WEEK 1
Period: 1
Date of planning: 17/8/2014
Date of teaching: 18/8/2014


Unit 1: A Summer camp
Lesson 1 (1-2)
I. Aims and objects
After the lesson, pupils wil be able to:
- Ask and answer questions about where someone is from.
- Develop speaking skill, listening skill.
- Pupils know how to play the game Slap the board.
II. Language contents
- Vocabulary: summer, camp, Thailand, Bangkok, Kuala Lumpur, Malaysia, The UK, The USA, New York, Jakarta, different, country( countries), Indonesia.
- Sentence pattern:
* Where is he from?
- He’s from Malaysia.
* Where in Malaysia is he from?
- He is from Kuala Lumpur.
III. Teaching aids
- Record, cassette, posters, flashcards...
IV. Teaching methods :
- Work in pairs and work in groups
- Communicative approach
V. Teaching procedure:
A. Organization
- Greeting
- Checking pupils’ attendance
5A1: 5A2:
B. New lesson
1. Warm up
- Pupils play the game Slap the board. Put some pictures of countries and cities on the board. Get pupils from two teams to move to the board to slap the picture.
2. Look, listen and repeat
a. Pre- listening
* Whole class.
- Ask pupils to open their Student’s book on page 6. Get them to read the title and the context sentence and elicit the answer: Do you understand the title? Have you been a summer camp? Have pupils look at each picture and get them to identify the familiar characters and the new ones. Point to each picture and elicit pupils’ answers. Praise pupils if they have a correct answer. Then ask pupils to discuss what is happening in each picture. Say: These children are at a summer camp in Viet Nam. Use an atlas or a world ,ap to show where each country or city is ( Malaysia, Thailand, Bangkok and Kuala Lumpur) Recall the vocabulary related to this section and pre- teach the new ones.
- Get pupils to repeat the new words a few times. Then read each exchange in the pictures, stop at times to check pupils’ comprehension.
b. While- listening
- Make sure that pupils can understand the situation and language in each picture before playing the recording twice. The first time is for pupils to listen all the way through.
- Play the recording again for pupils to listen and repeat each line a few times. Pause after each line for them to repeat a few times. Correct pronunciation error(s) when necessary.
- Ask some questions to check pupils comprehension of language.
- Have the whole class repeat all the lines a few times to reinforce their pronunciation.
* Pairwork
- Pupils work in pairs to read the dialogue. Teacher offers help if necessary.
- Correct typical pronunciation errors (stress, assimilation of sounds, intonation).
c. Post- listening
- Call on some pairs to desmontrate the task at the front of the class. The rest of class observes and comments.
- Ask a few questions to check the pupils` comprehension of the language.
- Have the whole class repeat the dialogue in chorus to reinforce their pronunciation.
3. Point, ask and answer
* Whole class
- Ask pupils to open their Student’s book on page 6. Get pupils to read the example and set the context: These are the children at the summer camp in Vietnam. They come from many countries. (Point to a) this is Zack. He is from Kuala Lumpur, Malaysia. Repeat after me: Zack, Malaysia, Kuala Lumpur. Repeat the steps with the rest of the characters. Then ask pupils to read the example. Elicit pupil’s prompts to complete the speech bubbles. Write the question and the answer on the board and get pupils to repeat them a few times.
- Have pupils look at pictures a, b, c, d, e and f. Write a list of the presents in this section on the board.
- Model the task with the whole class. Point to Zack and ask: Where’s he from? and class perform simultaneously: He’s from Malaysia. Teacher continues: Where in Malaysia is he from? Class: He’s from Kuala Lumpur. Have pupils repeat. Then model with other pictures. Focus on pronunciation and fluency.
- Pair work. Pupils practise asking and answering in pairs. Monitor the activity and offer help. Correct pupils’ pronunciation errors (stress, assimilation of sounds, intonation) when necessary.
- Call on a pair to demonstrate at the front of the class. The rest of the class observe and comment.
4. Reinforcement
- Ask