UNIT 19: Our pets
Lesson 1 - period 1
I.Objectives: At the end of the lesson, students will be able to make some games and activities.
- Develop listening, speaking skills. II. Language focus:
1.Vocabulary: tortoise, rabbit, goldfish, parrot,dog, cat,pet.
2.Phonics : cat, dog
3.Sentence patterns: I’ve got .....................
I haven’t got ----------
III.Teaching aids:
-Teacher’s aids: audio, stickers, puppets, .
-Students’ aids: book, notebook, workbook.
IV. Procedure:
Stages
Activities
Classroom arrangements

Warm-up
* Let’s Ss chant ( Unit18-p57)
Play the recording .
Whole - class

Pre-speaking
Vocabulary:
*Teaching vocabulary:
+ pet(translate)
+ tortoise( picture)
+rabbit( picture)
+goldfish,(picture)
+ parrot,dog, cat,(picture)
Get Ss to read all the new words in chorus, in groups, then individual.
* Checking vocabulary: Slap the board.
Giving introduction of the text: tick the picture on then board and ask pupils some questions
who are they?
what are they doing?
what are they talking about?
- Get information to pupils.







Whole - class
Individual.





Whole class.

Pair-work.

While-speaking
2. Look, listen and repeat:
Ask Ss to identify the characters in the picture on page 60 and what they are doing.
Set the scence “you are going to listen to hear Mai and Quan .
Play the recording and asks Ss to listen to the tape twice.
T asks Ss to listen and repeat in chorus two times.
Ask pupils a few questions to check their comprehension.
Have whole class repeat all the phrases a few times to reinforce their pronunciation.
3. Look and say :
Have Ss look at the pictures a ,b.c and d
Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times.
T models the dialogue :
Assign a pair to pretend to be school in picture a: I’ve got a tortoise
I haven’t got a rabbit
Repeat the step with a few more pairs.
Ask Ss to practice making and responding to action using picture a, b, c and d
Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary.
Call on some pairs to perform the task at the front of the class. Others observe and comment.
Make some questions to check Ss’ comprehension of language
Have the whole class repeat all the phrases to reinforce their pronunciation.
Anticipated sound problem: dog, cat, rabbit,parrot, goldfish, and tortoise

Whole - class.






Whole - class.

Individually.




Whole - class.








Work in pair.








Work in pair.


Individually.



Whole - class.

Post-speaking
4.Practice:
- T asks pupils talk in front of the class; or talk in groups. They can go around the class to talk to their friends.
I have got………
I haven’t got…..
- T control and comment.

Work in group.

Homelink
*Follow – up:
Have pupils draw and colour their favourite pets, then show their drawings to their classmates.
* Homelink:
-Learn and write new words and structures.
Prepare for the next lesson.


Whole - class.































UNIT 19: Our pets
Lesson 1 - period 2
I.Objectives:
- At the end of the lesson, students will be able to make some games and activities.
- Develop speaking skill. II. Language focus:
1.Vocabulary: wheel.fish,bird.
2.Phonics : bird.fish,
3.Sentence patterns: I’ve got .....................
I haven’t got ----------
III.Teaching aids:
-Teacher’s aids: audio, stickers, puppets, .
-Students’ aids: book, notebook, workbook.
IV. Procedure:
Stages
Activities
Classroom arrangements

Warm-up
Play a game: “ guess the pet ”
Pupil guess a pet word through the mime of its sound or its movements. For example: make a barking sound, pointing to a pupil.the pointed puplis guesses it’s