Week: 7 Date: Thứ …..ngày ….tháng …. năm 2015.
Period:13 Teaching date: ...........................................

UNIT 5: Can you swim?
Lesson 1
I. Objectives:
By the end of this unit, pupils can
use the words and phrases related to the topic Things we can do.
Ask and answer questions about what someone can/cannot do, using What can you do? I can…….
II. Language Focus:
+ Vocabulary: skip, skate, cook , swim.
+ Sentence pattern: What can you do? I can…….
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster of activities, ...
IV. Procedure:
Time
Learning activities
Language Focus

Modes



3’

Warm-up:
- Revise the verbs/ver phrases to talk about activities pupils in Tieng Anh 3 (e.g. read, cycle, skip, skate, cook, swim, play football. Play volleyball). Use flashcards if possible.




Spoken Interaction.
Chant: “What do you do on...?



Whole class




8’

1. Look, listen and repeat.
- Tell pupils that they are going to read a story in which pupils ask and answer questions about what they can or cannot do.
- Ask them look at the four pictures to indentily the characters (Mai, Nam and Phong) and the context in which the language is used. Ask them questions such as Where are they? And What are they doing? (In Pictures a, Mai is holding a picture to show that she can draw a cat. In Pictures b and c, Mai is asking Nam and Phong about what they can do. Explain the meaning of the phrases can dance, can sing and can’t dance. Check comprehension.
- Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and idividual repetition, pointing to the characters speaking.
- Play the recording again for pupils to listen and repeat.
* Language note: Can is used to express ability (can’t=cannot).

Spoken interaction



Whole class


Individuals



Whole class




10’

2. Point and say.
- Tell pupils that they are going to practise asking and answering questions about what someone can do.
- Have them look at the bubbles to understand how to use the language. Ask pupils to look at the four pictures to identify what the girl can do in each picture. Revise the words skip, skate, cook and swim.
- Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture. (Teacher: What can you do? Pupil: I can skip). Ask pupils to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures.
- Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures.
- Select some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary.
* Work in pairs. Tell your partners what you can do.
- Tell pupils that they are going to practise using What can you do? And I can…….
- Ask them to work in pairs: one pupil ask the question and the other answers with facts about themselves.
- Monitor the activity and offer help, if necessary.
- Select some pairs of pupils to role-play in front of the class.
- To extend thi activity, ask them to say something they cannot do (e.g. I can’t skate.)



New words and structures/ function




Individuals






Pairs







Groups



8’

3. Listen and tick
- Tell pupils that they are going to listen to three dialogues about someone’s abilities and tick the correct pictures.
- Ask them to look at the pictures to identify the similarities and differences among them (In Picture 1a, Tony is drawing a picture. In Picture 1b, Tony is singging. In Picture 1c, Tony is dancing. In Picture 2a, Nam is cooking. In Picture 2b, Nam is skipping. In Picture 2c, Nam is cycilg. In Picture 3a, Akiko is skating. In Picture 3b, Akiko is singing. In Picture 3c, Akiko is reading.) Check understanding.
- Play the recording more than once, if necessary for pupils to listen and tick the correct pictures.
- Get pupils to swap their answes before checking as a class.
Key: 1a 2c 3a
Audio script:
Mai: What can you do?
Tony: I can draw.