· let’s go level 4 unit 5 lesson 1 page 1 of 15 dyned international, inc. www. en. dyned.com...

Let’s Go Level 4 Unit 5 Lesson 1

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DynEd International, Inc. www.en.dyned.com.cn

LG4 U5 L1

Time 50 min

Materials: LG 4 U5 Courseware; Projector; Microphone; Speakers

LG 4 U5 Unit Objectives:

1. Ss will be able to identify, ask and answer WH and Y/N questions about common illnesses and indoor activities.

2. Ss will be able to express past time by using regular -ed verbs and irregular verbs.

3. Ss will be able to distinguish between, pronounce and read words with the letters ew and oo.

4. Ss will be able to ask and answer about simple reasons by using why and because.

LG 4 U5 Lesson 1 Objectives (ALL Lesson Ones):

1. Ss will become familiar with the core language patterns of the Unit even if they haven’t had a chance to study it.

2. Ss will begin to master a regular coaching opportunity to help all Ss master how to study each of the lesson types in the unit, including oral repetition, recording and comparing.

3. To provide a quick linguistic review of the unit content to prepare Ss for the 7 task-based communicative classes that will follow.


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LG4 U5 L1 Activity Overview:

Time 3’ 4’ 7’ 7’ 7’ 7’ 7’ 5’ 3’

Act. # & Name Greetings 1-Song 2-Conversation 3-Listening Practice 4-Reading Practice 5-Vocabulary 6-Grammar 7-Phonics 8-Game

Act. Type Social Routines Teacher-Guided Courseware Review *Optional

Target Language

Good morning.

How are you?

I’m fine.

Thank you.

Nice to meet

you.

I’m Joe.

My birthday is

on July 11th. .

What did

you do?

Where did

you go?

Who did you

see last

night?

Please tell

me.

I had fun

last night.

I had a

wonderful

time.

I stayed

home and

fed my

goldfish. .

Where's Eddy?

He stayed

home.

Why?

Because he's

sick.

He has a sore

throat. Poor Eddy.

Eddy isn't here

today.

He stayed home

because he's sick.

He has a sore

throat.

He needs to sleep,

but it's difficult.

It hurts when he

swallows.

Poor Eddy.

Let's hope he feels

better soon.

Eddy isn't here today.

He stayed home

because he's sick.

He has a sore throat.

He needs to sleep, but

it's difficult.

It hurts when he

swallows.

Poor Eddy. Let's hope he feels better soon.

an earache

He had an earache.

a stomachache

He had a

stomachache.

a sore throat, a

fever, a cold, a

toothache, a

headache, a cough, listen to music She listened to music. make a model He made a model. read a book, talk on the telephone, do a puzzle, write a letter, watch TV

Did you read a book? No, I didn’t. Did she talk on the telephone? Yes, she did. Did he talk on the telephone? No, he didn’t.

ew: “ew”, oo:

“oo”, ue: “ue” The crew flew the plane and the wind blew the plane. crew, flew, blew The goose and the moose were wearing boots. goose, moose, boots, bathroom, glue, Sue, blue

He did a

puzzle.

She listened to

music.

They watched

TV.

She read a

book. He made a model.


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LG4 U5 L1 – Greetings 3 min

Objectives: Ss will be able to orally greet each other and introduce themselves by saying their names and their birthday.

Target Lang: Good morning. / Good afternoon. / Hi. / How are you? / I’m fine. / Thank you. / Nice to meet you. / I’m Joe. / My birthday is on July 11th. .

Materials: None

Interaction: T-Ss; T-S; S-S

ACTIVITY STEPS Teacher Talk Student Output 1. Model Greetings

Greet Ss.

If you are meeting the Ss for the first time, use “Nice to meet you.”

Hello, everyone.

Good morning. / Good afternoon.

How are you?

I’m fine too. Thanks.

Nice to meet you.

Hi, Mr. X / Ms. X.

Good morning. / Good afternoon.

I’m fine, thank you. And you?

Nice to meet you, too.

2. Introduce yourself by sharing your name and your birthday

I’m Joe.

My birthday is on July 11th.

How about you?

3. Have individual Ss say their names and birthdays Ask each other the same questions. S1: I’m Joe. My birthday is on July 11th. How about you?

S2: I’m Jane. My birthday is on September 2nd.


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LG4 U5 L1 – Activity 1: Song 4min

Objectives: Ss will be able to sing the song “What Did You Do?” chorally.

Target Lang: What did you do? / Where did you go? / Who did you see last night? / Please tell me. / I had fun last night./ I had a wonderful time./ I stayed home and fed my goldfish.

Materials: LG4 U5 Courseware—Song

Interaction: C-Ss; T-Ss; Ss-Ss; S-S

ACTIVITY STEPS Teacher Talk Student Output

1. Sing the “What Did You Do?” song with the Courseware

Play LG4 U5 Courseware to—Song

Have Ss sing the song with the Courseware. (Twice)

Let’s sing together. What did you do?

Where did you go?

Who did you see last night?

Please tell me.

I had fun last night.

I had a wonderful time.

I stayed home and fed my goldfish.

2. Sing the song along with the Courseware- in two groups

Divide Ss into two groups. Have the first group sing the song with Sue. Then have the second group sing along with Ginger.

Group 1, sing along with Sue.

Now, let’s have group 2 to sing along with Ginger.

Same as above.

3. Sing the song without the Courseware- in pairs

Pair Ss up. Invite a few pairs to sing the song to the whole class.

Sing with your partner. Same as above.

Tricks for controlling the courseware:

• Click the green arrow in the lower left corner of the screen to go back to the Song once the program jumps to the Conversation.

• Use the Pause button whenever needed.

Ideally, for all songs, T and Ss create movements to be done as they sing the song.


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LG4 U5 L1 – Activity 2: Conversation 7 min

Objectives: Ss will be able to role play the Conversation from the Courseware.

Target Lang: Where's Eddy? / He stayed home. / Why? / Because he's sick. / He has a sore throat. / Poor Eddy.

Materials: LG4 U5 Courseware—Conversation

Interaction: C-Ss; T-Ss; Ss-Ss; S-S; S-Ss


1. Listen to the Conversation in the Courseware Play LG4 U5 Courseware—Conversation. Have the class listen to the Conversation without stopping.

Let’s listen.

2. Repeat Conversation using the Courseware—whole class Pause after each sentence to have Ss repeat them.

Let’s repeat each sentence together. Where's Eddy? He stayed home. Why? Because he's sick. He has a sore throat. Poor Eddy.

3. Repeat Conversation after the Courseware—in 2 groups Divide Ss into two groups to repeat after either Sue or Ginger. Pause after each sentence to have each group repeat after the cats.

You are Sue. You are Ginger. Let’s repeat after the cats.

Same as above.

4. Repeat Conversation without the Courseware-in 2 groups Have the two groups role play Sue and Ginger but without the courseware. Then switch their roles to do it again.

Let’s do a role-play. You are Sue. You are Ginger. Now, switch roles.

Same as above.

5. Practice role playing the Conversation – in pairs Work with your partner to role play Sue and Ginger.

Same as above.

6. Present the conversation to the class Show us your conversation. Same as above.


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LG4 U5 L1 – Activity 3: Listening Practice 7 min

Objectives: Ss will be able to listen and repeat after the Courseware and answer the comprehension questions.

Target Lang: Eddy isn't here today./ He stayed home because he's sick ./ He has a sore throat. / He needs to sleep, but it's difficult. / It hurts when he swallows. / Poor

Eddy. / Let's hope he feels better soon.

Materials: LG4 U5 Courseware—Listening Practice

Interaction: C-Ss; T-Ss Ss-Ss; S-S; S-Ss


1. Listen to the Courseware and answer the comprehension questions

Play LG4 U5 Courseware—Listening Practice.

Have class listen to the Listening part from beginning to end and answer the comprehension questions.

Let’s listen to the Courseware.

Why isn’t Eddy here?

He stayed home.

What’s wrong with Eddy?

He’s sick.

Why is it difficult for him to sleep?

It hurts when it swallows.

2. Answer the comprehension questions

Ask several questions about Eddy.

Why did Eddy stay home?

What’s wrong with Eddy?

Why is it difficult for him to sleep?

He stayed home because he’s sick.

It’s difficult for him to sleep because it hurts when he

swallows.

3. Repeat after the Courseware- in groups

Divide Ss into two groups. Have the first group repeat after the courseware. Switch roles.

Group 1, repeat after the Courseware. Group 2, repeat after the Courseware.

Eddy isn't here today. He stayed home because he's sick.

He has a sore throat. He needs to sleep, but it's difficult. It hurts when he swallows. Poor Eddy. Let's hope he feels better soon.

• The Comprehension Check will appear after several sentences in Listening Part.


• Click the green arrow in the lower left corner of the screen to go back to the Listening Part once the program jumps to the Reading Part.


The Comprehension Check will appear after several sentences in the Listening Part. Questions might be in different order each time.


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LG4 U5 L1 – Activity 4: Reading Practice 7 min

Objectives: Ss will be able to read and repeat after the Courseware.

Target Lang: Eddy isn't here today. / He stayed home because he's sick. / He has a sore throat. / He needs to sleep, but it's difficult. / It hurts when he swallows. / Poor Eddy. / Let's hope he feels better soon.

Materials: LG4 U5 Courseware—Reading Practice

Interaction: C-Ss; Ss-Ss; S-S; S-Ss


1. Listen to the Courseware

Play LG4 U5 Courseware—Reading Practice.

Have the class listen to the Reading part from beginning to end.

Let’s listen.

2. Repeat the Courseware—whole Class

Have the class listen, read, and record each sentence. Pause after each sentence to have Ss read and record it.

Let’s listen, read, and record each sentence. Eddy isn't here today.

He stayed home because he's sick.

He has a sore throat. He needs to sleep, but it's difficult.

It hurts when he swallows.

Poor Eddy.

Let's hope he feels better soon.

3. Repeat the sentences in different order -- in groups

Divide Ss into two groups. Have both groups take turns repeating the sentences in different order.

Group 1, read the sentences. Group 2, your turn.

He has a sore throat. He needs to sleep, but it's difficult.

Eddy isn't here today.

Poor Eddy. He stayed home because he's sick.

Let's hope he feels better soon.

It hurts when he swallows.

The Speaker button may be used several times to listen to the sentences.


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4. Read the sentences -- in pairs

Pair Ss up to practice reading.

Work with your partner to practice reading the sentences. Same as above.

5. Invite a few pairs to read X and X, please read it to the whole class. Same as above.


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LG4 U5 L1 – Activity 5: Vocabulary 7 min

Objectives: Ss will be able to repeat the words and phrases from the Vocabulary part.

Target Lang: an earache , He had an earache. / a stomachache, He had a stomachache. / a sore throat, She had a sore throat. / a fever, a cold, a cough, a toothache, a headache, listen to music, She listened to music. / make a model, He made a model. / read a book, play a game, do a puzzle, write a letter, watch TV, talk on the telephone

Materials: LG4 U5 Courseware—Vocabulary

Interaction: C-Ss; S-Ss; Ss-Ss


1. Practice saying the first 8 words/sentences in the Vocabulary Lesson—Screen 1

Play LG4 U5 Courseware—Vocabulary, Screen 1.

Ask 8 Ss in front to click the 8 words/sentences and have the whole class repeat each word and sentence twice.

Let’s repeat the words and sentences. an earache, He had an earache.

a stomachache, He had a stomachache.

a sore throat, She had a sore throat.

a fever, a cold, a toothache, a headache, a cough

2. Practice saying the first 8 words/sentences in the Vocabulary Lesson—Screen 2

Play LG4 U5 Courseware—Vocabulary, Screen 2.

Ask 8 Ss in front to click the 8 words/sentences and have the whole class repeat each word and sentence twice.

Let’s repeat the words and sentences. listen to music, She listened to music.

make a model, He made a model.

read a book, play a game, talk on the telephone,

do a puzzle, write a letter, watch TV

3. Record the words/sentences in—in groups Play LG4 U5 Courseware—Vocabulary, Screen 3.

Have Ss record the words and sentences in chorus, one after the other.

Your turn! Same as above.

To record, click on the Microphone icon. To play back, click on Headphone icon.


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4. Match the pictures and the words — in groups Play LG4 U5 Courseware—Vocabulary, Screen 4.

If the correct answer is in the left box, Group A should stand up and say the word.

If the correct answer is in the right box, Group B should stand up and say the word.

If a group makes a mistake, have them sing “What Did You Do?!”.

Make 2 groups. Group A – if the answer is in the left box, stand up and say the word. Group B – if the answer is in the right box, stand up and say the word. If your answer(s) is wrong, you have to sing “What Did You Do?”.


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LG4 U5 L1 – Activity 6: Grammar 7 min

Objectives: Ss will be able to repeat the questions and answer the questions from the Grammar part.

Target Lang: Did you read a book? / No, I didn’t. / Did she talk on the telephone? / Yes, she did. / Did he talk on the telephone? / No, he didn’t.

Materials: LG4 U5 Courseware—Grammar

Interaction: C-Ss; T-Ss


1. Repeat the questions and answers in Grammar Play LG4 U5 Courseware—Grammar, Screen 1. CLICK the words to make a question. Have the whole class repeat the question and the answer. Invite Ss one after the other to the front to click on the words and then have the whole class repeat the question and the answer.

Let’s repeat the question. Let’s repeat the answer. S2, click on the words. Let’s repeat the question. Let’s repeat the answer. S3, click on the words. Let’s repeat the question. Let’s repeat the answer.

Did you read a book? No, I didn’t. Did she talk on the telephone? Yes, she did. Did he talk on the telephone? No, he didn’t.

2. Answer Y/N Questions from the Grammar lesson Play LG4 U5 Courseware—Grammar, Screen 2. Have Ss listen and repeat the questions in chorus, then answer in complete sentences. Call individual Ss to click on the answer.

Yes or no?

Did she write a letter? No, she didn’t. Did she listen to music? Yes, she did. Did he read a book? No, he didn’t.

3. Practice the sentences Play LG4 U5 Courseware—Grammar, Screen 2. Have the class repeat the first sentence. Move the words to the correct places to form the first sentences and have

Repeat the question.(Press the Pause button) As I move the words, please read the sentence. S1, can you try?

Did she talk on the telephone? Yes, she talked on the telephone. Why did she stay home? She stayed home because she had a cold.

Trick for controlling the Courseware: To repeat each question or answer, click the Pause button right before the next sentence is given.


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the whole class read it. Invite 4 Ss one by one to come to the front and complete the rest of the sentences. Have the whole class read.

Everyone. S2. ...

Did he play video games? No, he didn’t play video games. Did she read a book? No, she didn’t read a book. Did she do a puzzle? Yes, she did a puzzle.


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LG4 U5 L1 – Activity 7: Phonics 5 min

Objectives: Ss will be able to demonstrate proper pronunciation and recognize the differences between words with ew and oo.

Target Lang: crew, flew, blew; oo / The crew flew the plane and the wind blew the plane. / . goose, moose, boots / The goose and the moose were wearing boots.

Materials: LG4 U5 Courseware—Phonics

Interaction: C-Ss; T-Ss


1. Review Phonics Lesson in the Courseware Play LG4 U5 Courseware—Phonics, Screen 1. Click on the letters and each picture to listen to the associated words and sentences.

Let’s listen carefully.

2. Identify Words with oi, oy and ow—in 3 groups Play LG4 U5 Courseware—Vocabulary, Screen 2. Divide Ss into 3 groups. If the word or picture is with ew, Group 1 should stand, say the word, and stamp their feet once. If the word or picture is with oo, Group 2 should stand, say the word, and clap once. If the word or picture is with ue, Group 3 should stand, say the word, and clap twice. If a group makes a mistake they have to sing “What Did You Do?”

In 3 groups. Group 1 – if the picture or word is with ew, stand up, say the word, and stomp your feet. Group 2 – if the picture or word is with oo, stand up, say the word, and clap once. Group 3 - if the picture or word is with oe, stand up, say the word, and clap twice. If your answer is wrong, you have to sing “What Did You Do?”

crew, flew, blew

goose, moose, boots, bathroom

glue, Sue, blue

3. Spell the Words Play LG4 U5 Courseware—Vocabulary, Screen 3. Move the letters to the correct place; have the whole class say the word: Invite 4 Ss one by one to come to the front to move the letters to the correct place. Have the whole class read the word.

Let’s repeat. (Move the letters to the correct place.) S1, you have a try. S2…

goose

flew

glue

crew

boots The Spelling Practice will only appear after completing the activity on Screen 2.


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4. Repeat Phonics words and sentences after the Courseware—whole class Return to Courseware LG4 U5—Phonics, Screen 1. Click the letters and pictures one by one and have Ss repeat the words and the sentences.

Let’s repeat the words and sentences. crew, flew, blew

The crew flew the plane and the wind blew the plane.

goose, moose, boots

The goose and the moose were wearing boots.

5. Record words and sentences with ew and oo—in groups Have Ss in groups of 5-6 record in chorus.

Let’s see which group can say the words and sentences properly.

Same as above.

To record, click on the Microphone icon. To play back, click on Headphone icon.


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LG4 U5 L1 – Activity 8: Game(*Optional) 3 min

Objectives: Ss will be able to recognize indoor activities.

Target Lang: He did a puzzle. / She listened to music. / They watched TV. / She read a book. / He made a model.

Materials: LG4 U5 Courseware—Game

Interaction: C-Ss


1. Play Three-in-a-Row Game

Play LG4 U5 Courseware—Games

Have Ss repeat the sentences.

Invite Ss one by one to click the picture.

Repeat the sentences. S1, come to the front. Listen to the word and click on the picture.

He did a puzzle.

She listened to music.

They watched TV.

She read a book.

He made a model.

He had a fever.

She had a cold.

She had a headache.

…


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LG4 U5 L2

Time: 50 min

Materials: LG4 U5 L2 PPT; LG Courseware; Projector; Speakers

LG4 U5 Unit Objectives:





LG4 U5 Lesson 2 Objectives:

1. Ss will be able to name and identify pictures of words with letters ew and oo.

2. Ss will be able to ask and answer WH questions about Eddy’s illness.

3. Ss will be able to name pictures and identify common illnesses and indoor activities.


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Time 5’ 7’ 10’ 8’ 5’ 10’ 5’

Act. # Type Warm Up R-Activity 1 R-Activity 2 R -Activity 3 ML-Activity 4 R&E -Activity 5 Wrap Up

Name & Description Of Activity

Song “What Did You Do?”

Name Pictures *Naming Pictures

and Identifying Words with Letters

ew and oo

Common Illnesses & Indoor Activities

* Identifying Common Illnesses and Indoor

Activities

Eddy’s Sick *Talking about Eddy’s Illness

Parts of the Body *Identifying Parts

of the Body

Eddy’s not Here! *Role-Playing and Personalizing the

Conversation

Quick Check

Target Language

What did you do? Where did you go? Who did you see last night? Please tell me. I had fun last night. Oh, what did you do? I had a wonderful time. I stayed home and fed my goldfish. Yes, I did. No, I didn’t.

ew crew flew blew oo goose moose boots

an earache a toothache a headache listen to music watch TV talk on the telephone

Eddy isn't here today. He stayed home because he's sick. He has a sore throat. He needs to sleep, but it's difficult. It hurts when he swallows. Poor Eddy. Let's hope he feels better soon. sick sleep Eddy a sore throat today soon

This is my nose. These are my eyes.

Where's Eddy? He stayed home. Why? Because he's sick. He has a sore throat.

Poor Eddy.

an earache a stomachache a sore throat a fever a cold a cough a toothache a headache listen to music make a model read a book play a game do a puzzle write a letter watch TV talk on the telephone


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LG4 U5 L2 – Activity 1: Song “What Did You Do?” 5 min

Objectives: Ss will be able to sing the song, “What Did You Do?”

Target Lang: What did you do? / Where did you go? / Who did you see last night? / Please tell me. / I had fun last night. / Oh, what did you do? / I had a wonderful time. / I stayed home and fed my goldfish. / I had a wonderful time. / Yes, I did. / No, I didn’t.

Materials: LG4 U5 Courseware — Song

Interaction: T-Ss; T-S


1. Sing the unit song with the Courseware Play LG4 U5 Courseware —Song. Have Ss sing along with the Courseware.

Let’s sing together. What did you do? Where did you go? Who did you see last night? Please tell me. What did you do? Where did you go? I had fun last night. Oh, what did you do? Where did you go? I had a wonderful time. I stayed home and fed my goldfish. I had a wonderful time.

2. Sing the unit song — in two groups Divide the class into two groups. Have the first group sing Sue’s lines and second group sing Ginger’s lines.

You are group one. You are group two.

Group one, sing Sue’s lines.

Group two, sing Ginger’s lines.

Same as above.

3. Check comprehension and Personalize the questions Have Ss answer comprehension questions about the song. Ask individual Ss similar questions about their activity the previous night.

What did Ginger do last night? Where did she go? Did she have a wonderful time? Did you stay home last night? What did you do? Did you have a wonderful time?

She stayed home and fed her goldfish. She stayed home. Yes, she did. Yes, I did. / No, I didn’t. I played a game. Yes, I did. / No, I didn’t.


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LG4 U5 L2 – Activity 1: Name Pictures (R: Naming Pictures and Identifying Words with Letters ew and oo) 7 min

Objectives: Ss will be able to name pictures of words with letters ew and oo and identify the words.

Target Lang: ew: crew, flew, blew, oo: goose, moose, boots

Materials: LG4 U5 L2 PPT — Slide 2

Interaction: T-Ss; S-S


1. Produce “ew” and “oo” Show LG4 U5 L2 PPT — Slide 2. Have Ss name the letters and produce the letter sounds.

What letter is it? (Point at “e”.) This one? (Point at “w”.) What’s the sound? (Point at “ew”.) (Point at “o”.) (Point at “o”.) (Point at “oo”.)

e w “ew” o o “oo”

2. Name the pictures of words with letters ew and oo Have Ss name the pictures.

What picture is this? (Point at the pictures one at a time.)

crew, moose, goose, flew, blew, boots

3. Do picture matching dictation Read the words under Teacher Talk one by one. Have Ss say the number of the related pictures.

I’ll say the words. Say the numbers. crew flew boots goose blew moose

1 4 6 3 5 2


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4. Do picture matching dictation – whole class CLICK to show the next set of pictures. Say the numbers under Teacher Talk. Have Ss name the related pictures.

I’ll give a number. Name the picture. 2 4 6 1 3 5

blew boots flew goose crew moose

5. Do picture matching dictation — in pairs CLICK to show the next set of pictures. Pair up Ss. Instruct Ss to take turns in saying a number and naming a picture.

Work with your partner. Takes turns to say a number and name a picture.

S1: 3 S2: boots S2: 5 S1: crew S1: 1 S2: blew S2: 4 S1: flew S1: 2 S2: moose S2: 6 S1: goose


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LG4 U5 L2 – Activity 2: Common Illnesses & Indoor Activities (R: Identifying Common Illnesses and Indoor Activities) 10 min

Objectives: Ss will be able to name and identify pictures of common illnesses and indoor activities.

Target Lang: an earache, a toothache, a headache, listen to music, watch TV, talk on the telephone

Materials: LG4 U5 L2 PPT — Slides 3~6

Interaction: T-Ss; Ss-Ss; S-S


1. Name pictures of common illnesses Show LG4 U5 L2 PPT — Slide 3. Have Ss name pictures of common illnesses.

What’s the matter? (Point at the pictures one by one.)

He / She has an earache/ a stomachache/ a sore throat/ a fever/ a cold/ a cough/a toothache/ a headache.

2. Name pictures of indoor activities Show LG4 U5 L2 PPT — Slide 4. Have Ss name pictures of indoor activities.

How about these? (Point at the pictures one by one.)

listen to music, make a model, read a book, play a game, do a puzzle, write a letter, watch TV, talk on the telephone

3. Name pictures of common illnesses & indoor activities – in groups Show LG4 U5 L2 PPT — Slide 5. Divide the class into two groups. If the picture appears in their box (i.e. group 1- left box; group 2 – right box), have Ss stand up and name it. CLICK (16x) to show the pictures one at a time.

Group 1, this is your box. Group 2, this is yours. (Point at the left and right box respectively.) If the picture appears in your box, stand up and name it.

G1: listen to music. (Stand up.) G2: make a model (Stand up.) G1: a fever (Stand up.) G2: an earache (Stand up.) G2: talk on the telephone (Stand up.) G1: a stomachache (Stand up.) G2: watch TV (Stand up.) G1: do a puzzle (Stand up.) G2: a toothache (Stand up.) G1: play a game (Stand up.) G2: a cough (Stand up.) G1: write a letter (Stand up.) G2: a sore throat (Stand up.) G2: read a book (Stand up.) G1: a cold (Stand up.) G1: a headache (Stand up.)


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4. Do Picture Matching Exercise Show LG4 U5 L2 PPT — Slide 6. Read the phrases as indicated under Teacher Talk. Have Ss write the letter of the picture described.

Write down the letter of each picture and number them. 1. Which number is “an earache”? 2. make a model 3. play a game 4. a cold 5. a fever 6. do a puzzle 7. watch TV 8. a cough 9. a sore throat 10. read a book

(Ss write their answers.)

5. Check Ss’ answers Pair up Ss. Have Ss check their partner’s answers. Instruct Ss to say their answers aloud.

Check your partner’s answers. What letter is number 1? What’s the word? Next? …

1. A. an earache. 2. P. make a model 3. H. play a game 4. I. a cold 5. D. a fever 6. M. do a puzzle 7. E. watch TV 8. L. a cough 9. C. a sore throat 10. N. read a book


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LG4 U5 L2 – Activity 3: Eddy’s Sick (R: Talking about Eddy’s Illness) 8 min

Objectives: Ss will be able to ask and answer about the listening part of the Courseware and identify words from it.

Target Lang: Eddy isn't here today. / He stayed home because he's sick. / He has a sore throat. / He needs to sleep, but it's difficult. / It hurts when he swallows. / Poor Eddy. / Let's hope he feels better soon. / sick, sleep, Eddy, a sore throat, today, soon

Materials: LG4 U5 Courseware — Listening Practice; LG4 U5 L2 PPT — Slide 7

Interaction: T-Ss; S-S; Ss-Ss


1. Listen to the Courseware Play LG4 U5 Courseware — Listening Practice. Have the class listen to the Listening Part from beginning to end, and then answer the comprehension check.

Let’s listen to the courseware and answer the questions about it.

He stayed home because he’s sick. It’s difficult for him to sleep because it hurts when he swallows.

2. Repeat after the courseware—in groups Divide the class into two groups. Have the first group repeat after the courseware, followed by the second group. Pause after each sentence.

Group 1, repeat after the courseware. Group 2, repeat after the courseware.

Eddy isn't here today. He stayed home because he's sick. He has a sore throat He needs to sleep, but it's difficult. It hurts when he swallows. Poor Eddy. Let's hope he feels better soon.

3. Elicit the Listening Part using Picture Prompts Show LG4 U5 L2 PPT – Slide 7. Instruct Ss to recall the Listening Part by pointing at the pictures.

Do you still remember the sentences?

Same as above.

• The Comprehension Check will appear after several sentences in Listening Part.


• Click the green arrow in the lower left corner of the screen to go back to the Listening Part once the program jumps to the Reading Part.



Page 9 of 15


4. Check Ss’ understanding CLICK once to show the word “Who. Have the whole class answer your question. Call several Ss to ask about the listening part, and then instruct the S to call a classmate to answer the question. After two questions, continue to click to show the other question words one at a time: i.e. Who, What, Where and Why.

Who is sick? XX, ask a question. …

All: Eddy is sick. XX: Who stayed home? All: Eddy stayed home. XY: What happened to Eddy? All: He stayed home. XZ: What does he need to do to feel better? S4: He needs to sleep. ….

5. Recall words from the Listening Part Ask Ss to recall words from the listening part of the

courseware.

What words did you hear in the Listening Part?

Eddy, today, a sore throat, sleep …

6. Identify words from the Listening Part – whole class

Have Ss stand up and repeat the word if they heard it in the listening part of the courseware, and sit down if they did not, E.g. a stomachache, happy, sick, sleep, Ginger, a sore throat, etc.

a stomachache Repeat the word. Did you hear the word in the listening part? If yes, stand up; if no, sit down. happy sick

Ss: (Sit down) Ss: (Sit down) Ss: sick (Stand up)

7. Prepare to orally present words from the Listening Part – in groups Have Ss work in small groups to list as many words as they can remember from the Listening Part.

Work in small groups. List words you heard from the Listening Part.

8. Present to the class Call several groups one at a time to orally present the words from the Listening Part of the courseware.

G1, what words can you remember? today, Eddy, sore throat, better, soon, swallows, hurts, stayed, here


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LG4 U5 L2 – Activity 4: Parts of the Body (ML: Identifying Parts of the Body) 5 min

Objectives: Ss will be able to identify parts of the body.

Target Lang: This is my nose. / These are my eyes.

Materials: None

Interaction：T-Ss; S-Ss


1. Point at and identify body parts – whole class Have Ss follow you to point at a body part one at a time and then identify it.

Everyone, do this. (Point at your nose) What’s that?… (Point at your ears) What are those? …

Nose. This is my nose. This is my mouth. This is my head. This is my nose. This is my face. Ears. These are my ears. These are my shoulders. These are my knees. These are my toes. These are my elbows. These are my arms. These are my legs. These are my feet.

2. Touch the body parts Continue the game with more body parts. Ask one volunteer to come to the front to do T’s job. (Touch body parts.) Do this several times.

(Touch the eyes.) These ….? (Touch the mouth.) …

These are my eyes. . (Touch the eyes.) This is my mouth. (Touch the mouth.) This is my face. (Touch the face.) These are my shoulders (Touch the shoulders.) These are my knees. (Touch the knees.) These are my arms. (Touch the arms.)


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3. Touch the body parts — in groups Divide the class into small groups. Have one member touch body parts and others follow and say sentences.

Work in groups to do the game again.

S1: Touch your necks. Group: This is my neck. S2: Touch your ears. Group: These are my ears. S3: Touch your elbows. Group: These are my elbows.


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LG4 U5 L2 – Activity 5: Eddy’s not here! (R&E: Role-Playing and Personalizing the Conversation) 10 min

Objectives: Ss will be able to role-play and personalize the Courseware Conversation.

Target Lang: Where's Eddy? / He stayed home. / Why? / Because he's sick. / He has a sore throat. / Poor Eddy.

Materials: LG4 U5 Courseware — Conversation; LG4 U5 L2 PPT – Slides 8~9



1. Listen to the Courseware Conversation Play LG4 U5 Courseware — Conversation. Instruct Ss to listen to the conversation.

Listen to the dialog.

2. Recall the Courseware Conversation using picture prompts – whole class Show LG4 U5 L2 PPT – Slide 8. Instruct Ss to recall the conversation using picture prompts. CLICK 6x to show the picture prompts one at a time.

What did Ginger and Sue talk about?

Sue: Where's Eddy? Ginger: He stayed home. Sue: Why? Ginger: Because he's sick. He has a sore throat. Sue: Poor Eddy.


• Click the gray arrow in the lower left corner of the screen to go back to the main page.

• Click the Song and Conversation Part.

• Click the green arrow in the lower right corner of the screen to go to the Conversation Part once the program opens.

• Use the Pause Button whenever needed.


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3. Elicit Q&As about the Courseware Conversation – whole class CLICK to show question words and some pictures. Point at each question word and pictures to elicit questions and answers.

What’s the question? (Point at “Who,” and then the house.) Answer? (Point at the full stop sign.)

Who stayed home? Eddy stayed home. Why did Eddy stay home? Because he had a sore throat. Where was Eddy? He was at home. Does Eddy have sore throat? Yes, he does. Did Eddy stay home? Yes, he did.

4. Role play the conversation based on the pictures – in two groups Show LG4 U5 L2 PPT – Slide 9. Divide the class into two groups To role play Mimi and Tom. CLICK 6x to show the picture prompts one at a time.

Let’s role play the dialog. G1, you are Mimi. G2, you are Tom.

Mimi: Where's Sam? Tom: He stayed home. Mimi: Why? Tom: Because he's sick. He has a toothache. Mimi: Poor Sam.

5. Role play the conversation based on the pictures – in pairs Pair up Ss.

CLICK once to show the set of pictures.

Have them take turns to role play Fred and Lou.

Work in pairs. Take turns to role play Fred and Lou.

Fred: Where's Sue? Lou: She stayed home. Fred: Why? Lou: Because she's sick. She has a cold. Fred: Poor Sue.


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6. Practice personalizing the dialog – in pairs Have Ss work in pairs to make their own dialogs. Instruct them to talk about a time their friend stayed home.

With your partner, make your own dialog.

S1: Where's Ella? S2: She stayed home. S1: Why? S2: Because she's sick. She has a fever. S1: Poor Ella.

7. Present the personalized dialog Ask several pairs to present their dialog to the whole class.

Show us your dialog.

Same as above.


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LG4 U5 L2 – Wrap Up: Quick Check 5 min

Objectives: Ss will be able to say the vocabulary learned in this lesson.

Target Lang: an earache, a stomachache, a sore throat, a fever, a cold, a cough, a toothache, a headache, listen to music, make a mode, read a book, play a game, do a puzzle, write a letter, watch TV, talk on the phone

Materials: None

Interaction: T-Ss; S-Ss


1. Recall the words Have Ss say the words they learned today.

What names of illnesses did you learn? (Call a few Ss.) How about indoor activities? (Call a few Ss.)

an earache, a stomachache, a sore throat, a fever, a cold, a cough, a

toothache, a headache

listen to music, make a model, read a book, play a game, do a

puzzle, write a letter, watch TV, talk on the phone


Page 1 of 15


LG4 U5 L3

Time 50 min

Materials: LG4 U5 L3 PPT; Courseware; Projector; Speakers


1. Ss will be able to identify, ask and answer WH and Y/ N questions about common illnesses and indoor activities.





1. Ss will be able to name and identify pictures of words with letters ew and oo.

2. Ss will be able to name common illnesses and describe why someone stayed home.

3. Ss will be able to ask and answer about past activities on each day of the week.


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Time 3’ 6’ 6’ 7’ 3’ 5’ 7’ 10’ 3’

Act. # Type Warm Up R-Activity 1 R-Activity 2 R&E -Activity 3 ML-Activity 4 PR -Activity 5 R -Activity 6 R&E – Activity 7 Wrap Up

Name & Descriptio

n Of Activity

What Does the

Number Mean?

Words with Letters ew and

oo *Naming

Pictures and Identifying Words with

Letters ew and oo

Common Illnesses

* Identifying Pictures and

Making Sentences About

Common Illnesses

Why…? *Asking and Answering Questions about Why Someone

Stayed Home

Song “The Happy

Birthday Song

*Singing the Song

Birthdays *Stating

Birthdays and Describing Past

Birthday Activities

Indoor Activities *Naming and

Describing Pictures of

Indoor Activities

Last Week’s Activities

*Describing Past Activities

Quick Check

Target Language

Is it your birthday? Yes, it is. No, it isn’t. Are you 7 years old? Yes, I am No, I’m not.

ew crew flew blew new oo goose moose boots bathroom balloon swimming pool school toothache

a toothache a headache He had a toothache. She had a headache.

Why did he stay home? Because he had a toothache. Why did she stay home? Because she had a cough.

It’s my birthday today. It’s your birthday today. Happy birthday, Sam!

When was your birthday? It was on August 26th. What did you do on your birthday? I went bowling.

write a letter He wrote a letter. read a book She read a book. play a game They played a game.

Monday

Tuesday

What did you do last Monday?

I went to the bookstore last Monday.

He went to the bookstore last Monday.

an earache a stomachache a sore throat a fever a cold a cough a toothache a headache listen to music make a model read a book play a game do a puzzle write a letter watch TV talk on the telephone


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LG4 U5 L3 – Warm Up: What Does the Number Mean? 3 min

Objectives: Ss will be able to guess the practical meaning of some numbers by asking Y/N questions.

Target Lang: Is it your birthday? Yes, it is. No, it isn’t. Are you ____ years old? No, I’m not. Yes, I am.

Materials: Board; Chalk

Interaction： T-Ss; T-S


1. Write numbers and have Ss guess the meanings Have Ss guess the meaning by asking Yes or No questions.

(Write the numbers on the board.) Guess what the number mean. Yes, it is. Yes, I am. No, I’m not. No, it isn’t. / Yes, it is.

Is it your birthday? Are you 7 years old? Is it your house number?


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LG4 U5 L3 – Activity 1: Words with Letters ew and oo (R: Naming Pictures & Identifying Words with Letters ew and oo) 6 min

Objectives: Ss will be able to name pictures and identify words with letters ew and oo.

Target Lang: ew: crew, flew, blew, new / oo: goose, moose, boots, bathroom, balloon, school, swimming pool, toothache

Materials: LG4 U5 L3 PPT – Slide 2

Interaction: T-Ss; T-S; S-S


1. Elicit words with letters ew and oo Write letters ew and oo on the board. Have Ss recall words with letters ew and oo.

Tell me words with letters ew. How about words with letters oo?

crew, flew, blew goose, moose, boots

2. Name the pictures Show LG4 U5 L3 PPT – Slide 2. Have Ss name the pictures.

What’s that in the picture? (Point at each picture respectively, then randomly.)

Same as above.

3. Present other pictures and words with letters ew and oo CLICK once to show pictures and have Ss name them. Write the Ss’ answers on the board.

How about this picture? (Point at each picture respectively.)

new, bathroom, balloon, school, swimming pool, toothache

4. Orally identify the pictures of words with letters ew and oo CLICK once to show a set of pictures with letters. Have Ss orally identify the picture described by saying its letter.

Say the letter of the picture described. toothache, blew, balloon, new, bathroom, swimming pool, boots, flew, goose, moose, crew, school

K, E, D, I, G, A, H, L, F, C, B, J

5. Identify the pictures of words with letters ew and oo – in pairs CLICK once to show a picture. Have Ss work in pairs and alternately say a word and identify the letter of the picture described.

Work with a partner. Take turns to say pictures and tell the letters.

Same as above.


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LG4 U5 L3 – Activity 2: Common Illnesses (R: Identifying Pictures and Making Sentences about Common Illnesses) 6 min

Objectives: Ss will be able to identify pictures and make sentences about common illnesses.

Target Lang: a toothache, a headache / He had a toothache. / She had a headache.




1. Elicit names of common illnesses Have Ss give names of common illnesses.

Tell me some common illnesses. E.g. a toothache…

a toothache, a fever, an earache, a stomachache, a headache, a cold, a cough, a sore throat

2. Describe the pictures—whole class Show LG4 U5 L3 PPT – Slide 3. Have Ss orally describe the pictures one by one.

What’s the matter with him/her?

1.

1. He had an earache. 2. She had a headache. 3. He had a toothache. 4. She had a sore throat. 5. He had a stomachache. 6. She had a cough. 7. He had a fever. 8. She had a cold.

3. Model to describe someone’s illness and have Ss identify who it is.

CLICK to make the names appear. Describe a picture and have Ss guess who it is.

She had a cold. Tell me who it is. Your turn. Oliver had an earache.

Nina had a cold. He had an earache.


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4. Do describing and identifying game– in pairs Have Ss work in pairs; take turns to describe and identify a picture.

Work with a partner. Take turns to describe a picture and name the person in it.

S1: She had a cough. S2: Sally had a cough. He had a stomachache. S1: Peter had a stomachache. She had a headache. …


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LG4 U5 L3 – Activity 3: Why…? (R&E: Asking and Answering Questions about Why Someone Stayed Home) 7 min

Objectives: Ss will be able to ask and answer questions about why someone stayed home.

Target Lang: Why did he stay home? / Because he had a toothache. / Why did she stay home? / Because she had a cough.




1. Do Q&As -- whole class Show LG4 U5 L3 PPT – Slide 4. Have Ss answer why the Alice and Jack stayed home.

These boys and girls stayed home from school yesterday. Why did Alice stay home? Why did Jack stay home?

Because she had a headache. Because he had a toothache.

2. Do Q&As – in two groups Divide the class into two groups; taking turns to ask and answer the rest people’s reasons of staying at home.

Group 1, ask the question. Group 2, answer. This time, group 2, ask the question. Group 1, answer.

G1: Why did Jack stay home? G2: Because he had a toothache. G1: Why did Oliver stay home? G2: Because he had an earache. G1: Why did David stay home? G2: Because he had a fever. G1: Why did Peter stay home? G2: Because he had a stomachache. G2: Why did Alice stay home? G1: Because she had a headache. G2: Why did Carol stay home? G1: Because she had a sore throat. G2: Why did Nina stay home? G1: Because she had a cold. G2: Why did Sally stay home? G1: Because she had a cough.


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3. Do Q&As – in pairs CLICK to show the pictures. Pair up Ss. Have Ss take turns in asking and answering why the cats stayed home yesterday.

Work with your partner. Take turns to ask and answer why the cats stayed home yesterday.

S1: Why did Tom stay home? S2: Because he had a stomachache. Why did Sam stay home? S1: Because he had a sore throat. …


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LG4 U5 L3 – Activity 4: Song: “The Happy Birthday Song” (ML: Singing the Song) 3 min

Objectives: Ss will be able to sing “The Happy Birthday Song.” and answer comprehension questions about it.

Target Lang: It’s my birthday today. / It’s your birthday today. / Happy birthday, Sam!

Materials: LG1 U5 Courseware – Song

Interaction: T-Ss; Ss-Ss; T-S


1. Sing the song Play LG1 U5 Courseware–Song. Have Ss sing along with the song.

Let’s sing.

It’s my birthday today. It’s your birthday today. It’s my birthday today. Happy birthday, Sam!

2. Sing the song -- in groups Divide the class into two groups. Have group one sing Sam’s lines and group two sing Ginger’s lines. Switch roles.

Group one, sing Sam’s lines. Group two, sing Ginger’s lines.

Same as above.

3. Ask and answer questions about the song Have Ss ask and answer as many questions they can about the pictures and then answer.

Whose birthday is it? It’s Sam’s birthday. When is Sam’s birthday? Today is Sam’s birthday. Is it Eddy’s birthday? No, it isn’t. It’s Sam’s birthday. Is it Sam’s birthday? Yes, it is.


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LG4 U5 L3 – Activity 5: Birthdays (PR: Stating Birthdays and Describing Past Birthday Activities) 5 min

Objectives: Ss will be able to state their birthdays and describe past birthday activities.

Target Lang: When was your birthday? / It was on August 26th. / What did you do on your birthday? / I went bowling.

Materials: None



1. Demo to state birthday and past birthday activities Call a S to state their birthday and describe what they did on their birthday.

S1, when was your birthday? What did you do on your birthday? S1, ask me about my birthday. My birthday was on July 29th. I flew in a balloon.

S1: It was on November 26th. I went out to eat. Ss: His birthday was on November 26th. He went out to eat. S1: When was your birthday? What did you do on your birthday?

2. State birthday and past birthday activities – in groups of three Work in groups of three. Have Ss ask and answer about each other’s birthday and birthday activities.

Work in groups of three. Take turns in asking each other about your birthday and what you did on your birthday.

S1: When was your birthday? S2: It was on February 10th. When was your birthday? S1: It was on August 26th. What did you do on your birthday? S2: I went bowling. What did you do on your birthday? S1: I had a party.

3. Present sentences to the class Have Ss share their partners ’birthday and past birthday activity to the class.

Tell us something about your partners’ birthday and past birthday activities.

Her birthday was on August 26th. She went bowling. His birthday was on February 10th. He had a party.


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LG4 U5 L3 – Activity 6: Indoor Activities (R: Naming and Describing Pictures of Indoor Activities) 7 min

Objectives: Ss will be able to name and describe pictures of indoor activities.

Target Lang: write a letter / He wrote a letter. / read a book / She read a book. / play a game / They played a game.




1. Name pictures of indoor activities Show LG4 U5 L3 PPT – Slide 5. Have Ss name the pictures. Point at them respectively, then randomly.

Name the pictures.

write a letter, read a book, make a model, listen to music, watch TV, talk on the telephone, do a puzzle, play a game

2. Identify the picture described Write word yesterday on the board.

Point at the word and the pictures to elicit sentences.

He wrote a letter yesterday. She read a book yesterday. He made a model yesterday. She listened to music yesterday. They watched TV yesterday. He talked on the telephone yesterday. He did a puzzle yesterday. They played a game yesterday.

3. Model the Pair work activity- whole class CLICK to make the names appear. Invite a S to alternately describe a picture and identify the S described with you.

He talked on the telephone. Who is he? XX Your turn. Faye read a book.

Class: Luke talked on the telephone. XX: She read a book. …


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4. Identify characters described—in pairs Have Ss work in pairs and alternately describe a

picture and identify the S described.

Work with a partner. Take turns to describe and identify who it is.

S1: He wrote a letter. S2: Zack wrote a letter. He did a puzzle. S1: Toby did a puzzle. She listened to music. …

5. Make sentences—in pairs Instruct Ss to make sentences about the pictures with a partner.

With a partner, make as many sentences as you can about the pictures. You have 30 seconds.

S1: Zack wrote a letter. S2: Faye read a book. S1: Luke talked on the telephone. S2: Jeff and Frank played a game. …


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LG4 U5 L3 – Activity 7: Last Week’s Activities (R&E: Describing Past Activities) 10 min

Objectives: Ss will be able to orally name the days of the week and describe past activities.

Target Lang: Monday, Tuesday / What did you do last Monday? / I went to the bookstore last Monday. / He went to the bookstore last Monday.


Interaction: T-Ss; T-S; S-S; S-Ss


1. Elicit days of the week Have Ss name the days of the week.

What are the days of the week?

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

2. Elicit Ss’ past activities Show LG4 U5 L3 PPT – Slide 6. Call several Ss to ask about their past activities on each day.

S1, what did you do last Monday? S2, what did you do last Tuesday?

S1: I went to the bookstore last Monday. S2: I read a book last Tuesday.

3. Elicit T’s past activities Instruct Ss to ask about your past activities on each day. Call several Ss to summarize your past activities.

Ask me about my activities on each day. I went bowling last Monday. I went out to eat last Tuesday. I played video games last Wednesday. I read a book last Thursday. I went to school last Friday. What did T do on each day? (Point at each day.)

S1: T, what did you do last Monday? S2: T, what did you do last Tuesday? S3: T, what did you do last Wednesday? S4: T, what did you do last Thursday? S5: T, what did you do last Friday? Teacher went bowling last Monday. Teacher went out to eat last Tuesday. Teacher played video games last Wednesday. Teacher read a book last Thursday. Teacher went to school last Friday.


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4. Do Q&As about past activities—in pairs Pair up Ss. Instruct Ss to take turns in asking and answering about their past activities in each day.

Work with a partner. Ask and answer about your past activities on each day.

S1: What did you do last Monday? S2: I listened to music last Monday. What did you do last Monday? S1: I did a puzzle last Monday. What did you do last Tuesday? S2: I made a model last Tuesday. What did you do last Tuesday? S1: I made a model last Tuesday, too. What did you do last Wednesday? S2: I watched TV last Wednesday. What did you do last Wednesday? S1: I went bowling last Wednesday. What did you do last Thursday? S2: I read a book last Thursday. What did you do last Thursday? S1: I played baseball last Thursday. What did you do last Friday? S2: I played video games last Friday. What did you do last Friday? S1: I went to the amusement park last Friday.

5. Present Ss’ past activities Call out Ss to share the activities of their classmates based on the information they have gathered.

Share your classmates’ past activities in class.

S1: S2 listened to music last Monday. She made a model last Tuesday. She watched TV last Wednesday. She read a book last Thursday. She played video games last Friday. S2: S1 did a puzzle on Monday. He made a model on Tuesday. …


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LG4 U5 L3 – Wrap Up: Quick Check 3 min

Objectives: Ss will be able to say the vocabulary learned in this lesson.

Target Lang: an earache, a stomachache, a sore throat, a fever, a cold, a cough, a toothache, a headache, listen to music, make a model, read a book, play a game, do a puzzle, write a letter, watch TV, talk on the phone

Materials: None

Interaction: T-Ss


1. Elicit names of illnesses and indoor activities

Have Ss say the words or phrases they learned today.

What names of illnesses did you learn?

How about indoor activities?

an earache, a stomachache, a sore throat, a fever, a cold, a cough, a toothache, a headache

listen to music, make a model, read a book, play a game, do a puzzle, write a letter, watch TV, talk on the phone


Page 1 of 14


LG4 U5 L4

Time 50 min

Materials: LG4 U5 L4 PPT; Courseware; Projector; Speakers; LG4 U5 L4 Handout 1







1. Ss will be able to read and spell words with letters ew and oo.

2. Ss will be able to orally ask and answer WH and Y/N questions about why someone stayed home.

3. Ss will be able to orally read sentences and make true or false statements about the text, “Eddy’s Illness”.


Page 2 of 14



Time 5’ 7’ 8’ 13’ 4’ 10’ 3’

Act. # Type Warm Up R&E -Activity 1 R&E-Activity 2 R&E-Activity 3 ML-Activity 4 R&E-Activity 5 Wrap Up

Name & Description of

Activity

Song “What Did You

Do?”

crew, C-R-E-W *Reading and

Spelling Words with ew and oo

Why…? *Asking and Answering WH Questions

about Why Someone Stayed Home

Did he have a fever? *Asking and Answering

Y/N Questions about Common Illnesses and

Indoor Activities

What’s Your Name? *Writing Words

Which start With The Letters In Their

Names

Eddy’s Illness *Reading &

Making True Or False Statements

about Eddy’s Illness

Ask Questions!

Target Language

What did you do? Where did you go? Who did you see last night? Please tell me. I had fun last night. I had a wonderful time. I stayed home and fed my goldfish.

ew crew, C-R-E-W flew, F-L-E-W blew, B-L-E-W oo goose, G-O-O-S-E moose, M-O-O-S-E boots, B-O-O-T-S

a stomachache a toothache a fever an earache a headache a sore throat a cold a cough He had a toothache. Why did he have a toothache? Because he didn’t brush his teeth. I had a headache. Why did you have a headache? Because I slept late.

Did he have a fever? Did she watch TV? Yes, he did. No, she didn’t.

J-juicy O-old S-six E-elephant P-pen H-happy I-in N-net E-egg

Eddy isn't here today. He stayed home because he's sick. He has a sore throat. He needs to sleep, but it's difficult. It hurts when he swallows. Poor Eddy. Let's hope he feels better soon.

Why did she stay home? Because he had a toothache. What did she do? Where did she go? When did she stay home? Did she read a book?


Page 3 of 14


LG4 U5 L4 – Warm Up: What Did You Do? 5 min

Objectives: Ss will be able to sing and orally make a new version of the song, “What Did You Do?”.

Target Lang: What did you do? / Where did you go? / Who did you see last night? / Please tell me. / I had fun last night. / I had a wonderful time. / I stayed home and fed my goldfish.




1. Elicit WH and Y/N Questions and answers Show LG4 U5 L4 PPT – Slide 2. Invite Ss to ask as many questions as they can about the pictures, and then answer them.

Ask questions about these pictures. Answer? More?

Who’s she? She’s Sue. She’s Ginger. Did she go to the park last night? No, she didn’t. She stayed home. Did she have a wonderful time? Yes, she did. What did she feed? She fed her goldfish. When did she feed her goldfish? Last night. …

2. Sing the song Have Ss sing the song using the pictures as a guide.

Let’s sing the song. What did you do? Where did you go? Who did you see last night? Please tell me. What did you do? Where did you go? I had fun last night. Oh, what did you do? Where did you go? I had a wonderful time. I stayed home and fed my goldfish. I had a wonderful time.


Page 4 of 14


3. Make new lyrics of the song – whole class CLICK to make another set of pictures appear. Ask Ss about the pictures. Have the class sing the song again using the pictures.

What did they do last night? Let’s sing a new song.

They played a game. What did they do? Where did they go? Who did they see last night? Please tell me. What did they do? Where did they go? They had fun last night. Oh, what did they do? Where did they go? They had a wonderful time. They stayed home and played a game. They had a wonderful time.

4. Make new lyrics of the song – in groups

CLICK to make two sets of pictures appear.

Divide the class into two groups. Assign a set of pictures to each group. Have Ss orally make new lyrics of the song using the pictures assigned to them.

Work in groups.

Group 1, sing a new song with these pictures.

Group 2, sing a new song with those.

You have one minute to prepare.

5. Present the song to the class – in groups

Invite groups one at a time to sing the new version of the songs to the class.

Group 1, sing your song to the class.

Group 2, it’s your turn.

What did she do? Where did she go? Who did she see last night? Please tell me. What did she do? Where did she go? She had fun last night. Oh, what did she do? Where did she go? She had a wonderful time. She stayed home and read a book. She had a wonderful time. What did he do? Where did he go? Who did he see last night? Please tell me. What did he do? Where did he go? He had fun last night. Oh, what did he do? Where did he go? He had a wonderful time. He stayed home and talked on the telephone. He had a wonderful time.


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LG4 U5 L4 – Activity 1: crew, C-R-E-W (R&E: Reading and Spelling Words with ew and oo) 7 min

Objectives: Ss will be able to read and spell words with ew and oo.

Target Lang: ew: crew, C-R-E-W, flew, F-L_E-W, blew, B-L-E-W / oo: goose, G-O- O- S-E, moose, M-O-O-S-E, boots, B-O-O-T-S




1. Elicit words with ew and oo Show LG4 U5 L4 PPT – Slide 3. Have Ss say the letters and produce the sounds of letter combinations. Elicit words with ew and oo.

What letter is this? (Point at letters e,w and o respectively.) What’s the sound? (Point at ew.) This one? (Point at oo.) Give me words with letters ew. Give me words with letters oo.

E W O “ew” “oo” crew, flew, blew, Goose, moose, boots

2. Read the words – in groups CLICK to show the words. Divide the class into 2 groups. Have G1 read first, and then G2. Switch roles.

G1, read the words. G2, your turn. Switch roles.

crew, flew, blew goose, moose, boots

5. Fill in the Missing Letters Show LG4 U5 L4 PPT – Slide 4. Have Ss fill in the missing letters; write down the word spellings.

Write the spelling of the words, and number them.

6. Check Ss’ answers Pair up Ss for checking. Have Ss read and spell the answers. CLICK to show all the answers.

Check your classmate’ answer. What’s the answer for number 1? Spell it! Number 2? 3? 4? …

1. crew, C-R-E-W 2. moose, M-O-O-S-E 3. blew, B-L-E-W 4. goose, G-O-O-S-E 5. boots, B-O-O-T-S 6. flew, F-L-E-W


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LG4 U5 L4 – Activity 2: Why…? (R&E: Asking and Answering WH Questions about Why Someone Stayed Home) 8 min

Objectives: Ss will be able to ask and answer WH questions about why someone stayed home.

Target Lang: a stomachache, a toothache, a fever, an earache, a headache, a sore throat, a cold, a cough / He had a toothache. / Why did he have a toothache? / Because he didn’t brush his teeth. / I had a headache. / Why did you have a headache? / Because I slept late.


Interaction: T-Ss; Ss-T; S-S


1. Recall names of common illnesses Show LG4 U5 L4 PPT — Slide 5. Elicit names of common illnesses from Ss.

What’s this? (Point at the pictures one at a time.)

a stomachache, a toothache, a fever, an earache, a headache, a sore throat, a cold, a cough

2. Elicit Q&As about common illnesses — in groups Point at picture A and B to elicit answers. Divide the class into two groups. Then, have each group alternately ask and answer about the rest of the pictures.

Why did he stay home? Why did he stay home? Group 1, ask a question. (Point at picture C.) Group 2, answer it. Now, group 2 ask. (Point at picture D.) Group 1, answer.

Because he had a stomachache. Because he had a toothache. Why did he stay home? Because he had a fever. Why did he stay home? Because he had an earache. …

3. Describe why someone stayed home Show LG4 U5 L4 PPT — Slide 6. Make a statement to describe why someone stayed home. CLICK to reveal the answer by showing the arrow.

He had a toothache. Why did he have a toothache? How about this one? Question? Answer? Next?

Because he didn’t brush his teeth. She had a cough. Why did she have a cough? Because she sang songs at school. He had an earache. Why did he have an earache?


Page 7 of 14


Show LG4 U5 L4 PPT — Slide 7.

Because he listened to music from 3:00 to 8:00. She had a sore throat. Why did she have a sore throat? She ate some sweets. He had a stomachache. Why did he have a stomachache? Because he drank lemonade. She had a cold. Why did she have a cold? Because she went swimming at night. He had a fever. Why did he have a fever? Because he played in the rain. She had a headache. Why did have a headache? She slept late.

4. Model Q&As with a partner Show LG4 U5 L4 PPT — Slide 8. Call a S to ask and answer questions. Switch roles.

I had a headache. XX, question? Because I slept late last night. Your turn! Why did you have a toothache?

XX: Why did you have a headache? I had a toothache. Because I ate chocolate cake.

5. Do Q&As about the pictures -- in pairs Pair up Ss. Instruct Ss to alternately ask and answer why he/she stayed home. Switch roles.

Work with a partner. Ask Switch roles.

Same as above.


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LG4 U5 L4 – Activity 3: Did he have a fever? (R&E: Asking and Answering Y/N Questions about Common Illnesses

and Indoor Activities) 13 min Objectives: Ss will be able to ask and answer Y/N (Did) questions about common illnesses and indoor activities.

Target Lang: Did he have a fever? / Did she watch TV? / Yes, he did. / No, she didn’t.

Materials: LG4 U5 L4 PPT — Slide 9; LG4 U5 L4 Handout 1 – Illnesses and Indoor Activities



1. Elicit questions Show LG4 U5 L4 PPT — Slide 9. Point at the word Tom the boy with a fever and the word yesterday to elicit “Did” question. Continue the elicitation for Ken with a toothache.

Question? Answer?

Did Tom have a fever? Yes, he did. Did he talk on the telephone? Yes, he did. Did Ken have a fever? No, he didn’t. Did he read a book? Yes, he did.

2. Do Y/N Q&A — in pairs CLICK to show another set of images. Pair up Ss. Have each pair ask and answer about the pictures.

Work with a partner. Ask and answer questions.

S1: Did Mac make a model? S2: Yes, he did. Did Fe have a headache? S1: No, she didn’t. She had a sore throat.

3. Model Information Gap CLICK to show the table. Ask questions about Ron and Dan using ‘Did’. Instruct Ss to look at the table for Student B to answer the questions. CLICK to show the answers.

I am Student A. You are Student B. Let’s talk about Ron and Dan. (Point at each name as you say them) Did Ron have an earache? Did Dan make a model? Now, ask me about Ron and Dan.

No, he didn’t. (Click to show the X mark.) Yes, he did. (Click to show the check mark) Did Ron make a model?


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Have Ss ask you about Ron and Dan. Answer the questions and CLICK to show the answers.

Yes, he did. (Click to show the check) No, he didn’t. (Click to show the X.)

Did Dan have an earache?

4. Do Information Gap — in pairs Distribute LG4 U5 L4 Handout 1 – Illnesses and Indoor Activities. Pair up Ss as Student A and B. Instruct Ss to find out the missing information and fill in the table by asking and answering Y/N questions.

Work with your partner. You are A; you are B. Ask and answer questions with your partner to fill in your tables. Don’t show your paper to your partner. S2, ask questions using ‘Did’ about the second table. S1, answer.

SA: Did Don have a stomachache? SB: Yes, he did. SA: Did Rin have a headache? SB: Yes, she did. SA: Did Jack have a headache? SB: No, he didn’t. SA: Did Don have a fever? SB: No, he didn’t. SA: Did Rin have a cough? SB: No, she didn’t. SA: Did Jack have a cough? SB: No, he didn’t. SA: Did Don play a game? SB: No, he didn’t. SA: Did Rin talk on the phone? SB: Yes, she did. SA: Did Jack talk on the phone? SB: No, he didn’t. SA: Did Don listen to music? SB: No, he didn’t. SA: Did Rin write a letter? SB: No, he didn’t. SA: Did Jack write a letter? SB: Yes, he did. SB: Did Rin have a stomachache? SA: No, she didn’t. SB: Did Jack have a stomachache? SA: No, he didn’t. SB: Did Don have a headache? SA: No, he didn’t. SB: Did Rin have a fever? SA: No, she didn’t. SB: Did Jack have a fever? SA: Yes, he did. SB: Did Don have a cough? SA: Yes, he did. SB: Did Rin play a game? SA: No, she didn’t. SB: Did Jack play a game? SA: Yes, he did. SB: Did Don talk on the phone? SA: No, he didn’t. SB: Did Rin listen to music? SA: Yes, she did. SB: Did Jack listen to music? SA: No, he didn’t. SB: Did Don write a letter? SA: Yes, he did.

4. Summarize information gathered Call several Ss to give sentences about the names you will say.

Tell me about Ron’s yesterday. Tell me about Don’s. Tell me about Jack’s.

Ron didn’t have a stomachache, fever and cough. She had a headache. She talked on the phone and listened to music. Don didn’t have a headache, fever and cough. He had a stomachache. He played a game. Jack didn’t have a stomachache, headache, and cough. He had a fever. He played a game and wrote a letter.


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LG4 U5 L4 – Activity 4: What’s Your Name? (ML: Writing Words starting With the Letters in Their Names) 4 min

Objectives: Ss will be able to write words which start with the letters in the names.

Target Lang: J-juice, O-old, S-six, E-elephant, P-pen, H-happy, I-in, N-net, E-egg

Materials: None



1. Model Name Game Write your name on the board. Ask Ss to say words that start with the letters of your name. Write the words on the board.

These are the letters in my name. J-0-S-E-P-H-I-N-E What word starts with letter J? Letter O? S? E? … .

J juice O old S six E elephant P pen H happy I in N net E egg

2. Do Name Game – in pairs Pair up Ss. Instruct Ss to think of a word that starts with each letter in their partner’s names in 1 minute. Have them write down the words.

Find a partner. Think of words that start with the letters in his/ her name. You have a minute.

3. Present to the class Ask a few Ss to orally present the words in front.

Present your words in front.

J jelly O octopus H ham N now …


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LG4 U5 L4 – Activity 5: “Eddy’s Illness” (R&E: Reading, Identifying and Making True or False Statements about Eddy’s Illness) 10 min

Objectives: Ss will be able to orally read the sentences and make True or False statements about the text, “Eddy’s Illness.”

Target Lang: Eddy isn't here today./ He stayed home because he's sick./ He has a sore throat./ He needs to sleep, but it's difficult./ It hurts when he swallows./ Poor Eddy./ Let's hope he feels better soon.

Materials: LG4 U5 L4 PPT — Slides 10-11

Interaction: T-Ss; Ss-Ss; S-Ss; S-S


1. Read the sentences – whole class Show LG4 U5 L4 PPT – Slide 10. Have Ss read the sentences.

Let’s read.


2. Read the sentences – in random order Have Ss read the sentences in random order.

How many sentences are there? Read the fifth sentence How about the first sentence. Fourth? ,,,

There are seven sentences. Poor Eddy. Eddy isn't here today. He needs to sleep, but it's difficult.


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3. Read and spell the words Read the words indicated under Teacher Talk. Have Ss read the sentence which includes these words, and then spell the word.

Read the sentence when I say the word. sick Spell the word. hurts Spell. hope Spell. today sleep sore throat poor

He stayed home because he's sick. S-I-C-K, sick It hurts when he swallows. H-U-R-T-S, hurts Let's hope he feels better soon. H-O-P-E, hope Eddy isn't here today. T-O-D-A-Y, today He needs to sleep, but it's difficult. S-L-E-E-P, sleep He has a sore throat. S-O-R-E T-H-R-O-A-T, sore throat Poor Eddy. P-O-O-R, poor

4. Elicit information about the pictures. Show LG4 U5 L4 PPT – Slide 11. Cover the picture of Eddy; point at the picture of him in the hospital and the question mark to elicit a sample “who” question. Point at Eddy, the picture him with sore throat, sad face and the question mark to elicit a sample Y/N question.

Question? Answer?

Who is sick? Eddy is sick. Who stayed home? Eddy stayed home. Why did he stay home? Because he had a sore throat. Was it hurt? Yes, it was. …


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5. Model the True or False activity—whole class Have Ss say “True” if the statement is correct. If not, have them say “False” and call a S to give the correct the statement.

Eddy isn’t here today. True or False? He has a stomachache. What’s the correct sentence?

True. False. He had a sore throat.

6. Do True or False with Ss’ statements Call individual Ss to give a true or false statement about the text. Then, have the whole class answer.

XX, give a true or false statement. XY? XZ? …

XX: Very good Eddy. ALL: False. Poor Eddy. XY: He stayed home because he's sick. ALL: True. XZ: It okay when he swallows. ALL: False. It hurts when he swallows. …

7. Do a True or False Activity – in pairs Pair up Ss. Have the Ss alternately make sentences and identify if it’s true or false.

Do the activity with your partner. Take turns.

S1: He didn’t stay home. S2: False. He stayed home. Eddy is sick. S1: True. …


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LG4 U5 L4 – Wrap Up: Ask Questions! 3 min

Objectives: Ss will be able to ask and answer questions about the pictures.

Target Lang: Why did he stay home? /Because he had a toothache. / What did she do? / Where did she go? / When did she stay home? / Did she read a book?


Interaction: T-Ss


1. Elicit WH and Y/N Questions

Show LG4 U5 L4 PPT – Slide 8. Point at each picture and have Ss ask and answer.

S1,ask a question. Answer it. (Point at the boy with toothache.) S2, ask a question? Answer? S3: Ask a question. (Point at a picture.) …

S1: Why did he stay home?

Because he had a toothache.

S2: Did he read a book?

No, he didn’t. He talked on the telephone.

S3: What did they do?

They watched TV.

…

Did he watch TV? No, he didn’t. He played a game.

Why did she stay home? Because she had sore throat.

Why did he stay home? Because he had a fever.

What did she do? She listened to music.

©DynEd International, Inc. www.en.dyned.com.cn

LG4 U5 L4 Handout 1—Illnesses and Indoor Activities

Student A:

Student B:

Rin × × × Don × × × Jack × ×

Rin × × Don × × × Jack × × ×


Page 1 of 16


LG4 U5 L5

Time: 50 min

Materials: LG4 U5 L5 PPT; Courseware; Projector; Speaker


1. Ss will be able to ask and answer WH and Y/ N questions about common illnesses and indoor activities.



4. 、Ss will be able to ask and answer about simple reasons by using why and because.


1. Ss will be able to read and make sentences with ew, oo and ue words.

2. Ss will be able to read the text, “Eddy’s Illness” and put the sentences in order.

3. Ss will be able read, ask and answer WH and Y/N questions about “Sam’s Visit to L.A.”

4. Ss will be able to ask and answer questions about a day when they stayed home.


Page 2 of 16



Time 4’ 7’ 5’ 7’ 5’ 5’ 13’ 4’

Act. # Type

Warm Up R-Activity 1 R-Activity 2 R-Activity 3 R&E-Activity 4 PR-Activity 5 R&E-Activity 6 Wrap Up

Name & Description

of Activity

Word Search

ew, oo or ue? * Reading and

Making Sentences with Letters ew, oo

and ue

I’m First! *Describing

Positions Using Ordinal Numbers

Eddy’s Illness *Reading and

Putting Sentences in

Order

Song “Where Did You

Go?” * Singing and

Making New Lyrics of the Song

Sam’s Visit to L.A. * Asking and

Answering WH and Y/N

Questions about “Sam’s Visit to

L.A.”

Why Did You Stay Home?

*Describing a Day in the Past

Recall

Target Language

circus, C-I-R-C-U-S museum, M-U-S-E-U-M zoo-Z-O-O park, P-A-R-K bear, B-E-A-R monkey, M-O-N-K-E-Y birds, B-I-R-D-S lemonade, L-E-M-O-N-A-D-E water, W-A-T-E-R juice, J-U-I-C-E

crew flew blew goose moose boots bathroom blue glue Sue Sue, the moose and the goose flew the plane. The moose and the goose flew in the blue bathroom.

I’m first. I’m second. I’m third. I’m fourth. I’m fifth.


Where did you go? I went to L.A. Who did you see? I saw Uncle Ray. What did he do? What did he say? He said, “Hello.” “It’s a nice day.”

Sam went to L.A. He stayed at his uncle Ray’s house. He found a frog. It was in the swimming pool.

When did you stay home? Why did you stay home? What did you do? I stayed home on Friday. I had a fever. I watched TV.

circus, museum, zoo, park, bear, monkey, birds, lemonade, water, juice, crew, flew, blew, goose, moose, boots, bathroom, blue, glue, Sue, first, second, third, fourth, fifth, Where, What, Who, Why, went, see, saw, say, went, stayed, found, was


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LG4 U5 L5 – Warm Up: Word Search 4 min

Objectives: Ss will be able to find and spell words related to places, animals or food.

Target Lang: circus, C-I-R-C-U-S / museum, M-U-S-E-U-M / zoo-Z-O-O / park, P-A-R-K / bear, B-E-A-R / monkey, M-O-N-K-E-Y / birds, B-I-R-D-S / lemonade, L-E-M-O-N-A-D-E/ water, W-A-T-E-R / juice, J-U-I-C-E


Interaction: T-Ss; Ss-Ss, T-S


1. Elicit names of food, animals and places Elicit names of food, animals and places from Ss.

What are some food you know? How about animals? Places in a community?

French fries, soda pop, a hotdog, lemonade, cotton candy… an elephant, bears, , monkeys… circus, a beach, a museum, a swimming pool, an amusement park, a playground, a zoo…

2. Find the Words — in pairs Show LG4 U5 L5 PPT – Slide 2. Pair up Ss. Instruct each pair to find as many names of places, animals and food in the table and write them down in their notebooks. Give them a time limit.

Work in pairs. Find words in the table. And write them down in your notebooks.

3. Read and Spell the Words Have each pair read and spell the words they found. Words to find: “circus, museum, zoo, park, bear, monkey, birds, lemonade, water, juice”

Tim and Josh, how many words did you find? Read and spell the words.

We found 3 words. circus, C-I-R-C-U-S bear, B-E-A-R museum, M-U-S-E-U-M …


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LG4 U5 L5 – Activity 1: ew, oo or ue? (R&E: Reading and Making Sentences with Letters ew, oo and ue) 7 min

Objectives: Ss will be able to read and make sentences with ew, oo and ue words.

Target Lang: crew, flew, blew, goose, moose, boots, bathroom, blue, glue, Sue / Sue with the moose and the goose flew the plane. / The moose and the goose flew in the blue bathroom.


Interaction: T-Ss; S-Ss; S-S


1. Elicit words with ew, oo and ue Have Ss name words with ew, oo and ue..

What words have letters ew What words have letters oo? What words have letters ue?

crew, flew, blew goose, moose, boots, bathroom blue, glue, Sue

2. Read with letters ew, oo and ue — whole class Show LG4 U5 L5 PPT — Slide 3. Have Ss read the words.

Read the words.

bathroom, flew, goose, moose, blue, crew, glue, blew, Sue, boots

3. Read with letters ew, oo and ue — in groups Divide the class into two groups. Have Ss read the words.

Group 1, read the words. Group 2, your turn to read the words. (Point at the words in random.)

Same as above.

4. Model reading the sentences and identifying ew, oo or ue CLICK to show the table. Draw a similar table on the board. CLICK to show the sentence. Instruct Ss to read the sentence and identify words with letters ew, oo or ue. Write their answers on the table.

Read the sentence. Which words have letters ew? (Write the words in the table.) How about letters oo? (Write the words in the table.) How about letters ue?

Sue with the moose and the goose flew the plane. flew moose, goose Sue


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(Write the words in the table.) Read the words (Point at the words in the table.)

flew, moose, goose, Sue

5. Read sentences and identify ew, oo and ue words CLICK to show the next sentence. Instruct Ss to read the sentence. Call individual Ss to write ew, oo and ue words in the table.

Read the sentence. Which word has letters ew? XX, write the answer on the board. How about letters oo? Anything else? XY? How about letters ue? Read the words.

The moose and the goose flew in the blue bathroom. XX: flew (Writes “flew” in the table.) XY: moose (Writes “moose” in the table.) XZ: goose (Writes “goose” in the table.) YY: bathroom (Writes “bathroom” in the table.) YX: blue (Writes “blue” in the table.) flew, moose, goose, bathroom, blue

6. Make sentences and draw a table — in pairs Pair up Ss. Have Ss make two sentences with 3 or more ew, oo or ue words each and write them on any sheet of paper. Then, draw a similar table.

Work with your partner. Write two sentences with 3 or more words with letters ew, oo or ue on a sheet of paper. Then, draw the table.

7. Read student-made sentences and identify ew, oo and ue words – in pairs Call several pairs to read the sentences that they made. Have other Ss identify and write the words with letters ew, oo and ue in their table. Instruct Ss to say their answers.

S1 and S2, read your sentences. Everybody, write ew, oo and ue words in your table. Which words have letters ew? And oo? ue? S3 and S4, your turn. …

blue, glue, Sue goose, moose, boots, bathroom crew, flew, blew S1&S2: Sue blew the blue glue in the bathroom. The blue moose and the blue goose flew with the crew. Ss: Sue, blew, blue, glue, bathroom blue moose, goose, flew, crew


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LG4 U5 L5 – Activity 2: I’m First! (R: Comparing Positions Using Ordinal Numbers) 5 min

Objectives: Ss will be able to describe their positions in a line using ordinal numbers.

Target Lang: I’m first. / I’m second. / I’m third. / I’m fourth. / I’m fifth.

Materials: None



1. Stand in a line according to shoe sizes Call 5 Ss to the front. Choose a leader among the five Ss and instruct him/her to arrange the 4 other Ss according to their shoe size from the biggest to the smallest.

S1, S2, S3, S4, S5, come to the front. XX, make them stand according to their shoe sizes from the biggest to the smallest.

2. Compare Ss’ shoe sizes Elicit sentences comparing the position of their classmates’ shoes in the line.

Whose shoes are the biggest? Whose shoes are second to the biggest? …

Mickey’s shoes are the biggest. Brent’s shoes are second to the biggest. Randy’s shoes are third to the biggest. Claudine’s shoes are fourth to the biggest.

3. Stand in a line according to birthday – in groups Have Ss form groups. Instruct each group to choose a leader. Have the leaders arrange their group members according to their birthday.

Work in groups. Choose a leader. Leader, arrange your group members according to their birthday. Shout I’m first if you are done.

G1-L: I’m first. G3-L: I’m second. G2-L: I’m third. …

4. Recall the Position of the Groups Who was first in group 1? Second? Third? What about in group 2? Group 3?

John was first. Tim was second. Dan was third. …


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LG4 U5 L5 – Activity 3: Eddy’s Illness (R: Reading and Putting Sentences in Order) 7 min

Objectives: Ss will be able to read the text, “Eddy’s Illness” and put the sentences in order.

Target Lang: Eddy isn't here today. / He stayed home because he's sick. / He has a sore throat. / He needs to sleep, but it's difficult. / It hurts when he swallows. / Poor Eddy. / Let's hope he feels better soon.




1. Read the sentences – whole class Show LG4 U5 L5 PPT – Slide 4. Instruct Ss to read the sentences.

Read the sentences. (Point at each sentence.)


2. Read the sentences CLICK to make the letters appear. Instruct Ss to identify the sentence and read the sentence of the letter mentioned.

How many sentences are there? Read sentence C. E A G B F D

There are 7 sentences. He has a sore throat. It hurts when he swallows. Eddy isn’t here today. Let’s hope he feels better soon. He stayed home because he’s sick. Poor Eddy. He needs to sleep, but it’s difficult.

3. Put sentences in order CLICK to show the sentences in a different order. Instruct Ss to put the sentences in order by writing down the related letters in order.

Put the sentences in order. Write the letter of your answer.

(Ss write the answers.)


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4. Check Ss’ answers — in pairs Have Ss work in pairs. Then, instruct them to check their partner’s answer. Have Ss say the letter of the answer, and then read the sentences. CLICK (7x) to confirm Ss’ answers.

Work with your partner. Check your partner’s answers. Which is the first sentence? Read it. Second? Third? Fourth? ….

1- C. Eddy isn't here today. 2- B. He stayed home because he's sick. 3- E. He has a sore throat. 4- G. He needs to sleep, but it's difficult. 5- A. It hurts when he swallows. 6- F. Poor Eddy. 7- D. Let's hope he feels better soon.


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LG4 U5 L5 – Activity 4: Song: “Where Did You Go?” (R&E: Singing and Making New Lyrics of the Song) 5 min

Objectives: Ss will be able to sing and orally make new lyrics of the song, “Where Did You Go?”

Target Lang: Where did you go? / I went to L.A. / Who did you see? / I saw Uncle Ray. / What did he do? / What did he say? / He said, “Hello!” / “It’s a nice day.”




1. Elicit information about the song “Where did you go?” Show LG4 U5 L5 PPT - Slide 5. Invite Ss to ask as many questions as they can about the pictures and then answer the questions.

Who’s he? He’s Sam. Where did he go? He went to L.A. Who did he see? He saw Uncle Ray. What did Uncle Ray say? He said ‘Hello. It’s a nice day.’

2. Sing the song “Where did you go?” Divide the class into two groups.

Have thetwo groups take turns to sing as Eddy and Sam.

Point at the pictures to guide Ss.

Group 1, you are Eddy. Group 2, you are Sam.

Sing the song.

Switch roles.

G1: Where did you go?

G2: I went to L.A.

G1: Who did you see?

G2: I saw Uncle Ray.

G1: What did he do? What did he say?

G2: He said, “Hello. It’s a nice day.”

3. Model how to make new lyrics of the song

Have Ss ask questions as you point at each picture on the slide.

You are Eddy, I’m Sam. Let’s sing a new song. I went to Beijing. I saw my friend Kim. She said ‘Hello, it’s a hot day.’

Where did you go? Who did you see? What did she say?


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4. Make new lyrics of the song – in groups

Have Ss orally make new lyrics of the song.

Work in groups.

You have one minute to prepare a new song.

5. Present the song to the class – in groups

Invite one group at a time to sing the new version of the song to the class.

Group 1, sing your song to the class.

Group 2, it’s your turn.

Where did you go? I went to Tokyo. Who did you see? I saw my friend Kenta. What did he do? What did he say? He said, “Hello.” “It’s a bad day.” …


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LG4 U5 L5 – Activity 5: Sam’s Visit to L.A. (PR: Asking and Answering WH and Y/N Questions about “Sam’s Visit to L.A.”) 5 min Objectives: Ss will be able to ask and answer WH and Y/N questions about “Sam’s Visit to L.A.”

Target Lang: Sam went to L.A. / He stayed at his Uncle Ray’s house. / He found a frog. / It was in the swimming pool.

Materials: LG4 U5 L5 PPT — Slides 6; Timer



1. Elicit information about the pictures Show LG4 U5 L5 PPT – Slide 6. Write a question mark on the board Cover the picture of Sam; point at the question mark to elicit a sample “who” question. Cover the word “L.A.”; point at Sam, the picture of Sam carrying a bag and the question mark to elicit a sample “where” question. Point at Sam, the picture of the flag, sad face and the question mark to elicit a sample Y/N question. Cover the picture of the frog; point at Sam, and the question mark to elicit a sample “what” question.

Who’s he? He’s Sam. Where did Sam go? He went to L.A. Where did he stay? He stayed at his Uncle Ray’s house. Did he find a spider? No, he didn’t. What did he find? He found a frog. Where was the frog? It was in the swimming pool.

2. Model the Activity- Hot Seat CLICK to show more pictures. Call a S to sit on a hot seat. Set a timer for 1 minute. Have Ss ask Y/N and WH questions about the pictures one at a time. Call another S to count the number of questions answered by the S.

XX, come here. You have 1 minute to answer your classmates’ questions. …

Did Ginger go to Beijing? No, she didn’t. Where did Ginger go? She went Shanghai. Where did she stay? She stayed with her friend. Did she find a pen? Yes, she did.


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(After a minute) How many questions did she answer correctly?

Where was the pen? It was on the chair. Where did Mimi go? She went to France. Did Kate go to France? No, she didn’t. What did Kate find? She found a mouse. Was the mouse on the table? No, it wasn’t. Where was the umbrella? It was under the tree. 10 questions.

3. Do Hot Seat – in groups Divide the class into two groups. Call one S from each group to sit on the hot seat and answer the questions from his/her group members within 1 min. See who answers most questions within limited time. Note: Call a S to count the number of questions answered by each S on the hot seat. Make sure Ss all have chances to ask questions, not only the volunteers.

This is group 1. This is group 2, Choose one S from your group to sit on the hot seat. All Ss in the group have 1 minute to ask questions about Sam, Ginger, Mimi and Kate. Let’s start with Group 1. Your time starts now. Time’s up. How many questions did she answer correctly? Now, group 2, it’s your turn.

Group 1 Did Sam go to L.A? Yes, he did. Did Kate find an umbrella? No, he didn’t. Where did Ginger go? She went to Shanghai. Where did Mimi go? She went to France. What did Sam find? He found a frog. Where did Kate go? She went to Brazil. Where did Ginger stay? She stayed at her friend’s house. 7 questions.


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Time’s up. How many questions did she answer correctly?

Group 2 What did Ginger find? She found a pen. What did Mimi find? She found a mouse. What did Kate find? She found an umbrella. What did Sam find? He found a frog. Where was the pen? It was on the chair. Where was the mouse? It was under the table. Where was the umbrella? It was under the tree. Did Kate go to Brazil? Yes, she did. 8 questions.


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LG4 U5 L5 – Activity 6: Why Did You Stay Home? (R&E: Describing a Day in the Past) 13 min Objectives: Ss will be able to ask and answer questions about a day when they stayed home.

Target Lang: When did you stay home? / Why did you stay home? / What did you do? / I stayed home on Friday. / I had a fever. / I watched TV.


Interaction: T-S; T-Ss; S-S; S-Ss


1. Elicit questions Show LG4 U5 L5 PPT – Slide 7. Tell Ss you stayed home last week because you were sick. Have them ask you questions using Wh, What and When. CLICK to show your answer one at a time.

Last week, I stayed home. I was sick. Ask me questions. I stayed home because I had a fever. (CLICK) I stayed home on Friday. (CLICK) I watched TV. (CLICK)

Why did you stay home? When did you stay home? What did you do?

2. Model Q and A Drill -in groups Divide the class into two. Point at the question words and instruct Ss to ask and answer about Kate. CLICK to show the information about Kate.

Let’s ask and answer about Kate. This is group 1. This is group 2. G1, ask. G2, answer?

Why did she stay home? She stayed home because she had a cough. When did she stay home? She stayed home on Monday. She played a game.

3. Prepare for the Interview Activity Instruct Ss to imagine that they got sick last week. Tell them to choose the day, the reason and the activity they did.

Imagine that last week, you got sick. When did you stay home? Why? What did you do? You have 30 seconds to think.


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4. Do the interview CLICK to show a table. Instruct Ss to draw a similar table in their notebook. Have Ss Ask 3 classmates about when and why they stayed home, and what they did. Have Ss fill in the table based on their classmates’ answers.

Draw the table in your notebook. Ask 3 people in the class using the WH questions When, Why, What. Write their answers into your table.

Why did you stay home? I stayed home because I had a headache. When did you stay home? I stayed home on Friday. What did you do? I watched TV.

5. Present sentences to the class Call several Ss to give information about the names you mention.

Tell me about John. Tell me about Tom.

S1: John stayed home on Monday. He had a cold. He watched TV. S2: Tom stayed home on Thursday. He had a cough. He played a game.


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LG4 U5 L5 – Wrap Up: Recall 4 min

Objectives: Ss will be able to recall words and make sentences using the words.

Target Lang: circus, museum, zoo, park, bear, monkey, birds, lemonade, water, juice, crew, flew, blew, goose, moose, boots, bathroom, blue, glue, Sue, first, second, third, fourth, fifth, Where, What, Who, Why, went, see, saw, say, went, stayed, found, was

Materials: None

Interaction: T-Ss


1. Recall words learned today Elicit words that they learned today.

Give me some words that you learned today.

circus, museum, zoo, park, bear, monkey, birds, lemonade, water, juice crew, flew, blew, goose, moose, boots, bathroom, blue, glue, Sue first, second, third, fourth, fifth Where, What, Who, Why, went, see, saw, say, went, stayed, found, was

2. Model the activity Call a few Ss to say a word. Have other Ss make a sentences using the word.

XX, give me a word. Make a sentence with the word.…

a toothache Tom had a toothache.

3. Do the activity- pair work Divide Ss in pairs. Have them do the activity.

Work in pairs. Take turns to say a word and make a sentence.

Same as above.


Page 1 of 12


LG4 U5 L6

Time： 50 min

Materials: LG4 U5 L6 PPT; Courseware







1. Ss will be able to sing and make new lyrics of the song “What Did You Do?”.

2. Ss will be able to ask and answer WH questions about common illnesses and indoor activities.

3. Ss will be able to read and make sentences using words with the letters ew, oo and ue

4. Ss will be able to identify and orally make true or false statements about the reading text "Eddy's Sick".

5. Ss will be able to make a story similar to the reading text ‘Eddy’s Sick’.


Page 2 of 12



Time 5’ 11’ 7’ 8’ 5’ 10’ 4’

Act. # Type Warm Up R&E-Activity 1 R&E-Activity 2 R&E-Activity 3 ML-Activity 4 R&E-Activity 5 Wrap Up

Name & Description of

Activity

Last Student Standing

Why, When, What * Asking & Answering WH

Questions About A Day When Someone Stayed

Home

Nonsense Sentences with ew, oo and ue

* Reading, & Making Non Sense Sentences using ew, oo and ue

words

True or False * Making True or False Statements

about the Reading Text "Eddy's Sick"

I Spy! *Guessing

Objects that start with the given

letter

Who stayed home? *Making A Story

Similar to the Reading Text, ‘Eddy’s Sick’.

Make Sentences!

Target Language

pizza a hamburger cheese vegetables a sandwich a hot dog supermarket park house restaurant hospital go swimming watch TV drink juice ride a bicycle climb a tree

an earache, a stomachache, a sore throat, a fever, a cold, a cough, a toothache, a headache listen to music, make a model, read a book, play a game, do a puzzle, write a letter, watch TV, talk on the telephone What’s your name? Why did you stay home? What did you do in the morning? What did you in the afternoon? What’s did you do in the evening?

crew flew blew goose moose boots bathroom blue glue Sue The goose and the moose were wearing boots. The brew grew the stew and the few hew the new.

Eddy isn’t here today. He stayed home because he’s sick. He has a sore throat. He needs to sleep, but it's difficult. It hurts when he swallows. Poor Eddy. Let's hope he feels better soon.

I see, with my little eyes, in this room, something starts with the letter C. It is a chair? Yes, it is. No, it isn’t.

Mark isn’t here today. He stayed home because he’s sick. He has a headache. He needs to do homework but it’s difficult. Poor Mark. Let’s hope he feels better soon.

Why did you stay home?

I stayed home because I had a sore throat.

What did you do?

I watched TV.

When did you stay home?

I stayed home on Monday.

The crew flew the plane.


Page 3 of 12


LG4 U5 L6 – Warm Up: Last Student Standing 5 min Objectives: Ss will be able to give words under each category.

Target Lang: pizza, a hamburger, cheese, vegetables, a sandwich, a hot dog, supermarket, park, house, restaurant, hospital, go swimming, watch TV, drink juice, ride a bicycle, climb a tree

Materials: None



1. Demonstrate the game: give words or sit down Have Ss stand in a circle. Have Ss give words based on a certain category. Ss who fail to give new words have to sit down. The last S standing wins the game.

Stand up and make a circle. In 5 seconds, give me some words about food. Don’t repeat the words. If you do, you need to sit down. Let’s start from you, S1.

S1: pizza S2: a hamburger S3: cheese S4: vegetables S5: a sandwich S6: a hot dog …

2. Do the activity — in small groups Divide the class into small groups and do the same procedure. T gives the category and Ss think of words based on the given category.

Work in small groups. Make a circle. Tell words of places. Next, tell words of activities. …

supermarket park house restaurant hospital go swimming watch TV drink juice ride a bicycle climb a tree


Page 4 of 12


LG4 U5 L6 – Activity 1: Why, When, What (R&E: Asking & Answering WH Questions about A Day When Someone

Stayed Home) 11 min

Objectives: Ss will be able to ask and answer WH questions about a day when someone stayed home.

Target Lang: an earache, a stomachache, a sore throat, a fever, a cold, a cough, a toothache, a headache, listen to music, make a model, read a book, play a game, do a puzzle, write a letter, watch TV, talk on the telephone/ What’s your name? Why did you stay home? , What did you do in the morning? , What did you in the afternoon? , What’s did you do in the evening?




1. Elicit names of common illnesses Have Ss recall some common illnesses.

What common illnesses do you know? an earache, a stomachache, a stomachache, a sore throat, a fever, a cold, a cough, a toothache, a headache

2. Elicit names of indoor activities Have Ss recall some indoor activities.

What indoor activities do you know? listen to music, make a model, read a book, play a game, do a puzzle, write a letter, watch TV, talk on the phone

3. Elicit questions and answers – whole class Show LG4 U5 L6 PPT – Slide 2. Ask Ss about the pictures on the slide.

What’s her name? When did she stay home? Why did she stay home? What did she do in the morning? What did she do in the evening? What did she do in the afternoon?

Her name is Ana. She stayed home last Monday. She stayed home because she had a sore throat. She watched TV. She read a book. She played a game.

4. Elicit Q&As about Tim CLICK to show the pictures in the second row. Have Ss ask you questions. Guide them as to which question to ask by pointing at the question word on the top of the table. Point at each picture as you say the answer.

Question? (Point at “Name”.) (Point at “When”.) (Point at “Why”.) (Point at “in the morning”.)

What’s his name? His name is Tim. When did he stay home? He stayed home last Friday. Why did he stay home? Because he had a fever. What did he do in the morning?


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(Point at “in the afternoon”.) (Point at “in the evening”.)

He listened to music in the morning. What did he do in the afternoon? He wrote a letter in the afternoon. What did he do in the evening? He did a puzzle in the evening.

5. Summarize Tim’s answers- whole class. Have the whole class make sentences about Tim’s answers.

Make sentences about Tim.

His name is Tim.

He stayed home last Friday because he had a fever.

He listened to music in the morning. He wrote a letter in the afternoon.

He did a puzzle in the evening.

6. Model the interview- individual Pick a S and have the class ask him/ her WH questions as you point at the Q words on the slide.

Class, let’s ask XX. Question? (Point at “Name”.) Answer? Question? (Point at “When”.) Answer? Question? (Point at “Why”.) Answer? Question? (Point at “in the morning”.) Answer? Question? (Point at “in the afternoon”.) Answer? Question?

What’s your name? My name is Jim. When did you stay home? I stayed home last Tuesday. Why did you stay home? Because I had a stomachache. What did you do in the morning? I read a book in the morning. What did you do in the afternoon? I did a puzzle in the afternoon.


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(Point at “in the evening”.) Answer?

What did you do in the evening? I fed my goldfish in the evening.

7. Summarize the S’s answers Call individual Ss to make sentences about your answers.

Make sentences about Jim.

His name is Jim. He stayed home on Tuesday because he had a stomachache. He read a book in the morning. He did a puzzle in the afternoon. He fed his goldfish in the evening.

8. Interview – pair work CLICK to show the next table. Have Ss ask and answer and have them write their partner’s answer.

Now, work in pairs. Ask and answer. Write your partner’s name and answers in the table.

S1: When did you stay home? S2: I stayed home on Monday. S1: Why did you stay home? S2: Because I had a cold. S1: What did you do in the morning? S2: I did a puzzle in the morning. S1: What did you do in the afternoon? S2: I talked on the telephone in the afternoon. S1: What did you do in the evening? S2: I watched TV in the evening. (Various responses, depends on Ss’ answers.)

9. Present to the class Call several pairs to present their work to the class.

S1 and S2, please present your work.

S1 stayed home on Monday because he had a cold. He did a puzzle in the morning. He talked on the telephone in the afternoon. He watched TV in the evening. S2 stayed home on Friday because he had a toothache. He watched TV in the morning. He played a game in the afternoon. He went out to eat in the evening. …


Page 7 of 12


LG4 U5 L6 – Activity 2: Nonsense Sentences with ew, oo and ue (R&E: Reading, & Making Sentences using ew,

oo and ue Words) 7 min

Objectives: Ss will be able to read and make sentences using ew, oo and ue words.

Target Lang: crew, flew, blew, goose, moose, boots, bathroom, blue, glue, Sue / The brew grew the stew and the few hew the new.


Interaction: T-Ss; Ss-Ss


1. Read the words — whole class Show LG4 U5 L6 PPT—Slide 3. Have the class orally read the words.

Let’s read. crew, flew, blew goose, moose, boots, bathroom blue, glue, Sue

2. Read ‘Nonsense Sentences’ — whole class CLICK to show the sentences and have Ss read.

Read the sentences. The brew grew the stew and the few hew the new. The loose and the joose were wearing woods. The groo floo the ploo and the woo bloo the mloo. The dew and the gew were wearing brew. The clue frue the plue and the wue brue the prue. The muer and the guer were weating brues.

3. Read ‘Nonsense Sentences’ — in groups Divide the class in two groups. Have G1 read first, and then G2. Call a few Ss to read the sentence individually.

G1, read the sentences again. G2, it’s your turn. XX, read the first sentence.

Same as above.

4. Make sentences — in pairs Have Ss work in pairs and make 2 sentences with ew, oo and ue.

Work in pairs and make 2 sentences. Use words with letters ew, oo and ue

The mrew dmew the kloo and the who woo the moo. The woose and the hoose were wearing boons.

5. Present to class Call several pairs to read their sentences.

S1 and S2, read your sentences.

The root and the drew were wearing moots. The froo wloo the kloo and the doo jloo the bloo.


Page 8 of 12


LG4 U5 L6 – Activity 3: True or False (R&E: Making True or False Statements about the Reading Text "Eddy's Sick") 8 min

Objectives: Ss will be able to make true or false statements about the reading text "Eddy's Sick".

Target Lang: Eddy isn't here today. / He stayed home because he's sick. / He has a sore throat./ He needs to sleep, but it's difficult. / It hurts when he swallows. / Poor Eddy./ Let's hope he feels better soon.




1. Read “Eddy’s Sick” – whole class Show LG4 U3 L6 PPT — Slide 4. Have Ss read the sentences.

Let’s read.


2. Read “Eddy’s Sick” – in groups Divide the class into two groups. Have each group read.

Let’s read it again. G1, read the text. It’s your turn G2.


3. Do a comprehension check- whole class CLICK to cover some words/ phrases. Point at “he stayed home” and the question mark to elicit a sample “Why” Q. Point at “isn’t here today” and the ? to elicit a sample “Who” Q. Point at “He has” and the ? to elicit a sample “What or Why” Q.

Make a question. Answer the question.

Ss: Why did he stay home?

Because he’s sick. Ss: Who isn’t here today? Eddy isn’t here today. Ss: What does he have? He has a sore throat? Ss: What did he stay home? He has a sore throat.


Page 9 of 12


Point at “it’s difficult” and the ? to elicit a sample “What” Q.

Ss: What is difficult to do? It is difficult to sleep.

4. Do True or False – whole class CLICK to show the sentences one at time. Have Ss read the sentences and orally identify if they are true or false. Have Ss correct false statements.

Let’s read. (Click to show the sentences) True or False? What’s the correct sentence? …

Sue isn’t here today. False. Eddy isn’t here today. Eddy went to the park. False. Eddy stayed home. He has a sore throat. True. He needs to eat, but it’s difficult. False. He needs to sleep, but it’s difficult. Poor Eddy. True. Eddy has a stomachache. False. He has a sore throat.

5. Do True or False- in pairs Have Ss work in pairs and take turns to make True or False sentences orally.

Work in pairs. Take turns to make True or False statements.

Same as above.

6. Present to class Call a few Ss to make True or False statements. Have the class say if it’s true or false.

XX, give a True/False sentence. Everybody, True or False? Next?

XX: Poor John. Ss: False. Poor Eddy.


Page 10 of 12


LG4 U5 L6 – Activity 4: I Spy! (ML: Guessing Objects that start with the given letter) 5 min

Objectives: Ss will be able to guess the object that starts with the letter given by asking and answering Y/N questions.

Target Lang: I see, with my little eyes, in this room, something starts with the letter C. / “Is it a chair? / Yes, it is. / No, it isn’t.

Materials: None



1. Model guessing objects T thinks of an object and have the class guess it.

I see with my little eyes, in this room, something that starts with letter C. What is it? No, it isn’t. Yes, it is. I see with my little eyes, in this room, something that starts with letter B. What is it? No, it isn’t. Yes, it is. I see with my little eyes, in this room, something that starts with letter G. What is it? No, it isn’t. Yes, it is.

Is it a chair? Is it a candy? Is it a book? Is it a board? Is it a gum? Is it a gift?

2. Guess the object – in pairs Pair up Ss. Have them take turns to describe and guess an object.

Work in pairs. S1, think of an object. S2, guess.

S1: “I see, with my little eyes, in this room, something that starts with letter D.” S2: Is it a door? S1: Yes, it is. / No, it isn’t.


Page 11 of 12


LG4 U5 L6 – Activity 5: Who stayed home? (R&E: Making a Story Similar to the Reading Text, ‘Eddy’s Sick’) 10 min

Objectives: Ss will be able to orally make a story similar to the reading text, ‘Eddy’s Sick’.

Target Lang: Eddy isn’t here today. / He stayed home because he’s sick. / He has a sore throat. / He needs to sleep but it’s difficult.




1. Elicit information about the pictures Show LG4 U5 L6 PPT — Slide 5. Have Ss answer Qs about the pictures.

Who’s he? Is Eddy at school? Where’s he? Why did he stay home? What does he need to do? Is it difficult?

He’s Eddy. No, he isn’t. He’s at home. He stayed home because he has a sore throat. He needs to sleep. Yes, it is. It’s difficult.

2. Model making a story—whole class Have Ss orally make a story about Sam. Point at the pictures to guide the Ss.

Make sentences. Sam isn’t here today. He stayed home because he’s sick. He has a sore throat. He needs to sleep but it’s difficult.

3. Make a story- whole class CLICK to show the next pictures. Have Ss orally make a story about Ginger. Point at the pictures to guide the Ss. Give help when needed.

Make a story. (Point at each picture)

Ginger isn’t here today. She stayed home because she’s sick. She has a cold. She needs to do homework but it’s difficult.

4. Prepare to present a story- in groups Divide the class into small groups. CLICK to show more pictures. Have Ss prepare to orally present a story using the pictures.

Work with your group members. Choose a boy or girl. Make a story about him/her.

6. Present to class Invite the groups to come to the front one by one. Have them orally present their story in class.

G1, present your story. G2, it’s your turn.

David isn’t here today. He stayed home because he’s sick. He has a fever. He needs to read a book but it’s difficult.


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LG4 U5 L6 – Wrap Up: Make sentences! 4 min

Objectives: Ss will be able to make sentences using the words on the slide.

Target Lang: Why did you stay home? I stayed home because I had a sore throat. What did you do? I watched TV. When did you stay home? I stayed home on Monday. / The crew flew the plane.




1. Make sentences

Show LG4 U5 L6 PPT — Slide 6.

Call out Ss to make sentences/ questions using the words on the slide.

Choose a word/phrase.

Make a sentence.

(Answer the question.)

Why did you stay home?

I stayed home because I had a sore throat.

What did you do?

I watched TV.

When did you stay home?

I stayed home on Monday.

The crew flew the plane.


Page 1 of 8


LG4 U5 L8 Time: 50 min

Materials: Projector; LG4 U5 L8 PPT; LG4 U5 L8 Handout 1- Unit Test

General Guidelines for Lesson Plan 8s This session is meant to serve as a final unit summarization and assessment.

General Objectives for all Lesson Plan 8s: 1. Ss will be able to give presentations fluently and confidently, using the same or similar topics from the previous lessons, without much preparation.

2. Ss will be able to finish a short unit test independently, and correct any mistakes after the answers are checked.

About the Presentations:

1. Three topics are provided in this lesson plan. It’s at the teachers’ discretion to decide how many topics to use and which ones to use depending on the class size and time availability.

2. Not all Ss may have the chance to do a presentation in every class. Teachers should ensure Ss have equal opportunities to participate in later lessons.

About the Unit Test:

1. The test provided in each unit is usually, but not always, reading and writing based. It’s best if the Tests can be printed out, but the test can be done just using the PPT as a guide and having Ss write out their answers on a piece of paper.

2. It is recommended that test answers be checked and mistakes corrected before the end of class. Please refer to the guidance in L7 for ways of checking Ss’ answers in class.


Page 2 of 8



Time 10’ 15’ 10’ 15’

Act. # Type Presentation 1 Presentation 2 Presentation 3 Unit Test

Name Description

of Activity

Why? What? Did? Asking and Answering about

Common Illnesses and Indoor Activities in the Past – from LG4 U5

L3

A Day in the Past Describing a day in the past—from LG4 U5 L5

Sam’s Visits to L.A. Asking and Answering WH and Y/N

Questions about “Sam’s Visit to L.A.” – from LG4 U5 L5

Unit Test

Target Language

Why did Alice stay home? Because she had a headache. What did she do? She listened to music. Did she play a game? No, she didn’t. Why did Jack stay home? Because he had a fever. What did he do? He wrote a letter. Did he write a letter? Yes, he did.

When did you stay home? Why did you stay home? What did you do? I stayed home on Friday. I had a fever. I watched TV. She stayed home on Monday because she had a stomachache. She took a nap.

Who’s he? He’s Sam. Where did he go? He went to L.A. Where did he stay? He stayed at his Uncle Ray’s house. Did he find a mouse? No, he didn’t. What did he find? He found a frog. Was it in the kitchen? No, it wasn’t. Where was it? It was in the swimming pool.

a toothache a cold an earache a sore throat did a puzzle watched TV read a book played a game Why did he stay home yesterday? Because he had a toothache. What did he do? He talked on the telephone. Did have a toothache? Yes, he did. No, he didn’t. Did you stay home yesterday? Yes, I did. No, I didn’t. What did you do?


Page 3 of 8


LG4 U5 L8 – Presentation 1: Why? What? Did? (Asking and Answering about Common Illnesses and Indoor Activities

in the Past – from LG4 U5 L3) 10 min Objectives: Ss will be able to fluently ask and answer about common illnesses and indoor activities in the past.

Target Lang: Why did Alice stay home? / Because she had a headache. /What did she do? / She listened to music. / Did she play a game? / No, she didn’t. / Why did Jack stay home? / Because he had a fever. /What did he do? / He wrote a letter. / Did he write a letter? / Yes, he did.




1. Give instructions.

Show LG4 U5 L8 PPT – Slide 2.

Give Ss 2 minutes to prepare to ask and answer using questions Why, What and Did.

Work with a partner. Ask and answer questions about the pictures.

You have 2 minutes.

2. Present to the class – in pairs

Call pairs to come to the front and ask each other questions about the pictures.

Have the other Ss count the number of sentences each S gives.

Come here and show us your conversations.

Let’s count the sentences.

S1: Why did Alice stay home?

S2: Because she had a headache.

S1: What did Alice do?

S2: She listened to music.

S1: Did she play a game?

S2: No, she didn’t.

…


Page 4 of 8


LG4 U5 L8 – Presentation 2: A Day in the Past (Describing A Day in the Past from LG4 U5 L5) 15 min

Objectives: Ss will be able to fluently and confidently, describe one’s day in the past by gathering information from others through a interview.

Target Lang: When did you stay home? / Why did you stay home? / What did you do? / I stayed home on Friday. / I had a fever. / I watched TV. / She stayed home on Monday because she had a stomachache. / She took a nap.




1. Model the WH questions to be used – When, why, and what. Show the table on LG4 U5 L8 PPT – Slide 3. Invite a few Ss to talk about a day when and why they stayed home and the activities they did. Draw a table on the board and write the Ss’ answers.

Let’s talk about a day when you stayed home. (Write a S’s name on the board.) Let’s ask XX questions. Now, let’s ask YY. (Write all the Ss answers on the board.)

XX, when did you stay home? XX: I stayed home on Friday. Why did you stay home? XX: I had a fever. What did you do? XX: I watched TV. YY, when did you stay home? YY: I stayed home on Friday. Why did you stay home? YY: Because I had a cough. What did you do? YY: I played a game.

2. Presentation Practice Guide Ss to do a report about the S’s day and his/her activities.

Let’s make a summary about XX’s day from this table. (Point at the information from the board.) How about YY?

XX stayed home on Friday because he had a fever. He watched TV. YY stayed home on Friday, too because he had a cough. He played a game.


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3. Data Gathering Ask Ss to draw the table on their notebook. Have Ss ask 3 classmates about when and why they stayed home, and what they did. Have Ss write their classmate’s answers on the table.

Take out your notebook and draw a table. Ask 3 people in the class about when, why they stayed home, and what they did.. Write their answers into yourtable.

When did you stay home? Why did you stay home? What did you do?

3. Present to the class Call individual Ss to come to the front and give sentences about the Ss listed on their sheet. Repeat as time allows.

XX, come to the front and tell us about your classmates.

XZ stayed home on Monday because she had a stomachache. She took a nap.


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LG4 U5 L8 – Presentation 3: Sam’s Visits to L.A. (Asking and Answering WH and Y/N Questions about “Sam’s Visit to L.A.” – from LG4 U5

L5) 10 min Objectives: Ss will be able to ask and answer WH and Y/N questions about “Sam’s Visit to L.A.”

Target Lang: Who’s he? / He’s Sam. / Where did he go? / He went to L.A. / Where did he stay? / He stayed at his Uncle Ray’s house. / Did he find a mouse? / No, he didn’t. / What did he find? / He found a frog. / Was it in the kitchen? / No, it wasn’t. / Where was it? / It was in the swimming pool.

Materials: LG4 U5 L8 PPT—Slide 4

Interaction: S-Ss


1. Do Q&As about the pictures—whole class Show LG4 U5 L8 PPT–Slide 4. Ask questions about the pictures.

Ask as many questions as you can. Answer?

Who’s he? He’s Sam. Who’s he? He’s Uncle Sam. Where did Sam go? He went to L.A. Where did he stay? He stayed at his Uncle Ray’s house. Did he find a mouse? No, he didn’t. What did he find? He found a frog. Was it in the kitchen? No, it wasn’t. Where was it? It was in the swimming pool.

2. Present to the class CLICK to show the next pictures. Call a S to go to the front to ask questions and have

XS, come to the front and ask and answer

XS: Who’s she?


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individual Ss answer the questions.

about Ginger. YS, answer the question. …

YS: She’s Ginger. XS: Who’s he? YX: He’s Ginger’s friend. XS: Where did Ginger go? YY: She went to Shanghai. XS: Where did she stay? YF: She stayed with her friend. XS: What did she find? YZ: She found a pen. XS: Was it on the bed? YB: No, it wasn’t. XS: Where was it? YB: It was on the chair.


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LG4 U5 L8 – Unit Test 15 min

Objectives: Ss will be able to finish a short Unit Test independently, correcting any mistakes after the answers are checked.

Materials: LG4 U5 L8 Handout 1 – Unit Test; LG4 U5 L8 PPT-Slides 5~6

Interaction: T-Ss

©DynEd International, Inc. www.en.dyned.com.cn

LG4 U5 L8 Handout 1—Unit Test

Let’s Go Level 4 Unit 5 Test

I. Name the pictures.

II. Write the answers. 1. Why did he stay home yesterday?

__________________________________________________.

2. What did he do? ___________________________________________________.

3. Did he have a toothache? ___________________________________________________.

4. Did he make a model? ___________________________________________________.

5. Did you stay home yesterday? ___________________________________________________.

6. What did you do?

___________________________________________________.

· let’s go level 4 unit 5 lesson 1 page 1 of 15 dyned international, inc. www. en. dyned.com...

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