Monday, September 9th 2019.

Week 1-period 1 UNIT 1: WHAT’S YOUR ADDRESS?

Lesson 1: Part 1-2-3

I. Objectives:
1. Knowledge: By the end of the lesson, Ss will be able to:
• use the words and phrases related to the topics Addresses and hometown.
• ask and answer questions about one’s address, using What’s your address? It’s ...
2. Skills: - Develop Ss’speaking and listening skills
3. Language focus:
- Sentence Pattern: What’s your address? It’s ...
- Vocabulary: address, village, tower
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:

 Class organization:

 Oral test:

 New leson:

Teacher’s activities Students’ activities

I. Warm up: Play “jumbled letters” game - Play the game

II. New lesson:
1. Look, listen and repeat. - Listen
- Have the class look at the pictures. Introduce the story
by pointing at each character and elicit - Look at the pictures and answer:

theiranswerstothequestions: -

Who’sthis? InPicturea,NamisgreetingMaiandi

What’shis/hername? ntroducingher to Trung, a new

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Ishe/sheanewcomer? pupil in their class.
Where’s he/shefrom? - In Picture b, Mai and Trung
Where’she/shelivingnow?. greet each other. In Picture c,
- Teach some new words: Trung says he’s from Da Nang
Address: địachỉ and he lives in Ha Noinow.
Tower: tháp - In Picture d, Mai asks him
+ Teacher read first as a model and ask the Ps to repeat What’s youraddressinhaNoi?
+ Have the Ps repeat in groups and individuals andheanswersIt’s81,TranhungDa
- Open the tape and have the Ps listen the sound of the oStreet.)
words.
- Listen and copy
- Play the recording a few times for pupils to listen and
+ Listen and repeat
repeat. Do choral and individual repetition, pointing to the
+ Groups, individuals
characters speaking
- Instruct Ps to translate the dialogue into Vietnamese.

1. Point and say - Do as directed

- Tell the class that they are going to practise asking and
- Listen
answering questions about one’s
address,usingWhat’syouraddress?It’s... - Listen and copy

- Revise numbers 10 to 100 with theclass.

- Do as directed
- Point at each picture and ask the question What’s your
address? for pupils to answerchorally.
- Have pupils practise asking and answering in pairs.
Monitor the activity and offer help, if necessary.
- Listen to the teacher
- Invite one or two pairs to speak to check theirperformance.
- Work in pairs to do the task

3. Let’s talk

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-
Telltheclassthattheyaregoingtopractisefurtherbyaskinganda
nsweringquestionsabout
- Recall
addresses.Getpupilstoworkingroupsoffourtoaskeachother’s
addresses.Remindthemto - Remember

usethequestionsandanswersintheirbooks.
- Set a time limit for the class to practise. Monitor the
activity and offer help, ifnecessary.
- Invite a few pupils to repeat their interviews to the class.
Then give feedback.
III. Reinforcement:
- Recall the main content.
V. Homework:
- Do exercises in workbook, learn by heart the new words

Period 2

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 UNIT 1: WHAT’S YOUR ADDRESS?
Lesson 2: Part 4-5-6
I. Objectives:
1. Knowledge:
By the end of this unit, pupils can:

 use the words and phrases related to the topics Addresses and hometown.
- ask and answer questions about one’s address, using What’s your address?
It’s ...
2. Skills:
- Develop Ps speaking and listening skills
3. Language focus:
- Vocabulary and structures: review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
2. Oral test:
3. New leson:

Teacher’s activities Students’ activities

I. Warm up: Play the game “jumbled letters” - Play the game
II. New lesson:
4. Listen and complete - Listen
 Tellpupilsthattheyaregoingtolistentotherecordingandcomplet
- Listen to the tape
etheaddresses.
- Listen and do the task
 Play the recording all the way through for pupils to listen.
- Answer the question.
Play it again for them to do the task.

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  Get them to compare their answers before checking as a
class. Play the recording again to confirm the answers.
- Listen to the teacher
Give explanations for answers which pupils find difficult.
Key: 1 .208 2 .321 3.WhiteStreet4 .the secondfloor
- Do as directed.
5. Read and complete
- Individually
 - Tell the class that they are going to read and fill the gaps
- Work in pairs
with street, address, lives and from. Give them a few seconds
to read the sentences. Remind them to focus on the context to
select the appropriate words from thebox. - The whole class read aloud

 Set a time limit for pupils to do the task independently.

Monitor the activity and offer help, if necessary.
- Listen to the teacher
 Get them to compare their answers in pairs before checking as
a class.
- Read each line of the lyrics
Key: 1.from 2.lives3 .address 4 .Street
- Listen to the tape
6. Let’s sing
- Tell Ps that they are going to sing the song “Thewheelsonthebus.”. - Listen and repeat each line

- Have Ps read each line of the lyrics. Check comprehension. - The whole class

- Open the tape and have the Ss listen the sound of the words. - Practice in groups

- Play the tape again for Ps to do choral and individual repetition of - The whole class

the song by line.

- Ask Ps to sing in choral - Retell
- Have Ps practice singing in groups.
- Remember
- Have class sing the song again to reinforce their pronunciation.
III. Consolidation
- Retell the content of the lesson.
IV. Homework
- Do exercises in the workbook. Prepare the next period.

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Period 3
Date of preparation:
UNIT 1: WHAT’S YOUR ADDRESS?
Lesson 2: Part 1-2-3
I. Objectives:
1. Knowledge:
- By the end of the lesson, Ps will be able to• ask and answer questions
about what a village/town/city is like, using What’s the ... like? It’s ...
2. Skills:
- Develop Ps speaking and listening skills.
3. Language focus:
- Vocabulary: city, village, busy, quiet..
- Structures: What’s the ... like? It’s ...
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Teacher’s activities Students’ activities

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I. Warm up: Sing the song “The wheel on the bus?” - Sing the song
II. New lesson:
1. Look, listen and repeat - Listen
 Tell the class that they are going to read a story. - Look at the pictures and answer:
 Have them look at the pictures andguess  NamistalkingtoTrung.InPicturea,N
whatthestoryisabout.Checktheircomprehensionbypointinga amaskswhatTrung’shometownisand
teachpicturetoelicittheir Trungsaysit’sDaNang.
answerstothesequestions:What’shisname?  InPictureb,NamasksaboutwhereTru
Who’shetalkingwith?Wheredoeshelive?What’s nglivedandTrungsayshelived
thevillagelike?( inavillage.
 Play the recording all the way through for pupils to listen  InPicturec,NamasksWhat’syourvill
and follow in their books. Play it agelike?
againforthemtorepeatthelinesinthebubbles.Finally,pointtoe andTrunganswersIt’ssmallandquiet.
achpictureforthemtosay thewordsineachbubble.
 InPictured,Namasksifit’sbeautifula
- Instruct Ps to translate the dialogue into Vietnamese.
ndTrungsaysitis.)
- Listen

2. Point and say - Listen and repeat

 - Tell the class that they are going to practise the
questions and answers describing a place, - Do as directed
usingWhat’sthe...like?It’s...
- Listen
 Revisetheadjectivesbig,far,largeandsmallandteachthen
- Listen and copy
ewones:busy,quiet,crowdedand pretty. Have the class
+ Listen and repeat
repeat all the adjectives twice before asking them to
+ Groups, individuals
practise saying sentences.
- Listen and copy
(E.g.Mycityisbigandbusy.Myvillageisfarandquiet.)

 PointatthepicturesandaskWhat’sthe...like?fortheclassto

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 answer, usingtheprompts.
- Do as directed
 Ask them to work in pairs. Monitor the activity and
- Listen
offer help, ifnecessary.
Invite one or two pairs to perform the activity. Then give - Work in pairs
feedback
- Some pairs perform in front of class
3. Let’s talk:
-Tell Ps that they are going to revise what they have learnt in
- Listen to the teacher
Lessons 1 and 2, using facts about themselves.
- Ask them to work in pairs and ask and answer the questions: - Remember

What time is it? What time do you + activity?

- Call on a few pairs to role-play in front of the class. Correct
pronunciation, if necessary.
III. Consolidation:
- Summary the lesson
IV. Homework:
- Do exercises in workbook, learn by heart the new words

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Date of preparation:
UNIT 1: WHAT’S YOUR ADDRESS?
Lesson 2: Part 4-5-6
I. Objectives:
1. Knowledge:
By the end of the lesson, Ps will be able to•:

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  use the words and phrases related to the topics Addresses and hometown.
- ask and answer questions about what a village/town/city is like, using What’s
the ... like? It’s ...
2. Skills:
- Develop Ss reading, writing and listening skills
3. Language focus:
- Vocabulary: Review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Teacher’s activities Students’ activities

I. Warm up: Play the game: Order the words - Play game
II. New lesson:
4. Listen and circle a or b. - Listen to the teacher
 - Tell the class that they are going to listen and circle a orbto
- Listen to the tape
complete the sentences. Ask them to read the sentences and
- Listen and do the task
guess the correct answers.

 Play the recording all the way through for them to listen.
Play it again for them to do the task.

 Get them to compare their answers before giving feedback. - Listen

Key: 1a 2b 3b 4a - Do the task

5. Write about you - Individually

 - - Work in pairs

Telltheclassthattheyaregoingtowriteaboutwheretheylivean - Some Ps

dwhotheylivewith.Have - The whole class

themreadthequestionsandchecktheirunderstanding.

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  Set a time limit for them to do the task. Monitor the
activity and offer help, ifnecessary. - Listen
 Get them to swap and read their writing before inviting one
- Do as directed
or two pupils to read their answers aloud and give feedback.
Key: Answersvary - Listen
6. Let’s play:
• Tell the class that they are going to play Spot the difference. - Play in groups
Tell them that they have to compare the two pictures and find out
the five details which are different. The first pupil who finds out all
the different details is the winner.
Key: Picture b is different from Picture a in the following ways: - Listen

• There is one more car in the road.

- Remember
• There is a woman in front of the yellow building.
• The sign next to the yellow building is blue, and it reads
BUS STOP.
• There is no logo of pills on the pharmacy.
• There is a boy behind the father and daughter.
III. Consolidation
- Summary the lesson
IV. Homework
- Do exercises in workbook, prepare the next period.

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 Date of preparation:
UNIT 1: WHAT’S YOUR ADDRESS?
Lesson 3: Part 1-2-3
I. Objectives:
1. Knowledge:
 - By the end of the lesson, Ps will be able to pronounce two-syllable words with
the stress on the first syllable: 'city, 'village,'mountains and 'tower.
2. Skills:
- Develop Ps writing and listening skills
3. Language focus:
- Vocabulary and structures: Review

 - Phonics: stress on the first syllable: 'city, 'village,'mountains and 'tower.

II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Teacher’s activities Students’ activities

I. Warm up: Play game: Pass the secret! - Play the game
II. New lesson:
1. Listen and repeat - Listen to the teacher
 Tell the class that they are going to practise saying two- - Listen to the tape
syllable words with the stress on the first syllable. Explain that - Listen and repeat in choral,
in a word with more than one syllable, one of the syllables is groups and individual
usually said with more emphasis than the rest (e.g. 'city,
'village, 'mountains and 'tower).

 Play the recording all the way through for pupils to listen and

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 follow in their books. Then play it again for them to repeat all - Listen to the teacher
the words and sentences twice. - Look at the books and guess
2. Listen and circle. Then say aloud - Listen and write

 - Tell the class that they are going to listen and circle a or bto
- Listen and check
complete the sentences.
- Read aloud
 Give them a few seconds to read the sentences in silence
before playing the recording for them to do thetask.

 Get them to compare their answers in pairs before checking - Listen to the teacher
as a class.
Key: 1b 2a 3a - Read the chant

3. Let’s chant - Do as directed

 -
TelltheclassthattheyaregoingtosaythechantWheredoyoulive? - Practice in groups

Havethemreadthechant and check their comprehension.

- Work in pairs
 Playtherecordingallthewaythroughforpupilstolistenandfollo
wintheirbooks.Thenplay itagainforthemtorepeatlinebyline. - The whole class

 Puttheclassintotwogroupstopractisechanting:onechantsthequ
estionsandtheother chants theanswers. - Listen
 Havethempractisechantinganddoingactionsingroups.
- Remember
 Invite two or three groups to say the chant and do actions.
III. Consolidation
- Summary the lesson
IV. Homework
- Do exercises in workbook, prepare the next period.

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ADDRESS?
Lesson 3: Part 4-5-6-7
I. Objectives:
1. Knowledge:
- By the end of the lesson, Ps will be able to use words and phrases
related to the topic aboutaddressesand hometowns.

2. Skills:
- Develop Ps writing and listening skills
3. Language focus:
- Vocabulary and structures:review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Teacher’s activities Students’ activities

I. Warm up: Spend a few minutes having the class say the chant - Read the chant
Where do you live?chant
II. New lesson:

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4. Read and tick Y/N - Listen to the teacher

 TelltheclassthattheyaregoingtoreadthetextandtickYesorNo.
- Read the paragraph
 Get them to read the sentences and underline the key
words/phrases before reading the passage to find the relevant - Individually
information. Give them an example: In Sentence 1,
- Work in pairs
Trung lives with his parents in ha Noi. But in the passage, the
- Some Ps
information is: Trung lives with his grandparents in ha Noi.
So pupils should tick the box No.
- Answer the T’s question
 Set a time limit for pupils to do the task independently.
Monitor the activity and offer help, ifnecessary. - The whole class

 Have them compare their answers before checking as a

class.
- Listen to the teacher
Key: 1N 2Y 3N 4Y 5Y
5. Write about your friend - Do as directed
 - Tell the class that they are going to write about one of their
- Write
friends.
- Work in pairs
 Give them time to read the questions and write the first draft
of their answers in their notebooks. - The whole class
 Set a time limit for them to do the task independently.
- Listen
Monitor the activity and offer help, if necessary.

 Remind them to write the first letter of each sentence and

the name of their friend in capital letters, and put commas
and full stops at the appropriate places.
 Work in groups
 Get them to swap and read their writing in pairs before
inviting two or three pupils to read their answersaloud.
 Do the task
Key: Answersvary
6. Project

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  Tell the class that they are going to do a drawing project.
They should work in groups to discuss the house they are
going to draw, and its address. Then ask them to draw it on
a piece ofpaper.

 Set a time limit for them to do thetask.

 Read the statements
 Invite a few groups to present their drawings to the class
 Colour the stars
and talk about them.

 If there is not enough time, give the activity as homework

and talk about the drawings in the next lesson as a warm-
upactivity.
- Listen
 Display their drawings in the classroom if you wish.

 Colour the star - Remember

• Have the class read the statements and check their
comprehension.
• Give them time to colour the stars and invite a few pupils to
read the statements aloud.
• Give further support to pupils who find it difficult to
achieve certain objectives.

III. Consolidation
- Summary the lesson
IV. Homework
- Do exercises in workbook, prepare the next period.

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 Date of preparation:
UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
Lesson 1: Part 1-2-3
I. Objectives:
1. Knowledge:
- By the end of the lesson Ps will be able to :

 ask and answer questions about someone’s daily routine, using What
do you do ...?
I always/usually/often/sometimes. . .

 askandanswerquestionsaboutfrequency,usingHowoften...?
I...everyday/once/twice...a week/amonth.

 pronounce two-syllable words with the stress on the first syllable: 'always,
'usually,'often
and'sometimes.
2. Skills:
- Develop Ps speaking and listening skills
3. Language focus:
- Sentence Partners: What do you do ...?I always/usually/often/sometimes...

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 - Vocabulary: Always, breakfast, late, get up..
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Teacher’s activities Students’ activities

I. Warm up: Play “jumbled letters” game - Play the game

II. New lesson:
1. Look, listen and repeat. - Listen
- Have the class look at the pictures. Introduce the
story by pointing at each character and elicit - Look at the pictures and answer

theiranswerstothequestions:Who’sthis? the T’s questions

What’shedoing?Who’shetalkingwithonline?What - Listen and copy

doeshedointhemorning?
+ Listen and repeat
Whatdoeshedoafterschool/intheafternoon?
+ Groups, individuals
- Teach some new words:
- Listen
+ brush one teeth: đánhrăng..
+ do morning exercise: tậpthểdục - Listen and repeat

+ talk: nóichuyện

 Play the recording all the way through for pupils to

listen and follow in their books. Play it
againforthemtorepeatlinebyline.

 Check their understanding of the story. - Do as directed

- Instruct Ps to translate the dialogue into Vietnamese.
- Listen to the teacher
2.Point and say

 - Tell the class that they are going to practise asking

- Work in pairs
and answering questions about someone’s
dailyroutines,usingWhatdoyoudointhemorning/after

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 noon/evening?Ialways/usually/often/ sometimes...

 Have pupils look at the pictures. Teach them how to

read the words and phrases under each picture.

 Askthemtopayattentiontothepronunciationofthewords:'alwa
ys,'usually,'oftenand
'sometimes.
 Listen to the teacher
 Point at each picture and ask the question What do
 Do the task
you do ...?for pupils to answer chorally, using the
information under the picture.

 Have them practise asking and answering the

questions in pairs. Then invite one or two pairs to
speak to check theirperformance. - Recall


- Remember
3.Let’s talk

 Telltheclassthattheyaregoingtopractisefurtherbyaskinganda
nsweringquestionsabout
someone’sdailyroutines.Getpupilstoworkinpairs.Remindth
emtousethequestionsand answersintheirbooks.

 Set a time limit for them to practise. Monitor the activity

and offer help, ifnecessary.

 Invite a few pairs to act out their conversations. Then

givefeedback.

III. Reinforcement:
- Recall the main content.
V. Homework:
- Do exercises in workbook, learn by heart the new words

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Date of preparation:
UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
Lesson 1: Part 4-5-6
I. Objectives:
1. Knowledge:
By the end of the lesson Ps will be able to :

 ask and answer questions about someone’s daily routine, using What
do you do ...?
I always/usually/often/sometimes. . .
2. Skills:
- Develop Ps speaking and listening skills
3. Language focus:
- Vocabulary and structures: review

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II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
2. Oral test:
3. New leson:

Teacher’s activities Students’ activities

I. Warm up: Play the game “jumbled letters” - Play the game
II. New lesson:
4. Listen and tick - Listen
 Telltheclassthattheyaregoingtolistentotherecordinga
- Listen to the tape
ndtickthecorrectpictures.
- Listen and do the task
 Ask them to look at the pictures to identify the
- Answer the question.
characters and their activities.

 Play the recording all the way through for pupils

to listen and tick the pictures. Play it again for
them to check their answers. Monitor the activity
and offer help, ifnecessary.
- Listen to the teacher
 Get pupils to compare their answers before
checking as a class. Play the recording a third
- Do as directed.
time to confirm theanswers.
- Individually
Key: 1c 2b 3b 4a
- Work in pairs
5. Read and complete
- The whole class read aloud
 Tell the class that they are going to read and fill the
gaps with like, do, TV, play and usually.

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  Give them a few seconds to read the text and the
- Listen to the teacher
words in the box. Remind them to focus on the
context to select the appropriate words. - Read each line of the lyrics
 Set a time limit for pupils to do the task - Listen to the tape
independently. Monitor the activity and offer help, if
- Listen and repeat each line
necessary.
- The whole class
 Get pupils to compare their answers in pairs before
- Practice in groups
checking as a class. If there is enough time, have the
- The whole class
class read the completed text aloud.

 Key: 1 do 2 usually 3 play 4 TV 5 like

- Retell
6Let’s sing
- Remember
 -
TelltheclassthattheyaregoingtosingthesongThisist
hewaywedothings.Havepupilsread
eachlineofthelyricsandteachtheunfamiliarwords.C
heckcomprehension.

 Play the recording all the way through for pupils

to listen and follow in their books. Play it
againandaskpupilstodochoralrepetitionlinebyline.

 Whenpupilsarefamiliarwiththemelody,asktheclasst
osingalongwiththemusicbefore
havingthempractisesinginganddoingactionsingrou
ps.

 Inviteagrouptosingthesonganddoactionsinfrontofth
eclass.


III. Consolidation

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 - Retell the content of the lesson.
IV. Homework
- Do exercises in the workbook. Prepare the next period.

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Date of preparation:
UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU?
Lesson 2: Part 1-2-3
I. Objectives:
1. Knowledge:

 - By the end of the lesson, Ps will be able to :

 askandanswerquestionsaboutfrequency,usingHowoften...?
I...everyday/once/twice...a week/amonth.

 pronounce two-syllable words with the stress on the first syllable: 'always,
'usually,'often and 'sometimes.
2. Skills:
- Develop Ps speaking and listening skills.
3. Language focus:
- Vocabulary: usually, study, go fishing, once..

 - Structures: Howoften...?I...everyday/once/twice...a week/amonth.

II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
Teacher’s activities Students’ activities

I. Warm up: Spend a few minutes revising the previous - Sing the song

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 lesson by having the class sing the song

This is the way we do things.

- Listen
II. New lesson:
- Look at the pictures and answer
1. Look, listen and repeat
- Listen
 Tell the class that they are going to read a story. Have
them look at the pictures andguess
- Listen and repeat
whatthestoryisabout.Checktheircomprehensionbypoin
tingateachpicturetoelicittheir
answerstothesequestions:What’shis/hername?
What’she/shetalkingabout?Whatkindof
informationisLindalookingfor?
Howoftendoesshecometothelibrary? - Do as directed

 Play the recording all the way through for pupils to

- Listen
listen and follow in their books. Play it
- Listen and copy
againforthemtorepeatthelinesinthebubbles.Thenpointt
+ Listen and repeat
oeachpictureforthemtosay thewordsineachbubble.
+ Groups, individuals

2Point and say - Listen and copy

 Tell the class that they are going to practise asking and
answering questions about frequency, using How often ...?
I ... every day/once/twice ... a week/a month.

 Point at each picture and ask Howoftendoyou...? to get the

- Do as directed
class to answer, using the prompts under each picture.
- Listen
 Ask pupils to work in pairs: one asks the question and the
other answers the question. (E.g. - Work in pairs

 A: How often do you go to the library? B: I go to the

- Some pairs perform in front of class
library once a week.)

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  Invite one or two pairs to perform the activity. Then give
feedback
3.Let’s talk:
- Listen to the teacher
 - Tell the class that they are going to practise talking
about their daily routines and how often - Remember

theydosomething,usingWhatdoyoudo...?
Iusually...andHowoften...?I...once/twice... a
week/amonth.

 Getpupilstoworkinpairs.Remindthemtousethequestion
sintheirbooksandanyother questionstheycanthinkof.

 Set a time limit for them to practise. Monitor the

activity and offer help, ifnecessary.

 Inviteafewpairstoaskandanswerquestionsabouttheirdai
lyroutinesandhowoftenthey
dosomething.Thengivefeedback.
.
III. Consolidation:
- Summary the lesson
IV. Homework:
- Do exercises in workbook, learn by heart the new words

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