Skill: Speaking
TOPIC-LANGUAGE TARGET / RESOURCES AND MATERIALS / KEY ACTIVITIES
ü INTEGRATED SKILLS
Listening-speaking-reading
ü KEY VOCABULARY
A can of soda, a bag of pretzels, a box of cookies, a piece of pizza, a carton of juice, a bottle of water, a bowl of rice, a cup of tea.
ü SENTENCE PATTERN
Should I bring some cake?
Yes, that’s a good idea.
No, that’s OK.
There is one can of soda.
There isn’t any soda.
How many cans of soda are there?
There are two cans of soda. / ü RESOURCES
Student book p.2-3
Work book p.2-3
ü MATERIALS
CD 1 track 02-06
Teacher card 01-08
ü TIP:
1. Remind the student that Yes/No questions have a rising intonation. Wh-questions have a falling intonation.
2. To check if students understand how counters are used with different foods, cover the counter on each teacher card and ask students to recall what it was. Then hold up teacher cards from earlier level and have students decide which counter is correct.
INTRODUCTION
-Concentration (see page 13 activity19). Have students make true statements about their likes or dislikes.
Lead-in Kate and Jenny are preparing a birthday party. Listen to their conversation and identify which food they need.
Presentation:
-Have Ss listen to the tape.
- Use Teacher Cards 01-08 to introduce the counters. Conduct a quick drill of the vocabulary using Teacher Cards 01-08
-Use real objects to model the WH-question-and-answer
-Use the student volunteers to introduce the dialogue.
-Introduce the new vocabulary: everything and can.
DEVELOPMENT
-Have students look at page 2 and describe what they see.
-Play track 2. Have student listen and point. Have students listen and repeat.
-Ask students questions from the dialogue and have volunteers answer.
-Have students practice the full dialogue in pairs.
Did you know? Direct the students’ attention to their books.
Write everything and nothing on the board and explain the meaning.
-Have students practice the words and patterns
CONSOLIDATION
-Open Dialogue: prepare a conversation similar to the one in let’s talk ,leaving several gaps. Put it on the board. Have students
Work in pairs to fill in the blanks. Then have them practice together .
Take off the conversation and have students demonstrate their works in front of the class. STORY TIME
OBJECTIVE: -Describing how much with countable and non-countable foods
- grammar: using a little, a few, a lot of to talk about quantities of food
TOPIC-LANGUAGE TARGET / RESOURCES AND MATERIALS / KEY ACTIVITIES
ü INTEGRATED SKILLS
Listening-speaking-reading
ü KEY VOCABULARY
a few, a little.
Review language: foods
ü SENTENCE PATTERN
There is a little milk.
There is a lot of milk.
There are a few cookies.
There are a lot of cookies.
How much rice is there?
There is a little rice.
How many bananas are there?
There are a few bananas. / ü RESOURCES
Student book p.4-5
Work book p. 4-5
ü MATERIALS
CD 1 track 07-12
Teacher card 01-08
ü TIP:
1.Plural countable nouns can be preceded by words expressing an unspecific number: many and a few.
non-countable nouns can be preceded be words expressing an unspecific amount. Much and a little
both non-countable and plural countable nouns can be preceded be some and a lot of
2.Teach students both contracted and non-contracted singular form of the verb shown in the paradigm: there’s a little tea. There is a little tea
INTRODUCTION
Play The hang man (see page 22-activity 65) to review singular/plural foods and counters.
-Memory game: (see page 19-activity 43) have students look at a picture and remember
-Introduce the words and sentence patterns:
-Draw simple illustrations to model a few, a little and a lot of and the sentence pattern.
-Point to each illustration in random order and have students say the correct sentence.
-Show teacher cards 01-08 and audio to introduce the pattern. Have students repeat the question only in a series of three several times.
-Divide the class into two groups. Have students take turns asking and answering questions.
DEVELOPMENT
Practice the words and sentences:
-Have students look at page 4-5 and describe what they see.
-Play track 7-12. Have student listen and point. Have -students listen and repeat. Have them practice asking and answering in pairs. You can have them practice making sentences in pairs by playing slap (see page 15-activity 25)
CONSOLIDATION
Blind questions: (see page 19-activity 42) Have students practice yes/no questions and WH-question and answer pattern.
-Team game: (see page 28-activity 95) Use teacher-made word cards to make correct sentences. STORY TIME
OBJECTIVE: - Review countable and non-countable foods and counters
- Reading-Writing about food quantities
TOPIC-LANGUAGE TARGET / CONTENT / KEY ACTIVITIES
ü INTEGRATED SKILLS
Listening-speaking-reading- writing
ü KEY VOCABULARY
Review language: let’s start and let’s learn
ü SENTENCE PATTERN
Review: let’s start and let’s learn
ü RESOURCES
Student book p.2-5
Work book p. 2-5
ü MATERIALS
CD 1 track 02-12
Teacher card 01-08 / Station1:
A can of soda
3 bottles of cookies
6 cartons of pretzels
A bag of milk
A box of water
Station2:
-There is a little soda
Station 3:
-Kate has to buy a lot of milk because her mother wants a 6 cartons of milk
1
2
3
4
Countable / Non-countable
ACTIVITY 1
Lead-in: Mother had Kate go to the market. This is the list of food her mother gave her. Kate is careless so she turned it upside-down. Help her to find the best list
-Matching: (see page 23-activity 76) have students match food items with the appropriate counters (add some more food items)
-Station1: Prepare worksheets of the food items and counters. Students have to match the words and counters.
-Station 2: make 3 simple sentences with the words given.
-Station 3: make 3 complicated sentences with the cue words and the words from daily life (such as coffee, cola..).
ACTIVITY 2
-How many score? Have all students move from station 1 to station 3.
-Draw or stick a teacher-made food pyramid on the board.
-Explain how the foods are arranged. Ask them to write down what they ate yesterday.
-Station1: put word cards or teacher cards at the station .students classify the foods.
-Station 2:Have students interview the others about their foods
-Write the point for each kind of food on the board. Have students sum up the score.
-Station 3: Have students report their works and tell their friends what they should eat.
ACTIVITY 3
-Running Dictation: (see page 28-activity 96) prepare 3 lists of food items for 3 stations and put them around the room
-Station1: students listen to the words and write them on the correct column.
-Station 2: students listen and write a short paragraph about foods exactly
-Station 3: prepare gap filling worksheets students listen and fill in the gaps and write out meaningful paragraphs STORY TIME
ò NOTES:
-All students are acquired to pass the stations corresponding to their levels.
-The most fundamental way to divide groups is to form groups according to their levels (station 1: satisfactory students, station 2: good students, station 3: outstanding students). However, you can vary it by putting students of all levels into groups and give each group a name(tigers, lions, mice….). You can also have all students move from station 1 to station 3.
-Remember to keep the secret of the way you divide groups.
-Students who pass station 3 are advised to help the others.
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