giao an tieng anh lop 3 tuan 6 10

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(1)Week 6: Monday, October 2 nd , 2017 Period 21 :. Review. ----------------------------------------------------------------------------------------------------. Unit 2: Playtime! Lesson One – Period 22 I/ Aims: - Identifying common toys II/ Language contents: 1. Structure: Is this your? No, it isn’t. 2. Vocabulary: toys, doll, ball, car, teddy, puzzle. III/ Teaching Aids: - Toys flashcards 30-34, Story poster 2, CD tracks 20-22 IV/ Steps of teaching: 1.Warm up and reviews Sing Open the Book! from Class Book p.10 to revise vocabulary from the last unit. 2. Presentation: Use flashcards 30-34 to elicit the vocabulary for this lesson. Hold them up one at a time as ask What’s this? Model any vocabulary the children don’t know. Listen, point and read. -Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards 3.Practice:.

(2) Listen and chant -Students listen and point, and then listen and chant. 4. Production: - Play a guessing game with the class. Tell children they are going to guess which flashcards you are holding up, without seeing them. If they name the object within three guesses, they get one point. If they don’t, you get one point. Hold up each flashcard in turn so that children can only see the back. Ask different children What’s this? until the object has been guessed correctly. Keep a record of the score on the board. V/ Extension: ......................................................................................................... ----------------------------------------------------------------------------------------------------. Wednesday, October 4 th , 2017 Lesson One – Period 23 I/ Aims: - Listening and speaking skills II/ Language contents: 1. Structure: Is this your? No, it isn’t. 2. Vocabulary: toys, doll, ball, car, teddy, puzzle. III/ Teaching Aids: - Toys flashcards 30-34, Story poster 2, CD tracks 20-22 IV/ Steps of teaching: 1.Warm up and reviews - Give flashcards 30-34 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word. 2. Presentation: Listen and read.

(3) - Use Story Poster 2 to present the story. Revise the names of the characters. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the objects. Ask simple comprehension questions (Where’s the teddy? Who finds the teddy?) to check understanding. 3.Practice: - Point to the Story Poster 2 again and ask children to tell you what happened in the story. Elicit the toys from the story and write them on the board. 4. Production: - Point to the Story Poster 2 again and ask children to tell you what happened in the story. Elicit the toys from the story and write them on the board V/ Extension: ........................................................................................................ ---------------------------------------------------------------------------------------------------Lesson Two – Period 24 I/ Aims: - Identifying common toys II/ Language contents: 1. Structure: Is this your…?, Yes it is / No it isn’t. 2. Vocabulary: toys, doll, ball, car, teddy, puzzle, my, your III/ Teaching Aids: - Toys flashcards 30-34, - Story Poster 2 IV/ Steps of teaching: 1.Warm up and reviews - Play Snap with the toys flashcards. Say one of the toys; show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game. 2. Presentation:.

(4) Listen to the story again and repeat. Act - Point to the Story Poster 2 again and ask children to tell you what happened in the story. Elicit the toys from the story and write them on the board. - Tell children to open their books to p.14 and play the recording again as children follow in their books. - Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. 3.Practice: Look and say - Copy the sentences onto the board, leaving spaces where the toy words should be. Put different flashcards in the spaces to elicit the sentences and questions with the same pattern. Point to yourself to demonstrate my, and to somebody else to show that it belongs to them, your. Read the sentences together as a class. 4. Production: - Ask children to open their Class Books to p.74 and do the Unit 2 Grammar activity to practice the target structure further. V/ Extension: ......................................................................................................... Week 7.

(5) Monday, October 9 th , 2017 Lesson Two – Period 25 I/ Aims: - Writing and speaking skills II/ Language contents: 1. Structure: Is this your…?, Yes it is / No it isn’t. 2. Vocabulary: toys, doll, ball, car, teddy, puzzle, my, your III/ Teaching Aids: - Toys flashcards 30-34, - Story Poster 2 IV/ Steps of teaching: 1.Warm up and reviews - Play Musical Cards. Play lively music, or the unit’s song. Hand the unit flashcards out to different students in the class. They pass the cards to children next to them around the class while the music is playing. Stop the music suddenly. Ask the children who are holding the cards, What’s this? to elicit the words. Play the music and the children keep playing the game. 2. Presentation: Write - Children do the exercise, matching my and your with the pictures and filling in the gaps in the sentences. Model how to complete the exercise before they begin. - Model the target language Yes, it is and No, it isn’t. Ask individual children if this is their ruler or pen (holding up the real objects) to check comprehension. Children do the exercises and check with a partner. 3.Practice: - Elicit the target structures again by asking Is this a doll? (Pointing to the teddy and the class says, No.) Write my and your on the board and hold one flashcard and say This is my teddy. Give a flashcard to a child and say, This is your doll. Ask children to repeat the structures after you..

(6) - Students do the exercise. Ask the class to chorally reply to the questions after they have completed the exercise and elicit the spelling to write on the board. 4. Production: Game: Call one child to the front and give him/her the doll and ball flashcards to hold up. Hold the teddy, puzzle, and car flashcards yourself. Say Is this my teddy? The class shouts Yes! Then indicate the child standing next to you and say Is this your teddy? The class calls out No! Repeat with Is this my doll? The class calls out No! Then say Is this your doll? indicating the child next to you, for the class to call out Yes! Repeat the activity with other children. V/ Extension: ........................................................................................................ -------------------------------------------------------------------------------------------------Lesson Three – Period 26 I/ Aims: - Identifying common toys II/ Language contents: 1. Structure: This is my… 2. Vocabulary: kite, bike, train. III/ Teaching Aids: - Toys flashcards 30-37, CD tracks 23 & 24 IV/ Steps of teaching: 1.Warm up and reviews: - Play What have I got? Hold up one card so that the class can only see the back of it. Ask What is it? When the card has been guessed correctly, put it on the board. Hold up a second card and repeat the procedure. Continue until all the cards are on the board. 2. Presentation: Listen, point and repeat.

(7) - Use flashcards 35-37 to introduce the three new words. Hold up each one and say the words for children to repeat. - Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Listen and sing - Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. 3.Practice: - Play a miming game with the class. Mime the actions of riding a bike for children to shout out the word. Ask a child to stand up and s/he mimes an activity using one of the words from this lesson or from the other toy flashcards and the rest of the children guess the word. Repeat the activity with different children. 4. Production: - Game: Play Do It! Assign each child a toy word. So every child in the class will have a different toy word. E.g. doll, kite, train, doll, puzzle. Give instructions, for example, Kites, jump. Trains, clap your hands. Model the actions. Say the toy words in random order and the children with that word have to do their action. Ask a volunteer student to come up and run the activity for the class. V/ Extension: .........................................................................................................

(8) Wednesday, October 11 st , 2017 Lesson Three – Period 27 I/ Aims: - Listening and speaking skills II/ Language contents: 1. Structure: This is my… 2. Vocabulary: kite, bike, train. III/ Teaching Aids: - Toys flashcards 30-37, CD tracks 23 & 24 IV/ Steps of teaching: 1.Warm up and reviews: - Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game. 2. Presentation: Sing and do - Sing the song from Class Book p.16 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (kite, train, and bike) and every time they hear their word they hold the card up in the air. - Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, (flying the kite, riding the bike, pushing the train) and then practice them as a class before doing the activity. 3.Practice:.

(9) - Use all of the other toy flashcards to elicit further song paragraphs (e.g. This is my big yellow doll…etc…) and ask children to decide in pairs what they would like to add to the song. Ask different pairs to stand up and sing their song with the class. 4. Production: - Game: Play Do It! Assign each child a toy word. So every child in the class will have a different toy word. E.g. doll, kite, train, doll, puzzle. Give instructions, for example, Kites, jump. Trains, clap your hands. Model the actions. Say the toy words in random order and the children with that word have to do their action. Ask a volunteer student to come up and run the activity for the class. V/ Extension: ........................................................................................................ ------------------------------------------------------------------------------------------------Lesson Four – Period 28 I/ Aims: - First letter sounds e/f/g/h II/ Language contents: 1. Structure: 2. Vocabulary: egg, fig, goat, hat III/ Teaching Aids: - Phonics cards 5-8, CD Tracks 25-27 IV/ Steps of teaching: 1.Warm up and reviews: - Ask children what letters of the alphabet they have already learned. (a,b,c,d). Ask them to name words which begin with those sounds. 2. Presentation: Listen, point and repeat.

(10) - Write Ee, Ff, Gg and Hh on the board and point to each letter and say the letter name and the sound for both upper- and lower-case letters for children to repeat. Say the sounds again and children can draw the letters in the air. - Write the words, egg, fig, goat and hat on the board. Circle the first letters and say the first sounds for children to repeat. Hold up the phonics cards and say the words for children to repeat. 3.Practice: Listen and chant - Children do the exercise and point to the letters. - Divide the class into four groups: eggs, figs, goats and hats. Do the chant again together. Each group says their own lines. Then put students in groups of four, and give each child one of the words, and they do the chant in the group, taking turns to say their line. 4. Production: - Phonics game: Put the phonics picture cards on the walls of the room, in four different corners. Say the sounds of the words, without the first letter (e.g. _gg, _ig, _oat, _at). The children say the first missing letter and point to the correct card. V/ Extension: .........................................................................................................

(11) Week 8 Monday, October 16 th , 2017 Lesson Four – Period 29 I/ Aims: - First letter sounds e/f/g/h II/ Language contents: 1. Structure: 2. Vocabulary: egg, fig, goat, hat III/ Teaching Aids: - Phonics cards 5-8, CD Tracks 25-27 IV/ Steps of teaching: 1.Warm up and reviews: - Show the phonics cards and elicit the words again. Ask individual children to come to the front and write the first letters on the board, in both upper- and lowercase. 2. Presentation: Listen to the sounds and join the letters. - Do the exercise, and children join in with the chant. Put the four cards around the room and children point as they say the chant. Read and circle the sounds e, f , g, h the start of the word. - Ask children what the goat has got. Tell children they can find out by listening. Model the activity and then children listen and draw the lines. 3.Practice: - Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words. - Ask the children to trace the letters in the air and say the sounds as they do so..

(12) - Phonics matching: Display the phonics sound card on the board. Place the phonics picture cards on your table. Call children to come to the front of the class to match the cards to the correct sounds on the board 4. Production: - Phonics game: Put the phonics picture cards on the walls of the room, in four different corners. Say the sounds of the words, without the first letter (e.g. _gg, _ig, _oat, _at). The children say the first missing letter and point to the correct card. V/ Extension: ........................................................................................................ ----------------------------------------------------------------------------------------------------. Lesson Five – Period 30 I/ Aims: - Talking about favourite things II/ Language contents: 1. Structure: My favourite toy / colour / animal is a…. 2. Vocabulary: Favourite, Furry, Fat, Lovely, Colour (n), Animal III/ Teaching Aids: - CD Track 28, Toys flashcards 30-37 IV/ Steps of teaching: 1.Warm up and reviews: - Put the toy flashcards around the room and say the toys. As you do, the children point to the correct flashcard and repeat the word. 2. Presentation: Point to an animal and a toy. Say the words. - Introduce the concept of ‘favourite.’ Use flashcards to demonstrate. Ask different children, What’s your favourite toy / colour / animal?.

(13) - Ask children to look at the pictures and try to predict what the text is about. Point to the name at the bottom of the poem and establish that the poem was written by Tom. Ask How old is Tom? (He’s seven). Read and listen to the poem. - Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: What’s Tom’s favourite toy? Is it a train? (No) Is it a ball? (Yes). Ask similar questions about Tom’s favourite colour and animal 3.Practice: - Ask children to close their books. Read the poem aloud. Pause at the key toy, colour and animal words. Encourage children to call out the ‘missing’ words. - Pair interview: Put children in pairs and give each one a worksheet. They write their own name and their partner’s name on their worksheet. Then they write their favourite animal, toy and colour in the first column and ask their partner the questions and write down their answers. When they have finished they can compare their worksheets to see if their answers are similar. Ask children to put up their hands if their answers are the same as their partner’s. 4. Production: - Ask and answer: Put children in pairs and tell them to use their worksheets to ask and answer questions. Model with a strong student. Ask, What colour is the train? It’s orange. (For example). Point to different toys and say, What is it? It’s a doll. Children then do the activity together. V/ Extension: .........................................................................................................

(14) Wednesday, October 18 th , 2017 Lesson Five – Period 31 I/ Aims: - Reading skills II/ Language contents: 1. Structure: My favourite toy / colour / animal is a…. 2. Vocabulary: Favourite, Furry, Fat, Lovely, Colour (n), Animal III/ Teaching Aids: - CD Track 28, Toys flashcards 30-37 IV/ Steps of teaching: 1.Warm up and reviews: - Do the exercise. Children write their own favourite toy, colour and animal. 2. Presentation: - Read the poem again from Class Book p.18 and tell children to listen carefully for mistakes. Substitute other toys, colours and animals for the key vocabulary and encourage children to shout out Stop! And then to tell you the correct piece of vocabulary. - Communication: Give children a copy each of the PMB worksheet. Ask them to colour in one toy and then work with their partner to ask and answer using the target language. 3.Practice: - Ask children to look at the poem again in the Work Book and to doe the exercise filling in True or False. Model the activity first (showing that True means yes, and False means no). - Children do the exercise and write the words in the correct box. - Do the exercise. Children write their own favourite toy, colour and animal..

(15) - Colour dictation: Dictate what colours to use to fill in the rest of the worksheet. Give instructions such as Colour the teddy brown and blue 4. Production: - Ask and answer: Put children in pairs and tell them to use their worksheets to ask and answer questions. Model with a strong student. Ask, What colour is the train? It’s orange. (For example). Point to different toys and say, What is it? It’s a doll. Children then do the activity together. V/ Extension: ........................................................................................................ ---------------------------------------------------------------------------------------------------. Lesson Six – Period 32 I/ Aims: - Talking about favourite things II/ Language contents: 1. Structure: What’s your favourite 2. Vocabulary: Toys, My / your III/ Teaching Aids: - CD track 29 IV/ Steps of teaching: 1.Warm up and reviews: - Play Whispers, using toy vocabulary. Organise children into large groups. Show a flashcard to the first child in each group. This child whispers the word to the child next to him/her, and this continues around the group until the word reaches the final child. The final child says the word aloud, and the first child holds up the flashcard to see whether the word and the picture are the same. 2. Presentation: Listen and match..

(16) - Children do exercise 1, listening and matching the children to the toys and objects. Speaking - Model the activity first with a strong student. Ask the child What’s your favourite toy? The child answers, for example, It’s a car. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner. 3.Practice: - Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the objects as they land on the squares with toy pictures. The winner is the first child to reach the finish square. - Students circle the toys and underline their favourite toy. Then they draw and write about their toys. 4. Production: - Values: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and draw happy or sad faces next to each action, eliciting some of them before they start the activity. Check the answers together as a class and then ask them to do exercise 2, drawing colouring in some of the objects as instructed. V/ Extension: .........................................................................................................

(17) Week 9 Monday, October 23 th , 2017 Lesson Six – Period 33 I/ Aims: - Speaking and writing skills II/ Language contents: 1. Structure: What’s your favourite 2. Vocabulary: Toys, My / your III/ Teaching Aids: - CD track 29 IV/ Steps of teaching: 1.Warm up and reviews: Model the activity first with a strong student. Ask the child What’s your favourite toy? The child answers, for example, It’s a car. 2. Presentation Cricle the words. Ask children to do the Writing box at the bottom of p.19. They count each word in the sentences. Copy the sentences onto the board and ask individual students to come to the front and write the amount of words in one sentence. Check with the rest of the class to see if they agree. 3.Practice: - Ask children to choose three of the sentences from the reading text on p.18 and count the words in each. Then ask their partner to check their answer. - Children do exercise 1, circling the words and then unscrambling and writing the sentences before matching them to the pictures. Weaker students can do this in pairs..

(18) - Put students into small groups and ask them to present their pictures, reading the sentences and talking about their favourite toy (describing it, the colour, what it is etc..). Ask three stronger students to do this in front of the whole class. Encourage questions and answers. 4. Production: - Values: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and draw happy or sad faces next to each action, eliciting some of them before they start the activity. Check the answers together as a class and then ask them to do exercise 2, drawing colouring in some of the objects as instructed. V/ Extension: ......................................................................................................... Period 34 :. Review.

(19) Wednesday, October 25 th , 2017 Unit 3: This is my nose ! Lesson One – Period 35 I/ Aims: - Identifying different parts of the body. II/ Language contents: 1.Structure: 2.Vocabulary: arms, legs, ears, nose, face III/ Teaching Aids: My body flashcards 38-42, CD track 30, 31 IV/ Steps of teaching: 1.Warm up and reviews: - Model and say simple instructions such as stand up, sit down, turn around, and get children to follow the directions first, and then listen and do. 2. Presentations: Listen, point and repeat - Elicit the vocabulary for the lesson by pointing to different parts of your body and asking What’s this? Then use flashcards 38-42 to recycle the vocabulary further. - Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. 3. Practice Listen and chant - Students listen and point, and then listen and chant. - Write the words arms, nose, face, legs and arms on separate pieces of paper and stick them to the board. Give flashcards 38-42 to five children. Ask them to come.

(20) to the front of the class and put the flashcards next to the correct word on the board. When the flashcards are all in the correct place, take off the words and give them to five different children. They come to the front of the class and put them next to the correct flashcard. Repeat with different children. ----------------------------------------------------------------------------------------------------. Lesson One – Period 36 I/ Aims: - Reading and speaking skills. II/ Language contents: 1.Structure: this is …, these are … 2.Vocabulary: arms, legs, ears, nose, face III/ Teaching Aids: My body flashcards 38-42, CD track 32 IV/ Steps of teaching: 1.Warm up and reviews: - Give flashcards 38-42 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word. 2. Presentations: Listen and read - Use Story Poster 3 to present the story. Revise the names of the characters. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions (What’s this? Show me your arms.) to check understanding. 3. Practice.

(21) -Point to the Story Poster 3 again and ask children to tell you what happened in the story. Elicit the body parts from the story and write them on the board. 4. Production: - Ask children to number the picture and check their answers with a partner, before checking with the whole class. V/ Extension: …………………………………………………………………….. ----------------------------------------------------------------------------------------------------. Week 10 Monday, October 30 th , 2017 Lesson Two – Period 37 I/ Aims: - Recognizing the difference between singular and plural nouns II/ Language contents: 1.Structure: this is …, these are … 2.Vocabulary: arms, legs, ears, nose, face III/ Teaching Aids: My body flashcards 38-42, CD track 32 IV/ Steps of teaching: 1.Warm up and reviews - Play Simon Says to revise vocabulary from the previous lesson. Tell students to stand up, sit down, turn around, point to their arms etc… 2. Presentations: Listen to the story again and repeat. Act.

(22) - Point to the Story Poster 3 again and ask children to tell you what happened in the story. Elicit the body parts from the story and write them on the board. - Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. 3. Practice Look and say - Model the language and ask children to repeat the words and sentences. Focus on the pronunciation. Drill the language - Children write This is, These are in the correct place. They then circle the correct words in exercise 4. Check in pairs and with the whole class. Then chant the sentences from exercise 3 with the whole class once again. When children say This is, they clap their hands once. When say These are, they clap their hands twice. Ask children to suggest different actions they could do, and say the chant a few more times using those actions (stamping feet, standing up and sitting down for example) ------------------------------------------------------------------------------------------------Lesson Two – Period 38 I/ Aims: - Writing and speaking skills II/ Language contents: 1.Structure: this is …, these are … 2.Vocabulary: arms, legs, ears, nose, face III/ Teaching Aids: My body flashcards 38-42 IV/ Steps of teaching: 1.Warm up and reviews - Play Word Chain. Place the flashcards on the board in a row. Point to a child and s/he says the first word in the sequence (i.e. arms). Point to another child and.

(23) s/he says the next word. Continue with each child saying the next word in the sequence. Remove one flashcard after another while the children repeat the sequence from memory. 2. Presentations: Write and circle - Elicit the target structures again by pointing to different parts of your body. Children will say This is (my nose), These are (my legs). - Children write This is, These are in the correct place. They then circle the correct words in exercise 4. Check in pairs and with the whole class. Then chant the sentences from exercise 3 with the whole class once again. When children say This is, they clap their hands once. When say These are, they clap their hands twice. Ask children to suggest different actions they could do, and say the chant a few more times using those actions (stamping feet, standing up and sitting down for example) 3. Practice - Children do the exercise, counting and circling the body parts. They check with a partner before checking as a whole class. - Students do the exercise. Ask the class to chorally repeat the language once the exercise is finished. 4. Production Game: What’s the Picture? Invite a child to come to the front of the class and whisper the name of the body part s/he has to draw. The child draws the body part on the board for the rest of the class to guess what it is. The first child to correctly guess the word comes to the front of the class to draw the next picture. Continue until all the target vocabulary has been used. V/ Extension: ……………………………………………………………...

(24) Wednesday, November 1 st , 2017 Lesson Three – Period 39 I/ Aims: - Identifying different parts of the body II/ Language contents: 1.Structure: this is …, these are … 2.Vocabulary: fingers, hands, eyes III/ Teaching Aids: My body flashcards 43-45, CD track 33- 34 IV/ Steps of teaching: 1.Warm up and reviews - Play What’s missing? Put all the body flashcards on the board. Point to each one in turn for children to say the words. Ask children to turn around or shut their eyes. Remove one card. Ask children to look again at the board and ask What’s missing? Children should identify the missing vocabulary item. Take the cards down, shuffle them and then repeat. 2. Presentations: Listen, point and repeat - Use flashcards 43-45 to introduce the three new words. Hold up each one and say the words for children to repeat. - Ask three children to come to the front of the class. Give each one a different flashcard and ask him/her to hold it in the air. Say the body parts one at a time (in different orders) and the class points to the correct flashcard Listen and sing - Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio.

(25) 3. Practice - Language extension: Put all of the body parts flashcards on the board, one below the other on the left side. Point to the first flashcard for children to say the word (e.g. ears) Ask, This is or These are? Children shout out the answer. Elicit the complete sentence, These are my ears, and write it on the board. Repeat with the rest of the flashcards. Point to the sentences for the class to read them. Rub out all but the last word and ask the class to say the sentences again. --------------------------------------------------------------------------------------------------Lesson Three – Period 40 I/ Aims: - Listening and speaking skills II/ Language contents: 1.Structure: this is …, these are … 2.Vocabulary: fingers, hands, eyes III/ Teaching Aids: My body flashcards 43-45, CD track 33- 34 IV/ Steps of teaching: 1.Warm up and reviews - Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game. 2. Presentations: Sing and do - Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, (showing ten.

(26) fingers, pointing to their nose and eyes) and then practice them as a class before doing the activity - Sing the song from Class Book p.22 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (fingers, hands, and eyes) and every time they hear their word they hold the card up in the air. 3. Practice - Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. 4. Production - Ask each child to draw a picture of a person (either a boy or a girl). They do not colour it in. They then swap their picture with a partner and dictate the colours their partner should use to colour in their picture (the legs are blue etc…). V/ Extension: ……………………………………………………………...

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