TEACHER'S GUIDE ENGLISH craves Il, LESSON PLANS 4. Unit 4 No. of Lessons: Leaming Outcomes: ‘At the end ofthis unit, students will be able to: * understand simple grettings + make an introduction and use basic greet- * understand short simple messages on greet ing and leave-taking expressions ing cards and postcards (e.g. holiday greet- + write ona greeting card or simple postoard ings, birthday grettings) * offer greetings Soft Skills * Communication skis (when reporting progress on exercises) * Collaboration skills (when working successfully in pairs or in groups) Lesson 1: Greeting, introducing and leave-taking No. of Lesson: Objectives By the end of the lesson, students will be able to: * greeting people, introduce oneself and say Resources & Preparation goodbye Alidio GD, listening scripts, speaking cards This lesson is organized into TWO paris Listening’ and Speakog) Words and Expressions There are six exercises for Listening and three Excuse me, Im from... exercises for Speaking My name's .., What's your name?, Nice to meet you, Goodbye Period 4 (45 minutes) Introduction Class discussion? What i8'n introduction? ‘White the lessonobjectives on the board. Explain briefly Introduce Yourself to the students. Ask some of the students “What's your name?”, “What grade are you in?” and “Where do you live?”TEACHERS GUIDE oRAvES Listening Exercise 1 Teach Practise > Organize students into pairs * Ask them to look at the picture, Tell them to ask each other the questions about the picture e.g. What are the children doing? Where are they going? Exercise 2 Teach ‘Students guess what the children in the pic: ture are doing and where they are going to. Practise + Asktthe students to cover Exercise 3 * Explain they must listen carefully to the recording for the words on the list * Ask students to read the words on the list. + Play the recording three times or more, if necessary Exercise 3 Teach ‘Students listen to the CD and then put a tick (%) next to the correct worth, They check their angwers.with their neighbours, Practise * Organize students into pairs. * Read Dialogue 7 and check the answers. + Ask them to listen to Dialogue 1 again and repeat after the speakers + Pley the recording again if necessary. + Divide the class into two big groups Students on the right ate Aung’Aung and students on the left are Su Hlaing. Ask them to practise the dialogue. Swap the role * Ask volunteer pairstd.act out Dialogue 4 ‘Sludents listen to the recording and repeat aflertne speakers ‘Students on the right take Aung Aung’s role and on the left Su Hlaing's role, and practise the dialogue ‘Then, students practise in pairs. ‘Volunteer pairs act out Dialogue 1 Period 2 (45 minutes) Exercised Teach Practise = “Rsk Students to look at the picture in their ‘Students think about the picture textbook In paits, students talk about the picture +) Use the questions from Exercise 4 to help them think, pair and share the information about the picture. Exercise 5 Teach using the questions. ‘Student share their answers, Practise + Ask students to cover Exercise 6 * Ask them to read the words before they listen, ‘Students listen puta tiok (Y) nex to the correct word10 TEACHER'S GUIDE ENGLISH craves * Explain they must listen carefully to the recording of Dialogue 2 for the words on the list * Play the recording at least 3 times or more, if necessary, Exercise 6 Teach Practise * Ask students to read Dialogue 2 and check | * Pairs practise the dialogue their answers, * Ask them to listen to Dialogue 2 again and repeat after the speakers * Play 4 more time if necessary. * Ask students to practise in pairs * Choose 2/5 pairs to do the role play in front of the class. Period 3 (45 minutes) Exercise 1 Teach Speaking 213 pairs will act out the dialogue in frontof the class, Practise + Teli students that the left column shows ex- pressions to be used when we greet people, introduce oneself and say goodbye. + Explain that the right column shows the responses to these expressions. + Tellthemto listen and match the expres4 sions in the left column with the responses inthe right column * Play the recording 2 times. + Explain the table of useful language when students have listened and done Exercise 1 + Give feedback Exercise 2 Teach ‘StuséntSjigien to the recording and match the expfessions with the correct responses, They check their answers. Practise * ASK Students to go around the class: andigrest three students by using the expressions in the table given in Speaking Exercise 1 * Monitor the class whether students can Use the expressions correctly or not. Give feedback on their pronunciation, stress and intonation ‘Students take turns greeling and responding (using the greetings in Speaking Exercise’) Each student records the names of the stu- dents they have greeted and responded to.oRAvES TEACHERS GUIDE ENGUsH Period 4 (45 minutes) Exercise 3 Teach Practise * Organize the class into groups of three Give each group a set of three speaking cards. * Explain that each student in the group must introduce each other by using the expres- ‘Students will take tums to take @ card and say the expressions, They will use the information (name, place ‘and age) on the speaking cards. Help one enother to develop simple intro- sions given (Hellol I'm .../ My name's ...1 I'm... years old) * Monitor and cheok students’ use of lan- ‘guage they have learned. uctions to each other, Review ‘Summary of Lesson Reflection on Learning * Talk about the exercises in the lesson. + When would you introduce yourself and + Which ones were helpful for achieving the others? objectives? + Why are simple greetings useful? Lesson 2: Greetings from Postcards Objectives By the end of the lesson, students will be able‘to * Say holiday greetings and talk about places This lesson focuses on Reading There are four exercises to help develop reading and comprehension. Period 1 (45 minutes) Introduction, Wie thé lessOn objectives on the board. Discuss briefly. Ask-students what they ustally do on holidays. No. of periods: 4 Resources & Preparation Holiday postcards Words and Expressions Merry Christmas! Happy New Year! Adjectives describing ‘weather: coolfineforeezy/ beautiful, ete. Bo they go away? If'so, where do they go? Whotwhat do they see, and what do they do? If they do not go away from home, what do they do? Wha/What do they see? 1TEACHER'S GUIDE ENGLISH craves 12 Exercise 1 Reading Teach Practise ‘Ask students to look at the pictures. Have a class discussion on where they can find the things in the pictures. ‘Ask students to match the pictures with the correct words in the box. Check their answers, Drill the pronunciation and give feedback on their pronunciation Period 2 (45 minutes) Exercise 2a & 2b Teach ‘Students match the pictures with the words in the box ‘They say the words aloud. Practise Explain the format of a posteard. Ask students to read the postoards, ‘Ask them which postcard has a holiday greeting ‘Ask them to underline the words they don't know. Have a class discussion: Where are the postoards from? Give feedback. Period 3 (45 minutes) Exercise 3 Teach ‘Students study the format of a posteard. ‘They underliie.the words they don't know as they read them ‘They.discuss.where the postcards are from. Theywtte their answers in their books. Theyicheck their answers, Practise ‘Ask students to read the postdards again. Hold a class discussion-using questions based on SWs; who? what? where? why? when? Discuss the tabi@jahd check their under- standingoof the task. ‘Students copy and complete the table in their exercise books, Cheok the meaning of new words, Period (45 minutes) Exercise 4 Teach Practise * Ask students to read the posteards and * — Students read in silence. answer the questions + They provide short answers first, and check Explain what short answers are. Explain what complete answers are, them esa class. ‘They write down the complete answers in their books.TEACHERS GUIDE ENGUsH GRADES Review ‘Summary of Lesson + Ask students to think about the different exercises they have done in this lesson, + Which ones did they enjoy most? Why? Which one was the hardest? Reflection on Learning + Ifthe class wrote a postcard about the ‘school today, what would they say about the weather? About the lesson’ About the place around the school? Lesson 3: Greetings for special events Objectives By the end of the lesson, students will be able to: + Say greetings for special events, describe weather and places using adjectives, and use affirma- tive sentences and negative sentences to talk about the weather This lesson focuses on Reading. There are four exercises to help develop reading and comprehension. Period 1 (45 minutes) Introduction No. of periods: 3 Resources & Preparation Greeting cards, seasonal cards Words and Expressions Greeting: Happy N&w Year! Merry Xmas! Happy Birthday! Happy Holiday! Get well soon! Adjectives to describe the weather: cloudy, rainy, snowy, sunny, windy ‘Adjectives to describe a place: beautiful, big, small, pleasant, ete Greet the class saying "Good Morningiafternoon’. Ask students “How are you?” and ask them to respond “Fine, thanks, And you?” Then ask them “How's the weather today?" Write the lesson objectives’¢n the board. Briefly describe the lesson and its exercises, Vocabulary Exercised Teach Practise 71) ASK students to look at the pictures and hold ‘a class discussion on when and why we send the greeting cards. * Instruct the class to match the pictures with the best expressions. + Check their answers. + Inclass, students discuss when and why we send greeting cards, (e.g. at Christ mes, on ‘one's birthday, when someone falls il) + Inpairs, students match the pictures with the greeting expressions and then check their answers. 13,TEACHER'S GUIDE ENGLISH craves Exercise 2 Teach Practise ‘> Review the words in the box. Tell students that they are adjectives that can be used to desoribe the weather conditions. ‘+ Tell them to look at the pictures and describe the weather in each picture: which adjective is best to describe each picture? Exercise 3 Teach + Students work in pairs to fil in the blanks with suitable words in the box Practise ‘> _ Instruct students to complete the sentenc- es with the adjectives they have learned in Exercise 2 + Give students a set time to copy and com- plete the sentences. + Check their answers, Period 2 (45 minutes) Exercise 4 Teach + Inpairs, students read the senteneesand find clues for the correct answefs, + They copy the sentences info'theif exercise books, and complete them Practise ‘+ Explain negative sentences’ and 'interroga- tive sentences! ‘+ Class discussion: talk about the weather using the adjectives from Exercises 2 and + Class demonstration: Pointing at thé pictre, ‘ask students to look at No 1 and practise’ saying "Is it cloudy, "No its notcloudy Its sunny’ Exercise 5 Teach + \(AS¢ dlass, students practise negative and Interrogative sentences about the weather. *\ In pairs, they take turns asking and answer- ing the questions. Practise + Ask students ta,read the sentences, ‘+ ‘Which words aré'the adjectives that de- scribe Plates?’ Discuss No. 1 together as a lass, Period 3 (45 minutes) Exercise 6 Teach + Students underline the adjectives in each sentence. Practise * Elicit what the nouns in Column Aare. ‘+ Tell the students to describe the nouns in Column A ‘+ They must use the adjectives in Column B. 14 + Students make decisions, matching the nouns with the best adjectives. + They write down the correct pairs in their exercise books.TEACHERS GUIDE ENGUsH GRADES Review ‘Summary of Lesson + What are nouns? Give 3 examples used in this lesson. + What are adjectives? Give 3 examples used inthis lesson. + What is an example (from the lesson) of an affirmative sentence? A negative sentence? Reflection on Learning + Which exercise did you enjoy most? Why? + Which exercise do you want to do again? Why? Lesson 4: Let's send a postcard! Objectives By the end of the lesson, students will be able to. ‘+ White sentences by using ‘be + adjectives’ + White a posteard This lesson focuses on Writing There are five exercises. Period 1 (45 minutes) Introduction No. of periods: 3 Resources & Preparation Sample greeting cards, white’stieéts of A4 size paper, colour pencils, alle sticks Words and Expressions ‘Adjedtiy€s to desoribe nouns: pleasant, busy, Toisy/ sweet, lovely, etc, What is @ postcard? What does it ook like? What is it used for? White the lesson objectives on the board Bhetly discuss, Ask students to look at a picture (eg. @ picture of flowers) and ask them “Are these flowers fresh?, “Are these flowers beautiful?” and-bther examples of adjectives describing nouns. Think of examples in the classroom and the school Exercise 1 Teach Practise > __Elicitthe adjectives they have learnt. + Explai the use of "verb be + adjective com: ination’ * Explain that the items in Column A and Col- umn Bare halves of sentences, + Askstudents to match Column A and Col umn B to make complete sentences, + Ask five pairs and check the answers. + Students say some adjectives they have leaint + Inpairs, students read and match the items in the bwo columns. + Students check their answers with the teacher 15,craves TEACHER'S GUIDE ENGLISH Exercise 2 Teach Practise * Organize students into groups of 4. + Students work in groups to discuss anc Instruct them to write as many sentences as they can by using the words in the table. Go around and monitor the class. share ideas to choose the correct form of the verb be for specific subjects. Period 2 (45 minutes) Exercise 3 Teach Practise * Organize students into groups of 4 or 6. + Students work in groups to discuss and fin, Instruct students to look et the expressions. Class discussion: Where do expressions such as "Hi Myat Mon,” and "See you on. Monday!" go? Check each group's answers, the blanks, Exercise 4 Teach Practise + Organize students into pairs: + Inpairs, stagents look at the given expres- * Ask students to look at the posteard in Exer- sions and match them with the 5 posteard cise 3 again writing stéps, * Class discussion: review the 5 steps of wrt- | + »Copy’and complete the table in their exer- ing a posteard ‘ise books, Period 3 (45 minutes) Exercise 5 (Check answers, Teach Practise Organize students into groups of 4 oF 5. * ‘Ask groups to write a"posteard Set time for thé t@8k “Monitor and support students’ efforts : Whenthe students finish, display the post- | + card8jon the Classroom wall . Have a class 'show and tell’ Gite students feedback on the use of lan- . ‘guage and vocabulary, Students in groups work to discuss and decide on the name of the receiver and the place of the postcard, Each group writes a postcard, ‘They describe the weather conxitions there, They express personal feelings about the place, Each group describes what they can see or do there Review ‘Summary of Lesson Reflection on Learning + Think about the lesson objectives + Think about the different writing exercises + Give some examples of be + adjectives you did in this lesson. + Group postcards: ask students which ones | + Which one did you learn the most from? they like most. And why? 16