Let’s Go 3 Unit 8 - Sample Lesson PlanSemester 2
Unit 8
Topics / Key words / Language Items / Social Language / Language FunctionsSports
- Likes and sports
- Athletes / Likes and sports: football, track, basketball, volleyball
Athlete descriptions: small, big, light, heavy, weak, strong, slow, fast, a swimmer, a volleyball player, a runner, a gymnast, a football player / Who is stronger?
The ______stronger.
Which one is taller, the ____ or ______?
The ______is taller than the ______. / Which ______do you like (more)?
I like ______(more) / - Asking and talking about likes
- Comparing likes
- Describing people’s current and past physical characteristics (singular and plural)
- Comparing people
SEMESTER 2 – WEEK 11 – LET’S START
OBJECTIVES: at the end of the lesson, Ss would be able to:
-Talk confidently about sports they like.
-Skill focus: Speaking - Listening
Key language / Resources and Teaching aids / Key Activities for Lesson
INTERGRATED SKILLS
Listening – Speaking – Singing
KEY VOCABULARY
Football, track, basketball, volleyball
SENTENCE PATTERN
Which sport(s) do you like (more)?
I like soccer (more) / - Student book p. 64, 65
- Workbook p. 64, 65
- Skills Book p. 64, 65
- Puppets
- CD3track 22-27
- Teacher cards and student cards of new vocabulary (154-157)
TIP:
In the USA, football means American football. In other countries, however, football means soccer / Introduction
Walk and talk
Use T.card from level 1 and 2 (color, food, animals, sports)for a quick drill.
Stick them around the classroom, drill and revise What (color) do you like?/ What’s your favorite (animal)? / Do you like (lions)?
Play music and have Ss walk around in pairs.
Stop music and pair of Ss start asking and answering.
Introduce the dialogue in a meaningful context
Have one volunteers to help to illustrate the context.
Give that S a ball, and pretend that T and S are playing for a while, then sit down and ask.
T: Do you like sports?
S: Yes, I do (help him/ her to answer)
T: Which sports do you like?
S: I like football and baseball.
T: which sport do you like more?
S: I like soccer more.
Presenting some sport cards and ask some Ss “Which sport do you like more?”
Have 2 Ss come to the board and pratice.
Ask Ss to open their books and listen to CD and repeat.
Development
Activity 1. Ss practice- Chain Drill with dialogue.
Ss practice in pairs talking the dialogue in their books.
Activity 2.Game: “Beanbag Circle”
Have Ss pass two different balls (different colors or different sizes). When the music stop, two S keeping the ball make a conversation. Then play the music again, and pass the ball.
Activity 3.Game: “Step away lines”
- Have the students stand in two lines facing each other. Have each pair practice the complete dialogue by using their own words.
- Role-play the dialogue.
Consolidation
Interview:
Give each student a paper with interview information:
Names / Mother / Father / brother
sister
T turns on the music and Ss go around asking their friends some information and filling in their table. When music stops, who has the most names is the winner. Then some ss come to the front and present their work.
Which sports does your father like?
Does your mother like football?
Workbook Activity - page 64,65 Student's Workbook
STORY TIME
SEMESTER 2 – WEEK 11 – LET’S LEARN
OBJECTIVES: At the end of the lesson, Ss would be able to:
-Express someone’s current and past physical changes and description.
-Skill focus: Speaking – Listening
Key language / Resources and Teaching aids / Key Activities for Lesson
INTERGRATED SKILLS:
Speaking – Listening
Writing – Reading.
KEY VOCABULARY
Small, big, light, heavy, strong, weak, fast, slow
ADDITIONAL VOCABULARY
a fisherman
SENTENCE PATTERN
She was small. Now she’s big.
Was she small?
Yes, she was
No, she wasn’t
Is he fast?
Yes, he is.
No, he isn’t. / - Student book 66
- CD player
- CD 3 Track 28-33
- Teacher cards and student cards of new vocabulary (158-165)
-
TIP:
The teacher can also attach a gesture to indicate time, e.g., pointing to the ground in front of him/her for is and pointing over his/her shoulders(i.e., behind) for was . / Introduction
Sport Scramble
Assign each S a sport card – several Ss share the same card. Cue ss to switch seats when you/s say I like volleyball (and tennis)
Which do you like more?
Practice the pattern reviewing vocabulary (food, animals, ..)
Activity 1. Introduce new words (Teacher cards 158-165)
T holds up some new adjective and play CD to introduce to Ss.
T says the words again and asks Ss to repeat. T uses gestures to demonstrate the contractdition between two words.
T continues with all the other cards.
Then Ss listen to the new words in the CD 3 track 28 and repeat.
Development
Activity 1.Present the Yes – No patterns:
Write the word NOW and (6) YEARS OLD on the board. Have a boy or a girl come to the front of the class. Give each an adjective card and have them stand under Now heading.
T asks one volunteer to come to the board and gives him/her 1 TC (158) Then T makes sentence “He was small. Now he is big”. Present them including gestures.
Point and model the pattern. Have ss repeat.
Do the same with past heading.
Activity 2Slap game
With NOW and (6) YEARS OLD heading. Put TCs 158-165 on the board, half in the current column, and half in the past column. Call out the word. The first who slaps asks the question (IS he fast? Was he fast) to his
Activity 3.Group work
Ss open their books page 67 and practice the sentences in groups of 3 or 4 then check it with the CD3 track 31, 32
Consolidation
Listen and Point to the Picture (do with CD3 track 29,30).
Ss listen, point to picture and practice the pattern in the book.
Game: Big or Small?
Call out the adjectives one by one. Have ss do the gestures as quick as they can. Who does wrong, sits down, and lose the round.
STORY TIME
SEMESTER 2 – WEEK 11– STATION WORK
OBJECTIVES:By the end of this lesson, Ss would be able to achieve their own target:
1/ Those who need to improve: key vocabulary (sports, description adjectives) and basic structure(difference of “present” VS “past”)
2/ Those who are quite good: key and additional vocabulary, basic structure (difference of is VS was, was VS were…)
3/ Those who are good: master usages of both vocabulary and basic grammatical points, be able to spot the mistakes…
Key language / Resources and Teaching aids / Key Activities for Lesson
Review Let’s start & Let’s learn. / - CD player
- CD 3 Track 28-33
- Teacher cards and student cards of new vocabulary (158-171)
- Hand-made cards / Class work:
Quick drill for key and additional vocabulary. Use Teacher card to cue Ss says the word. Then increase the speed when changing the card.
Repetition drill for structures.
Group work
- Be sure to get all students already prepared in their group.
- Don’t tell them that their group is for those who need to improve...
- When Ss are clear of what they would do, then carry out.
- Don’t forget to tell them tick their feeling feedback form at the end of the class.
Draws 2 ladders on the board, with 8 steps on each.
Divides the Ss into 2 teams (A & B).
Gives them a category (adjective comparatives).
Asks Ss to write 1 word on each step of their ladder connected to the
category ( bigger, smaller, lighter ... ) the first to finish writing and making one sentence correctly gets 1 point for their team.
Then the person who wrote the first word go to the end of the line and
other members continue the race.
The first team to complete their ladder wins the game.
Station 2 Scrambled Sentences (weak students)
Base on structure of let’s learn, and cut the story into separate sentences, or write on separate cards.
Divide the class into pairs or small groups and give each group one set of sentences, and let them to put into correct order.
He was weak, but now he is strong.
Station 3Cube game (review Verb tense with he/she) (weak + fair + strong students)
Make six-side cubes and put a SC with activities on each side. Ss in groups take turns throwing the cube and making sentences with the picture on the cube (or they can ask and answer Yes/No pattern). Set a limit time.
Station 4Give away card:(fair + strong students)
Every students would have 4 cards, (might be wrong or right structure on it)
Ex; He were weak (wrong)
He is strong now. (right)
Ss ask around randomly,
S1 asks S2, if S2 knows that sentence structure is correct, he/she has to repeat the correct sentence.
If S2 knows that it is wrong, then S2 say No.
S1 must ask another Ss.
In case S2gives wrong answer, or doesn’t know which is right or wrong. S2 take that card.
The game goes on. The more card one has, the less chance he or she is able to win.
Station 6 Making a mini book: (strong students)
Cut pages out of white or colored paper.
Supply some common expressions and help them with ideas of their ideal weekend.
Have students work in pairs or individual.Write a sentence describing one thing in the picture. When finishing all the pages, staple them into the cover, decorate the cover. Finally, hang them around the room for the reference
Scan their works and have a “show and tell” talk for next class or exhibit them on “works of our heart” corner.
STORY TIME
SEMESTER 1 – WEEK 12 - LET’S LEARN MORE
OBJECTIVES:By the end of this lesson, Ss would be able to:
-Compare two athletics in terms of physical characteristics.
-Skill focus: speaking.
Key language / Resources and Teaching aids / Key Activities for Lesson
INTERGRATED SKILLS:
Listening – Speaking – Writing - Reading
KEY VOCABULARY
a swimmer, a volleyball player, a runner, a gymnast, a football player
smaller/ bigger, lighter/ heavier, weaker/ stronger
REVIEW VOCABULARY
small, big, light, heavy, weak, strong, slow, fast
SENTENCE PATTERN
The swimmer is bigger than the gymnast.
The gymnast is smaller than the swimmer. / - Let’s go 3 – page 68
- Workbook – page 68
- Teacher and Student Cards 158-171
- Actual items
- CD
- Puppets / Introduction
Game: Do as I say (review some opposite adjectives)
Have Ss listen to the teacher and mime the actions but don’t look at the teacher’s gesture. For example, T says “tall” but he mime “short”.
Development
Activity 1: Introduce new words
Use Teacher Cards 166-171 to introduce new words (a swimmer, a volleyball player, a runner, a gymnast, a football player)
Show TC and give students a little bit time to identify which is which.
Have some repeat individually with the CD3 track 34. Then say and have students to repeat several times in class and
Activity 2: Slap game:
Let ss play the game to memorize all the new words.
Activity 3: Present new structures
Ask 2 boy in different look come in front.
Give the TC 166 to a big-sized boy and TC.170 to a little one.
Show TCs 166 (a swimmer), 170 (a gymnast) and say The swimmer is bigger than the gymnast.
Then asks ss about the gymnast and check their answer: The gymnast is smaller than the swimmer.
Have ss listen and repeat the new pattern.
Activity 4: Substitution Drill
Have students substitute the cards and do the drill.
Pair work:
Have students work in pairs, practicing the pattern using Student book page 68. Set time limit.
Have students listen to CD 3 Track 35 and track 36 and point to the picture and check. Notice the pronunciation.
Consolidation
That’s not right:
Put Ss into 4 groups, supplied one thing can make different sound.
Say one sentence containing one mistake.
Ss listen and spot the mistake.
Work in pairs
Ss work in pairs. Each pair places a group of SCs in a pile on the desk. Ss take turns turning over the card and making a true statement using these words.
For example, the card (bigger/smaller)
The swimmer is bigger than the gymnast.
The gymnast is smaller than the swimmer.
STORY TIME
SEMESTER 1 – WEEK 12 – LET’S READ – LET’S BUILD
OBJECTIVES:By the end of this lesson, Ss would be able to :
-Practice comparatives with vocabulary from previous lessons.
-Reading comprehension.
Topic – Key language / Resources and Teaching aids / Key Activities for Lesson
INTERGRATED SKILLS:
Listening – Speaking – Writing - Reading
KEY VOCABULARY
lizard
ADDITIONAL VOCABULARY
Animals, bookshelf / - Let’s go 3 – page 70,71
- Workbook – page 70,71
- Teacher and Student Cards 158-165
- CD
- toys (a car, a truck, a giraffe, a monkey, a flower, a tree, a tiger, a cat) / Introduction
Toss a ball:
Put some pairs of toys around the classroom (a car- a truck, a giraffe- a monkey, a flower- a tree, a tiger- a cat).
Ss listen to music and toss a ball. When the music stops, who keeps the ball will choose one toy pair and make sentence “The flower is younger than the tree.”
The game continues with some items on the book. When the music stops, ss listen to the Questions in CD3 track 41 and answer.
Development
Introduce the sentence pattern
T points to one toy pair in the room (a car- a truck) and asks “Which one is bigger, the car or the truck?” and prompt ss to answer “The truck is bigger than the car.”
ss repeat and continue practice making questions and answers with the rest toy pairs.
Look and talk
Ss in pairs look at page 70 ask and answer the new pattern from number 1 to 6.
Before you read
Teach the word “someday, ski jumper, Winter Olympics”
Have students look at the book and ask them some question related to themselves
Do you like skiing?
What do you like?
Were you weak/slow/ small?
Play the CD
Ask Ss to check their understanding
Pair work
Take turn reading the passage and answering the questions.
Consolidation
Find the answer:
Use blue tag to attach the questions about the story around the class walls.
Have Ss sit in groups with one runner.
Runner will run to the wall, read the question, and run back to his group and read.
The rest would listen and answer
Music and memory Game:
Listen to music, pass a ball. When the music stopped, the student with the ball has to say the information from the passage.
Ss don’t need to say in the order of the passage, but they can’t repeat their friends’ sentences.
Workbook
STORY TIME
SEMESTER 2 – WEEK 12– STATION WORK
OBJECTIVES:By the end of this lesson, Ss would be able to achieve their own target:
1/ Those who need to improve: key vocabulary (sports, description adjectives) and basic structure(comparative form)
2/ Those who are quite good: key and additional vocabulary, basic structure to write a short story based on the original story in their S book.
3/ Those who are good: master usages of both vocabulary and basic grammatical points, invent new story with support from T.
Key language / Resources and Teaching aids / Key Activities for Lesson
Review / - Teacher and Student Cards 158-165
- CD
- toys (a car, a truck, a giraffe, a monkey, a flower, a tree, a tiger, a cat)
- Actual items / Class work:
Quick drill for key and additional vocabulary. Use Teacher card to cue Ss says the word. Then increase the speed when you change the card.
Repetition drill for structures.
Group work
- Be sure to get all students already prepared in their group.
- Don’t tell them that their group is for those who need to improve...
- When Ss are clear of what they would do, then you carry out.
- Don’t forget to tell them tick their feeling feedback form at the end of the class.
Mouth a sound silently and ss guess the sound from the shape of your mouth. Then have some volunteers come forward and do in their groups.
Station 2: Say the opposite (weak + fair students)
(review comparative adjectives and sentence pattern)
Divide the group into pairs. The caller says one comparative adjective- bigger- (T models first)
Those who compete to make the sentences using the opposite word but keeping the same meaning.
Station 3: Whistling dictation: (fair + strong students)
Prepare a short dictation which content can be verified from familiar (for lower level) to modified with some details. Read the story, omit some target words and replace by a whistle. The Ss first write the sentences without the words and then work in pairs or groups read the sentences and guess the missing words.
Ss can continue preparing similar dictations for other groups.
For those who are more advanced. T can verify the content with new adjectives that can be formed comparative.
Write a letter to Jim:(strong students)
This can be done by individual, pairs …depending on the level. Begin by having students brainstorm the language they need to talk about the favorite sport and what they hope to do in the future.
Then have Ss write letter to Jim.
For low level, Ss can write based on the original story in the S book.
STORY TIME
SEMESTER 1 – WEEK 13
Key language / Resources and Teaching aids / Key Activities for Lesson
Review Unit 8 / Teacher prepares the teacher cards and student cards.
Skill book: (p.64,65), (p.66,67)
Track 71-75
Tests and quizzes:
Quiz 8.2 (p.37)
Quiz 8.3 (p.38)
Quiz 8.4 (p.39)
Phonic book :Other Blends
(unit 13) / Game 1:Look fast, say quickly (review comparative adjectives, using TCs of adjectives 158-165)
Have ss take a quick look at one TC (tall). Then ask them to raise the Q “was he short?” Who can make the correct Q gets 1 point.
Game 2:Say the opposite (review comparative adjectives and sentence pattern)
Divide the class into teams. The caller says one comparative adjective- bigger- (T models first)
Teams compete to make the sentences using the opposite word but keeping the same meaning.
The swimmer is bigger than the gymnast.
The gymnast is smaller than the swimmer.
Game 3: Good news reporter:
Each student has a piece of information paper (T can make different piece of information). Ss walk around the class to interview friends and fill in the blanks.
Each Student has to make their own Q and report the result of the interview to the class.
Who is stronger, the volleyball player and the swimmer?
Which one is bigger, the car or the truck?
…..
How many / Stronger / weaker
5 / Volleyball player / swimmer
S: Five people think the volleyball player is stronger than the swimmer.
Game 4:Board game
Have ss play the board game in the Teacher book page 192.
Game 6: CD room
T lets Students play in the multi_room.
Unit 81