UNIT WILD LIFE LESSON 1: VOCABULARY – ANIMALS I OBJECTIVES: By the end of the lesson, students will be able to: - get some more knowledge about animals - develop students’ speaking and listening skills II LANGUAGE CONTENT * Vocabulary: - (nouns) : bat, butterfly, camel, crocodile, eagle, giraffe, gorilla, octopus, ostrich, panda, rat, scorpion, spider, whale, wolf - (verbs) : communicate, jump, survive III TECHNIQUES - Questions & answers IV TEACHING AIDS: - Pictures, Textbook, power point V PROCEDURES: STAGE/TIME WARM UP (5 mins) ACTIVITY Game: “WHO IS FASTER?” - Teacher divides class into groups One volunteer from each group goes to the front and turn his / her back on each other - Teacher prepares sets of words about animals and gives it to each group On the screen, teacher will show some sounds of the animals and the student who raises hand first will get a chance to answer With one correct answer, each team will get point The group with the most correct answers will be the winner  Animal sounds: elephant, wolf, tiger, snake, monkey PRESENTATION Set context: - Teacher asks students some questions: “Where these animals live? Are they dangerous?” - Students answer in their own Lead -in: So today we learn the lesson to ask and answer about the animals  New words: bat (n) butterfly (n) camel (n) crocodile (n) eagle (n) giraffe (n) gorilla (n) (picture) octopus (n) ostrich (n) panda (n) rat (n) scorpion (n) spider (n) whale (n) wolf (n) communicate (v) jump (v) survive (v) PRACTICE (picture) (explanation) - Students listen to the teacher and repeat the words - Students copy notebooks down these words into their • Activity 1:  Look at the photos and watch or listen to three conversations Which animal is correct for each conversation? - Teacher focuses on the photos and check that students know what the animals are - Teacher plays the video or audio for students to watch or listen and decide which animal is correct for each conversation - Ss listen and complete the task - T plays the video / audio again and checks students’ answers (Suggested answers) 1) a fish 2) a wolf 3) a camel • Activity 2: Watch or listen again and complete the Key Phrases - Teacher allows students time to read through the gapped key phrases - Teacher plays the video / audio again for Ss to complete the phrases - Teacher checks answers with the class (Suggested answers) 1) it is 2) I’ve got 3) a frog 4) a dog 5) an elephant • Activity 3: PRONUNCIATION “sentence stress” - Teacher gives students enough time to read through the questions and sentences - Teacher checks they understand what sentence stress is and demonstrates sentence stress in the students’ own language, if necessary - Teacher plays the audio, pausing after each question or sentence for students to repeat - Teacher plays the audio again for students to underline the stressed words - Teacher checks answers with the class (Suggested answers) 1) What you think it is? 2) It looks like a camel 3) It sounds like a cat 4) Is it a dog? 5) Maybe it’s a giraffe • Activity 4: Game “CREATURE CLOSE -UPS” - Teacher reads through the animal names in the box with the class and check that students understand them all - Teacher divides class into groups and gives them a few minutes to look at the animals in their teams and decide which ones they can guess - Teacher asks groups in turn to choose a photo and say what they think it is If they are correct, they get a point If not, teacher does not give the answer away, but turns to the next group and asks them to choose an animal to identify and continues until all the animals have been guessed The group with the most correct answers will win (Suggested answers) 1) frog 7) rabbit 2) elephant 8) whale 3) butterfly 9) crocodile 4) snake 10) ostrich 5) gorilla 11) bat 6) eagle • Activity 5: Listen and identify the animal sounds -Teacher plays the audio for students to identify the animal sounds -Teacher plays the audio again, pausing after each sound, puts students into pairs to compare their ideas and asks them to use the key phrases -Teacher checks answers with the class (Suggested answers) 1) camel 4) eagle 2) whale 5) frog 3) monkey 6) bat • Activity 6: Look at the questions and check the meanings of the words in blue What you think the animal is? - Teacher reads through the questions with the class and elicits or explains the meanings of the words in blue - Teacher asks two students to read out the questions and answers, and asks other students to guess the animal (Suggested answers) : a crocodile PRODUCTION Consolidation: “GUESSING GAME” - One volunteer comes to the front and teacher will give him/her a picture of an animal - The volunteer student can only answer “Yes” or “No” and the other students can only ask 20 questions to find out what the animal is (Suggested answers) bear – bat - whale – dog – rabbit HOMEWORK - Learn new words by heart - Prepare the next lesson: READING “The ugliest animals?” UNIT WILD LIFE LESSON 2: READING – THE UGLIEST ANIMALS? I OBJECTIVES: By the end of the lesson, students will be able to: - get some more knowledge about the blobfish - read for specific information - develop students’ reading skill II LANGUAGE CONTENT: * Vocabulary: - (noun) : blobfish, species, danger - (adjective) : common, dull, extinct, weird, rare - (verb) : protect III TECHNIQUES - scanning, skimming IV TEACHING AIDS: - pictures, textbook, power point V PROCEDURES: STAGE/TIME WARM UP (5 mins) ACTIVITY Game: “WHO AM I?” - Teacher divides the class into two groups and have two representatives - Teacher prepares a small card with the name of an animal on it and sticks a card to the representative's back and allows them to walk around the group asking different questions to identify who they are - Teacher notes that only "Yes - No questions" are used for the students to answer "Yes" or "No" The group representative who knows who he/she is first wins (Suggested answers) : Gorilla PRESENTATION Set context: - Teacher asks students some questions: “Where gorillas live? Are they dangerous? Do you think they are ugly?” - Ss answer in their own Lead -in: So today we will find out about the ugliest animals  New words: blobfish (n) (picture) species (n) (explanation) extinct (adj) (explanation) weird (adj) (explanation) rare (adj) (explanation) danger (n) (explanation) protect (v) (explanation) - Students listen to the teacher and repeat the words - Students copy down these words into their notebooks PRACTICE • Activity 1:  Read the text Which sentences does the writer agree with? - Teacher reads out the question and points out to students that for this task they need to think about the writer’s point of view - Students read the text and answer the question They can compare their ideas in pairs - Teacher checks answers with the class (Suggested answers): The writer agrees with sentences and - Activity 2: Read and listen to the text and write True or False - Teacher allows Students time to read the sentence - Teacher points out that for this task students need to read and listen carefully for specific information, to find out if the sentence is true or false and correct the false sentences - Teacher plays the audio again - Teacher checks students’ answers (Suggested answers) 1) True 2) False (It lives 1,000 metres under the sea.) 3) True 4) False (We often see information.) • Activity 3: Answer the questions - Teacher asks students work in pairs to answer the following questions 1) Where does the blobfish live? 2) Why is the blobfish famous? 3) How many species become extinct each year? - Teacher gives students time to discuss with their partners - Teacher checks students’ answers (Suggested answers) 1) Under the seas near Australia 2) Because people say it is the ugliest animal in the world 3) Thousands of species • Activity 4: VOCABULARY PLUS: use a dictionary to check the meanings of the words in blue in the text - Students use a dictionary to check the meanings of the words in blue in the reading text Discuss the meanings with the class - Teacher could ask students to translate the words into their own language to check understanding - Students answer in their own PRODUCTION Consolidation: “DRAW A PICTURE” - Teacher shows the questions on the screen “Do you know the names of any animals in danger? Do you think which ones are ugly and which ones are beautiful?” - Teacher asks students to work in groups and draw a picture of the animal for their answers - Teacher allows students time to prepare their answers to the questions - Teacher asks some groups to present to the class which animals are in danger and which animals are ugly or beautiful - Teacher gives feedback for students’ presentation HOMEWORK - Learn new words by heart - Prepare the next lesson: LANGUAGE FOCUS UNIT 3: WILD LIFE LESSON 3: LANGUAGE FOCUS-SUPERLATIVE ADJECTIVES Aims: By the end of the lesson, students will be able to - Use the superlative adjectives to talk about your country Language content: - Vocabulary: - Grammar: Comparison: superlative adjectives Teaching Aids: - Textbook, tape, power point STAGE/TIME ACTIVITY I WARM UP Game: Kim's Game - Teacher divides the class into groups - Teacher gives some pictures and adjectives on the screen then asks students look through in a short time Students are not allowed to write but they have to memorize them - Then Teacher deletes the pictures - Asks students to choose one member in the group to write the pictures that they have just seen - The group has the most correct answers will be the winner - Adjectives: beautiful, ugly, big, intelligent, friendly, strong, dangerous, - Teacher asks students some questions: " Which are beautiful?" " Which are ugly?" " Is a snake more beautiful than a bear?" " Which is the most beautiful?" II WHILETEACHING + PRESENTATION: *Activity 1: Grammar point: " Comparison: superlative adjectives " SUPERLATIVE ADJECTIVES-SO SÁNH NHẤT + The usage: Teacher explains the usage of the superlative adjectives  Superlative adjectives: are used to describe an object which is at the upper or lower limit of a quality (the tallest, the smallest, the fastest, the highest) They are used in sentences where a subject is compared to a group of objects + Form: In the example below, "biggest" is the superlative form of the adjective "big": AB C B is bigger than C, but A is the biggest  Short adjectives: one-syllable adjectives Eg: tall, big, hot, large, old, S + BE + THE ADJ + est Short adjectives 1-syllable adjectives 2-syllable adjectives ending in -y RULE: add "-est" Variation: if the adjective ends in -e, just add -st Variation: if the adjective ends in consonant, vowel, consonant, double the last consonant Variation: if the adjective ends in -y, change the y to i old, fast happy, easy old → the oldes large → the larg big → the bigge happy →  The adjectives good, bad and far have irregular comparatives and superlatives: good better best bad worse worst far farther/further farthest/furthest Eg: It was the happiest day of my life That’s the best film I have seen this year  Long adjectives: two-syllable adjectives or more Eg: modern, expensive, pleasant, S + BE + THE MOST + ADJECTIVE Long adjectives 2-syllable adjectives not ending in -y all adjectives of or more syllables RULE: use "most" modern, pleasant expensive, intelligent modern → the most modern expensive → the most expensive Eg: Peter is the most handsome (person) in the family + PRACTICE: * Activity 2: Write the superlative form of the adjectives - Ask students if they can remember the rules to form comparative adjectives - Have students write these adjectives in the comparative form + Eg: new, nice, friendly, fit, comfortable newer, nicer, friendlier, fitter, more comfortable - Have students write the superlative forms of the adjectives in the box - Check the answers with the class - KEY: the weirdest, the slowest, the rarest, the safest, the ugliest , the prettiest, the biggest, the hottest, the most common, the most expensive, the best * Activity 3: Students read the text, then complete it - Have students work in pairs - Teacher asks students read and complete the text - Then compare their answers in pairs - Teacher checks answers with the class - New words: + Average (adj) = common + Temperature (n) = a measure of the warmth or coldness of an object + Explore (v) = search for + Mountain (n): show pictures + Peak (n) = the pointed top of a mountain + Mammal species: show pictures - KEY: hottest, warmest, coldest, best, highest, the most interesting * Activity 4: Work individually - Have students read the study strategy with the class - Teacher asks students write their sentences individually, then compare with their partners - Teacher checks students' answers - Suggested answers: + I think the best food is fried chicken + In my opinion, the most horrible animals are spiders * Activity 5: Work individually - Teacher allows students time to prepare their answers to the questions individually - They then discuss the questions in pairs - Teacher asks some students to report back to the class, and discuss as a class which animals are in danger and which animals are ugly or beautiful - Ss answer in their own III - Summary the lesson CONSOLIDATION - Asks students to write about their country by using the superlative adjectives IV HOMEWORK - Learn by heart all the new words and structures - Prepare for next lesson – Vocabulary and listening UNIT 3: WILD LIFE LESSON 4: VOCABULARY AND LISTENING I OBJECTIVES: By the end of the lesson, students will be able to: - understand a podcast about animal skills - develop students’ listening skills II Teaching Aids: - Textbook, tape, power point slides, … STAGE/TIME WARM UP ACTIVITY Sing a song : "Amazing animals" - Teacher has students listen to a song :" Amazing song" - Have students count the animals in the song 10 mins Warm up – Boggle game Rule: - Students use the letters below to create the meaningful words - Some letters may be used more than once Q W G M T S J C O P Y U H L B D R F N A Z V I V E - Teacher explains the rule and divides class into groups - Students work in group and try to find as many words as possible then run to the board and write down those words - To make Students eager to start the lesson Suggested answer: survive - grow - elephant jump – hear - climb move – animal – fly - intelligent CAN FOR ABILITY 12 mins ACTIVITY Complete the examples from the quiz on page 42 Then choose the correct answers in Rules 1–4 Answer key: can can’t can’t Can Can can Rules: can can’t the same can can’t - Students complete the examples from the quiz - Teacher checks answers - Teacher let Students read through the rules with the class and elicit the correct answers - To help Students understand how to use “can” can and can’t Language note: Can and Can’t are the same for all persons: I can / can’t, you can / can’t, - Teacher plays the grammar he can / can’t, etc animation Can / Can’t is always followed by the base form of the verb: Form: Affirmative form S + can + V0 + O Negative form S + can’t + V0 + O Question Can + S + V0 + O ? ACTIVITY Complete the dialogue with can and can’t Answer key: 13 - Students complete the - To help dialogue with can and can’t, Students then compare their answers practice more can can’t mins Can can can in pairs - Teacher checks answers with the class - Teacher lets a student read the example sentences to the class and elicit the meaning of might in the sentence - Students read the rules and choose the correct options MIGHT FOR POSSIBILITY ACTIVITY Look at the examples of sentences with might Then choose the correct answers in the Rules Answer key: don’t know, the same QUESTIONS WITH HOW ? 18 mins ACTIVITY Complete the quiz questions with the words in the box Then listen and check - Students complete the quiz questions individually - Teacher plays the audio for Students to listen and check - To help Students understand how to use “might” - To help Students make questions with “how” Answer key: How fast How many How tall How long How far ACTIVITY Look at the Key Phrases Answer the questions in exercise with the information in the box Use the Key Phrases Then compare with a partner Key Phrases: between … and … … … around about khoảng Answer key: Around 44 kilometres an hour 195 (recognised by the United Nations) Between and metres Around metres 20,014 kilometres ACTIVITY Ask and answer questions with How ? Find people in the class with the same answers as yours mins HOMEWORK - Do exercise in workbook page 27 - Students prepare for the next lesson: SPEaKING • Asking for permission 14 - Teacher asks Students read the key phrases with the class and elicit 3phrases - between … and … , around, about - Students write their answers in pairs - Teacher checks answers with the class - Teacher allows students time to prepare their questions Ask some students to read their questions to the class and correct any errors - Students homework and prepare for the next lesson - To help Students answer the questions with “how” - To prepare well for the next period UNIT 3: DAYS Lesson – Language Focus • can for ability • might • Questions with How ?  AIMS: By the end of the lesson, students will be able to talk about abilities  TEACHING AIDS: - Textbook, projector, pictures  TECHNIQUES: - reading skill, speaking skill - group work, individual  PROCEDURES: TIM E CONTENT ACTIVITIES 15 RATIONALE mins Warm up – Boggle game Rule: - Students use the letters below to create the meaningful words - Some letters may be used more than once Q W G M T S J C O P Y U H L B D R F N A Z V I V E - Teacher explains the rule and divides class into groups - Students work in group and try to find as many words as possible then run to the board and write down those words - To make Students eager to start the lesson Suggested answer: survive - grow - elephant jump – hear - climb move – animal – fly - intelligent CAN FOR ABILITY 12 mins ACTIVITY Complete the examples from the quiz on page 42 Then choose the correct answers in Rules 1–4 Answer key: can can’t can’t Can Can can Rules: can can’t the same can can’t - Students complete the examples from the quiz - Teacher checks answers - Teacher let Students read through the rules with the class and elicit the correct answers - To help Students understand how to use “can” can and can’t Language note: Can and Can’t are the same for all persons: I can / can’t, you can / can’t, - Teacher plays the grammar he can / can’t, etc animation Can / Can’t is always followed by the base form of the verb: Form: Affirmative form S + can + V0 + O Negative form S + can’t + V0 + O Question Can + S + V0 + O ? ACTIVITY Complete the dialogue with can and can’t Answer key: 16 - Students complete the - To help dialogue with can and can’t, Students then compare their answers practice more can can’t mins Can can can in pairs - Teacher checks answers with the class - Teacher lets a student read the example sentences to the class and elicit the meaning of might in the sentence - Students read the rules and choose the correct options MIGHT FOR POSSIBILITY ACTIVITY Look at the examples of sentences with might Then choose the correct answers in the Rules Answer key: don’t know, the same QUESTIONS WITH HOW ? 18 mins ACTIVITY Complete the quiz questions with the words in the box Then listen and check - Students complete the quiz questions individually - Teacher plays the audio for Students to listen and check - To help Students understand how to use “might” - To help Students make questions with “how” Answer key: How fast How many How tall How long How far ACTIVITY Look at the Key Phrases Answer the questions in exercise with the information in the box Use the Key Phrases Then compare with a partner Key Phrases: between … and … … … around about khoảng Answer key: Around 44 kilometres an hour 195 (recognised by the United Nations) Between and metres Around metres 20,014 kilometres ACTIVITY Ask and answer questions with How ? Find people in the class with the same answers as yours mins HOMEWORK - Do exercise in workbook page 27 - Students prepare for the next lesson: SPEaKING • Asking for permission 17 - Teacher asks Students read the key phrases with the class and elicit 3phrases - between … and … , around, about - Students write their answers in pairs - Teacher checks answers with the class - Teacher allows students time to prepare their questions Ask some students to read their questions to the class and correct any errors - Students homework and prepare for the next lesson - To help Students answer the questions with “how” - To prepare well for the next period UNIT 3: DAYS Lesson – WRITING • Animals in danger  AIMS: By the end of the lesson, students will be able to write an information leaflet about animals in danger and give examples  TEACHING AIDS: - Textbook, projector, pictures  TECHNIQUES: - reading skill, speaking skill - group work, individual  PROCEDURES: TIM E mins CONTENT ACTIVITIES RATIONALE I WARM UP – Which’s animal? Rule - Teacher divides class into groups and give - Teacher explains the rule and divides class into groups - To make Students eager to start the 18 each group a copy of some animal pictures and some sentences - Students have to place pictures and sentences in the table After that, they should match the correct picture with each sentence as quickly as they can - Finally, each group sticks both pictures and sentences on the board - Students work in group and try to match the correct picture with each sentence as quickly as they can Then run to the board and stick the sentences into the board lesson Lead-in Which animals are in danger? To write information leaflet about Animals in danger, today we will continue with Writing lesson - Teacher asks students questions to lead in new lesson mins 18 mins II PRE-WRITING VOCABULARY farming (n) công việc đồng áng, công việc trồng trọt pollution (n) ô nhiễm hunting (n) săn bắt explain (v) giải thích adopt (v) nhận ni such as: like: For example: ví dụ III WHILE WRITING ACTIVITY Read the text and answer the questions a) Which of these you think is a problem for the Philippine eagle? b) Why is the Philippine eagle special? What kinds of animals does it eat? Answer key: a) farming 19 - Teacher elicits each of the words - Teacher reads the words and asks Ss to repeat - Teacher checks the meaning, part of speech, pronunciation - To prepare vocabulary for Students - Students work in pairs to discuss the question - Teacher checks answers with the class - Students practice reading -To help Students understand the general meaning b) It’s one of the biggest birds in the world, and it’s in danger and very rare It eats snakes and small animals such as bats, rats and small monkeys ACTIVITY Complete the Key Phrases with words from the text Answer key: eight kilos / one metre long small animals snakes, bats and rats in danger on the website (of the Philippine Eagle Foundation) ACTIVITY Look at the phrases in blue in the text Which can we use at the start of a sentence? Which has a comma (,) after it? Answer key: - Students complete the key phrases - Teacher checks answers - To check Students’ understanding in details - Teacher lets Students focus on the phrases in blue in the text, elicit and explain how to use such as, like, For example - To help students know how to use such as, like, For example We can use For example at the start of a sentence For example has a comma after it ACTIVITY Complete the sentences Use such as, like, For example and your own ideas 13 mins IV POST WRITING ACTIVITY Find information about the Galapagos penguin or an animal in danger in Việt Nam Write an information leaflet about it Students should write: - Students complete the sentences individually - Teacher asks some students to read their sentences to the class - Teacher lets Students work in group of - Students discuss and write activities in a poster - Students stick their writing on the board - Teacher checks and corrects the mistakes - To help Students write an information leaflet Where does it live? What does it eat? How rare is the animal? Why is it in danger? Where can we find information about it? How can we help to protect it? mins V HOMEWORK - Do exercise in workbook page 29 - Students prepare for the next lesson: CLIL • Natural science: animals 20 - Students homework and prepare for the next lesson - To prepare well for the next period LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 3-CLIL: NATURAL SCIENCE: ANIMALS Aims: By the end of the lesson, students will be able to: - Talk about different animal groups Teaching Aids: - Textbook, audio record(38), power point slides, groups’ boards … STAGE/TIME ACTIVITY 21 I WARM UP - Teacher divides the class into small groups - Students have to match the words: “feather, scale, legs, hair, wing, lung, fin, backbone, gill” with their suitable definitions - Students have to answer by using their group board - Which group has all the correct answer will be the winner and they will have a plus Answer key: feather - is one of the many soft light parts covering a bird’s body scale - is one of the small flat pieces of skin that cover the bodies of fish legs - are the long parts of an animal that its feet are joined to hair - grows on the body of a person or an animal wing - is one of the parts of the body of a bird, insect that it uses for flying lung - is in the body that you use for breathing fin - is one of the thin body parts that a fish uses to swim backbone - is the row of connected bones that go down the middle of your back gill - is one of the openings on the side of a fish’s head that it breathes through II WHILETEACHING * Exercise 1: - Let students read the new words again - After reading, teacher is going to explain the exercise and let students complete the exercise in group - Teacher is going to check answers with the class - Which group has the correct answer will be a winner and will get a point Answer key: legs hair wings lungs fins backbones gills scales feathers * Exercise 2: - Teacher is going to instruct students to complete the text with the new words given in exercise - Students is going to complete the text individually - Students listen to the audio - Teacher is going to check answers with the class Answer key: fins gills lungs feathers wings legs scales hair * Exercise 3: - Students work in pairs to read the text again and answer the questions 22 - Teacher is going to check answers with the class Answer key: 1/ Fish doesn’t live on land 2/ Fish and reptiles have got scales 3/ Amphibians haven’t get lungs when they are young 4/ Mammals feed their babies milk 5/ Amphibians are different when they are older *Exercise 4: - Students work in groups to answer the questions - Teacher shows the pictures of four animals on the screen and let students match their names with their suitable pictures - Let students read the name of four animals again - Teacher is going to explain the exercise and let students work in groups to classify these animals - Teacher is going to check answers with the class Answer key: - A crocodile is a reptile - A shark is a fish - A camel is a mammal - An eagle is a bird *Exercise 5: - Teacher instruct students how to play the game - Students have to use the questions in the exercise number four to ask for some clues about the animals - Students work in groups - One student from each group will stand in front of the class to answer the questions from other groups - If they have a right answer their group will have a plus - Each group have to think about animals for other groups can guess III CONSOLIDATION - Summary the lesson - Listen and read the new words in the lesson - Teacher asks students about animal groups and animal parts - Teacher is going to make some yes/ no questions and let the students answer IV HOMEWORK - Learn by heart all the new words and the structures - Prepare for next lesson – Unit 3: Puzzles and games 23 LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 2-PUZZLES AND GAMES Aims: By the end of the lesson, students will be able to: - remember words and phrases in an entertaining way Teaching Aids: - Textbook, power point slides, … STAGE/TIME ACTIVITY 24 I WARM UP - Teacher divides the class into small groups - Students are going to play the game “Hangman” - Teacher is going to give clues for each words - Students are going to guess letters of the words if they have a correct letter, their group will get a point And if they can guess the whole world, they will get the points based on the blanks left Answer key: There are words: 1- fish 2- mammals 3- reptiles 4- amphibians 5- birds II WHILETEACHING * Exercise 1: - Teacher is going to instruct students how to play the game - Students are going to play in groups - The representatives of each group will take turn to go to the board and draw the animals - If other groups can’t guess the group drawing will get a point and if other groups can guess the group drawing won’t get a point Answer key: Students’ own answers * Exercise - Teacher is going to instruct students how to play the game - Students are going to play in groups - Teacher is going to read out adjectives from page 40 in turn and allow students 30 seconds to write as many things as they can in group - Students play the game - Teacher is going to elicit what students wrote for each one, and see which team has the most points Answer key: Students’ own answers for these adjectives: “beautiful, common, dull, colourful, rare” * Exercise - Teacher is going to read out the instructions and use the picture to explain the game, then teacher is going to ask students individually to choose an animal and write it on a piece of paper - Teacher is going to put students into groups and ask them to stand up 25 - After that, teacher is going to ask each group to nominate someone to call out the superlative adjectives, and students put themselves in order - Students can use comparatives and superlatives,… to arrange their animals positions - Teacher may give an example: “A bear is faster than a fish An ostrich is the fastest” Answer key: Students will choose animals on page 38 to write on their papers/ boards Students’ own answers * Exercise 4: - Teacher is going to read out the instructions - Students are going to read the clues and complete the crossword “With weaker classes, students could work in pairs for this With stronger classes, teacher could it as a race.” - Teacher is going to check answers with the class Answer key: - Across: climb run swim survive eat - Down: months jump hear speak * Exercise 5: - Teacher is going to read out the instructions and check that students understand the game - Students are going to work individually or in pairs to put the words in order and guess the animals “With stronger classes, students or fast finishers could work in pairs to make a similar puzzle of their own They could swap with another pair and try to solve the puzzle they have been given.” - Teacher is going to check answers with the class Answer key: I’ve got eight legs I’m quite big I can swim Octopus I’m a large bird from Africa I can run fast I can’t fly Ostrich I’m a very dangerous animal I’ve got a very big mouth I’m long and green 26 Crocodile * Exercise 6: - Teacher is going to read out the instructions, and give an example - Students are going to work in pairs They can play papers-rocks-scissors to find out who can take a chance for asking, or they may use a coin - Who can make questions first will be the winner Answer key: - Students’ own answers III CONSOLIDATION - Summary the lesson - Listen and read the adjectives, animal groups, and questions words - Teacher asks students to practice asking and answering about animals IV HOMEWORK - Review the grammar structures and new words of unit - Prepare Unit 4: “Learning world-Vocabulary: School subjects” 27 ... all the new words and the structures - Prepare for next lesson – Unit 3: Puzzles and games 23 LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 2-PUZZLES AND GAMES Aims: By the end of the lesson, students... FRIENDS PLUS UNIT 3- CLIL: NATURAL SCIENCE: ANIMALS Aims: By the end of the lesson, students will be able to: - Talk about different animal groups Teaching Aids: - Textbook, audio record (38 ), power... presentation HOMEWORK - Learn new words by heart - Prepare the next lesson: LANGUAGE FOCUS UNIT 3: WILD LIFE LESSON 3: LANGUAGE FOCUS-SUPERLATIVE ADJECTIVES Aims: By the end of the lesson, students will