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tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 1 - Period 78
Lesson 1 – Words Objectives: - To understand a short story and identifying clothes
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.42
Warm up - Word Relay: Review days of the week and weather. Choose 10
FOCUS:
children to come stand in teams of 5 facing the board. Whisper a word to the last
Listening – Reading children in each line, they whisper it to the next child and so on. The first child
Speaking
to write the correct word on the board gets a point for the team.
KEY VOCABULARY
Teaching Aids:
Clothes
- CD track 58 - 60
Development
skirt, scarf, gloves
- Flashcards – clothes 51-56 Use flashcards 51 - 56 to introduce the key vocabulary. Hold up the
jeans, boots,
- PMB extra activity work
flashcards and elicit the clothes. Hold up each one in a different order and say
shirt
sheet p.24
the words for children to repeat.

Recording 58 & 59: Ask children to look at the pictures on page 42 in
exercise 1 and 2. Play the first and second parts of the recording as children
ADDITIONAL
point to the words. Repeat and the children repeat the words after the audio.
VOCABULARY
Time
Recording 59: The children listen and repeat. Hold the flashcards up as the
people
words are said.
aunt
Recording 60: Books closed children listen and shout the colours they hear.
cousins
Recording 60: Ask the children to open their books and tell you what they
train
can see in the pictures in exercise 3. Listen to the track and point to the
red
speech bubbles in the story as they hear the sentences.
blue
The children read the story again and point to the words from exercise 1.
yellow
black
SENTENCE PATTERN
What are you wearing?
What’s he/she wearing?
He/She’s wearing …..

Consolidation
Speaking: Divide the children into A and B pairs. Give the children the cut
up copies of PMB p.24 – Pupil A and Pupil B. The children write the sentences
and colour their pictures. A then dictates the sentences for what the boy is

wearing and B listens and colours the picture of the boy. Then they change
roles.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 1 - Period 79
Lesson 1 – Words
Objectives: - to practice the spelling of clothes and review these and this.
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.40
Warm up: Review clothes. Put the children in teams of 6. Ask one child
FOCUS:
from each team to come to you. Put anagrams for each of the clothes one at a
Writing – Speaking time on the board e.g. kistr (skirt). The first child to write it correctly gets a
Listening
point.
Show the flashcards of the clothes one by one and say the words for the
KEY VOCABULARY
Teaching Aids:
Clothes
Flashcards – 51-56 Clothes
children to repeat.
gloves

skirt
Development
shirt
 Ask the children to look at exercise 1 on page 40 in their workbooks and
boots
elicit what they can see in the pictures.
scarf
 The children do exercise 1.
jeans
On the board this and these. Show the flashcards of the clothes and ask the
children to tell you if it is this or these and write in the correct column.
SENTENCE PATTERN
The children do exercise 2.
These are ..
 Hold the flashcards 51 - 56 up one at a time with a piece of paper covering
This is a ….
the picture. Slowly reveal the picture and elicit a sentence for each one. e.g.
These are boots.
Consolidation
Jump: Play jump with the class with the flashcards. Hold up the flashcards
one by one. If the word you say and the flashcard matches the children jump. If
it doesn’t match the children shout out the correct word.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 2 - Period 80
Lesson 2 – Grammar
Objectives: - Identifying and talking about what people are wearing
Resources and Teaching

Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.43
Warm up: Review colours. Ask the children to run and touch something blue
FOCUS:
in the classroom. Repeat a few times with other colours.
Reading – Writing  Ask the children some questions about the story from the last lesson. What is
Speaking
Joe wearing? Where is the family?
Recording 60: Play track 60. Pause after each dialogue. The children repeat.
KEY VOCABULARY
Clothes
 Get the children to think of some actions for the story from lesson 1.
Teaching Aids:
gloves
- Flashcards 51 - 56 Clothes Recording 60: Play the track again and the children do the actions.
boots
- CD track 60
Put the children in groups of 4 and ask them to role play the story.
scarf
- Grammar reference p.75
shirt
Unit 6
Development
skirt
On the board write the questions What are you wearing? What’s he/she

T’shirt
wearing? Write the answers. Drill the children. Use the flashcards to substitute
jeans
the vocabulary for the answers.
The children look at ex 2 on page 43. Ask them about children in the class,
ADDITIONAL
What’s …. wearing?.
VOCABULARY
The children look again at the story on page 42 and elicit the names of the
green, black, blue
characters and what they are wearing.
brown, red
The children do exercise 3 on page 43.
The children work in pairs. Using the pictures in exercise 3 the children ask
SENTENCE PATTERN
and answer. Give an example with 2 children across the class.
What are you wearing?
What is he/she wearing?
Consolidation
I am wearing…
On the board write – What …. you wearing? Ask a child to complete the
He/she is wearing ….
sentence
Write: Ask the children to do Unit 4 on p.75 Grammar reference.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 2 - Period 81
Lesson 2 – Grammar

Objectives: - to practice word order and describing what people are wearing
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.41
Play Snap with the clothes flash cards. Show a flash card and say the clothes
FOCUS:
and the colour e.g. a green scarf. If it is the same the children say “SNAP”
Speaking - Writing
KEY VOCABULARY
Clothes
dress
skirt
scarf
gloves
jeans
boots
shirt
SENTENCE PATTERN
What are you wearing?
What is he/she wearing?
I am wearing …
He/She is wearing …

Teaching Aids:
Flashcards 51-56 – clothes

Development
Give a flashcard to 6 children and ask them to stand up and hold the flashcard
so the class can see. Ask the children What is he/she wearing? The children
respond, He/She is wearing…. Get the children to ask and answer across the
class.
Ask the children what the children are wearing in the pictures in exercise 1 on
page 41 in their workbooks.
The children do exercise 1. Ask them to compare their answers with their
partner before you feedback.
 Writing: On the board write, …. is ….. green gloves. …. am I ….? And get
the children to complete the sentences. The children do exercise 2.
Consolidation
Vocabulary review: play categories: Put the children in teams of 4. One child
in the team is the writer. Tell them a category one at a time e.g. clothes, school
subjects, after school activities, school rooms and areas, colours, things in the
classroom, party objects and everyday activities. The teams have one minute to
write as many things as they can remember for that category. The winning group
has the most for each category.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 3 - Period 82
Lesson 3 – Song
Objectives: - To identify times.
Resources and Teaching
Topic – Language target
Key Activities
Aids

KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.44
Warm up: Review clothes with flashcards 51 - 56. Play board slap. Ask 10
FOCUS:
children to come to the board and make 2 lines in front of the board. Put the
Listening - Speaking
flashcards 51 - 56 on the board. Whisper one of the words to the last child in
each line. They have to whisper the word to the child in front of them down the
KEY VOCABULARY
Clothes
line. The child at the front has to slap the correct picture. The first team to slap
o’clock
the correct picture gets a point. Play a few times.
Teaching Aids:
half past
- CD track 61 - 62
quarter to
- Flashcards 57-60 Time
Development
quarter past
- Flashcards 51-56 Clothes
Show the children the flashcards of the times 57 - 60 and elicit the
vocabulary.
Show the flashcards one by one again and say the times and ask the children
ADDITIONAL
to repeat together and by themselves.
VOCABULARY
platform

 Recording 61: Ask the children to look at the pictures in ex 1 on page 44.
train
Ask the children to listen and point to the pictures.
short
 Recording 61: Ask the children to listen again and repeat.
fast
 Recording 62: With books closed children listen to the song clap when they
stop
hear a time.
slow
 Recording 62: Ask the children to open their books on p44 and look at the
pictures in ex.2. Ask them some questions about the pictures e.g. Where are
SENTENCE PATTERN
the people? What time is it on the clocks?
What‘s the time?
Recording 62: Play the song twice, pausing for the children to repeat.
It’s ….
Recording 62: Play the song again for the children to sing along.
Consolidation
Sing and Do: Divide the class into 4 groups – A, B, C and D. The groups sing
their verse of the song.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 3 - Period 83
Lesson 3 – Words
Objectives: - to practice telling the time
Resources and Teaching
Topic – Language target

Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.42
Warm up: Give the children the extra activity work sheet for the song and
FOCUS:
then sing the song again for them to check their answers with or without track
Reading – Writing 62. The children then draw the times on the clocks.
Speaking
KEY VOCABULARY
Numbers
o’clock
half past
quarter past
quarter to
SENTENCE PATTERN
What’s the time?
It’s ….

Teaching Aids:
- Flashcards 57-60 Time
- Extra practical classroom
activities – Song worksheet
CD track 62

Development
 Review the times with the flashcards 57 - 60, eliciting the words from the
children.

On the board draw 3 clocks with times. Ask the children to come to the board
and write the time under the clock.
Ask the children to do exercise 1 on page 42 of the workbook.
Get the children to look at the clocks in exercise 2 on page 42 and tell you
what the time is.
The children do exercise 2.
 Pair work: The children take it in turns to point to a clock and ask their
partner What’s the time?
Consolidation
Speaking: Ask the children to draw 4 clocks with times but don’t show their
partner. Divide the class into pairs A and B and ask them to sit back to back. A
dictates the times on their 4 clocks to B and B listens and draws a clock with the
time. B checks with A that they are correct and then B dictates to A and A draws
the clocks.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 3 - Period 84
Lesson 3 – Picture Dictionary Objectives: - Telling the time and describing what people are wearing
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
PICTURE DICTIONARY
Warm up - Bingo: Give each child the bingo worksheet and ask them to cut
FOCUS:

Listening – Writing p.71 exercise 6
up the pictures. The children put the pictures in any order on the bingo grid.
Speaking
Using the worksheet and read out the times one by one. The children cross off
the words one by one on their grid and shout BINGO when they have 3 in a row.
Teaching Aids:
- Flashcards Clothes 51-56
KEY VOCABULARY
quarter past
- Flashcards Times 57-60
Development
quarter to
- PMB p.22
Review clothes vocabulary with the flashcards 51 – 56, eliciting the words
half past
- Extra practical classroom
from the children.
o’clock
activities – Bingo
The picture dictionary: Ask the children to exercise 6 on p.71- everyday
boots
- Colour pencils
activities.
scarf
Show the children the time flashcards and elicit the vocabulary.
shirt
Extra writing: Give the children a copy of PMB p.22. Get the children to tell
skirt
you the times on the clocks in exercise 1.
jeans

Ask the children to do exercise 1.
gloves
Ask the children to do exercise 2.
ADDITIONAL
VOCABULARY
Colours
SENTENCE PATTERN
What’s the time?
It’s ….
He/She ‘s wearing …..

Consolidation
Listening and Speaking: Play Pass the Flashcards. Using flashcards 51 – 60.
Give a flashcard to a child at the front and say the time or the clothes e.g. It’s
half past 6 or He’s wearing jeans. They repeat the phrase and pass it to the next
child who says the phrase and passes it on around the class. Give out another to
a child at the back and repeat the procedure. Give out the rest to children in
different places in the room until you have a chain of 10 cards going around the
room.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 4 - Period 85
Lesson 4 – Phonics
Objectives: - Phonics magic e with o. Speaking and listening skills
Resources and Teaching
Topic – Language target
Key Activities
Aids

KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.45
Warm up: Play Quick Flash with flashcards 51 - 60. Show each flashcard in
FOCUS:
Speaking and listening
turn very quickly and the children shout out what it is.
skills
Magic e with o
Development
 Hold up the phonics cards 19 - 23 one at a time and say the words and then
the isolated 0 sound. Drill each sound with whole class and individuals.
KEY VOCABULARY
Teaching Aids:
rope
- Phonics cards 19-23
Hold the cards up again and say the words and the children repeat.
nose
- CD track 63-65
Recording 63: The children look at the pictures in exercise 1 on page 45.The
stone
- Flashcards 51–56 Clothes
children listen and point at the pictures. Play again for the children to repeat.
bone
- Flashcards 57-60 Times
 Recording 64: The children look at the picture in exercise 2 and tell you
home
what they can see. Play the chant. The children put up their hands when they
hear any of the words from exercise 1.

 Recording 64: Play the chant again pausing after each line and ask the
ADDITIONAL
children to repeat. Repeat again.
VOCABULARY
dog
 Recording 64: Play the chant the whole way through and the children follow
Hurry up!
in their books. Repeat and the children say the chant with the recording.
cold
On the board write The dog has got my rope. The dog is on the stone. Ask a
cake
child to come to the board and circle the “ o “ sound and the magic e in the
words. The children do exercise 3, circling the sounds.
 Recording 64: The children look at the pictures in exercise 4 and tell you
what they see. The children do exercise 4. Play track 64 to check answers.
Consolidation
Ask children to stand at their desks. Tell them you are going to call out a
word. If the word contains a magic e they must shout Magic e. Shout out the
following words: rope, nose, stone, bone, home, not, hop, mop, stop, son,


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 4 - Period 86
Lesson 4 – Phonics
Objectives: - Magic e with o
Resources and Teaching
Topic – Language target
Aids
KEY LANGUAGE

Resources
WORKBOOK p.43
FOCUS:
Speaking - Writing
Magic e with o
KEY VOCABULARY
home
nose
rope
bone
stone
ADDITIONAL
VOCABULARY
cat, van plane,
gate, name, lake
snake, cake, face,
make, dog

Teaching Aids:
- Phonics cards 19 - 23
- CD track 64
- Extra practical classroom
activities – Sounds Fun
Dictation

Key Activities
Introduction
Warm up: Ask the children to work in pairs – A and B. Give each child an A
or B extra practical classroom activity worksheet. The children take it in turns to
dictate the key vocabulary words to each other and fill in their worksheet.

Development
 Show the phonics cards 19 - 23, but cover the words so the children only see
the picture. Elicit the words.
Write meho (home) on the board and ask the children what the word is. Ask
the children to open their workbooks on p 43 and do exercise 1.
 Ask the children to look at the picture in exercise 2 and tell you what they
see. The children do exercise 2.
Write this sentence on the board a dog has got a bone. There is a mop in my
home. Ask a child to come to the board the children and underline o and circle
o _ e. The children do exercise 3.
 The children do exercise 4.
Recording 64: Ask the children if they remember the chant from the last
class. Play it again for the children to sing along with.
Consolidation
Play stand up sit down. Tell the children when they hear a word with a magic
e they stand up and when there is no magic e they sit down. Read out the
following words: plane, gate, name, lake, snake, cake, face, make, cat, van,
bone, home, mop, rope stone, nine, line, pin, fig, bin, stone, kite, dog


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 5 - Period 87
Lesson 5 – Skills
Objectives: - Reading a poem
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE

Resources
Introduction
CLASSBOOK p.46
Warm up: Sing the song “Here comes the train” from p.44 of the class book,
FOCUS:
track 62.
Reading - Listening –
Writing - Speaking
Development
Ask different children what they are wearing today and to describe a couple
KEY VOCABULARY
big, small, short, coats,
of children in the class e.g. He has got short hair. He is tall.
Teaching Aids:
tall, red, yellow green,
CD track - 62
Ask the children to open their books at p 46 and look at the picture and tell
blue, coach, station ,long,
you what they see. Ask them to describe the people, what they look like, what
short, curly, bags
they are wearing.
Describe 3 of the people and the children point to the correct person in the
picture e.g. She has got long hair. She is wearing a green short and ping skirt.
ADDITIONAL
Recording 62: Ask the children what time it is in the picture and what colour
VOCABULARY
seaside, aunt, wave
the coach is. Play the track and the children listen and read.
Recording 62: Play the track again and ask the children some questions e.g.
What time does the coach come? What colour is the coach? What are the people

wearing?
On the board write: They are at the train station. Ask a child to come and
correct the sentence. The children do exercise 3.
Ask the children to check their answers with their partner.
Consolidation
Speaking: Memory game Tell the children they have 5 minutes to look at the
picture on page 46 and write 2 true sentences and one false sentence about the
picture. The children work in pairs A and B. A closes their book and B says
their 3 sentences about the picture. A says if they are true or false. Then they
change and B closes their book and A says their 3 sentences.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 5 - Period 88
Lesson 5 – Skills
Objectives: - Reading a poem
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.44
Warm up: Review vocabulary from the last lesson. Ask 10 children to come
FOCUS:
to the board and put them in 2 lines facing the board. Show the first child in
Reading – Writing each line a flashcard and they run to the board and write the word. The first team
Speaking

to write it correctly gets a point.
KEY VOCABULARY
Teaching Aids:
skirt, jeans, shirt, clothes, - PMB p.25
Development
toys, farm, station, zoo,
- Flashcards 51 - 56 clothes
 Ask the children to look at the picture in exercise 1 on p.44 of the workbook
school, aunt, mum, friend, - Extra Practical classroom and ask them what the time is and what they can see in the picture.
sister, swings, bus, train,
activities – What are we
Ask the children to look quickly at the text and shout out the clothes and toys
slide, goat, teddy, rabbit,
wearing?
they see. The children do exercise 2.
cow, sad, happy, angry,
 On the board write The girl is at the farm, station, zoo school. Ask a child to
scared
come to the board and circle the correct word. The children do exercise 3.
Feedback asking individual children for the answers.
Ask the children to work in groups of 4. Give the groups a copy of PMB p.25
ADDITIONAL
with the cards cut up. The children put the cards face down on the table and take
VOCABULARY
front, end
it in turns to turn over 2. If the time and the sentence match they keep the cards.
SENTENCE PATTERN
It’s quarter to/past/half
past/o’clock …
I’m wearing ….

Consolidation
Pair work: - Speaking: Ask the children to work in pairs and name them A
and B and ask them to sit back to back. Give A and B the correct part of the
extra practical activity worksheet. Tell them to fill in the information for me. A
tells B what they do at different times of the day and B fills in the information in
the table. They change roles. They compare to check the information is correct.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 6 - Period 89
Lesson 6 – Skills
Objectives: - Listening to descriptions to identify people
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.47
Warm up: Play I’ve got it. Give out the flashcards 51 - 56 to the children and
FOCUS:
7 colour pencils – pink, white, green, brown, blue, red, orange. Tell them to put
Listening – Speaking the card on the forehead or hold up the pencils so you can see them. Say the
Writing
words one by one and when they hear their word they have to stand up and sit
down. Play a few times with different children.
KEY VOCABULARY

Time
Teaching Aids:
dress, socks, scarf, boots, - CD track 67
Development
hat, gloves, jeans, shirt,
- Flashcards 51-56 clothes
Ask the children to look at the pictures in exercise 1 on p 47.and ask
skirt, T-shirt, pink, white, - Colour pencils
questions about the pictures e.g. What are the people wearing? Describe a
green, brown, blue, red,
- Extra practical classroom
person on the picture e.g. She is wearing a pink dress and long white socks. Ask
orange, long, hat, trousers activities – Spelling quiz
the children to tell you which number it is.
Recording 67: Play the recording, the children listen and shout out the
clothes they hear.
ADDITIONAL
 Recording 67: Play the track again and stop after the first item and show the
VOCABULARY
uncle, cousin
number in the box in exercise 1.Continue the track, pausing after each item for
the children to write the numbers next to the people.
 Recording 67: Play the track again for the children to check their answers.
SENTENCE PATTERN
She/He’s wearing …..
Speaking: exercise 2: Give an example with one child- She is wearing a pink
It’s quarter to/past/half
dress and long white socks. Who is it? The children work in pairs and continue.
past/o’clock
On the board draw a clock and write the correct time and the incorrect time.

Ask a child to circle the correct time. The children do exercise 3.
Consolidation
Writing: Spelling quiz: Put the children into teams of 4. Give each team a
hand out – the spelling quiz. Read out the words from page 2.The teams spell
the words correctly. Teams change hand outs and check each other’s spelling.


tailieuonthi

SEMESTER 2 – Unit 6 – Lesson 6 - Period 90
Lesson 6 – Skills
Objectives: - Writing and identifying how to take care of things
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.45
Warm up: Give the children the extra practical activity board game – What
FOCUS:
am I wearing and get them to play in teams of 4.
Writing
KEY VOCABULARY
Time
Colours
skirt, shoes, scarf,
trousers, boots, shorts, Tshirt, socks, hat
ADDITIONAL

VOCABULARY
toys
cousin
SENTENCE PATTERN
It’s quarter to/past/half
past/o’clock
I’m wearing ….

Teaching Aids:
- PMB p.23 Values
worksheet
- Extra practical classroom
activities – What am I
wearing?
- Counters and dice

Development
 Review time. Show the children a real clock and change the times. Elicit the
correct time from the children e.g. It’s quarter past 4.
The children do exercise 1 on p 45
 Children compare their questions.
 Ask the children to tell you what you are wearing today.
The children do exercise 2.
Exercise 3. The children draw a picture of themselves and then write
sentences to describe what they are wearing.
Consolidation
 Identifying values: Write Let’s take care of our things on the board. Ask the
children what they do to take care of their toys and clothes?
Give the children a copy of p.23 of PMB. Ask them what they can see in the
pictures. Ask them which activities are good and bad.

The children do exercise 1. Feedback whole class.
Writing: The children do exercise 2. Draw pictures and write about their
favourite things. Ask a few children to tell the class for feedback.


tailieuonthi

SEMESTER 2 – Review 2 - Period 91
Review
Objectives: - Reviewing target language and structures, Reading and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORK BOOK p.46&47
Play Pictionary. Model the activity first, drawing an object on the board,
FOCUS:
slowly, asking students to guess what the animal is. Then ask one student to
Reading – Writing
come to the front of the class. Whisper an object to them and tell them to draw
it on the board. They draw and the rest of the children in the class guess what it
KEY VOCABULARY
Recycle vocabulary from
is. The first child to guess correctly comes to the front and draws the next word
Unit 3 to end of Unit 6
you whisper.
Teaching Aids:

- All flashcards from Unit 3
Development
– Unit 6
Review activities: Tell children they have 15 minutes to complete all the
exercises, working in pairs. When they have finished they can change their
books with another pair and correct each other’s as you check the answers with
the whole class.
Consolidation
Game: Play Bingo. Elicit as many words from the 3 units studied so far
(showing flashcards to remind students if necessary) and write up approximately
20 on the board. Ask children to draw a bingo grid in their notebooks, a square
with nine boxes, three across and three down. Ask them to choose nine words
and write one word in each box. Either, read out the words, spell them or even
describe what they are in order for children to listen and cross it off if they have
it in their grid. The first child to have three words across, down or diagonally
calls out Bingo! They are the winner if the words are correct.


tailieuonthi

SEMESTER 2 – Review 2 - Period 92
Review
Objectives: - Reviewing target language and structures, Reading and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction

CLASS BOOK p.48 & 49
Play a miming game with a selection of the vocabulary. Mime once to
FOCUS:
demonstrate the activity and ask students to guess the word. Put all the
Reading – Writing
flashcards on the board. Divide the class into groups of four. Give each child in
the group a number. Tell number ones to choose a word and to keep it secret.
KEY VOCABULARY
Recycle vocabulary from
They then mime the word to their group. The student who guesses it firsts gets a
Unit 3 to the end of Unit 6
point. Then number twos do the same thing and so on.
Teaching Aids:
- All flashcards from Unit 3
Development
– Unit 6
Review activities: Photocopy and cut up the activities on p.48 & 49 of the
Class Book. Have a copy of each exercise for each group of 4 children. Put
children into groups of four. Hand out exercise 1 and give students 3 minutes to
complete the activity together. When completed, ask them to pass their
worksheet to another group of children to correct. Check the answers together
as a class. The children then pass it back to the original group. Do this with all
six exercises, children completing them in groups one at a time and correcting
each other’s.
Consolidation
Play Pictionary. Model the activity first, drawing an object on the board,
slowly, asking students to guess what the animal is. Then ask one student to
come to the front of the class. Whisper an object to them and tell them to draw
it on the board. They draw and the rest of the children in the class guess what it
is. The first child to guess correctly comes to the front and draws the next word

you whisper.


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SEMESTER 2 – Unit 7 – Lesson 1 - Period 95
Lesson 1 – Words
Objectives: - To understand a short story and identify what people are doing
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.52
Warm up - Word Relay: Vocabulary Review. Choose some vocabulary
FOCUS:
from Unit 6. 10 children come to the board and stand in teams of 5 facing the
Listening to reading
board. Whisper a word to the last child in the line. They whisper it to the next
child and so on. The first team to write it first and correctly gets a point.
KEY VOCABULARY
wedding, guests, cake,
Sing Here comes the train from Unit 6 with track 62. Ask the children some
bride, band, invitation
questions about the story on p.42 from Unit 6
Teaching Aids:
- CD track 62& 68 - 70
- Flashcards 61-66

ADDITIONAL
Development
Celebrations
Use flashcards 61 - 66 to introduce the key vocabulary. Hold up the
VOCABULARY
music, watch, video,
- PMB extra activity work
flashcards and elicit the vocabulary. Hold up each one in a different order and
singing, sleeping, talking
sheet p.28
say the words for children to repeat.
Recording 68&69: Ask children to look at the pictures and play the first and
second parts of the recording as children point to the words. Repeat and the
SENTENCE PATTERN
I/He/She/They/ We
children repeat the words after the audio.
am/is/are ….ing
Recording 69: Ask the children to listen and repeat. Hold the flashcards up
What’s he doing?
as the words are said.
Recording 70: With books closed children listen to the story and shout out
when they hear any of the words from exercise one when they hear them.
Recording 70: Ask the children to tell you what they see in the pictures in
exercise 3. Listen and point to the speech bubbles as they hear the sentences.
The children read the story again and point to the words from exercise 1.
Consolidation
Writing: Ask the children to look at p.28 of the PMB. Ask them what the
people are doing in the pictures and what are the differences. The children do
exercise 1.
The children find and circle the differences between the 2 pictures.

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SEMESTER 2 – Unit 7 – Lesson 1 - Period 96
Lesson 1 – Words
Objectives: - To practice writing and identify wedding vocabulary
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.48
Warm up- Miming: Review verb - ing. Put the children in teams of 6. Ask
FOCUS:
one child from each team to come to you. Show them a sentence e.g. You are
Speaking – Writing
sleeping. The child goes back to their team and mimes the action- no speaking.
The first team to guess gets a point. Repeat with different children.
KEY VOCABULARY
wedding, guest, band,
invitation, cake, bride
Teaching Aids:
Development
- Flashcards 61-66
Show the celebrations flashcards one by one and elicit the words from the
Celebrations
children.

ADDITIONAL
 The children look at the pictures in exercise 1 on page 48 in their workbooks.
VOCABULARY
eat, sing, dance, dress
Elicit the vocabulary. The children do exercise 1.
Ask the children to look at the pictures in exercise 2 and ask them what they
can see. The children do exercise 2.
Consolidation
Writing practice: In pairs ask the children to make their own crosswords
using the one in exercise 2 as an example. They choose 8 words from unit 6 and
this lesson and the previous lesson.
The pairs exchange crosswords and complete them.


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SEMESTER 2 – Unit 7 – Lesson 2 - Period 97
Lesson 2 – Grammar
Objectives: - Talking and reading about what people are doing with the present continuous.
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.53
Warm up: Review celebration vocabulary. Play slowly reveal with the
FOCUS:
flashcards 61 – 66.Cover the front of each card as you show it and uncover

Listening – Writing slowly as the children guess what the activity is.
Speaking
 Ask the children some questions about the story from the last lesson. What is
Dad doing? What are Grandma and Grandpa doing?
KEY VOCABULARY
guests, cake, band,
Recording 70: Play track 70 and pause after each dialogue. The children
Teaching Aids:
invitation, dance, watch,
- Flashcards 61-66
repeat.
video, eat ,talk, read, sing, Celebrations
 Get the children to think of actions for the story from lesson 1.
bride, dress, sleep
- CD track 70
Recording 70: Play the recording again and the children do the actions.
- Grammar reference p.76
Put the children in groups of 4 and ask them to role play the story.
Unit 7
ADDITIONAL
VOCABULARY
Development
SENTENCE PATTERN
The children look at the pictures in exercise 2 and ask them what they can
What’s he/ she doing?
see.
He/She’s …
The children point to the pictures as you read the sentences.
What are they doing?
On the board write the sentences from exercise 2. Ask the children to repeat

They’re ….
after you, whole class and individual children.
What are you doing?
Rub out the verbs in each sentence and write the following on the board –
I ‘m …
run, sleep, work, play, sing, and ask the children to repeat the sentences with the
verbs on the board.
Write: The children look at the pictures in exercise 3.What can they see in
each picture. Do the first sentence as an example. The children do exercise 3.
Pair work: In pairs the children ask and answer about the pictures e.g. What
is she doing? She’s reading.
Consolidation
Write: Ask the children to do Unit 7 on page 76 Grammar reference.


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SEMESTER 2 – Unit 7 – Lesson 2 - Period 98
Lesson 2 – Grammar
Objectives: - To practice yes/no questions and short answers with the present continuous.
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.49
Play Snap with the celebration flash cards. Show a flash card and say the
FOCUS:

word. If it is the same the children say “SNAP”
Listening – Writing Speaking
Development
Put the following question and short answer on the board: they dancing are?
KEY VOCABULARY
dance, sing, drink, eat,
are Yes they Ask a child to come to the board and get the rest of the class to help
Teaching Aids:
sleep,
- Flashcards 61-66
them put the sentences in the correct order.
Celebrations
Ask the children to do exercise 1 on page 49 in their workbooks.
Ask them to compare their answers with their partner before you feedback.
SENTENCE PATTERN
Are they ….?
Ask the children to look at the picture again in exercise 1. Read out some
Is he/she ….?
sentences about the picture, some true and some false e.g. The baby is playing.
Yes they’re/No they’re not
The bride is dancing. And the children respond yes she is or no she isn’t. The
Yes, he/she is.
children do exercise 2.
Consolidation
 Ask the children to work in pairs and draw 4 pictures of people doing
different actions. Give an example by drawing a boy playing football on the
board. The pairs the work with another pair. They show their pictures and the
other pair ask Is he/ she …ing? The pair respond, Yes. He/she is. No, he/she isn’t

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SEMESTER 2 – Unit 7 – Lesson 3 - Period 99
Lesson 3 – Song
Objectives: - Talking about after getting ready for a wedding.
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.54
Warm up: Review celebrations with flashcards 61 - 66. Play board slap. Ask
FOCUS:
10 children to come to the board and make 2 lines in front of the board. Put the
Listening - Speaking
flashcards 61 - 66 on the board. Whisper one of the words to the last child in
each line. They have to whisper the word to the child in front of them down the
KEY VOCABULARY
Celebrations
line. The child at the front has to slap the correct picture. The first team to slap
make a cake
the correct picture gets a point. Play a few times.
Teaching Aids:
wash the car
- CD track 71 - 72
brush my hair
- Flashcards 61-66
Development

take photos
Celebrations and 67-70
Show the children the flashcards of getting ready 67 - 70 and elicit the
Getting ready
vocabulary.
Show the flashcards one by one again and say the words and ask the children
ADDITIONAL
to repeat together and by themselves.
VOCABULARY
cousin, wedding
 Recording 71: Ask the children to look at the pictures in ex 1 on page 54.
lovely, suit, tie, dress,
Ask the children to listen and point to the pictures.
excited, can’t wait
 Recording 71: Ask the children to listen again and repeat.
 Recording 72: With books closed children listen to the song and stand up
when they hear the vocabulary from exercise 1.
SENTENCE PATTERN
I am …ing
 Recording 72: Ask the children to open their books on p.54 and look at the
He/She‘s …ing
pictures in exercise 2. Ask them what the family members are doing.
They’re … ing
Recording 72: Play the song again twice, pausing for the children to
repeat.
Recording 72: Play the song again for the children to sing along.
Consolidation
Sing and Do: Divide the class into 3 groups. Give each group a verse to sing
and get each group to think of actions for their verse. Ask the children to sing
with the actions.

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tailieuonthi

SEMESTER 2 – Unit 7 – Lesson 3 - Period 100
Lesson 3 – Words
Objectives: - to practice writing
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.50
Warm up: Give the children the extra activity work sheet for the song and
FOCUS:
then sing the song again for them to check their answers with or without track
Speaking - Writing
72. They sing the song again with the actions from the previous class.
KEY VOCABULARY
make a cake, wash the
Development
car, brush my hair, take
 Review celebrations and getting ready with the flashcards 61 - 70, eliciting
Teaching Aids:
photos

- Flashcards - Celebrations
the words from the children.
61-66 and Getting ready 67- Ask the children to do exercise 1 on page 50 in their workbooks.
Ask the children to look at the picture in exercise 2 on page 50 and ask them
SENTENCE PATTERN 70
He/She is ….ing
- Extra practical classroom
what the people are doing..
I’m…ing
activities – Song worksheet
On the board write Mum is ____ cakes. ( making, washing wearing) Ask a
- CD track 72
child to come to the board and write in the correct word. The children do
exercise 2.
Consolidation
Play beat the teacher: Draw 2 cats on the board one for the teacher and one
for the children. Choose words from the unit. Put __ ___ on the board for each
letter of the word. E.g. _ _ _ _ _ _ ( photos). The children have to guess letters in
the word. Every letter they get correct you rub off a piece of the teacher’s cat.
Every incorrect guess you rub off a piece of the children’s cat. The children win
if they guess the word before their cat disappears!


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SEMESTER 2 – Unit 7 – Lesson 3 - Period 101
Lesson 3 – Words
Objectives: - To practice writing and the use of the present continuous form
Resources and Teaching
Topic – Language target

Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
Picture dictionary – p.71,
Warm up: Play Go Fish. Ask 10 children to choose a flashcard and not show
FOCUS:
Unit 7
you. They show the rest of the class. You have to guess what each flashcard is
Listening – Speaking by asking yes and no questions to the children. If you can guess the word in 10
Writing
questions or less you win!
KEY VOCABULARY
Teaching Aids:
wedding, band,, sing,
- Flashcards - Celebrations
Development
guests, happy, wear,
61-66 and Getting ready 67- Write wddenig on the board and elicit the correct spelling – wedding. Give
dress, white, invitations,
70
the children a copy of PMB page 26 and get the children to point to the pictures
cake, pink, take photos,
- PMB page 26
as you describe them.
cooking, wash, plate,
The children do exercise 1.
dancing
 Ask the children to look at the picture in exercise 2 and tell you the names of

the people in the picture. Ask them some questions e.g. What is Lily doing?
What is mum doing?
SENTENCE PATTERN
What are they doing?
The children do exercise 2.
They are ….ing
What’s he/she doing?
Consolidation
He/She is …ing
Pair work: memory game. Get the children to close their books and ask What
are the people doing? and Where is Lily? etc.. The children work in pairs A
closes their book and B asks 3 questions about the picture and then they change.


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SEMESTER 2 – Unit 7 – Lesson 4 - Period 102
Lesson 4 – Phonics
Objectives: - Phonics – magic e with u
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
CLASSBOOK p.55
Warm up: Play Quick Flash with flashcards 61 - 70. Show each flashcard in
FOCUS:
turn very quickly and the children shout out what it is.

Speaking and Listening
skills
magic e with u
Development
 Hold up the phonics cards 24 - 27 one at a time and say the sound words.
Drill each sound with whole class and individuals.
KEY VOCABULARY
Teaching Aids:
June, flute, tube, cube
- Phonics cards 24 - 27
Hold the cards up again - covering the words and the children say the words.
- CD track 73 - 75
Recording 73: Ask the children to open their student books on page 55 and
- Flashcards – celebrations
look at the pictures in exercise 1.The children listen and point at the pictures.
ADDITIONAL
and getting ready 61 - 70
 Recording 74: The children look at the picture in exercise 2 and tell you
VOCABULARY
birthday ,puzzle, new,
what they can see. Play the chant and ask the children to shout out when they
poster
hear any of the words from exercise 1.
 Recording 74: Play the chant again pausing after each line and ask the
children to repeat. Repeat again.
 Recording 74: Play the chant the whole way through and the children follow
in their books. Repeat and the children say the chant with the recording.
On the board write This month is June. Ask a child to come to the board and
circle u – e sound. Ask the children to do exercise 3, circling the sounds.
 Recording 75: The children look at the pictures in exercise 4 and tell you

what they see. The children do exercise 4. Play track 75 and the children listen
and check their answers.
Consolidation
Put the rhyme In June I play the flute on the board. In pairs the children use
the vocabulary to write their own rhyme and draw a picture to illustrate it.


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SEMESTER 2 – Unit 7 – Lesson 4 - Period 103
Lesson 4 – Phonics
Objectives: - Sounds – magic e with u
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
WORKBOOK p.51
Warm up: Divide the children in to pairs A and B. Give each child an A or B
FOCUS:
extra practical classroom activity worksheet. The children take it in turns to
Speaking - Writing
Sounds magic e with u
dictate the words. The children listen to their partner and write them in the
correct box. Feed back with the whole class.
KEY VOCABULARY
June, tube, cube, flute,
Teaching Aids:

Development
mule
- Phonics cards 24 - 27
 Show the phonics cards 24 - 27, but cover the words so the children only see
- CD track 74
the picture. Elicit the words.
- Extra practical classroom
On the board write nuje and get a child to write the correct word. Ask the
ADDITIONAL
activities – Sounds Fun
children to open their workbooks on page 51 and say the words in the pictures in
VOCABULARY
rug, run, poster, poster,
Dictation
exercise 1. Ask them to do exercise 1.
puzzle
Ask the children what they remember of the chant from the previous lesson.
The children do exercise 2 writing in the missing words to the chant.
 Recording 74: play the chant for the children to check their answers
The children do exercise 3.
The children do exercise 4.
Consolidation
Writing and speaking: Put the sounds on the board in 2 columns:
u and u _ e. Ask 10 children to come to the board and stand in 2 teams. Dictate
the following words to the children – run, cube, cub, mule, June, flute, tube, tub,
pup, sun, tune, hut. The first child from a team to write the word correctly in the
right column gets a point for the team.