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School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
____________________
____________________
Unit 20: AT THE ZOO
Lesson 1 – Period 1
I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
-
understand and correctly repeat the sentences in two communicative contexts
(pictures) to ask and answer questions about what animals someone can see at the
zoo
-
correctly use What can you see? – I can see ______. to ask and answer questions
about what animals someone can see at the zoo
-
enhance the correct use of What can you see? – I can see ______. to ask and answer
questions about what animals someone can see at the zoo.
Core
competencies
teamwork, motivation, problem-solving, integrity, communication
General
competencies
Listening: look, listen and repeat
Critical thinking: listen, point and say
Oral communication: let’s talk
Attributes:
Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
Sociability: talk to each other, share their knowledge about animals at the zoo to
others
II.
RESOURCES AND MATERIALS:
-
Student’s book Page 64
-
Audio Tracks 94, 95
-
Teacher’s guide Pages 242
-
Website hoclieu.vn
-
Flashcards/pictures and posters (Unit 20)
-
Computer, projector…
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun
corner and wrap-up
Procedure
Teacher’s activities
Interaction
Note
Warm-up and review: 5 minutes
Greet the class.
Option 1:
Sing
a
YouTube
song
about
animals
at
the
zoo.
Link: https://www.youtube.com/watch?v=OwRmivbNgQk
Option 2: Ask pupils if they have ever been to the zoo and what
animals they saw. (Pupils can show their pictures at the zoo if
they want).
Whole class
Individual
work
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal:
To understand and correctly repeat the sentences in two communicative
contexts (pictures) to ask and answer questions about what animals someone
can see at the zoo
b. Input:
– Context a: Bill calls and asks Mai: Where are you, Mai? Mai answers: I’m at
the zoo.
– Context b: Bill continues asking Mai: What can you see? Mai answers: I can
see a tiger.
c. Outcome:
Pupils can understand and correctly repeat What can you see? – I can see
______. to ask and answer questions about what animals someone can see at
the zoo.
d. Procedure:
Step 1: Have pupils look at Context a. Ask them some questions
such as Who are they? Where are they? What is Mai doing?.
Explain the meaning of the question and the answer. Check
comprehension.
Step 2: Play the recording all the way through for pupils to
listen.
Then
let
pupils
listen
and
do
choral
and
individual
repetition, sentence by sentence.
Step 3: Repeat Step 1 and 2 for Context b. Draw their attention
to the question What can you see? and the answer I can see a
tiger. Explain that they are used to ask and answer questions
about
what
animals
someone
can
see
at
the
zoo.
Check
comprehension.
Step 4: Invite a few pairs to listen to the recording, to point at
the characters and say the language in front of the class.
Whole class
Individual
work
Whole class/
Individual
work
Pair work
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal:
To correctly use What can you see? – I can see ______. to ask and answer
questions about what animals someone can see at the zoo
b. Input:
– Picture cues:
a. a tiger b. a horse c. a monkey d. a peacock
– Speech bubbles: What can you see? – I can see ______.
– Audio script:
a. a tiger b. a horse c. a monkey d. a peacock
A: What can you see?
B: I can see a tiger.
c. Outcome:
Pupils can correctly use What can you see? – I can see ______. to ask and
answer questions about what animals someone can see at the zoo.
d. Procedure:
Step 1: Have pupils look at Pictures a, b, c and d and elicit the
names of the animals. Have the class listen to the recording and
repeat the words a few times in chorus and individually.
Step 2: Model by getting pupils to point at the question in the
first bubble “What can you see?” to listen to the recording and
repeat a few times. Then let them point at Picture a, elicit the
pupils to say the missing words (e.g. a tiger). After that, get
them to point at the answer in the second bubble, listen to the
recording and repeat I can see a tiger. Go around and offer help
or correct pupils’ pronunciation, where necessary.
Step 3: Repeat Step 2 for Pictures b, c, d by letting one pupil ask
the question and the other answer about what an animal he /
she can see at the zoo. Go around the classroom and offer help
where necessary.
Step 4: Invite a few pairs to point at the pictures and ask and
answer questions about animals in front of the class.
Mini game: Listen and choose
Teacher asks pupils to listen carefully, then choose the correct
answer. Write it on their mini board.
Whole class
Individual
work
Individual
work
Pair work
Whole class/
Individual
work
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal:
To enhance the correct use of What can you see? – I can see______ . to ask and
answer questions about what animals someone can see at the zoo
b. Input:
– Picture cue: Some animals at the zoo: a tiger, a horse, a peacock, a monkey
– Speech bubbles: What can you see at the zoo? – _______.
c. Outcome:
Pupils can enhance the correct use of What can you see? – ______. to ask and
answer questions about what animals someone can see at the zoo.
d. Procedure:
Step 1: Have pupils look at the picture and elicit them to say the
names of the animals. Check comprehension. Encourage pupils
to point at each animal and say what they can see (e.g. I can see
a tiger.)
Whole class/
Individual
work
Step 2: Model by getting pupils to listen to and repeat the
question in the first bubble What can you see? Then ask them
to point at one animal (e.g. a peacock) and answer I can see a
peacock. Correct the pronunciation if necessary.
Step 3: Give the pupils time to practise asking and answering
the questions in pairs. Go around the classroom and offer help
where necessary.
Step 4: Invite a few pairs to practise asking and answering the
questions in front of the class.
Individual
work
Group work
Pair work
Fun corner and wrap-up: 5 minutes
Option 1: Game: Simon says
- Teacher starts a sentence with “Simon says”. Pupils must
follow the leader and do the action.
- If the sentence does not start with “Simon says’, pupils do
nothing.
Simons says swim like a fish.
Simons says jump like a monkey.
Simon says run like a horse.
Touch your ears like a rabbit!
Did you touch your ears?
I didn’t say Simon says.
Simons says roar like a tiger.
Dance like a peacock.
Did you dance?
I didn’t say Simon says.
Option 2: Animal sounds
Ask pupils to listen to the sound carefully, then guess the
animal’s name.
Teacher: What do you hear?
Pupils: It’s a ______.
Whole class
Whole class
BOARD PRESENTATION
......., ................. 2022
Unit 20: AT THE ZOO
Lesson 1 – Period 1
1. Words:
a tiger a horse a monkey a peacock
2. Model sentences:
What can you see at the zoo?
I can see ______.
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
____________________
____________________
Unit 20: AT THE ZOO
Lesson 1 – Period 2
I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
-
listen to and understand four communicative contexts in which pupils ask and answer
questions about what animals they can see at the zoo and number the correct
pictures.
-
complete the four gapped exchanges with the help of the picture cues.
-
revise the target vocabulary items through the Miming game.
Core
competencies
Decision making, teamwork, motivation, adaptability, problem-solving, integrity, and
initiative.
General
competencies
Self-control & independent learning: perform listening and writing tasks
Listening: listen and respond by writing correct numbers
Communication and collaboration: work in pairs or groups
Attributes
Kindness: help partners to complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II.
RESOURCES AND MATERIALS:
-
Student’s book Page 65
-
Audio Tracks 96
-
Teacher’s guide Pages 244
-
Website hoclieu.vn
-
Flashcards/pictures and posters (Unit 20)
-
Computer, projector…
III. PROCEDURE
Warm-up and review – Listen and number – Look, complete and read – Let’s play –
Fun corner and wrap-up
Procedure
Teacher’s activities
Interaction
Note
Warm-up and review: 5 minutes
Greet the class.
Option 1: Spend a few minutes revising the previous lesson by
Pair work
inviting a few pairs of pupils to the front of the class to ask and
answer questions about what animals they can see at the zoo,
using the picture in Activity 3, Lesson 1.
Option 2: Animal dance
- Ask pupils to watch videos and listen to the song.
- Then act out/ dance/ move (freestyle) like an animal to music.
Option 3:
Game:
Choose the correct word.
- Ask pupils to look at the picture, then choose the correct name
of the animals.
- Write the answer on their mini board.
Group work
Individual
work/ Group
work
PRACTICE
Activity 1. Listen and number. 8 minutes
a. Goal:
To listen to and understand four communicative contexts in which pupils ask and
answer questions about what animals they can see at the zoo and number the
correct pictures
b. Input:
– Picture cues:
a. a horse b. a tiger c. peacock d. a monkey
Audio script:
1. A: What can you see?
B: I can see a monkey.
2. A: What can you see?
B: I can see a horse.
3. A: What can you see?
B: I can see a tiger.
4. A: What can you see?
B: I can see a peacock.
c. Outcome:
Pupils can listen to and understand four communicative contexts in which pupils
ask and answer questions about what animals they can see at the zoo.
Key: 1. d 2. a 3. b 4. c
d. Procedure:
Step 1: Have pupils look at each picture in Activity 4 and ask them
What can you see? and let them give the answers (e.g. Picture a: I
can see a horse.). Check comprehension.
Step 2: Play the recording all the way through so that pupils can
get familiar with the characters’ voices. Then play the recording
(once or twice, if necessary) for them to listen to and number the
pictures.
Step 3: Let them swap and check the answers before checking as
a class. Correct the answers, if necessary.
Extension:
If
time
allows,
play
the
recording,
sentence
by
sentence, for the class to listen and repeat individually and in
chorus. Correct pronunciation where necessary.
Extra activity: Listen and write.
Whole class
Whole class
Pair work/
Whole class
Individual
work
Whole class
Ask pupils to listen carefully and write the correct names of
animals on their mini board/notebook. This can be played in
groups.
PRACTICE
Activity 2. Look, complete and read. 9 minutes
a. Goal:
To complete the four gapped exchanges with the help of the picture cues.
b. Input:
Four picture cues and four incomplete exchanges to complete.
c. Outcome:
Pupils can complete and read aloud four exchanges correctly with the help of
the picture cues.
Key:
1. peacock
2. a horse
3. see; a monkey
4. can you see; a tiger
d. Procedure:
Step 1: Tell the class the goal of this activity. Have pupils read each
exchange and guess the missing word(s) that can be used to fill in
the gap(s). Then have them look at the picture and elicit the name
of the animal in Pictures 1 and 2 and the verb or verb phrase in
the question and the name of the animal in the answer in Pictures
3 and 4. You may model the gapped Exchange 1 as an example.
Check comprehension.
Step 2: Give pupils time to read the gapped exchanges, look at the
pictures, and fill in the gaps independently. Go around and give
further support to those pupils who find it difficult to do the task.
Step 3: Ask pupils to swap and check their answers. Correct the
answers where necessary. If there is enough time, ask pupils to
write the answers on the board before having them write the
answers in their notebooks.
Step 4: Invite a few pairs of pupils to read aloud the complete
exchanges in front of the class. The class listens and praises their
work.
Game:
What can you see?
Divide the class into 2 - 4 groups. Each group has a small board,
look at the picture then write what they can see there. There are
some letters for them to unscramble. The fastest pupils to finish
will get points for their group.
Whole class/
Individual
work
Whole class/
Individual
work
Whole class/
Pair work
Pair work
Group work
PRACTICE
Activity 3. Let’s play. 8 minutes
a. Goal:
To revise the target vocabulary items through the Miming game
b. Input:
Five cards, each with a target vocabulary item (e.g. horse, tiger, monkey, elephant,
peacock).
c. Outcome:
Pupils can play the Miming game to revise the target vocabulary items learnt in
the lesson.
d. Procedure:
Step
1:
Tell
pupils
that
they
are
going
to
revise
the
target
vocabulary items they have learnt in Lesson 1. Explain how the
game is played. Check comprehension.
Step 2: Divide pupils into groups of five and give each group a set
of cards.
Step 3: Have each player in group 1 look at the card and mime /
act out the animal on the card (e.g. peacock) in turn without
making any sounds or lip movements. The other player in the
group asks What can you see? The players in group 2 answer (e.g.
I can see a peacock.). If the second group has the correct answer,
they get a point. If the answer does not match the action, switch
the groups and let each player in group 2 mime the animal while
the first group gives the answer. The game ends when all the cards
are gone.
Whole class/
Individual
work
Group work
Individual
work/ Whole
class
Fun corner and wrap-up: 5 minutes
Option 1: Animal dice
- Divide the class into 8 groups.
- Each pupil in groups takes a turn rolling the dice.
- Then he/ she names the animal. Next he/ she will read the
sentence “I can see a...”. Lastly, he/ she moves/ makes a sound
like that animal.
(T can print the cards out and stick them into the dice.)
Option 3: Game Tic tac toe
- Divide the class into 2 groups. (Group 1 is X, Group 2 is O.)
Teacher uses flashcards to ask:
+ What can you see?
+ Pupils act out the animal on the card.
+ Make the sound of that animal.
- Pupils in each group have to listen to the question from the
teacher, then answer/do correctly.
- The first player to get 3 of the marks in a row (up, down, across,
or diagonally) is the winner.
Group work
Group work
BOARD PRESENTATION
......., ................. 2022
Unit 20: AT THE ZOO
Lesson 1 – Period 2
1. Listen and number
1. d 2. a 3. b 4. c
2. Look, complete and read
1. peacock
2. a horse
3. see; a monkey
4. can you see; a tiger
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
____________________
____________________
Unit 20: AT THE ZOO
Lesson 2 – Period 3
I. OBJECTIVES
Language:
By the end of the lesson, pupils will be able to:
-
understand and correctly repeat What is the _____ doing? It's _____. to ask and
answer questions about what a zoo animal is doing.
-
use What is the ______ doing? – It's ______. to ask and answer questions about
what a zoo animal is doing.
-
enhance the correct use of What’s the _____ doing? – It’s _____. to ask and
answer questions about what a zoo animal is doing.
Core
competencies
communication, planning and organization, stress tolerance, and initiative
General
competencies
Listening: look, listen and repeat
Critical thinking: listen, point and say
Oral communication: let’s talk
Attributes:
Communication and collaboration: work in pairs or groups
Self-confidence: ability to work as a team member and practice speaking in front of
the class
II.
RESOURCES AND MATERIAL:
-
Student’s book Page 66
-
Audio Tracks 97, 98
-
Teacher’s guide Pages 246
-
Website hoclieu.vn
-
Flashcards/pictures and posters (Unit 20)
-
Computer, projector…
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk –
Fun corner and wrap-up
Procedure
Teacher’s activities
Interaction
Note
Warm-up and review: 5 minutes
Greet the class.
Option 1: Spend a few minutes revising Unit 20, Lesson 1
by asking the class to play the Miming game.
Option 2: You may invite a few pairs of pupils to point at
the pictures in Activity 5 and act out the exchanges, using
What can you see at the zoo? – I can see _____.
Option 3: Animal quiz game
- Divide the class into 4 groups.
- Teacher asks pupils to read the sentence about the
animal's facts carefully. Then choose the correct name.
Suggestions:
1. tiger 2. horse 3. monkey
4. elephant 5. parrot 6. peacock
Whole class
Group work
Individual
work/ Group
work
EXPLORATION
Activity 1. Look, listen and repeat. 8 minutes
a. Goal:
To understand and correctly repeat What is the _____ doing? It's _____.
to ask and answer questions about what a zoo animal is doing.
b. Input:
– Context a: Bill calls and asks Mai: What can you see? Mai answers: I can
see an elephant.
– Context b: Bill continues asking Mai: What is the elephant doing?
Mai answers: It's dancing.
c. Outcome:
Pupils can understand and correctly repeat What is the _____ doing? - It's
_____. to ask and answer questions about what a zoo animal is doing.
d. Procedure:
Step 1: Have pupils look at Pictures a and b and identify
the characters in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording
for them to listen.
Step 3: Play the recording again for pupils to listen and
repeat
individually
and
in
chorus.
Correct
their
pronunciation
where
necessary.
Repeat
the
same
procedure with Picture b.
Step 4: Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the question What’s the
elephant doing? and the answer It’s dancing. Tell pupils
Whole class
Whole class
Whole class/
Individual
work
Pair work
Whole class
that they are the question and the answer about what a
zoo animal is doing.
Extension: For a more able class, let pupils read aloud the
conversation
in
the
two
contexts
after
listening
and
repeating.
Extra activity: Listen and slap (Flashcards)
- Divide the class into 2 groups: Boys and Girls.
- The teacher then asks pupils from each group to come to
the board with fly swatters.
- They then listen as the teacher calls out a word and race
to slap the correct picture or word.
Suggestion:
1. monkey 5. tiger
2. counting 6. elephant
3. parrot 7. climbing
4. dancing 8. swinging
Pair work
Individual
work/Whole
class
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 9 minutes
a. Goal:
To correctly use What is the _____ doing? – It's _____. to ask and answer
questions about what a zoo animal is doing.
b. Input:
Picture cues:
a. an elephant dancing b. a parrot counting
c. a monkey swinging d. a tiger climbing
– Speech bubbles: What is the _____ doing? – It's _____.
Audio script:
a. dancing b. counting c. swing d. climbing
A: What's the elephant doing?
B: It's dancing
c. Outcome:
Pupils can correctly use What is the ______ doing? – It's ______. to ask and
answer questions about what a zoo animal is doing.
d. Procedure:
Step 1: Have pupils point at the words under the pictures,
listen to the recording and repeat a few times until they
feel confident. Explain the meaning of the words. Check
comprehension.
Step 2: Model by getting pupils to point at Picture a and
elicit the name of the animal (e.g. elephant). Have them
look at the question in the first bubble, listen to the
recording and repeat it a few times. Then have them look
at the gapped answer It's ___. and fill the gap with the ‘ing’
form of the verb under the picture (e.g. dancing), listen to
the recording and say the complete answer a few times.
Whole class/
Individual
work
Individual
work
Step 3: Give pupils a time limit to practise asking and
answering the questions, using the ‘ing’ form of the verbs
under the pictures as cues. Go around and offer help
where necessary.
Step 4: Invite a few pairs of pupils to point at the pictures,
ask and answer questions about what an animal is doing
at the zoo in front of the class.
Extra activity: Look and match
Ask pupils to look at the pictures, then match them with
correct verbs. Write their answers in a notebook.
Individual
work
/
Group
work
Pair work
Individual
work
/
Group
work
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal
To enhance the correct use of What is the ___ doing? – ___. to ask and
answer questions about what a zoo animal is doing.
b. Input
– Picture cues: Some animals at the zoo: An elephant dancing; a monkey
swinging; a tiger climbing (a tree); Two pupils are asking and answering
questions about what a zoo animal is doing.
– Speech bubbles: What is the _______doing? – ______.
c. Outcome
Pupils can correctly use What is the ___ doing? – It's ___. to ask and answer
questions about what a zoo animal is doing
d. Procedure
Step 1: Tell the class the goal of this activity. Get them to
point at the monkey and ask What is the monkey doing?
Then have them complete the exchange by saying: It's
swinging. Ask one pair of pupils to role-play the exchange
in front of the class. Check comprehension.
Step
2:
Give
the
pupils
time
to
practise
asking
and
answering the questions in pairs or groups. Go around the
classroom and offer help or correct the pronunciation
where necessary.
Step 3: Invite a few pairs of pupils to point at each animal,
asking and answering the question in front of the class.
Whole class
Group work
/Individual
work
Pair work
Fun corner and wrap-up: 5 minutes
Option 1:
Use hoclieu.vn, have pupils do the activities to consolidate
the lesson.
Option 2: My favourite animal
- Ask pupils to draw and colour a picture about an animal
they like best.
- Then ask some pupils (3 - 4 pupils) to show and talk about
his/her drawing in front of the class.
Example: This is my drawing about monkey at the zoo /
Monkey is my favourite animal/ I like monkey best. The
monkey is swinging. It’s brown and beautiful. It likes eating
banana.
Option 3: Game: Who is faster?
- Divide class into 2 groups: A and B.
- Teacher clicks each box to open them and reveal the
letter inside.
- Pupils in each group will guess what the verb-ing is. Then
ask them to run and write the answer on the board as fast
as they can.
Whole class
Group work
Group work
BOARD PRESENTATION
......., ................. 2022
Unit 20: AT THE ZOO
Lesson 2 – Period 3
1. Look, listen and repeat.
What can you see?
I can see an elephant.
What is the elephant doing?
It's dancing.
2. Listen, point and say.
What is the ____ doing?
It’s ____
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
____________________
____________________
Unit 20: AT THE ZOO
Lesson 2 – Period 4
I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
-
listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “At the zoo”.
-
complete the four gapped exchanges with the help of the picture cues
-
sing the song At the zoo with the correct pronunciation, melody and intonation.
Core
competencies
Decision making, teamwork, reliability, motivation, adaptability, problem-solving,
integrity, communication, planning and organization
General
competencies
Self-control & independent learning: perform listening tasks
Written Communication: complete the sentence
Communication and collaboration: work in pairs or groups
Attributes:
Diligence: complete learning tasks
Leadership: collaborate with teachers to enhance language skills
II.
RESOURCES AND MATERIAL:
-
Student’s book Page 67
-
Audio Tracks 99, 100
-
Teacher’s guide Pages 248
-
Website hoclieu.vn
-
Flashcards/pictures and posters (Unit 20)
-
Computer, projector…
III. PROCEDURE
Warm-up and review – Listen and tick – Look, complete and read – Let’s sing – Fun
corner and wrap-up
Procedure
Teacher’s activities
Interaction
Note
Warm-up and review: 5 minutes
Greet the class.
Option 1: Spend a few minutes revising the previous lesson by
letting a few pairs of pupils ask and answer questions about
what a zoo animal is doing in the picture in Activity 3.
Option 2: Pass the animal.
- Pupils pass the stuffed animal (or a picture) around the class
while the music is playing.
- When the music stops, the student with the animal/ picture
must answer the questions from the teacher.
Teacher: What can you see?
Pupil: I can see a ...
Teacher: What is the ... doing?
Pupil: The ... is ...
Teacher: Make a monkey dance!/ Let’s roar like a tiger/...
Option 3: Game: Guess me!
- Divide the class into 4 groups.
- Pupils try to identify different body parts of an animal (colour/
body/ legs...), then guess which animal it is.
- Then the teacher shows the last picture, asks the winning
group: What is the ... doing?
Whole class/
pair work
Whole class/
Individual
work
Individual
work/ Group
work
PRACTICE
Activity 1. Listen and tick. 8 minutes
a. Goal:
To listen to and understand two communicative contexts in which pupils ask
and answer questions about what animals they can see at the zoo and each of
them is doing and tick the correct pictures
b. Input:
Picture cues:
1a. a monkey swinging on a branch 1b. a monkey climbing a tree.
2a. an elephant dancing 2b. an elephant walking.
Audio script:
1. Bill: What can you see?
Mai: I can see a monkey.
Bill: What’s the monkey doing?
Mai: It’s climbing the tree.
2. Bill: What can you see?
Mai: I can see an elephant.
Bill: What’s the elephant doing?
Mai: It’s dancing.
c. Outcome:
Pupils can listen to and understand two communicative contexts in which pupils
ask and answer questions about what an animal they can see at the zoo and
what it is doing.
Key: 1. a 2. a
d. Procedure:
Step 1: Have pupils look at the pair of picture cues 1. Ask them
some questions such as What can you see? What is it doing?
Draw pupils’ attention to the similarity (e.g. a monkey) and the
difference between two pictures (e.g. the monkey is swinging in
Picture a, the monkey is climbing the tree in Picture b). Check
comprehension.
Step 2: Play the recording of the first text (once or twice if
needed) for pupils to listen to and tick the correct pictures.
Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. Draw
pupils' attention to the similarity and difference between two
pictures. Check comprehension.
Step 4: Let pupils swap and check the answers before checking
as a class.
Extension:
If
time
allows,
play
the
recording
sentence
by
sentence for the class to listen to and repeat the dialogues in
chorus. Correct pronunciation if necessary.
Whole class
Whole class/
Individual
work
Whole class/
Individual
work
Pair work
Individual
work
PRACTICE
Activity 2. Look, complete and read. 9 minutes
a. Goal:
To complete the four gapped exchanges with the help of the picture cues
b. Input:
Four picture cues and four incomplete exchanges to complete
c. Outcome:
Pupils can complete the four gapped exchanges with the help of the picture
cues.
Key: 1. counting 2. the tiger; climbing (the tree)
3. the monkey; swinging 4. the elephant; It's dancing
d. Procedure:
Step 1: Model by getting pupils to do the gapped exchange 1.
Have them look at the picture. Ask them some questions such
as
What
can
you
see?
and
What's
it
doing?
Draw
pupils’
attention to the gap in the answer and say what they should
write (e.g. counting). Check comprehension.
Step 2: Give pupils a time limit to read the gapped exchanges 2,
3 and 4, look at the pictures and fill in the gaps independently.
Step 3: Ask pupils to swap and check the answers. Correct the
answers if necessary.
Step 4: Invite four pairs of pupils to read aloud the complete
exchanges in front of the class.
Game: What can you see?
- Ask 6 pupils to wear an animal hat in front of the class (they
don’t know what the animal is).
- Then each pupil takes a turn asking their friends: What can you
see?
- The whole class can use gestures or act out (without saying a
word) for him/her to guess the name of the animal: It’s a....
- Next, they can ask: What is the ... doing?
Whole class/
Individual
work
Individual
work
Pair work
Whole class
- The whole class will do an action (climb tree/ dance/ swing/
count): The ... is ... -ing.
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal:
To sing the song At the zoo with the correct pronunciation, melody and
intonation
b. Input:
The lyrics and the recording of the song At the zoo
c. Outcome:
Pupils can sing the song with the correct pronunciation, melody and intonation.
d. Procedure:
Step 1: Have pupils read the first verse of the lyrics. Explain that
the first question and answer focuses on what the pupils can see
at the zoo. The second deals with what the monkey is doing.
Check comprehension.
Step 2: Have pupils listen to the first verse, drawing their
attention to the pronunciation, the rhythm and the melody of
the song. Then let them listen to and practise singing it, line by
line
first,
and
clap
hands
or
do
actions
until
they
sing
confidently.
Step 3: Repeat Steps 1 and 2 with the second verse. Go around
and check pronunciation, the rhythm and the melody if needed.
Step 4: Ask pupils to sing the whole song, clapping hands or
doing actions.
Step 5: Invite two groups to the front of the class to sing the
song. The class may sing along and clap or do
actions to
reinforce the activity.
Extra activity: Teacher plays the song and sings the questions
parts. Pupils will sing the answers. Later, divide the class into 2
teams and let them sing: one asks and the other answers.
Whole class/
Individual
work
Individual
work
Individual
work
Whole class
Group work
Whole class
Fun corner and wrap-up: 5 minutes
Option 1: Animal in the basket
- Teacher prepares flashcards, four different coloured balls and
four baskets beforehand.
- Divide the class into 4 groups. Each pupil will look at the
flashcard, and listen to the question from the teacher.
Suggestion:
+ What is the ...doing? It’s ...
+ What can you see at the zoo?
+ What is your favorite animal at the zoo?
+ How many animals can you see?
+ Can you say 2/3/4/... names of animals?
Group work
- If he/she answers correctly then he/she can take a shot at the
basket. If the pupil gets the ball in the basket, he/she wins 2
points. If the pupil misses the basket, he/she wins 1 point. The
person who gets the most points for their group is the winner.
Option 2: Find the differences between two pictures.
- Ask pupils to work in groups of 4-6.
- Ask them to look at the pictures, talk to their classmates and
find the differences between 2 pictures. Set the time to work (2-
3 minutes).
- Ask some pairs to share answers with the whole-class.
Group work
BOARD PRESENTATION
......., ................. 2022
Unit 20: AT THE ZOO
Lesson 2 – Period 4
1. Listen and tick
1. a 2. a
2. Look, complete and read
1. counting
2. the tiger; climbing (the tree)
3. the monkey; swinging
4. the elephant; It's dancing.
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
____________________
____________________
Unit 20: AT THE ZOO
Lesson 3 – Period 5
I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
-
correctly repeat the sounds of the letter a in isolation, in the words parrot and
dancing and in the sentences I can see a parrot. and The peacock is dancing.
-
identify the target words parrot and dancing while listening.
-
say the chant with the correct rhythm and pronunciation.
Core
competencies
Problem-solving, decision making, teamwork, reliability, motivation, and adaptability
General
competencies
Critical Thinking: listen and circle/ listen and repeat.
Oral Communication: let’s chant.
Attributes:
Diligence: complete learning tasks
Self-confidence: ability to work as a team member and practice speaking in front of the
class
II.
RESOURCES AND MATERIAL:
-
Student’s book Page 68
-
Audio Tracks 101, 102, 103
-
Teacher’s guide Pages 250
-
Website hoclieu.vn
-
Flashcards/pictures and posters (Unit 20)
-
Computer, projector…
III. PROCEDURE
Warm-up and review – Look and repeat – Listen and circle – Let’s chant – Fun corner
and wrap-up
Procedure
Teaching and learning activities
Interaction
Note
Warm-up and review: 5 minutes
Greet the class.
Option 1: Invite one or two groups of pupils to the front of
the class and sing the song At the zoo. The class may sing
along and do actions or clap.
Option 2: Ask pupils to find a few photos of animals they
can see at home or at the zoo so that they can show to the
class at Act 6, Lesson 3 and tell the class what animal they
can see.
Option 3: Game: Spell my name!
- Divide the class into 8 small groups. They will work and
write their answers on the group's board.
- Teacher asks pupils to look at the picture, guess the
animal.
Then
take
letters
from
the
box
to
make
a
meaningful word.
Whole class/
Group work
Individual
work
Group work
PRACTICE
Activity 1. Listen and repeat. 8 minutes
a. Goal:
To correctly repeat the sounds of the letter a in isolation, in the words
parrot and dancing; and in the sentences I can see a parrot and The peacock
is dancing
b. Input:
The letter a, the word parrot, and the sentence I can see a parrot.
The letter a, the word dancing, and the sentence The peacock is dancing.
c. Outcome:
Pupils can correctly pronounce the sounds of the letter a in isolation, in the
words parrot and dancing, and in the sentences I can see a parrot. and The
peacocks are dancing.
d. Procedure:
Step 1: Have pupils point at the letter a, the word parrot
and the sentence I can see a parrot. Play the recording for
them to listen to and repeat in chorus and individually.
Invite a few pupils to listen to and repeat the sound, the
word and the sentence in front of the class.
Step 2: Repeat the same procedure with the second line. Go
around
the
class
and
correct
the
pronunciation
where
necessary.
Explain
that
the
letter
a
is
pronounced
differently in isolation as well as in the words parrot and
dancing.
Step 3: Let pupils work in pairs or groups, pronouncing the
sounds, saying the words and reading the sentences until
they feel confident.
Step 4: Ask a few pupils to say two lines in front of the class.
Game: Choose the correct egg!
Whole class
Whole class/
Individual
work
Pair work/
group work
Individual
work
Whole class/
group work
Divide the class into 4 groups. Play the recording for the
pupils to listen and read the words on the eggs. Ask pupils
to write on the small boards then show it to the teacher.
Those who write correctly will get points for the groups.
Then
ask
the
pupils
to
look
at
the
pictures
and
say
appropriate sentences.
PRACTICE
Activity 2. Listen and circle. 9 minutes
a. Goal:
To identify the target words parrot and dancing while listening
b. Input:
Two gapped sentences with three answer options.
Audio script:
1. I can see a parrot. 2. The monkey is dancing.
c. Outcome:
Pupils can listen to two sentences and circle the correct options
Key: 1. c 2. a
d. Procedure:
Step 1: Tell the pupils the goal of the activity. Explain that
they have to listen to the recording and circle the correct
options. Check comprehension.
Step 2: Get pupils to read the sentences and guess which
option can be chosen to fill in the gaps. Then ask them to
read the sentences and the words aloud.
Step 3: Play the recording, once or twice, for pupils to listen
and circle the correct options.
Step 4: Let pupils swap and check the answers in pairs or
groups before checking as a class.
Step 5: Invite a few pupils to read aloud the complete
sentences in front of the class. Remind them to stress the
target language.
Extra activity: Listen and choose.
Let the pupils listen to the recording, then choose the
correct answer (A or B).
Whole class
Whole class
Whole class
Pair work
Individual
work
Whole class
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal
To say the chant with the correct rhythm and pronunciation
b. Input
The lyrics and recording of the chant.
c. Outcome
Pupils can sing the chant with the correct rhythm and pronunciation.
d. Procedure
Step 1: Have pupils read the first verse of the chant and
elicit its meaning. Draw pupils’ attention to the sound of the
letter a in the word parrot in the first, second and third lines.
Check
comprehension.
Step 2: Play the recording for pupils to listen and repeat the
first verse, line by line. Show them how to chant and clap.
Whole class/
Individual
work
Group work
Step 3: Play the recording of the whole verse again, more
than once if necessary, for pupils to do choral and individual
repetition. Then invite one or two groups of pupils to listen
to and repeat the verse in front of the class.
Step 4: Repeat the same procedure with the second verse
of the chant. Draw pupils’ attention to the sound of the
letter a in the word dancing in the second and fourth lines.
Step 5: Put the class into two groups to practise chanting
and clapping. Each of the groups should sing one verse of
the chant. Invite a few groups to the front of the class to
chant and clap. The rest of the class may clap along.
Individual
work
Individual
work/ Whole
class
Group work
Fun corner and wrap-up: 5 minutes
Option 1:
Make popsicle stick animal puppets.
- Teacher prepares popsicle sticks and papers for the whole
class.
- Pupils can draw and colour the animals. Then cut them
out.
- Finally, glue the animal's face to the popsicle stick.
Option 3: Game: Let’s go home!
- Divide the class into 6 groups, in each group, choose one
pupil to wear the animal hat. Other pupils will stand in a
circle. This circle is called “Home”.
- Each round, each “Home” will be assigned with a random
number of points (10 - 60).
- Then each group will try to lure their animal friends to their
“home”. While the music is playing, 6 pupils will run and
choose a “home”. When the music stops, the group with the
most animals will receive the assigned points.
- Lastly, any group that don't have their animal in the circle
must read 2 sentences:
We can see a ...
The ... is ...
Individual
work/ Whole
class
Group work
BOARD PRESENTATION
......., ................. 2022
Unit 20: AT THE ZOO
Lesson 3 – Period 5
1. Listen and repeat
a parrot I can see a parrot.
a dancing The peacock is dancing.
2. Listen and circle
1. I can see a parrot.
2. The monkey is dancing.
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
____________________
____________________
Unit 20: AT THE ZOO
Lesson 3 – Period 6
I. OBJECTIVES
Language
By the end of the lesson, pupils will be able to:
-
use the target language in real context by reading and writing a gapped text about
what pupils can see at the zoo.
-
use
the
target
language
in
real
context
by
completing
a
gapped
text
about
themselves
-
use the target language items they have learnt in a real context by showing the class
some photos of animals and saying what animals they can see at home or at the zoo.
Core
competencies
Teamwork, reliability, motivation, and adaptability.
General
competencies
Listening: listen to the teacher and classmates in communicating
Critical thinking: complete a task in reading a text
Oral communication: presenting a project
Communication and collaboration: work in pairs or groups
Attributes:
Self-confidence: ability to work as a team member and practice speaking in front of the
class
Diligence: complete learning tasks
II.
RESOURCES AND MATERIAL:
-
Student’s book Page 69
-
Teacher’s guide Pages 251
-
Website hoclieu.vn
-
Flashcards/pictures and posters (Unit 20)
-
Computer, projector…
III. PROCEDURE
Warm-up and review – Read and tick True or False – Let’s write - Project – Fun corner
and wrap-up
Procedure
Teacher’s activities
Interaction
Note
Warm-up and review: 5 minutes
Greet the class.
Option 1: Greet the class then invite one or two pupils to the
front of the class and sing the chant in Activity 3. The rest of the
class may chant along and clap hands.
Option 2: Game: Line True or False.
- Teacher puts a line of tape on the floor and writes one side
"True" and the other "False".
- Hold up an object or flashcard and say out loud the word/
sentence (name of animals, the actions of animals,...). If pupils
think that you have said the correct word/ sentence they jump
on to the True side, if not they jump on to the False side.
Option 3: Game Odd-One-Out
- Divide the class into 2 groups.
- Write three words on the board. Pupils in each group must
circle the odd-one-out (e.g. tiger - horse - cake/ dancing - do -
counting/...).
Whole class
Individual
work
Group work
PRACTICE
Activity 1. Read and tick. 8 minutes
a. Goal:
To read and understand the text
b. Input:
– A short text about animals at a zoo and what they are doing.
– Four sentences with True and False boxes.
c. Outcome:
Pupils can read and understand the text.
Key: 1. True 2. False 3. True 4. True
d. Procedure:
Step 1: Tell the class the goal of this activity and how to complete
the task. Tell pupils that the text is about a visit to a zoo and what
some
animals
are
doing.
Check
comprehension
and
give
feedback.
Step 2: Do Sentence 1 as an example. First, have pupils read the
sentence and identify where Linh and her mother are. Then have
them read the text and find the appropriate information to tick
in the True box or False box. Check comprehension.
Step
3:
Set
a
time
limit
for
pupils
to
do
the
activity
independently. Go around the classroom and offer help where
necessary.
Step 4: Let pupils swap and check the answers. Correct the
answers if necessary.
Extension: If time allows, select one or two pupils to read the
text in front of the class. You may ask pupils to correct the false
sentences with the information from the text.
Whole class
Whole class/
Individual
work
Individual
work
Pair work
Individual
work
Extra activity: Read and choose the correct word.
Ask pupils to read the text with some words covered. Then
choose
the
correct
words
in
the
box.
Write
them
in
their
notebook/on the mini board.
Keys:
1. zoo
2. swinging
3. climbing
4. elephant
5. peacock
Whole class
PRODUCTION
Activity 2. Let’s write . 9 minutes
a. Goal:
To use the target language in real context by completing a gapped text about
themselves
b. Input:
A short gapped text
c. Outcome:
Pupils can complete the text with their own experiences.
Key: Pupils’ own answers
d. Procedure:
Step 1: Tell the class the goal of this activity: Pupils read the
gapped text and fill in the gaps with their own experience.
Explain that the first gap should be animals, the second gap
should be what the monkey is doing, the next gap can be an
animal and the last gap can be what the pupils think about the
animals at the zoo. Check comprehension.
Step 2: Give pupils time to complete the text independently. Go
around the classroom and offer help where necessary.
Step 3: In pairs or groups, ask pupils to swap their complete text
before checking as a class. Praise them when they do the task
well.
Extension: If there is enough time, invite one or two pupils to
read their complete text in front of the class.
Extra activity: My day at the zoo.
- Ask pupils to work in groups of 4.
- Pupils will listen and answer their friend ‘s questions about their
day at the zoo (based on their own writing).
For example:
+ How many friends are there at the zoo with you?
+ How many animals are there at the zoo?
+ What animal is dancing?
+ What is the monkey doing?
+ Do you like animals at the zoo?
Whole class
Individual
work
Pair/ Group
work
Individual
work
Individual
work/
Group work
PRODUCTION
Activity 3. Project. 8 minutes
a. Goal:
To use the target language items they have learnt in a real context by showing
the class some photos of animals and saying what animals they can see at home
or at the zoo
b. Input:
Photos of animals at home or at the zoo that pupils have found as homework.
c. Outcome:
Pupils can use the target language in real context by showing some photos of
animals at home or at the zoo and telling their partners what animals they can
see at home or at the zoo.
d. Procedure:
Step 1: Tell pupils about the goal of the activity. Explain that they
are going to show some photos of animals (at home or at the
zoo) which they have found as homework and tell the class about
them.
Step 2: Have pupils work in groups. Each member shows his / her
photos and introduces them, e.g. I can see a dog at home.
I can see two monkeys at the zoo. Go around and praise pupils
when they perform well.
Step 3: Invite one or two pupils to show their photos to the class
and say what animals they can see at home or / and at the zoo.
Whole class/
Individual
work
Group work
Individual
work
Fun corner and wrap-up: 5 minutes
Option 1:
Art Gallery
- Draw enough squares on the board for 6 - 8 pupils to be able to
draw in. Have the pupils write their names above their squares.
- Teacher calls out a word and the pupils draw it (The monkey is
climbing the tree./ The tiger is dancing./...).
- The whole class will give a score for each pupil (from 5 - 10
marks). The pupil with the highest score at the end is the winner.
Option 2: Game: Welcome to the zoo!
- Divide the classroom into 6 corners. There is a zoo keeper and
a picture of an animal at each corner.
- Pupils go around the classroom. Look at the picture, talk to their
friends about that animal.
Example:
What can you see? I can see a ___.
What is the ___ doing? The ___ is ____.
Then put a tick to show that you have visited that corner.
Later, let pupils practice speaking by asking and answering in
pairs.
Individual
work
Group work
BOARD PRESENTATION
......, ................. 2022
Unit 20: AT THE ZOO
Lesson 3 – Period 6
1. Read and tick
1. True
2. False
3. True
4. True
2. Let’s write
3. Project