giao an tieng anh tuan 16 21 lop 4

Week 16
Monday, December 10 th, 2018
Period 61: Review
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Unit 5: Action Boy can run!
Lesson One – Period 62
I/ Aims:
- Describing what someone can do
II/ Language contents:
1.Structure: He can…
2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb
III/ Teaching Aids: Verb flashcards 45-50; Story Poster 5; CD tracks 46-48;
IV/ Steps of teaching:
1.Warm up and reviews:
- Sing Let's go to the zoo! to warm the class up and revise animals vocabulary
2. Presentation:
- Tell the children that today's story is about things people can or can't do. Talk
about abilities with children. Ask Can you swim / climb / run quickly?
- Use flashcards 45- 50 to elicit the vocabulary for this lesson. Hold them up one at
a time and say the words for children to repeat. Model an action (climbing, talking,
swimming ,etc.) for children to imitate at their desks.
3. Practice:
Listen, point and repeat.
- Ask children to look at the pictures of the different actions. Play the first part of
the recording for children to listen and point to the appropriate picture. Play the
second part of the recording for children to repeat. Play the recording all the way
through again for children to listen and point and then repeat the words in the
chorus.
Listen and chant.
- Play the recording for children to listen to the chant. Play the chant a second time

for children to say the words. Repeat if necessary
4. Production:
Team game- Simon says…: Put children in a group of five. Tell them that their
group is now a ‘hand’ and five of them have to do the same action. Play Simon
says... (see page 20) to practice the action words. Give the instructions (Simon


says) run/ fly /walk/ talk / swim / climb for children to mime the actions. If any of
the group does a different action, the group must stop the game.
V/ Extension: ........................................................................................................
……………………………………………………………………………………
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Thursday, December 13 th , 2018
Lesson One – Period 63
I/ Aims:
- Identifying actions
II/ Language contents:
1.Structure: He can…
2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb
III/ Teaching Aids: Verb flashcards 45-50; Story Poster 5; CD tracks 46-48;
IV/ Steps of teaching:
1.Warm up and reviews:
- As a class, decide on an action for each word from the chant. Either child can
mime the actions at their desks as if they were walking, running, etc. or they could
use fingers to walk / run along the table, link thumbs and wave hands fly, and so
on. Play the chant again. Children do the actions as they say the words.
2. Presentation:
Listen and read
- Use Story poster 5 to present the story. Ask What has Billy got? Encourage

predictions from different members of the class. Ask children to look at the poster
while you play the recording for them to listen. Point to each speech bubble in turn
as you hear the text. Ask comprehension questions, e.g. Can Action Boy run / fly /
walk / talk?
3. Practice:
-Ask children to work in pair the dialogue.
- Ask children to look at the pictures carefully, find and circle the words walk, run,
climb, talk, swim, fly. Children then work in pairs to compare their works.
4. Production:
Team game- Simon says…: Put children in a group of five. Tell them that their
group is now a ‘hand’ and five of them have to do the same action. Play Simon
says... (see page 20) to practice the action words. Give the instructions (Simon
says) run/ fly /walk/ talk / swim / climb for children to mime the actions. If any of
the group does a different action, the group must stop the game.
V/ Extension: ........................................................................................................
……………………………………………………………………………………


Period 64: Review The First Semester
I/ Aims:
- Review unit 1,2,3,4
II/ Language contents:
1.Structure: Review unit 1,2,3,4
2.Vocabulary: Review unit 1,2,3,4
III/ Teaching Aids:
IV/ Steps of teaching:
1.Warm up and reviews:
Sing It’s a square!, Let’s go to the zoo!, Drink your milk!, There are ten in the bed
to warm up the class.
2. Presentations and practice:

Fill in the letters
1. sh_rt
2. c_rc_e
3. _arr_t
4.m_lk
5.p_ll_w
6._he_f
7._ixt_en
8. _re_d
9. _ong
10. f_ ftee_

11. Mo_key
12. L_tt_e
13. F_sh
14. _e_t
15._le_en
16. B_n
17.gr_pes
18. Gi_aff_e
19. Ti_er
20. Br_wn

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Week 17
Monday, December 17th, 2018
Period 65+ 66 : Review The First Semester
I/ Aims:

- Review unit 1,2,3,4
II/ Language contents:
1.Structure: Review unit 1,2,3,4
2.Vocabulary: Review unit 1,2,3,4
III/ Teaching Aids:
IV/ Steps of teaching:
1.Warm up and reviews:


Sing Open the book!, Toys,toys,toys,toys!,Ten fingers on my hands, Two Kind
Doctors to warm up the class.
2. Presentations and practice:
Order the letters
1. l b o d n :……………
11. l y c r u: ………………….
2. i b g:…………………
12. p h a n t e l e :……………….
3. c e r i :……………….
13. r o t s c a r:………………….
4. t e r w a:…………….
14. b o a r d c u p:……………..
5. k e t b l a n:…………
15.l v e t w e:………………….
6. t e e n e g i h t :……………….
16.g l e t r a i n:………………..
7. a r e s q u:………………
17. t h b a:………………..
8.n g l e r e c t a:…………………
18.k e s n a:……………..
9.i c e j u:…………………….

19.g u r t y o:……………….
10. t y t w e n:………………….
20.g u r:…………………….
Reorder the sentences:
1. eyes. / blue / has / got / He
 ______________________________________________________
2. giraffe / ears. / has / This / got / two
 ______________________________________________________
3. table. / There / six / are / on / books / the
 ______________________________________________________
4. does/ grapes/ She/ not/ like/.
 ______________________________________________________
5. you / milk? / Do / like / No,/ don’t / I
_______________________________________________________
6. do / not / I / elephant
_______________________________________________________
7.not / She / has / eyes / blue
_______________________________________________________
8. got / It’s / sides / four
______________________________________________________
9. is / The / giraffe / tall
_____________________________________________________
10.a / This / monkey / is / brown
_____________________________________________________
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Thursday, December 19th, 2018
Period 67 - 68: Test The First Semester

Week 18
Monday, December 24 th, 2018
Lesson Two – Period 69
I/ Aims: to energize the class and revise the vocabulary from the previous lesson.
II/ Language contents:
1.Structure: S/he can (fly). S/he can’t (fly). Can she play football? Yes, she can. /
No, she can't.
2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb
III/ Teaching Aids: Verbs flashcards 45- 50; Story Poster 5; CD track 48
IV/ Steps of teaching:
1.Warm up and reviews:
- Play Mime the word (see page 20) with the Verbs flashcards
- Describing what someone can or can’t do.
2. Presentation:
Listen to the story again and repeat.Act
- Hold up Story poster 5 and ask children what happened in the story. Put down the
poster and ask children, which actions Billy talked about in the story.
- Ask children to turn to the story on page 37 of their Class Books. Play the
recording, pausing for children to repeat. Divide the class into groups of four to
play the parts of Billy, Uncle, Tim, and Rosy. Decide on the actions for the story.
Children practice acting out the story. Check children’s work.
Look and say
- Elicit the pattern, e.g. He can swim. He can't fly. Can he climb? Have children
repeat the sentences. Ask children to look at the pictures in their Class Books and
say each sentence. Note of the contraction “can't”= can+ not.
3. Practice:
- Ask children to look at the pictures and identify if a person or an animal can or
can’t do something. They then write can or can’t in the gaps. Children then work
in pairs and compare the answers with their partner.
2. can’t, 3. can, 4. can’t, 5. can, 6. can’t

4. Production:
Game : Give each child a piece of plain paper. They quickly draw an action figure
or doll. Children work in pairs, ask and answer about what their toy/ character can
or can’t do. Children then take turns to use the actions they’ve learnt to say what
their toy / character can or can't do. Ask some of the child to talk before the class.


V/ Extension: ........................................................................................................
Lesson Two – Period 70
I/ Aims:
- Talking about what someone can or can’t do
II/ Language contents:
2.Vocabulary: Verbs: run, fly, walk, talk, swim, climb
1.Structure: S/he can (fly). S/he can’t (fly). Can she play football? Yes, she can. /
No, she can't.
III/ Teaching Aids: Verbs flashcards 45- 50; Story Poster 5; CD track 48
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children if they remember Action Boy and what he can or can’t do. Put
flashcards 45- 50 on the board. Children work in pairs and take turns to use the
actions on the board to say what Action Boy can or can't do. E. g. Action Boy can
run. Action Boy can’t fly.
2. Presentation:
Write:
- Show children a doll and tell them that it is 'Action Girl'. Write three or four
gapped sentences on the board, using actions, e.g. She walk / talk / swim. Elicit the
sentences to show what Action Girl can or can’t do. Write the words in the gaps.
Ask children to do Exercise 3. Go through the answers.
1 She can't talk. 2 She can run. 3 She can't climb.
4 She can walk. 5 She can swim. 6 She can't fly.

3. Practice:
Look at the picture again.Point ask and answer.
- Ask children to look at the pictures from Exercise 3. Model the question and
answer with a child in the class. Ask children to work in pairs. They take turns to
point to the pictures and ask and answer questions about what Action Girl can do.
Ask some pairs to talk before the class.
- Ask children to look at the pictures, identify the things someone can or can’t do
and answer the questions with Yes, … can or No, … can’t. They then work in pairs
and practice asking and answering. Ask some children to go to the board and write
the answers.
2. Yes, he can.
3. Yes, she can.
4. No, she can’t
5. Yes, it can.
6. No, it can’t.
4. Production:
Game : Give each child a piece of plain paper. They quickly draw an action figure
or doll. Children work in pairs, ask and answer about what their toy/ character can


or can’t do. Children then take turns to use the actions they’ve learnt to say what
their toy / character can or can't do. Ask some of the child to talk before the class.
V/ Extension: ........................................................................................................

Thursday, December 27 th, 2018
Lesson Three – Period 71
I/ Aims:
- Describing what I can do
II/ Language contents:
1.Structure: I can…

2.Vocabulary: Verbs (recycled) write, draw, sing
III/ Teaching Aids: CD tracks 49 - 50, Number flashcards 45- 53
IV/ Steps of teaching:
1.Warm up and reviews:
- Play Freeze with the class (see page 20) using the verbs they have learnt
2. Presentation:
- Use flashcards 45-53 to introduce the three new words. Hold up the cards one at a
time and say the words for children to repeat. Put the flashcards on the board and
point to them in a different order for children to repeat again. They can mime the
actions as they say the words.
3. Practice:
Listen, point and repeat.
- Ask children to look at the actions in their Class Books. Play the first part of the
recording for children to point to the words. Play the second part of the recording
for children to repeat the words. Play the recording all the way through again for
children to listen and point and then repeat.
4. Production:
Game: Children work in groups of 4 -6. Each child writes a list of food and drinks
they know. Encourage them to write down different kinds of food and drinks. In
turn, each child asks Do you like (water)? to his/ her friends. The friends then say
Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like).
The child takes notes of his/ her friends’ names and their likes/ dislikes.
Ask some of the children to report before the class.
V/ Extension: ........................................................................................................
……………………………………………………………………………………
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Lesson Three – Period 72
I/ Aims:

- Describing what I can do
II/ Language contents:
1.Structure: I can…
2.Vocabulary: Verbs (recycled) write, draw, sing
III/ Teaching Aids: CD tracks 49 - 50, Number flashcards 45- 53
IV/ Steps of teaching:
1.Warm up and reviews:
-Use flashcards 20-28 to review food and drinks words. Hold up the cards one at a
time and ask children to say the words. Put the flashcards on the board and point
to them in a different order for children to say the words again
2. Presentation:
Listen and sing.
- Use the song worksheet (without opening the Class Book) where children listen
and fill in the correct words. After that ask children to sing along with the CD and
then sing together without the CD audio.
3. Practice:
Sing and do.
- Ask children to look at the pictures and decide together on what the actions
should be (see suggestions below). Practise the actions with the class. Play the
recording for children to listen and do their actions.
4. Production:
Game: Children work in groups of 4 -6. Each child writes a list of food and drinks
they know. Encourage them to write down different kinds of food and drinks. In
turn, each child asks Do you like (water)? to his/ her friends. The friends then say
Yum! (for a food or drink they like) and Yuck! (for a food or drink they don't like).
The child takes notes of his/ her friends’ names and their likes/ dislikes.
Ask some of the children to report before the class.
V/ Extension: ........................................................................................................
……………………………………………………………………………………

Week 19
Wednesday, January 9 th , 2019
Lesson Four – Period 73
I/ Aims:
- Phonics - CVC words /o/, Speaking and writing skills
II/ Language contents:
1.Structure:
2.Vocabulary: Dog, fox, log
III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15
IV/ Steps of teaching:
1.Warm up and reviews:
- Revise the vowel /i/. Ask children to say the chant from page 41 to energize the
class and revise the sound /i/.
2. Presentation:
Listen, point and repeat
- Hold up the dog, fox, and log phonics cards, one at a time, saying the words for
the class to repeat. Elicit to present o.
- Play the first part of the recording for children to listen and point to the pictures.
Play the second part of the recording for children to repeat the sounds and words in
the chorus. Play the recording all the way through for children to point to the
words and then repeat them
3. Practice:
Listen and chant
- Children join in with the chant. Put the three cards around the room and child’s
point as they say the chant. Ask questions about the pictures to establish what
children can see. Then play the recording for them to listen to the chant. Play the
recording again for children to say the chant.
4. Production:
Phonics game: Play a rhyming game with the class. Read out the pairs of words

below, pausing between them. When children hear two words that match, they clap
their hands:
box/fig, log/dog, bin/box, big/fig, fox/box, log/big, bin/tin
V/ Extension: ........................................................................................................
…………………………………………………………………………………
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Lesson Four – Period 74
I/ Aims:
- Phonics - CVC words /o/, Speaking and writing skills
II/ Language contents:
1.Structure:
2.Vocabulary: Dog, fox, log
III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask the children to join in the chant again. Children then think of some actions
for the count. Play the chant again. Children do their actions as they say the words.
2. Presentation:
Read the chant again.Circle the o in the middle of the words.
- Ask children to look at the chant again. Focus attention on the circled o in the
middle of dog. Ask children to find and circle other examples of o in the middle of
words. Go through the exercise with the class.
3. Practice:
Match the words that rhyme:
- Ask children to look at the pictures. Point to each one for children to say the
word. Make sure they are correctly producing and differentiating the /o/and the /i/
sounds each time. Ask children to draw lines to match four pair of the rhyming
words. Go through the answers with the class.

1 log 2 tin 3 fox 4 big
- Remind children of pairs of the rhythms. Children then write the words that
rhyme. Ask children to work in pairs and compare the answers.
1. Fox/ box 2. Bin/ tin 3. Log/ dog 4. Big. Fig
4. Production:
Phonics game: Play a rhyming game with the class. Read out the pairs of words
below, pausing between them. When children hear two words that match, they clap
their hands:
box/fig, log/dog, bin/box, big/fig, fox/box, log/big, bin/tin
V/ Extension: ........................................................................................................
…………………………………………………………………………………..


Thursday, January 10 th , 2019
Lesson Five – Period 75
I/ Aims:
- Describing what animals can or can’t do, Reading skills
II/ Language contents:
1.Structure:
2 2. Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful
III/ Teaching Aids: CD tracks 53.
IV/ Steps of teaching:
1.Warm up and reviews:
- Play a game of Jump to revise the words for zoo animals (see page 19)
2. Presentation:
What animals can you see? What colour are they?
- Ask children to look at the pictures of the animals and try to predict what the text
is about (there are two descriptions of animals). Ask Do you like tigers / parrots?
Encourage children to give reasons for their answers. Children ask each other
questions about animals they like and don't like in pairs.

Listen and read
- Play the recording for children to listen and follow silently in their books. Play
the recording a second time. Answer any questions children have. Ask simple
questions to check comprehension, e.g. Has the tiger got stripes? Can it climb
trees? Can the parrot sing / write? Does it like meat / fruit and nuts?
3. Practice:
- Ask children to look at the pictures again. Ask What colour is the tiger / parrot?
Teach the word stripes. Ask Which animal has got stripes? (the tiger). Ask
children to name any other animals they can think of that have (or can have)
stripes, e.g. zebras, cats, birds, and snakes
4. Production:
Game: Divide the class into groups of four to six. Tell children that they are going
to draw a picture of their favourite zoo animal. Give each child a piece of plain
paper and each group a set of coloured pencils. Children draw their pictures,
sharing coloured pencils with the rest of the group. Children take turns to describe
their animals to the rest of the group. Ask some of the children to show and
describe their animals to the class.
V/ Extension: ......................................................................................................
………………………………………………………………………………….


-------------------------------------------------------------------------------------------------Lesson Five – Period 76
I/ Aims:
- Describing what animals can or can’t do, Reading skills
II/ Language contents:
1.Structure:
2 2. Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful
III/ Teaching Aids: CD tracks 53.
IV/ Steps of teaching:
1.Warm up and reviews:

- Memory game: Write the sentences It's a tiger and It's a parrot on the board and
make statements about these two animals. Children listen to the teacher and chorus
It's a tiger if they think the teacher is describing a tiger or It's a parrot if it’s a
parrot. E.g. (Teacher says) It's got stripes.  (Children say) It’s a tiger. Here are
more statements: It can talk. (parrot). It's blue, green, red, and yellow. (parrot). It
can run. (tiger). It eats meat. (tiger). It can be a pet. (parrot).
2. Presentation:
- Explain that you are going to do an exercise to see what the animals can do.
Elicit for children to know that they will put ticks when an animal can or can’t do
something in the right columns. Ask children to read the other statements and then
read the text again. They tick the box if the statement is true for that animal. Give
feedback. Ask a different child to read each sentence. The rest of the class say Yes
or No.
3. Practice:
- Children read the description of flamingos and then color the picture. Ask some
comprehension questions, e.g. Can flamingos swim/ fly/stand on one leg?
- Children read the description again and complete the statements. They then work
in pairs and compare the answers.
1bird, 2 pink, 3 eyes, 4 long, 5leg, 6white
4. Production:
Game: Divide the class into groups of four to six. Tell children that they are going
to draw a picture of their favourite zoo animal. Give each child a piece of plain
paper and each group a set of coloured pencils. Children draw their pictures,
sharing coloured pencils with the rest of the group. Children take turns to describe
their animals to the rest of the group. Ask some of the children to show and
describe their animals to the class.
V/ Extension: ......................................................................................................
…………………………………………………………………………………..

Week 20
Wednesday, January 16 th , 2019
Lesson Six – Period 77
I/ Aims:
- Describing what animals can or can’t do, Listening and speaking skills
II/ Language contents:
1.Structure:
2.Vocabulary:
III/ Teaching Aids: CD tracks 54.
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children to name as many animals as they can. If necessary, help them by
saying I'm thinking of an animal. It lives in a zoo. It's brown / white / little / big,
etc. Write the names of the animals on the board.
2. Presentation:
Listen and number.
- Ask children to talk about the tiger and the parrot from the last lesson.
- Ask children to name the animals on the page 41. Encourage them to describe
the animals and say what they can or can’t do.
- Tell children that they are going to hear a recording of people talking about the
animals in the pictures. They will number the animals in the order they hear them
mentioned. Play the recording through for children to number the pictures. Play the
recording again for them to check their answers.
1 giraffe 2 lion 3 snake 4 chick 5 monkey
3 .Practice:
- Elicit the speech bubbles. Model correct intonation for the class. Ask children to
work in pairs. They take turns to ask and answer similar questions about the
animals in Exercise 1. Give feedback.
4. Production:
What’s the animal? Ask four children to come to the front of the class. Give each

child a different zoo flashcard but tell them to keep it hidden. Ask the first child to
describe their animal to the class. Invite questions or guesses from individual
children, until the animal has been identified. Repeat with the other children.
V/ Extension: ........................................................................................................
……………………………………………………………………………………
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Lesson Six – Period 78
I/ Aims:
- Describing what animals can or can’t do, Listening and speaking skills
II/ Language contents:
1.Structure:
2.Vocabulary:
III/ Teaching Aids: CD tracks 54.
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children to sit in groups of 4 -6. One child describes an animal for the others
to guess what it is. E.g. - It’s got four legs. It can run. It’s brown and big. - Is it a
lion? - Yes, it is. Children take turn to describe animals. Ask some of the groups to
talk before the class.
2. Presentation:
- Copy the example onto the board. Elicit the contraction can't = can not. Ask
children to match the sentences with contractions to the ones with full forms.
Allow time for them to finish the exercise. Give feedback.
1b2d3a4c
3. Practice:
- Remind children of the contraction can’t. Ask children to circle the n’t in these
sentences. Go through the answers with the whole class.
- Ask children to read the sentences in exercise 1 carefully and rewrite them in full

form. Check the answers with a partner.
1 A giraffe cannot swim.
2 A monkey cannot fly.
3 A snake cannot run.
4 A dog cannot talk.
- Ask children to read the verbs and circle what they can do and underline what
they can’t do.
- Ask children to draw what they can or can’t do. They then write sentences about
themselves. E.g. I can swim. I can ride a bike. I can’t fly.
Ask children in work in pairs. Talk about themselves.
4. Production:
What’s the animal? Ask four children to come to the front of the class. Give each
child a different zoo flashcard but tell them to keep it hidden. Ask the first child to
describe their animal to the class. Invite questions or guesses from individual
children, until the animal has been identified. Repeat with the other children.
V/ Extension: ........................................................................................................


……………………………………………………………………………………

Thursday, January 17 th , 2019
Period 79: Review
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Unit 6: Our new things
Lesson One – Period 80
I/ Aims:
- Identifying classroom objects
II/ Language contents:
1.Structure: Those are.., that is…, this is…

2.Vocabulary: school things: classroom, table, computer, peg, pencil case, board.
III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57;
IV/ Steps of teaching:
1.Warm up and reviews:
- Energize the class by singing the song from Unit 5. Ask children if they
remember Billy, Rosy or Tim.
2. Presentation:
- Use flashcards 54- 59 to elicit the vocabulary for this lesson. Hold them up one at
a time and ask What’s this? Model any words that children don't know Ask
children to point to real objects in the classroom if possible. Hold the flashcards up
in a different order and repeat
3. Practice:
Listen, point and repeat.
- Ask children to look at the pictures of the different school things. Play the first
part of the recording for children to listen and point to the picture. Play the second
part of the recording for children to repeat. Play the recording all the way through
again for children to listen and point and then repeat the words in chorus. Hold up
the flashcards in a random order and ask the class to say the words.
Listen and chant.
- Play the recording for children to listen to the chant. Play the chant a second time
for children to say the words. Repeat if necessary.
4. Production:
Play a memory game with the class. Ask children to close their Class Books and
then ask them to recall the things in Rosy and Tim's new classroom. Write the
words on the board as children name them. Allow children to look at the story in
their Class Books again to see if they remembered everything.


V/ Extension: ........................................................................................................

Week 21
Wednesday, January 23 th , 2019
Lesson One – Period 81
I/ Aims:
- Identifying actions
II/ Language contents:
1.Structure: Those are…, that is…, this is…
2.Vocabulary: school things: classroom, table, computer, peg, pencil case, board.
III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57;
IV/ Steps of teaching:
1.Warm up and reviews:
- Play a memory game with the class. Ask children to close their Class Books and
then ask them to recall the things in Rosy and Tim's new classroom. Write the
words on the board as children name them. Allow children to look at the story in
their Class Books again to see if they remembered everything.
2. Presentation:
Listen and read
- Use Story poster 6. Encourage predictions about the story from different
members of the class. Play the recording for them to listen and point to the speech
bubbles in their Class Books. Check comprehension, e.g. What’s in the new
classroom? Do the children like their new things? Has Rosy got a new teddy?
3. Practice:
- Ask children to look at the pictures carefully, identify the things in the pictures,
find and circle the words. Children then work in pairs to compare their works.
1 classroom, 2 table, 3 peg, 4 computer, 5 pencil case, 6 board
- Ask children to look at the pictures from exercise 1 again, identify new school
things and write the words to complete each sentence. Children then sit in pairs,
compare the answers and practice saying the words.
1 classroom, 2 table, 3 peg, 4 computer, 5 pencil case, 6 board
4. Production:

What are there in our classroom? Put children in group of 4- 6. Ask them to
identify and talk about (new) school things in their classroom. E.g. There is a new
white board. There are twenty- four chairs. In 3 minutes, the group which can
identify more school things wins the game. This group will talk before the class.
Other groups listen and can identify any other school things if they can.


V/ Extension: ........................................................................................................
…………………………………………………………………………………..
Lesson Two – Period 82
I/ Aims:
- Identifying classroom objects
II/ Language contents:
1.Structure: Those are…, this is…, that is…
2.Vocabulary: Classroom objects;
III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57
IV/ Steps of teaching:
1.Warm up and reviews:
- Play a game of Word chain (see Teacher's Book page 19) using flashcards 54-59,
to energize the class and revise the vocabulary from the previous lesson.
2. Presentation:
Listen to the story again and repeat.Act
- Ask children if they can remember what happened in the story in the previous
lesson. Show Story poster 6 to encourage ideas. Cover the poster and ask children
which school things appeared in the story.
- Ask children to turn to the story on page 43 of their Class Books. Play the
recording, pausing for children to repeat. Divide the class into groups of three to
play the parts of Rosy, Tim, and Miss Jones. Decide on the actions for the story.
Children practise acting out the story. Check children’s work.
Look and say

- Ask children to look at the pictures in the Let's learn! Box. Read the sentences;
elicit to teach the meaning of these/ those/ this and that. Give more examples, e.g.
This is the new classroom. That is a new pencil case. These are new pegs. Those
are new computers. Children repeat the new sentences. Ask them to change the
school words to make new sentences.
3. Practice:
- Ask the class to look at the pictures, identify the school things in each one and
write the missing words. Go through the answers with the class.
1 Those are bags. 2 This is a ruler. 3 These are pencils. 4 That is a computer.
4. Production:
Grammar Reference: Ask children to open their Class Books to p.75 and do the
Unit 6 Grammar activity to practice the target structure further.
V/ Extension: ........................................................................................................
…………………………………………………………………………………….


Thursday, January 24 th , 2019
Lesson Two – Period 83
I/ Aims:
- Identifying classroom objects
II/ Language contents:
1.Structure: Those are…, this is…, that is…
2.Vocabulary: Classroom objects;
III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57
IV/ Steps of teaching:
1.Warm up and reviews:
- Put the school things flashcards on the board. Ask children to identify the school
things around the classroom and make sentences about them, using this/ that/
these/ those. Encourage them to make as many sentences as possible in a short
time.

2. Presentation:
Write:
- Revise this/ that/ these/ those. Write some sentences on the board. Read the
sentences again, if possible pointing to real items in your classroom to reinforce
meaning. Indicate some tables that are close to you to demonstrate the meaning of
these, and some further away to demonstrate those, then do the same with
this and that. Children repeat again.
3. Practice:
Point and say
- Ask children to work in pairs. They take turns to make sentences using the
structures these/ those/ this and that with the words in the word pool. Ask children
to talk before the class.
- Ask children to loot at the pictures carefully, identify if the things are close to or
far away and fill in the gaps with This/ That is…. These/ Those are… Ask some
children to write the sentences on the board.
2 Those are pegs. 3 This is a computer. 4. That is a board.
4. Production:
Game: Ask children to sit in group of 4 – 6. Children then to identify school things
around the classroom and make sentences about them, using this/ that/ these/
those. The group which can make more sentences wins the game.
V/ Extension: ........................................................................................................
…………………………………………………………………………………..


Lesson Three – Period 84
I/ Aims:
- Identifying classroom objects
II/ Language contents:
1.Structure: I can…
2.Vocabulary: Classroom objects: poster, picture, drawers, cupboard

III/ Teaching Aids: CD tracks 54 - 63, Number flashcards 58- 59
IV/ Steps of teaching:
1.Warm up and reviews:
- Play a game of What's the picture? (see Teacher's Book page 21) to energize the
class and practise the vocabulary that children have learnt so far in the unit
2. Presentation:
- Use flashcards 54-63 to introduce the new vocabulary. Hold up the cards one at a
time and say the words for children to repeat Point to real items in the classroom if
possible. Hold up the cards or point to the items in a different order for children to
repeat again.
3. Practice:
Listen, point and repeat.
- Ask children to look at the pictures in their Class Books. Play the first part of the
recording for children to point to the words. Play the second part of the recording
for children to repeat the words. Play the recording all the way through again for
children to listen and point and then repeat. Hold up flashcards 54-63 one at a time
for individual children to say the words.
4. Production:
Game: Play A long sentence (see Teacher's Book page 21) to revise all the
classroom objects children know. Ask a child What's in the classroom? The child
replies, e.g. A computer. Choose another child and repeat the question. He / She
should repeat the first answer and add another object, e.g. A computer and a board.
Continue until all the objects have been named.
V/ Extension: ........................................................................................................
……………………………………………………………………………………