Unit 14 What does he look like

<span class='text_page_counter'>(1)</span>Week: Period. Date of teaching: Date of planning:. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1(Part 1, 2) Objectives After the lesson, students are able to: + Ask and answer questions about someone’s physical appearance. Language Vocabulary: look like, e-mail, footballer, tall, short, slim, old, young. focus Sentence Patterns: What does he/ she look like? - He’s/ She’s + adj. Resources Pictures, Sts’ book. PROCEDURE Steps and time Sts’ and T’s activities Language focus Modes Play the game. W-Class 1. Warm-up: Play “jumbled letters” game 3’ Pairs 2. -T follows the steps of presenting look like, e-mail, W-class Vocabulary: new words. footballer, tall, short, Individual slim, old, young. 2’ -Sts follows T’s instructions. -T shows the pictures on the bb and read the dialogues. W-class 3. Look, listen -Sts look and repeat the dialogues What does he/ she look Groups and repeat: 3 times. like? - He’s/ She’s + Pairs 14’ -T gives out the pattern adj -Sts copy the pattern. -T follows steps of picture cues. W-class 4. Point and -Sts try to practice using the What does he/ she look Individual say: 14’ pattern above. like? - He’s/ She’s + Pairs adj -T corrects speaking. -T tells the homelink, ss takenote. -Ask Ss to learn by W-class 5. Homelink: heart the new words at 2’ home. ************************************* Week: Date of teaching: Period Date of planning:. UNIT 14: WHAT DOES HE LOOK LIKE? Objectives Language focus Resources. Lesson 1(Part 3, 4, 5) After the lesson, students are able to: + Ask and answer questions about someone’s physical appearance. Vocabulary: review Sentence patterns: review Pictures, Sts’ book. PROCEDURE.

<span class='text_page_counter'>(2)</span> Steps and time Sts’ and T’s activities Language focus Play the game 1. Warm-up: Play the game “jumbled letters” 3’ 2. -T recalls all the new words. review Vocabulary: -Sts follows T’s instructions. 2’ -T elicits the pictures. Key: -T reads listening text. 1.c 3. Listen and -Sts listen and tick pictures. 2.c tick: 10’ -Some Ss call out the answers. 3.a -Others give comments. -T gives the poster of gap-fill on Answer keys: the bb and guides. 1 He’s tall/slim -T gets Ss to do the task. 2 She’s short/young 4. Look and -4 Ss come to the bb to complete 3 They’re old write: 10’ the gap-fill. 4 They’re young/tall -Others give comments. -T gets feedback. 5. Let’s play: - T sticks the game on the bb and Play the game. guides ss to play. 8’ 6. Homelink: -T tells the homelink, ss takenote. - Have Ss prepare for new lesson at home. 2’ ************************************* Week: Date of teaching: Period Date of planning:. Modes W-Class Individual W-class Individual. W-class Individual Pairs W-class Individual Groups. W-class Individual W-class. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2(Part 1, 2, 3) Objectives After the lesson, students are able to: + Make comparisons, using Who is + (comparative)? ... is + (comparative).- Develop speaking and listening skills. Language *Vocabulary: taller, shorter, bigger, smaller, older, younger. focus *Sentence patterns: Who’s + comparative? - ... is + comparative. Resources Pictures, Sts’ book. PROCEDURE Steps and time Sts’ and T’s activities Language focus Modes Play the game. W-Class 1. Warm-up: Play game “ Find someone who ...” 3’ Pairs -T follows the steps of presenting taller, shorter, bigger, 2. smaller, older, Vocabulary: new words. W-class younger. -Sts follows T’s instructions. 2’ Individual.

<span class='text_page_counter'>(3)</span> -T shows the pictures on the bb and read the dialogues. Who’s + comparative? 3. Look, listen -Sts look and repeat the dialogues - ... is + comparative. and repeat: 3 times. 10’ -T gives out the pattern -Sts copy the pattern. -T follows steps of picture cues. Who’s + comparative? 4. Point and -Sts try to practice using the pattern above. - ... is + comparative. say: 10’ -T corrects speaking. -T asks some pairs to stand up 5. Let’s talk: and practice speaking. Who’s + comparative? 8’ -Other Ss observe and say their - ... is + comparative. comments. 6. Homelink: -T tells the homelink, ss takenote. - Ask Ss to prepare for new lesson. 2’ ************************************* Week: Date of teaching: Period Date of planning:. W-class Groups Pairs. W-class Groups W-Class Pairs W-class W-class. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2(Part 4, 5, 6) Objectives After the lesson, students are able to: + Make comparisons, using Who is + (comparative)? ... is + (comparative). + Practicing reading, listening, writing skills. Language Vocabulary: Review focus Sentence patterns: review Resources Pictures, Sts’ book. PROCEDURE Steps and time Sts’ and T’s activities Language focus Modes Play the game. W-Class 1. Warm-up: Play the game: Order the words 3’ Individual 2. -T recalls all the new words. review W-class Vocabulary: -Sts follows T’s instructions. Individual 2’ 3. Listen and -T gives the poster of gap-fill on circle: 10’ the bb and guides. Key: -T gets Ss to do the task. 1. a W-class - 4 Ss come to the bb to circle the 2. a Individual gap-fill. 3. b Pairs.

<span class='text_page_counter'>(4)</span> 4. Look and write: 10’. 5. Let’s sing: 8’ 6. Homelink: 2’ Week: Period. -Others give comments. -T gets feedback. -T gives the poster of gap-fill on the bb and guides. -T gets Ss to do the task. -4 Ss come to the bb to complete the gap-fill. -Others give comments. -T gets feedback.. 4. b. Answers: 1 The brother is slimmer than the father. 2 The mother is shorter than the father. 3 The sister is older than the brother. 4 The brother is stronger than the father. -T sticks the song on the bb, sings Sing the song. and guides Ss to sing. -T tells the homelink, ss takenote. Have Ss prepare for new lesson at home. ************************************* Date of teaching: Date of planning:. W-class Groups Individual. W-class Individual W-class. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 3(Part 1, 2, 3) Objectives After the lesson, students are able to: - Listen and repeat words, listen and write. - Do the chant “This is my family”. - Develop Ss writing and listening skills. Language Phonics: /th/ focus Sentence patterns: review Resources Pictures, Sts’ book. PROCEDURE Steps and time Sts’ and T’s activities Language focus 1. Warm-up: - T lets Ss sing the song: What do they look like? 3’ Sing the song 2. Phonics: -T introduce the phonics: th. th 2’ -Sts follows T’s instructions. -T shows the words, models the 3. Listen and phonics “th”, asks ss to repeat * Phonics: phonics. repeat: 10’ /th/ -Ss try to read “th”.. Modes W-Class Group W-class Individual W-class Individual.

<span class='text_page_counter'>(5)</span> -T gives the poster of gap-fill on the bb and guides. -T gets Ss to do the task. 4. Listen and - 4 Ss come to the bb to tick the gap-fill. tick. Then write and say -Others give comments. aloud: 10’ -T gets feedback. - T shows the chant on the bb, play the tape 3 times, guides Ss to chant sentence by sentence. 5. Let’s chant: -Ss try to chant with the teacher. -Some Ss do chanting in front of 8’ the class. -T tells the homelink, ss takenote. 6. Homelink: 2’ Week: Period. Key: 1. a 2. b 3. a 4. b. W-class Individual W-class. This is my family. W-class Individual Group. Have Ss to practise chanting This is my family at home. ************************************* Date of teaching: Date of planning:. W-class. UNIT 14: WHAT DOES HE LOOK LIKE? Objectives. Language focus Resources. Lesson 3(Part 4, 5, 6) After the lesson, students are able to: - Read and do writing. - Develop Ss writing skills. Pattern: “Review”.; Vocab: Review Pictures, Sts’ book.. PROCEDURE Steps and time Sts’ and T’s activities Language focus Chant 1. Warm-up: - T has whole class say the chant This is my family 3’ 2. -T recalls all the new words. Review Vocabulary: -Sts follows T’s instructions. 2’ 3. Read and - Ask Ss look at the pictures and Key: write: 10’ fill the gaps. 1. He is a teacher - Check comprehension and elicit 2. He is tall and slim the words to fill the gaps. 3. She is beautiful - Ask Ss do the task. 4. Her brother is - Check their answers. younger. Modes W-Class Group W-class Individual. W-class Individual W-class.

<span class='text_page_counter'>(6)</span> 4. Write: 10’. 5. Project: 8’. 6. Homelink: 2’. - Pairs to read. - Ask Ss look at the pictures and fill the gaps. - Check comprehension and elicit the words to fill the gaps. - Ask Ss do the task. - Check their answers. - Pairs to read. - T asks Ss do the task for 5 minutes. T goes around for help, if necessary. - T asks Ss do the task. If there is not enough time, ask Ss to do it as homework. -T tells the homelink, ss take note.. 5. Marie is shorter. Answer: Ss’ own answers. W-class Individual W-class. Ss’ own answers.. - Have Ss prepare for new lesson at home. *************************************. W-class W-class.

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