I. OBJECTIVES:

Language:

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

- use the words car, kite, train, plane in relation to the topic “Our toys”;

- understand and correctly repeat the sentences in two communicative contexts (pictures) to identify someone’s toys;

- correctly say the words and use He / She has ______. to identify someone’s toys;

- enhance the correct use of He / She has _____. to identify someone’s toys in a freer context.

Core competencies:

teamwork, work standards, communication

General competences:

Listening: listen and recognize the toys, then repeat.

Critical thinking: talk about toys.

Oral communication: speak about toys, ask and answer the questions.

Communication and collaboration: work in pairs or groups.

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Leadership: collaborate with teachers to enhance language skills.

II. RESOURCES AND MATERIAL:

-        - Student’s book Page 46

-        - Audio Tracks 64, 65

-        - Teacher’s guide Pages 210, 211, 212

-        - Website sachmem.vn

-        - Flash cards/ pictures and posters (Unit 17)

-        - Computer, projector, …

II. 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 chant on page 44.

- Ask pupils to chant the song.

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

Option 2: Game: Animals quiz

Review the previous lesson by having the class play the game, using the words: bird, parrot, cat, dog, fish, elephant, duck, rabbit.

Step 1: Divide the class into 4 teams.

Step 2: Invite 1 pupil to go to the board, choose an animal and say aloud. The one who can make it will have 3 points.

Step 3: Encourage pupils to join in the game.

Step 4: Give points to pupils.

Whole class

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 identify someone’s toys.

b. Input:

– Context a: Lucy: My brother has a car. Ben: Wow, I like cars!

– Context b: Ben: My sister has two dolls. Lucy: Wow, I like dolls!

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) to identify someone’s toys.

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.

Step 3: Play the recording again for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

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

Step 5: Draw pupils’ attention to the sentences My brother has a car. / My sister has two dolls. Tell pupils that they are used to identify someone’s toys.

Whole class

Whole class

Whole class

Pair work

Whole class/ Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use He / She has _____. to identify someone’s toys.

b. Input:

– Picture cues: a. a boy and a car             b. a girl and a kite

                           c. a boy and two trains   d. a girl and three planes

– Speech bubble: He / She has _____.

Audio script:

a. a car     b. a kite      c. trains    d. planes

He has a car.

c. Outcome:

Pupils can correctly say the words and use He / She has _____. to identify someone’s toys.

d. Procedure:

Step 1:  Draw pupils’ attention to Pictures a to d. Elicit the character and the quantity of toys in each picture. Draw pupils’ attention to the plural form of toys in Pictures c (trains) and d (planes). Check comprehension. Ask pupils to listen to the recording and repeat the words for the toys several times until they feel confident.

Step 2: Put pupils into pairs. Tell them to point at the pictures and say the names for the toys in the pictures.

Step 3: Draw pupils’ attention to the speech bubble. Remind them that He / She has ___. is used to identify someone’s toys. Ask pupils to look at the bubble and Picture a. Play the recording for them to listen to and repeat the sentence several times. Repeat the same procedure with the other three pictures.

Step 4: Get them to talk about someone’s toys using the speech bubble and picture cues.  Go around the classroom to offer support.

Step 5: Invite a few pupils to come to the front of the classroom and talk about someone’s toys. If they perform well, praise them.

Game: Listen and choose A or B.

Step 1: Divide the class into four teams.

Step 2: Invite each pupil from the teams to go to the board, then listen and choose the correct answer. The fastest one with the correct answer gets points for their team.

Step 3: Encourage pupils take part in the game.

Step 4: Give points to pupils. 

Whole class

Pair work

Whole class/ 
Individual

work

Whole class/ 
Individual

work

Individual

work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of He / She has _____. to identify someone’s toys in a freer context.

b. Input:

– Picture cue: A girl and a boy are playing with some toys.

– Speech bubble: He / She has _____.

c. Outcome:

Pupils can enhance the correct use of He / She has _____. to identify someone’s toys in a freer context.

d. Procedure:

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Have pupils look at the bubble to understand how the sentence pattern is used.

Step 2: Have pupils practise identifying someone’s toys in pairs. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around the classroom to observe and provide help if necessary.

Step 3: Invite some pupils to practise identifying someone’s toys in front of the class. Praise them if they perform well.

Game: Who says fast?

-        Divide the class into four teams.

-        Each team has one pupil comes to the board, look at the picture, then read the sentence by choosing a word to fill in the blank.

-        Who can say it fast will get points for the teams.

-         

Preparation for the project:

Tell pupils about the project on page 51. Ask them to prepare it at home by making paper toys and bring their work to class to present it at Project time. In Lesson 2, Period 4, remind pupils again of what they need to prepare for the project.

Whole class/ Individual work

Pair work

Individual work/

Whole class

 Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture of Activities 1, 2 and repeat after the recordings to consolidate the lesson.

Option 2: Game: Guessing game

Step 1: Divide the class into 4 teams.

Step 2: Invite 1 pupil from each team to come to the front and say aloud the answer. If correct, give points to the teams.

Step 3: Encourage pupils to practise speaking English.

Step 4: Give points to pupils.

Whole class

Group work