What's your phone number? - School Year 2015-2016 - Duong Hong Hanh

Week: 30	Date: Thứ ..ngày .tháng . năm 2016.
Period: 60	Teaching date: ...........................................
UNIT 18: WHAT'S YOUR PHONE NUMBER?
Lesson 1
I. Objectives:
	By the end of this unit, pupils can
use the words and phrases related to the topic Phone numbers and Outdoor activities.
askand answer questions about phone numbers, using What’s ‘s phone number? It’s 
II. Language Focus: 
	+ Vocabulary: numbers: 0: oh.
 + Sentence pattern: What's Linda's phone number? It's 0912 158 657
III. Resources: Ss’ book, recording, computer, stereo, (projector), pictures of phone numbers...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
Prepare pupils for this unit by revising numbers from zero to nine. Write the numbers randomly on the board. Point at each of them and have pupils say the number. Point at a quicker pace to make it more challenging.
Spoken Interaction
Whole class
8’
1. Look, listen and repeat.
Tell the class that they are going to read a story in which the characters ask and answer questions about phone numbers, using What’s’s phone number? It’s 
Have pupils look at the four pictures to discuss the context in which the language is used. Ask them questions such as Who are they? Where are they? What are they talking about? (Nam and Linda are at school. In Pictures a, b and c, they are talking about Linda’s new mobile phone. In Picture d, Nam asks Linda for her phone number, using What’s your phone number? And Linda answers It’s 0912158657.) Check comprehension. 
Play the recording so they can listen and repeat. Do choral and individual repetition, pointing to the characters speaking.
Play the recording again for pupils to listen and repeat. 
Spoken Interaction
Whole class
Individuals
Whole class
10’
2. Point and say.
- Tell pupils that they are going to practice asking and answering questions about phone numbers, using What’s’s phone number? It’s
- Have them look at the phone numbers in the pictures and the names under them. Point to Picture a and have them say the phone number. Do choral and individual repetition. Then tell the class to work in pairs and practice asking and answering questions about phone numbers, using the text in the bubbles and the picture cues. 
- Call a few pairs to act out the dialogue in front of the class. Check as a class or correct pronunciation, if necessary.
*Language note: We usually say a phone number in single digits: one-one-five (115). When 0 is in a phone number, is it pronounced oh (e.g. 0904355600 = oh- nineoh-four, three-five, six-oh-oh).
Work in pairs. Ask your partners’ phone number.
Tell pupils that they are going to ask their partner’s phone numbers in pairs, using What’s’s phone number? It’s
Ask pupils to write their own phone number on a piece of paper.
Have them work in pairs, one asking and the other giving the answer.
Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary.
New words and structures/ function
Individuals
Pairs
Groups
8’
3. Listen and tick
Tell the class that they are going to listen to three dialogues about phone numbers and tick the correct pictures. 
Have pupils look at the pictures to identify that each picture shows one phone number. Ask them how these phone numbers are said in English. Have them point to each of the pictures and say aloud the phone number in English.
Play the recording more than once, if necessary. Ask pupils to listen to the recording and tick the correct pictures. Tell them to focus on the phone numbers.
Get pupils to swap their answers before you check as a class. 
Key: 1 b 2 c 3 a
Audio script
 1. Mai: What’s your phone number, Tom?
Tom: It’s oh-nine-nine-nine, two-nine-one, two-nine-six.
Mai: Can you say it again?
 Tom: Oh-nine-nine-nine, two-nine-one, two-nine-six.
 Mai: Thank you. 
 2. Nam: What’s your phone number, Mai?
Mai: Oh-nine-nine-eight, oh-nine-three, five-nine-six.
 Nam: Oh-nine-nine-eight, oh-nine-three, er ?
Mai: five-nine-six
 Nam: Thanks, Mai.
 3. Mary: Do you have MrLoc’s phone number, Quan?
Quan: Just a minute  It’s oh-nine-nine-oh, two-eight-three, eight-five-five.
Mary: Oh-nine-nine-oh, two-eight-three, eight-five-five, right?
Quan: That’s right.
 Mary: Thank you very much.
Listening Activities
5’
4. Look and write.
Tell pupils that they are going to write phone numbers.
Have them look at the pictures to identify the phone numbers. Ask them how these phone numbers are said in English.
Give pupils time to do the task independently. Remind them to write the words for the numbers.
Get them to swap their answers before checking as a class. 
Key:2 It’s oh-nine-eight-five, oh-nine-seven, oh-nine-nine.
 3It’s oh-nine-one-two, two-eight-three, eight-oh-four.
Writing activities
Words and structures
5’
5. Let’s play:
Tell pupils that they are going to sing the song What’s your phone number? Teach the song, following the procedure in Teaching the unit components in Introduction.
Have them read each line of the lyrics aloud. Check comprehension.
Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line.
When pupils are familiar with the tune, ask a pair to the front of the class. Each of them sings one line of the song. Then the class sing the song together and claps hands.
Game
1’
* Home link: 
- learnt by heart words on numbers.
- practice asking and answering about phone numbers.
Whole class
Anticipated problems:
Week: 31	Date: Thứ ..ngày .tháng . năm 2016.
Period: 61	Teaching date: ...........................................
UNIT 18: WHAT'S YOUR PHONE NUMBER?
Lesson 2
I. Objectives:
 By the end of this unit, pupils will be able to accept and decline an invitation, using Would you like to ? I’d love to./Sorry, I can’t.
II. Language Focus: Spoken interaction, words and structures/ function.
 * Sentence Patterns:	Would you like to go for a picnic? I'd love to. Sorry, I can't.
* Vocabulary: go for a walk, go for a picnic, go skating, go fishing
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
Ask some pupils to go to the front of the class to sing the song What’s your phone number? The rest of the class sing along and clap hands.
Spoken Interaction.
Whole class
7’
1.Look, listen and repeat.
Tell the class that they are going to read a story in which the characters accept and decline an invitation, using Would you like to ? I’d love to./Sorry, I can’t.
Have pupils look at the three pictures to understand how the language is used. Ask questions such as Who are they? Where are they?and What are they saying? (In Picture a, Peter is calling Mai from his home, asking May I speak to Mai, please? and Mai replies Speaking. Who is it? Then Peter asks Would you like to go for a picnic? And Mai answers Yes, I’d love to.)Check comprehension. 
Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking.
Play the recording again for pupils to listen and repeat. 
Language notes: I’d love to is the contracted from of I would love to.
Spoken interaction
Whole class
Individuals
Individuals
Whole class
Pairs
6’
2. Point and say.
Tell pupils that they are going to practice making and accepting/declining an invitation, using Would you like to ? I’d love to./Sorry, I can’t.
Have them look at the pictures to understand the collocations go for a walk, go for a picnic, go fishing and go skating. Point to Picture a and have them repeat the words under it. Do choral and individual repetition. Then tell the class to practice making an invitation and accepting or declining it in pairs. 
Repeat the same procedure with the rest of the pictures. Do choral and individual repetition and then practice in pairs.
Call a few pairs to act out the dialogue in front of the class. Check as a class or correct pronunciation, if necessary.
New words and structures
Say and Respond
Individuals
Pairs
Groups
10’
3. Let’s talk
Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2. Remind them of the questions May I speak to ? Would you like to ? What’s your phone number? And how to respond to these questions.
Ask themto work in pairs: one pupil asks the question and the other gives the answers. Remind them to use facts about themselves. Go around offering help.Correct pronunciation, if necessary.
Callon a few pairs to act out thedialogue in front of the class.
Spoken interaction
Whole class
Individuals
Pairs
Groups
6’
 4. Listen and circle:
Tell the class that they are going to listen to four dialogues and circle the correct words or phone numbers to complete the sentences.
Give pupils a few seconds to read the incomplete sentences in silence and guess the answers to fill the gaps.
Play the recording more than once, if necessary, for pupils to listen and circle the answers.
Get them to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.
Key: 1 a 2 b3 a 4 b
Audio script
1. Tom: Would you like to go skating this2. Tom: Would you like to go fishing
Sunday, Mai?Tomorrow, Phong?
Mai: Sorry, I can’t. I can’t skate. Phong: Sorry, but I don’t like fishing.
Tom: What about going for a picnic? Tom: Would you like to go to skating?
Mai: Yes. I’d love to.Phong: I’d love to.
3. Tom: You have a new mobile phone. 4. Mai: What’s your phone number, Nam
Linda: Yes. Nam: It’s 0463 393 845.
Tom:It looks very nice. What’s your Mai: Can you say it again?
phone number?Nam: 0463 393 845
Linda: It’s 0999 291 196. Mai: Thank you.
 Tom: 0999 291 196?
Linda: That’s right.
Listening Activities
Whole class
Individuals
Pairs
Groups
5’
5. Look and write
Tell pupils that they are going to write questions, using the given answers and the picture cues.
Have them read the answers and the incomplete question. Then ask them to look at the picture above each question and guess the words to complete the questions.
Set a time limit for pupils to do the task independently. Go around offering help, if necessary.
Get them to swap their answers before checking as a class.
 Key:
1 to go swimming 
2 Would you like to go for a picnic?
3 your phone number ? 
 4 May I speak to
Writing activities
Words and structures
Whole class
Individuals
Pairs
2'
6. Let's play:
Tell pupils that they are going to play the game Find the phone numbers.
Prepare 30 small pieces of paper. On each of them, write a number from 0 to 9 so that there are in total three instances of each number. Put the pieces of paper in a box. Ask two pairs of pupils to come out and stand next to the box. Say a phone number. The pair that is quicker to find the correct numbers from the box and put them in the correct order gets a point and continues to play the game with another pair. The pair that gets the most points at the end of the game is the winner. 
Supportive activities to reinforce learning
Song
-Whole class
- Individual
1’
* Home link: 
- Practice the sentence pattern and word phrases.
Whole class
Anticipated problems:
Week: 31	Date: Thứ ..ngày .tháng . năm 2016.
Period: 62	Teaching date: ...........................................
UNIT 18: WHAT'S YOUR PHONE NUMBER?
Lesson 3
I. Objectives:
	 By the end of the lesson, pupils will be able to pronounce two-syllable words with the stress on the second syllable: re’peat, en’joy, in’viteand com’plete.
II. Language Focus: Spoken interaction, phonics.
+ re'peat 	Can you re'peat that?
+ en'joy 	She en'joys the party.sers.
+ in'vite	They in'vite me to go for a picnic. 
+ com'plete	We have to com'plete the sentences.
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster, word cards (with word stress) ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- Spend a few minutes revising the previous lesson. Have pupils play the game Say the phone numbers again.
Spoken Interaction.
Game
Whole class
8’
Listen and repeat.
Tell pupils that they are going to practice pronouncing the following words: re’peat, en’joy, in’viteand com’plete.
First, put the words re’peat, en’joy, in’viteand com’pleteon the board, with the stress marks. Play the recording and ask pupils to repeat the words a few times. Then put the four sentences on the board. Play the recording more than once, if necessary, anf let pupils say the sentences, paying attention to the target words and stress. 
Write ‘sandals, ‘jumper and ‘jacket with the stress marks on the board. Play the recording and have pupils repeat these words, using a louder voice for the first syllables. To reinforce learning, ask pupils to clap at the stressed syllables as they say the words.
Do choral and individual repetition of the words and sentences until pupils feel confident.
Get some pupils to say the sentences, while the rest of the class claps at the stressed syllables of the target words. Correct the pronunciation, if necessary.
Phonics
Whole class
Individuals
Whole class
6’
2. Listen and circle. Then say the sentences aloud.
Tell pupils that they are going to listen to the recording and circle the correct answers.
Give them a few seconds to read the sentences in silence and guess the words to fill the gaps.
Have pupils listen to the recording and circle the answers. Go around offering help, if necessary.
Have them swap their answers before checking as a class. Then ask them to read aloud the answers.
Key: 1 a 2 b 3 b 4 a
Audio script
1.I enjoy my English lesson.
 2. I want to invite some friends to my party.
 3. They enjoy playing badminton.
 4. Now complete the sentence with .
Phonics
Word Stress
 (2 syllabled words)
Individuals
Pairs/ groups
10’
3. Let’s chant.
Tell pupils that they are going to say the chant I’d like to invite you to my party. Follow the procedure in Teaching the unit components in Introduction.
Have them read the chant and check comprehension.
Play the recording a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. Call two groups to give a demonstration.
Get groups to sit opposite of each other and practice chanting and doing actions. Go around offering help, if necessary.
Call two groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm.
Spoken interaction
Whole class
Individuals
Pairs
Groups
7’
4. Read and complete:
Tell pupils that they are going to read the text about Tom’s picnic with his family, decide whether the five statements are true or false and tick the correct answers.
You may get pupils to read the sentences under the text and guess which sentence is true and which one is false.
Give them time to do the task independently. Go around offering help, if necessary.
Get pupils to swap their answers before checking as a class.
If time allows, ask them more questions about the text (e.g. Where does Tom have picnics with his family? What does Tom like doing?)
Key:1 False2 True 3 False 4 True 5 True
Reading activities
Whole class
Individuals
Pairs
Groups
3’
5. Let’s write.
Tell pupils that they are going to complete a short paragraph about themselves.
Have them work in pairs or groups to discuss what they are going to write in the gaps of the sentences. Focus them on where they usually go on Sundays and what they want to do there.
Give pupils time to do the task independently. Go around offering help, if necessary.
Get them to swap their answers before checking as a class.
Key: Pupils’ own answers
Supportive activities to reinforce learning
Writing Activities
( + Drawing)
Whole class
Individuals
2’
6. Project
Tell pupils that they are going to ask four classmates for their phone numbers, and then report the results to the class.
Give each pupila card and ask them to copy the table from the Pupil’s Book on their cards.
Give pupils time to do ask their classmates for their phone numbers and write them down.
Have pupils look at the table and tell the class their classmates’ phone numbers. You may ask them to assume that they are reading from a phone book.
Example:
Name
Phone number
1
Van Thang
0946 608 382
2
Thu Trang
0982 074 511
3
Ngoc Quang
0985 097 099
4
Thu Ha
0912 283 804
Supportive activities to reinforce learning
Whole class
Individual
Pairs
Individual
1’
* Home link: 
-Learn by heart the chant, review all the contents of Unit 18.
Whole class
Anticipated problems: