picture to tick.- Do the first example with Ss.- Play the recording twice: once for listening all the way through and once for them to doing the task.- Play it again for Ss to check their answer- Ss trade their answers within pairs or groups for correction- Ask Ss to report the answers aloud to the class. The others listen and give comments.- Make some questions to check Ss’ comprehension III. Summary and Home- link : - In this lesson, Ss have learnt to ask and answer questions about someone’s daily activities, using What does he/she 4’often do in the morning? - He/ She ……… - Encourage Ss to make a list of their daily activities for the class display.Week: 6

Date of teaching: Tuesday, October, 13

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, 2015

.Period: 11

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