giáo án family and friends 5 từ unit 4 => 9 và unit 9 lớp 3

Week:

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 2: Grammar

I - Objectives:
- Talking and reading about everyday activities.
- Reading – writing – speaking
- Vocabulary:
Times, Everyday activities, get up, go to bed, have dinner, have breakfast, go to
school
- Grammar: What’s the time? It’s ….He gets up/goes to school etc. at …
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom
management
Warm up Review after everyday activities. Play slowly
Whole class
reveal with the flashcards 31-26..Cover the front
of each card as you show it and uncover slowly as
the children guess what the activity is.
Pre –
Ask the children some questions about the story
Individuals
teaching
from the last lesson. What is Rosie’s dad’s job?

When does he work?
While –
- The children look at the pictures in ex exercise 2 Whole class teaching
and ask them what they can see.
individuals
- The children point to the pictures as you read the
sentences.
- On the board write the sentences from exercise 2.
Ask the children to repeat after you, whole class
and individual children.
- Rub out the activities in each sentence and show
the flashcards and ask the children to repeat the
sentences with the activity on the flashcard.
Repeat a few times with different activities.
- Write: Ask the children to look at the words and
pictures in exercise 3 and do the first sentence as
an example. The children do exercise 3.
- Pair work: Asking and answering. Give and
Pair work
example of exercise 4 with 2 children. The
children do the exercise with their partner.
Post –
Write: Ask the children to do Unit 4 on p.75
Individuals
teaching
Grammar reference.


Week:

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 2: Grammar

I - Objectives:
- to practice word order and writing and describing everyday activities
Speaking- writing
- Vocabulary: Times, Everyday activities, get up, have breakfast, have dinner
go to school
- Grammar: He gets up/goes to school etc. at …
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom
management
Warm up - Play Snap with the everyday activities flash cards. Whole class
Show a flash card and say the activity. If it is the
same the children say “SNAP”
Pre –
- Draw a clock on the board or show the children a
Whole class
teaching real clock. Draw or show different times and elicit
the time from the children.
While –
- Ask the children what times they can see in the
Individuals
teaching pictures in exercise 1 on page 29 in their

workbooks.
- The children do exercise 1. Ask them to compare
Pair work
their answers with their partner before you
feedback.
- Reading and Writing: Show the flashcards 31-36
again and ask the children to make a sentence with
the activity and the clock e.g. He gets up at 7
o’clock. The children do exercise 2.
- Writing: Ask the children to tell you the order of
the activities in exercise 2.The children do exercise
3.
Post –
Vocabulary review: play categories: Put the children Team work
teach
in teams of 4. One child in the team is the writer.
ing
Tell them a category one at a time e.g. 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.


Week:

Date of teaching:........................................................
.........................................................

UNIT 4: WHAT’S THE TIME?
Lesson 3: Song

I - Objectives:
- Talking and listening about what you do at different times of the day.
- Listening – Speaking
- Vocabulary: in the morning, in the afternoon, in the evening, at night
- Grammar: What do you do (in the morning)?
In the morning, in the evening, in the evening/at night I …..
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom
management
Warm up - Review everyday activities with flashcards 31 Team game
36. Play board slap. Ask 10 children to come to the
board and make 2 lines in front of the board. Put the
flashcards 31 - 36 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 line. The child at the front has to slap the correct
picture. The first team to slap the correct picture
gets a point. Play a few times.
Pre –
- Show the children the flashcards of times of the
Whole class
teaching day 37 - 40 and elicit the vocabulary.
- Show the flashcards one by one again and say the

words and ask the children to repeat together and by
themselves.
While –
- Recording 41: Ask the children to look at the
Individuals
teaching pictures in ex 1 on page 32. Ask the children to
listen and point to the pictures.
- Recording 41: Ask the children to listen again and
repeat.
- Recording 42: With books closed children listen to
the song and stand up when they hear a time of day.
- Recording 42: Ask the children to open their
books on p.32 and look at the pictures in ex.2. Ask
them where the children are and what they are
doing.
- Recording 42: Play the song again twice, pausing


Post –
teach
ing

for the children to repeat.
- Recording 42: Play the song again for the children
to sing along.
- Sing and Do: Divide the class into 2 groups. One
group sings the chorus and one group sings the
verses. Change the groups a few times. Ask the
children to sing loudly and then softly.

Group work


Week:

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 3: Song

I - Objectives:
- to practice writing verb noun collocation
- Vocabulary: After school activities: in the morning, in the afternoon, in the
evening, at night, have breakfast, go to bed, have dinner, have lunch, get up,
play
- Grammar: In the morning/evening etc. I have/get up/play …..
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Warm up
Pre –
teaching
While –
teaching

Post –
teach
ing

Activities

Classroom
management
- Give the children the extra activity work sheet for Individuals
the song and then sing the song again for them to
check their answers with or without track 42.
- Review the after school activities with the
Whole class
flashcards 31-40, eliciting the words from the
children.
- Ask the children to look at the pictures in
Whole class
exercise 1 on p.30 of the workbook. The children
do exercise 1.
- Get the children to look at the pictures in exercise
2 on page 30 and tell you the order of the
activities.
- Ask the children when they got to bed to elicit
Individuals
the answer at night. Say a sentence e.g. I have
breakfast in the morning and the children point to
the correct picture The children do exercise 2
- Pair work: The children do exercise 3 and take it
in turns to say a sentence and their partner points
to the correct picture.
- Writing practice: ask the children to write 3
Individuals
sentences about what they do every day. The
children give their sentences to their partner. The

partner reads them and draws a picture for each
sentence.


Week:

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 4: Phonics

I- Objectives:
- Phonics magic e with a. Speaking and listening skills
- Speaking and listening skills
- Gate, plane, lake, face
- Open, see, smile, cake
II – Teaching aids:
- Using technology
III – Procedure:
Stages
Activities

Classroom
management
Whole class

Warm up Play Quick Flash with flashcards 31- 36. Show
each flashcard in turn very quickly and the children
shout out what it is.
Pre –

- Hold up the phonics cards 10 - 13 one at a time
Whole class
teaching and say the words and then the isolated a sound.
+ individuals
Drill each sound with whole class and individuals.
- Hold the cards up again and say the words and the
children repeat.
- Recording 43: Ask the children to look at p 33 at
the pictures in exercise 1.The children listen and
point at the pictures.
While –
- Recording 44: The children look at the picture in Individuals
teaching exercise 2 and tell you what they can see. Play the
chant. The children to put up their hands when they
hear any of the words from exercise 1.
- Recording 44: Play the chant again pausing after
each line and ask the children to repeat. Repeat
again.
- Recording 44: 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 Open the gate, the gate the
gate. Ask a child to come to the board and circle
the “ a “ sound and the magic e in the words. The
children do exercise 3, circling the sounds.
- Recording 45: The children look at the pictures in
exercise 4 and tell you what they see. The children

Post –
teaching

Week:

do exercise 4. Play track 45 to check answers.
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: face, cat, lake man, make, cake,
hat, gate, plane, fan.

Individuals +
whole class

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 4: Phonics

I- Objectives:
- Magic e with a
- Speaking –writing
- Plane, gate, name, lake, snake, cake, face, make
II - Teaching Aids:
- Using technology
III – Procedure:
Stages
Activities

Classroom
management
Pair work

Warm up - 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.
Pre –
- Show the phonics cards 10 - 13, but cover the
Whole class
teaching words so the children only see the picture. Elicit the
words.
While –
- Write ecfa (face) on the board and ask the children Individuals
teaching what the word is. Ask the children to open their
workbooks on p 31 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 The cake on the
van has a face. Ask a child to come to the board the
children and underline a_e and circle a. The
children do exercise 3.
- The children do exercise 4.
- Recording 44: ask the children if they remember
the chant from the last class. Play it again for the
children to sing along with.

Post –
teaching

Week:

- Writing: Put the following words on the board:
Individuals
plane, gate, name, lake, snake, cake, face, make,
cat, van.
- Ask the children to help you make a rhyme with at
least 3 of the words e.g. The snake is on the gate.
Ask the children to work with a partner and write a
rhyme like the one on the board using as many
words as possible from the list. The children draw
pictures to illustrate their rhyme.
Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 5: Skills time: reading

I - Objectives:
- Reading about daily routines
- Vocabulary: in the morning/ afternoon/ evening, go, cook, work, breakfast, take,
get dressed, start, see
- Addition vocabulary: school bag, lunch, cereal, milk, bus, coat, lunch box, bus,
blue, bread, doctor
- Grammar: What times …..?; He goes to school/ gets up at …
II - Teaching Aids:
- Using technology

III – Procedure:
Stages
Activities
Classroom
management
Warm up - Sing the song “What do you do in the morning”
Whole class
from p32 of the class book, track 42.
Pre –
* Lead in:
Whole class
teaching - Ask different children what they do every day.
- Ask the children to open their books at p 34 and
look at the pictures of Ruby and her mum’s day.
Ask them to tell you what they do every day and
which words they think they will read in the text
e.g. school, work. Write their answers on the board.
While –
- Recording 46: Ask the children to listen to the
Individuals
teaching track and read and then tell you which words on the
board are in the text.
- Recording 46: Play the track again and ask the
children some questions e.g. What time does Ruby
go to school? What time does Ruby’s mum start
work?


Post –
teaching

Week:

- In pairs the children take it in turns to point to a
picture and their partner tells them what Ruby and
her mum do every day.
- Ask the children to look at exercise 3. Ask them to
point to where they see the phrase gets up in the
text. Ask them What time does Ruby get up? Show
them the answer for number 1 in exercise 3 and ask
if it is correct? Ask them what it should be. The
children continue exercise 3 individually.
- Ask the children to check their answers with their
partner.
* Speaking: Memory game
- The children work in pairs A and B. A closes their
book and B says 4 sentences from Ruby’s day. A
says if they are true or false. Then they change and
B closes their book and A says 5 sentences about
Ruby’s mum’s day.

Pair work
Individuals

Pair work

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 5: Skills time : reading

I - Objectives:
- Reading to writing and speaking
- Vocabulary: Times, Times of the day, get up, go to bed, go to school/work, go
by car/bus, go home, play with friends have dinner, help, do homework, watch TV
- Addition vocabulary: School subjects
- Grammar: He/she gets up/ goes to school etc at …; In the morning I …
II- Teaching aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom
management
Warm up - Ask ss to sing a song
Whole class
Pre –
- Review vocabulary from the last lesson. Ask 10
Team work
teaching children to come to the board and put them in 2
lines facing the board. Show the first child in each
line a flashcard and they run to the board and write
the word. The first team to write it correctly gets a
point.
While –
- Ask the children to look at the picture in exercise 1 Whole class
teaching on p.32 of the workbook and ask them who the 2


Post –

teaching

Week:

people are.
- Ask the children to look at the text and circle the
times they see.
- Ask the children to look at exercise 2. Read out the
sentences one by one and ask the children to shout
out Harry or Dad after each sentence.
- Ask the children Who gets up at 6 o’clock? Who
gets up at 7 o’clock?
- Ask the children to read the text again and do
exercise 2.
- Feedback asking individual children for the
answers.
- Give the children a copy of PMB p.17. Ask them
what they do in the morning, in the evening etc.
- The children do exercise 1.
* Pair work: - Speaking: Ask the children to work in Pair work
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.
Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?

Lesson 6: Skills time: Listening and Speaking

I - Objectives:
- Listening to speaking to writing
- Vocabulary: Everyday activities- Times of the day
- Grammar: He/ she gets up/goes to school etc at …
II - Teaching Aids:
- Using technology
III – Procedure:
Stages
Activities
Warm up - Give out the flashcards 31 - 36 to 6 children. Ask
the children around the class What do you do in the
morning/evening etc? The children with the
flashcards listen for their activity and hold the
flashcard up when they hear the word.

Classroom
management
Whole class


Pre –
teaching

While –
teaching

Post –
teaching

Week:

- Ask the children to look at the pictures in exercise
1 on p.35. Ask the children questions about the
pictures e.g. What can you see in picture 2?
- On the board draw a clock face and ask a child
what time they get up. Get another child to draw the
time on the clock.
- Recording 47: Play the recording and ask the
children to listen and shout out the times they hear.
- Recording 47: Play the track again and stop after
the first item and show the time in box one of
exercise 1.Continue the track, pausing after each
item for the children to draw the time on each clock.
- Recording 47: Play the track again for the children
to check their answers.
- Speaking: exercise 2: Give an example with one
child- prompt by saying number 1 and the child
says he gets up at 10 o’clock.. Give another
example with number 2. Ask the children to work in
pairs and continue.
- On the board draw a write when, where and what.
Ask a child to draw a circle around what, underline
when and draw a box around where.
- Writing: The children do exercise 3.
- Writing: Spelling quiz: Put the children into teams
of 4. Give each team a hand out – the spelling quiz.
Read out the words one by one from page 2 and the
teams have to spell the words correctly on their

hand out.

Individuals

Whole class

Pair work

Individuals

Team work

Date of teaching:........................................................
.........................................................
UNIT 4: WHAT’S THE TIME?
Lesson 6: Skills time: Listening and Speaking

I - Objectives:
- Writing
- Vocabulary: Wash hands/ face, clean teeth, cook, brush hair, have breakfast,
watch TV, play
- Grammar: I wash/ clean etc in the morning.
II - Teaching Aids:
- Using technology
III – Procedure:
Stages
Activities
Classroom

Warm up
Pre –
teaching
While –
teaching
Post –
teaching

management
Team game

- Give the children the extra practical activity
board game – It’s time to … and get them to play
in teams of 4.
- Write the following on the board: What, Where’s, Whole class
When, Where, What’s, When. Elicit a question for
each Wh word and write them on the board, asking
the children to correct the questions as you write.
- The children do exercise 1 on p.33.
Individuals
- Children compare their questions.
- The children do exercise 2 – draw pictures.
- Writing: The children do exercise 2. Draw
Individuals
pictures and write about what they do to help. Ask
a few children to tell the class for feedback.


Week:

Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 1: Words

I - Objectives:
- To understand a short story and identify different types of weather
- Listening – Reading – Speaking
- hot, sunny, snowing, raining, windy, cold
II - - CD track 48 - 50
- Using technology
III – Procedure:
Stages / time
Activities
Classroom
management
Warm up
*Word Relay:
Team work
- Review verbs for daily activities e.g.
- Choose 10 children to come to the
board and stand in teams of 5 facing
the board. Whisper one of the verbs
to the last child in the line. They
whisper it to the next child and so on.
The first child writes the word on the
board. The first team to write it first
and correctly gets a point.
Pre – teaching
* Teach vocabulary

Whole class
- Use flashcards 21-26 to introduce
the key vocabulary. Hold up the
flashcards and elicit the party objects
from the children. Hold up each one
in a different order and say the words Whole class and
for children to repeat.
individuals
* Check vocabulary
- Show the flash cards and have ss to
repeat
- Play: miming
While – teaching * Listen, point and repeat:
Whole class
- Ask ss to open their books
- Play the first part of the track and
ask ss to listen and point to the
pictures they hear.
- Play the second part of the track and
have ss to listen and repeat.
- Play again whole track and have ss
to listen, point and repeat.


Post – teaching

* Listen and chant:
- Play the track and ask ss to chant
follow the track
- Ask ss to chant their own

* Speaking:
Individuals
- Give the children a copy of PMB
p.12. The children do exercise 1completing the faces for what they
like and don’t like. Ask a couple of
children to tell you what they like and
don’t like.
- In pairs the children tell each other
Pair work
using p12 as an example


Week:

Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 1: Words

I - Objectives:
- To understand a short story and identify different types of weather
- Listening – Reading – Speaking
- hot, sunny, snowing, raining, windy, cold
II - - CD track 48 - 50
- Using technology
III – Procedure:
Stages / time
Activities
Classroom
management

Warm up
* Miming:
Team work
- Review daily activities. Put the
children in teams of 6. Ask one child
from each team to come to you. Show
a flashcard of a party object. The
child goes back to their team and
draws the word- no speaking. The
first team to guess gets a point.
Repeat with different children.
Pre – teaching
- Show the flashcards again one by
Whole class
one and say the words for the children
to repeat.
While – teaching * Predict questions
Whole class
- Show the pictures of the story
- Ask ss some questions:
. Who is this?
. What are they talking about?
* Track
- Ask ss to look at the board and have Individuals
them to read aloud the sentences
- Ask ss to open their books
- Play the story and ask them to
follow the story.
- Play again and ask ss to repeat
sentence by sentence

- Call some strong ss to read again the
story
- Ask ss to practice in groups of 4
Groups work
- Call some ss to read in roles in front
of the class


Post – teaching

Week:

*Jump: Play jump with the class
Whole 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.
Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 2: Grammar

I - Objectives:
- Talking and reading about weather. Practicing imperatives.
- Skills: Listening – Writing – Speaking
- Vocabulary: Weather
- Sentence pattern:
What’s the weather like? It’s ….Put on your…Don’t put on your …

- Ss know how to prepare before g out.
- Grammar reference p.75 Unit 5
II - Resources
- CLASSBOOK p.37
III - Teaching Aids:
- Flashcards 41-46
- CD track 50
IV – Procedure:
Stages / time
Activities
Warm up

Classroom
management
Group work

- Review weather. Play slowly reveal
with the flashcards 41-46. Cover the
front of each card as you show it and
uncover slowly as the children guess
what the activity is.
Pre – teaching
- Ask the children some questions
Whole class
about the story from the last lesson. It
is sunny or windy in the story? What
does Billy put on?
While – teaching - The children look at the pictures in
Individuals
exercise 2 and ask them what they

can see.
- The children point to the pictures as
you read the sentences.
- On the board write the sentences
from exercise 2. Ask the children to
repeat after you, whole class and


Post – teaching

Week:

individual children.
- Rub out the weather and clothes in
Whole class
each sentence and show the
flashcards and ask the children to
repeat the sentences with the weather
on the flashcard. Repeat a few times
with different activities.
- Write: Ask the children to look at
the words and pictures in exercise 3
and do the first sentence as an
example. The children do exercise 3.
- Pair work: Asking and answering.
Pair work
Give and example of exercise 4 with
2 children. The children do the
exercise with their partner.
- Write: Ask the children to do Unit 5 Individuals

on p.75 Grammar reference.
Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 2: Grammar

I - Objectives:
- To practice word order and writing and describing weather. Imperatives
- Writing – listening - speaking Weather
- key vocabulary
Sunny, raining, snowing, cold, hot, windy, coat, raincoat, shorts, hat,
Sun cream
I do/have/ go …..
- additional vocabulary
Door, window, umbrella, close, open, sun
- sentence pattern
I don’t do/have/go…..
Flashcards 41– 46 weather
II -Resources
- Workbook p.35
III - Teaching Aids:
IV – Procedure:
Stages / time
Activities
Warm up

- Play Snap with the weather flash
cards. Show a flash card and say the

Classroom

management
Whole class


activity. If it is the same the children
say “SNAP”
Pre – teaching
- Put the following sentence on the
board: weather What’s like the? Ask
a child to come to the board and get
the rest of the class to help them put
the sentences in the correct order.
While – teaching - Ask the children to do exercise 1 on
page 35 in their workbooks.
- Ask them to compare their answers
with their partner before you
feedback.
On the board write the following
words – shorts, coat, hat, raincoat,
sun cream.
- Show the children the weather
flashcards and get them to tell you
what to wear e.g. It’s sunny wear
your hat.
- Ask the children to look at the
pictures in exercise 2 and tell you
what the weather is like. The children
do exercise 2.
- The children do exercise 2.to work
in pairs and name them A and B. A

and B take it in turns to point to a
picture and their partner says the
sentence.
Post – teaching
- Simon says: Tell the children to
follow your instructions – they do the
action when you say do and don’t do
it when you say don’t. e.g. Do stand
up. Don’t pick up your pen. Choose a
couple of children to give instructions
to the class or play in small groups.
Week:

Individuals

Individuals
Pair work

Individuals

Pair work

Whole class

Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 3: song

I - Objectives:

- To practice word order and writing and describing weather. Imperatives


- Writing – listening - speaking Activities: fly a kite, go outside, make a
snowman, wear coats
- key vocabulary
- sentence pattern I do/have/ go …..
I don’t do/have/go…..
Flashcards 41– 46 weather, activities
II -Resources
- Workbook p.35
III - Teaching Aids:
IV – Procedure:
Stages / time
Activities
Classroom
management
Warm up
* Game: Slap the board:
Team work
- Review party objects with
flashcards 21-26. Play board slap.
Ask 10 children to come to the board
and make 2 lines in front of the board.
Put the flashcards 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 line. The child at
the front has to slap the correct

picture. The first team to slap the
correct picture gets a point. Play a
few times.
Pre – teaching
* Teach vocabulary
Whole class
- Show the children the special days
flashcards 27-30 and elicit the
vocabulary.
- Show the flashcards one by one
again and say the words and ask the
children to repeat together and by
themselves.
* Game: Clap:
- Play Snap with the flash cards.
Show a flash card and say the
activity. If it is the same the children
say “CLAP”
* Listen, point and repeat:
- Recording 28: Ask the children to
look at the pictures in ex.1 on page
22. Ask the children to listen and
point to the pictures.
- Recording 28: Ask the children to
listen again and repeat.


While – teaching * Listen and sing:
- Recording 29: With books closed
children listen to the song and stand

up when they hear the vocabulary
from exercise 1.
- Give ss the song worksheet and ask
ss to listen again and fill the gaps
- Recording 29: Ask the children to
open their books on p.22 and look at
the pictures in ex.2. Ask them what
they can see and who the people
are.
- Play again and check the
worksheet
- Recording 29: Play the song again
twice, pausing for the children to
repeat.
- Recording 29: Play the song again
for the children to sing along.
Post – teaching
* Sing and Do:
- Divide the class into 4 groups. Give
each group a verse from the song to
sing. Change the verse and groups a
few times.

Week:

Whole class

Individuals

Whole class

Whole class

Date of teaching:........................................................
.........................................................
UNIT 5: IT’S HOT TODAY!
Lesson 3: song

I - Objectives:
- To practice word order and writing and describing weather. Imperatives
- Writing – listening - speaking
- key vocabulary: Activities: fly a kite, go outside, make a snowman, wear coats
- sentence pattern
I do/have/ go …..
I don’t do/have/go…..
Flashcards 41– 46 weather, activities
II -Resources
- Workbook p.35
III - Teaching Aids:
IV – Procedure:


Stages / time

Activities

Warm up

- Give the children the extra activity
work sheet for the song and then sing

the song again for them to check their
answers with or without track .
Pre – teaching
- Review party gifts with the
flashcards , eliciting the words from
the children.
While – teaching - Ask the children to look at the
pictures in exercise 1 of the
workbook. The children do exercise 1
in their workbooks.
- The children do exercise 2
completing the cross word.
- Tell the children to look at the
picture in exercise 2 and ask a couple
of children what they like.
* Pair work: The children take it in
turns to ask each other What do you
like? They answer using the pictures
in exercise 2.
- Feedback by choosing some of the
children to tell you what their partner
likes.
Post – teaching
* Play Go Fish.
- Ask a child to choose one of the
flashcards of special days. They
cannot show you but can show the
class. You have 10 questions to guess
what is on the flashcard. You can
only ask Yes/No questions. If you

guess before 10 questions you win!
Repeat a few times with different
children.
Week:

Classroom
management
Whole class

Whole class
Individuals

Pair work

Individuals and
whole class

Date of teaching:........................................................
.........................................................
REVIEW





* Instruct ss to do the test follow the model of the Department of Education and
Training of Thua Thien Hue Province