I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

-        use the words mother, father, brother, sister related to the topic “My family”;

-        use Who’s this / that? – It’s my _____. to ask and answer questions about a family member;

-        listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”;

Core competencies

decision making, teamwork, work standards, reliability, motivation

General competencies

Listening: listen and recognize the contexts, focus on introducing someone, then repeat

Critical thinking: talk about family

Oral communication: speak about family, ask and answer the questions

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Honesty: tell the truth about feelings and emotions

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

-        Student’s book Page 6

-        Audio Tracks 2, 3

-        Teacher’s guide Pages 140, 141, 142

-        Website sachmem.vn

-        Flashcards/pictures and posters (Unit 11)

-        Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 10, Lesson 1.

-        Ask pupils to sing the song.

-        Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Chant and do activities (Unit 10, Lesson 3).

-        Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups.

-        Give points to the groups and encourage them.

Option 3: Game “I’m a fairy”

-        Divide the class into 2 teams.

-        Each team chooses one letter to go to the question.

-        Have pupils look, read and choose the right options.

-        Back to the menu for pupils to choose another question.

-        Pupils continue their turns until there are no letters left.

Whole class

Group work

Individual work/ Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about a family member

b. Input:

- Context a: Mary: Who’s this? Lucy: It’s my sister.

- Context b: Nam: Who’s that? Mai: It’s my brother.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about a family member.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.

Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the questions Who's this / that? and the answers: It's my sister/brother. Tell pupils that they are questions and answers about a family member.

Whole class

Whole class

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use Who’s this / that? – It’s my ______. to ask and answer questions about a family member

b. Input:

– Picture cues:

a. mother            b. father        c. brother         d. sister

– Speech bubbles:

Who’s this / that? – It’s my ______.

- Audio script:

a. mother   b. father    c. brother     d. sister

A: Who’s that?                           A: Who’s this?

B: It’s my mother.                      B: It’s my father.

c. Outcome:

Pupils can correctly say the words and use Who’s this / that? – It’s my ______. to ask and answer questions about a family member.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the name of each family member.

Step 2: Have pupils point at Picture a (a woman), listen to the recording and repeat the word (mother). Follow the same procedure with the other three pictures. Have the class repeat the words a few times.

Step 3: Point at the bubble and have pupils listen and repeat after the recording (Who’s that?). Point at Picture a and have pupils listen and repeat after the recording (It's my mother). Follow the same procedure with the other three pictures.

Step 4: : Have pairs practise asking and answering the question Who’s this / that? – It’s my ______.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of Who’s this /that? – It’s my ______. to ask and answer questions about a family member.

b. Input

– Picture cues: a brother and a sister are playing badminton and their parents are sitting on a bench nearby.

– Speech bubbles: Who’s this / that? – It’s ______.

c. Outcome

Pupils can enhance the correct use of Who’s this / that? – It’s my ______. to ask and answer questions about a family member.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input).

Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary.

Step 3: Put pupils into groups of four. Tell them to ask and answer with Who's this / that? Go around the classroom to offer support.

Step 4: Invite some pupils to the front of the class to present their exchanges.

Preparation for the project:

Tell pupils about the project on page 11. Ask them to prepare it at home by collecting a picture of their family and bring their work to the classroom at the project time to present it.

Whole class/ Individual work

Whole class

Group work

Individual work

Individual work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the phrases or sentences in the pictures of the lesson and repeat after the recordings.

Option 2:

Game: Sentence Puzzle

-        Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud.

-        The group that makes it first will be the winner.

Option 3: Game: I’m a fairy.

-        Divide the class into 2 teams.

-        Each team chooses one letter to go to the question.

-        Have pupils look, read and answer the questions.

-        Back to the menu for pupils to choose another question.

-        Pupils continue their turns until there are no letters left.

Whole class

Group work

Group work