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Teacher : B.
Laila
level : 7th grade Textbook: English Spotlight
Unit 1: Nice to meet you Estimated time : 55 min Lesson 5: He is tall Topic: He is tall Skills integrated: All four skills References/ Materials: Textbook, audio tape, WB objectives: By the end of this session, students should be able to: • Identify and use vocabulary related to family members • Ask and talk about family members • Use adjective pronouns (my, your, his, her) Stages/ Timing Lesson Procedures/ Activities Mode of work
• T. welcomes and greets SS T/SS
Warm up • Review: SS unscramble family related vocabulary trehom – ftrhgndarae – tsries T/SS
Listen1(A) Look • T points out the picture of the two students, and says They are friends. What are they looking at? (a phone). She is T/SS And listen showing him a picture. Let’s listen. • T plays the audio, and says Who is talking? (the girl) Who are they talking about? (her brother and her sister). Then, SS/T (p28) plays the audio again. • T asks the SS to read the dialog in pairs. Listen2(B) • T points out the pictures and says the words. SS point to them. Then, say the words again and repeat for pronunciation practice.
T/SS Speaking • T points out the sentences related to the pictures in (B. p28). Then models the activity by saying one of the SS/SS sentences and eliciting students to point. For example, read He is big. Elicit students to point to the man with practice the blue shirt. • T pairs students to do the exercise, and monitors. T/SS
T/SS Write the • T points out the words in the Word Box and the pictures, and says Write a word for each picture. • T monitors students’ work. And has SS check their answers with a partner. SS/SS words • T points to each picture and ask What’s the word for this picture? Then calls on SS with raised hands. SS/T (p.29) • T models the activity by drawing a picture of a person she knows on the board, and write sentences about the T/SS Draw person underneath the picture (This is my ______. She/He is _______. She/He is ______.) T/SS And talk • T reads the sentences aloud. points to the empty box and sentence frames in the book and says Draw a picture of a person. Write 3 sentences about the person. • T puts SS in groups of 4. SS share their pictures and read their sentences about the person. SS/SS
1. Circle the words you hear.
• T points out the language box. Asks a tall student to come to the front of the classroom. Then asks Is he tall? T/SS Eliciting a response. (Yes, he is.) . Is he short? (No, he isn’t.) Listen • SS listen to the conversation and circle the words they hear. T/SS • T plays the audio. Monitor students’ work. Then, have pairs share their answers with a partner. • T plays the audio again to have SS check their answers, review the answers by asking two SS to read the SS/T conversation aloud. 2. Listen again and choose the picture. • T shows SS the picture of 4 people. Tell students to listen again and choose the correct person. T/SS • T plays the audio, and asks SS to show their fingers (1, 2, 3, 4) for the correct person. SS/T • Write the • T points out the scrambled sentences. Gestures the meaning of correct order with your hands and say Write the T/SS words in the words in the correct order. • T and SS do the first item together. Writes the scrambled sentence on the board SS/T correct order. • T points out the question mark. Say We use question marks for questions. punctuation • SS complete the rest of the exercise individually. T monitors their work and answer any questions. SS/T • T asks volunteers to write the sentences on the board to review the answers. SS/T
• Recreate the first line of the chart on the board. Model the activity with the students. Ask How can we ask the T/SS Use question for the things in the chart? Elicit questions such as What’s your father’s name? Is he tall? • SS ask the T the questions about her father. T responds and have a student check the boxes in the chart on the Talk with a board. partner • Pair students. Say Ask your partner the questions about their family. Listen and check. SS/SS • Monitor their pair work. SS/T • T closes the activity by asking a few SS to tell the class about a few members of their partner’s family. • T provides sentence frames for the reporting. My partner’s father’s name is _________. He/She SS/T • is ________. He/She is _______. Comments:
