Week

Period
REVIEW 3
Activity (1, 2, 3,4,5)
I. Objectives:
By the end of the lesson, students will be able to correctly use the following sentence patterns:
• Where's your school?-It's in the_.
• What’s the______ like? – Its’__.
• What does he / she do? – He’s / She’s__.
• Where does he / she work? – he / she works __.
• What does he / she look like? – He’s / She’s__.
• What does he / she look like _?- He / She has __.
• When do you watch TV? – I watch TV___
• What do you do in the morning? – I __.
• Where does he / she go on saturday? – He / She goes to the _____.
• What does he / she do on sundays?- He / She__.
take part in three extension activities to apply their language knowledge and competences.
- Ss can develop some following competences:
+ Communicative and collaborative competence: act 5
+ Problem-solving competence: act 1, act 2,3,4
+ Self-studying and self-control competence: act 1, act 2
+ Problem-solving and creative competence: act 5
*Language focus:
- Vocabulary: review old vocabulary from unit 11-15.
- Strucrure: review old structures from unit 11-15.
- Differentiated teaching:
+ Incomplete ss: can ask and answer questions about how to guess answer and do the tasks
+ Well-completed ss: can ask and answer questions about keys after their listening
*Attributes:
+ Kindness: help partners to complete learning tasks
+ Diligence: complete learning tasks
+ Honesty: tell the truth about feelings and emotions
+ Responsibility: appreciate kindness
II. Materials:
-Teacher’s: books, pictures, flashcards,CD.
-Students’: books, notebooks, crayons, pens, boards
III. Method:
-Communicative Language Teaching
-Total Physical Response
-Natural Approach
-3Ps
-Work individually, pairwork, groupwork
III. Teaching activities:
Period 1
 Activity 1: Warm up
- Greet the class. Ask pupils to choose a song from Units 11 to 15 to sing along as the song “ where do
they go on Saturday? (unit 15, P. 31)
- Get pupils to open their books at page 36 and look at Review 3, Activity 1. Tell pupils what they will
learn in this lesson.
Activity 2: / 36:
- Content 1. Listen and tick:

- Procedure:
+ Show the pictures and elicit who the characters are.
+ Explain what happens in the picture
+ Have Ss guess the result a or b.
+ Play the tape for Ss to listen 2 times.
+ Play the tape 3rd for Ss to correct
+ Call some Well-completed ss read loudly.
+ Teacher gives feedback. Key: 1c (busy street), 2a ( a farmer), 3d ( tall), 4 b ( play tennis).
Activity 3: / 74:
- Content 2: Ask and answer

- Procedure:
 + Show picture of questions on the board.
+ Elicit Ss are going to answer 4 questions.
+ Get Ss to read each question a few times.
+ Ask some Well-completed ss how to answer.
+ Have Ss practice in pairs.
S1: What does your sister look like?
S2: She has long hair.
S1: When do you watch TV?
S2: I watch TV in the morning.
S1: Where does your mother work?
S2: She works at a factory.
S1: Where does your father go on saturday?
S2: He goes to the swimming pool.
+ Call a few pairs to act out in front of the class.
Period 2
Activity 1: Warm up
- Greet the class. Ask pupils to choose a game from Units 11 to 10 to play.
- Get pupils to open their books at page 37 and look at Review 3, Activity 3. Tell pupils what they will
learn in this lesson.
Activity 2: Read and match /37

- Procedure:
- Draw sts’s attention to the questions and answers.
- Tell them about this activity.
- Point at question 1, where do you live? And elicit the type of answer required.
- Have sts read the answers, find the correct one and give feedback.
- Give sts times to do the task individually.
- Check the answer together is a class. Write the correct answer on the board: 1d, 2a, 3e, 4c, 5b.
Activity 3: Read and complete /37
- Procedure:
- Explain that they should read a letter and choose the words from the box to complete it.
- Do the first blank as an example.
- Set a time limit for sts.
- Sts swap their books and check their answers before checking as a class.
- Invite one or two sts to read the text in front of the class.
Key:1 factory 2 slim 3 works 4 pupil 5 watch
Activity 4: Let’s write /75

- Procedure:
- Tell the class the goal of the activity and explain that they should read the gapped letter and fill
in the gaps with their own information. Check comprehension.
- Have pupils do the first gapped sentence together as an example. Ask them to read the first
sentence and elicit suitable answers. Then have them fill in the gap.
- Set a time limit for sts.
- Sts swap their books and check their answers before checking as a class.
- Invite one or two sts to show the writing in front of the class.
Suggested answer: cooks meals; clean the floor; washes the dishes, clean the table.

Period 3 Extension activities

Activity 1: Warm up:
play a game: magic circle
- List of question in game.
 Where do you live? – I live ____.
  What’s the ____ like? – It’s ____.
 What does he / she do? – He’s / She’s ____.
 Where does he / she work? – He / She works ____.
 What does he / she look like? – He’s / She’s ____.
 What does he / she look like? – He / She has ____.
 When do you watch TV? – I watch TV ____.
 What do you do in the morning? – I ____.
 Where does he / she go on Saturdays?
– He / She goes to the ____.
 What does he / she do on Sundays?
– He / She ____.

Activity 2:

1.Take turn to describe and draw a family member.

- Procedure:
- Draw pupils' attention to the texts and the pictures. Tell them about this activity. elicit Pictures
and the features of them. Ask What can you see ?
- What are the girl and the boy doing? The girl is describing her mum. The boy is drawing the
girl’s mum.
- Write the following prompts on the board: tall or short? Hair? Face? Eyes…. Tells pupils to
choose a family member and think about how he or she looks.
- Pupils work in pair to describe their family member for their partner to draw.
- T correctly
 - - Procedure:
- Draw pupils’ attention to the picture. Ask “ What is the boy doing?” When pupils answer
correctly, confirm he answer: He is describing the girl’s mum.
- Nominate a few pairs to come to the front of the class and share their drawings and descriptions
with the class. This step could also be done in small groups so that every pair has chance to
share.

Activity 3: READ AND MATCH. THEN SAY WHAT THE ANIMALS ARE.

- Procedure:
 -
Draw pupils' attention to the words and phrases. Tell them about these pictures. Check
comprehension.
- Ask pupils to look at the pictures and elicit the answer. Get them to read the sentences in
description 1 again and draw a line to match it to the correct picture ( C).
- Have pupils say the names of the animals in the pictures by asking them questions: What is it? /
What can you see in the picture?
Key: 1c 2d 3a 4b
 Consolidation:
- Content: Review vocabulary and form.
+ Vocabulary: from unit 11 – 15
Form: from unit 11 - 15

- Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? (if the teacher can take from the lesson).
+ Praise some ss who worked hard as well as encourage others to try more.
+ Give feedback
 Homework:
- Practice asking and answering part 3 (Ask and answer).

 Adjustment:..........................................................................................................................