Period 1

Contents:

A: Words: glue, paper, scissors, tape, want

B: Structures: What do you want, Alice?

I want some paper, please.

Here’s some paper.

Thank you very much.

C: Functions: Asking about and expressing wants.

Learning tagets:

A: Basic aims: 1. Speaking: Use modeled phrases and

sentences to communicate

with teachers and other

learners. Use appropriate

intonation in questions and

statements.

2. Writing: Develop written texts by

putting words in a logical order

to make meaningful phrases

or sentences.

B: Further aims: Add some other information as many as

possible

Language focus:

1. Asking ‘Wh-‘ questions to find out specific information.

2. Using the simple present to make request.

3. Using formulaic expressions to replay to requests.

4. Using formulaic expressions to express thanks.

Materials and aids: Student’s Book 5A page 6

Cassette 5A and a cassette player

Workbook 5A page 3

Word and Picture Cards 5A

Unit position: In Grade Four, students have learned the

sentences: I want… Here’s…Here are… Thank

you very much. In this period, they will

continue to practice these sentences. They

will study how to ask ‘Wh-‘ questions to find

out specific information. They can use the

simple present to make request. They can use

formulaic expressions to replay to requests.

They can use formulaic expressions to express

thanks.

Step

Contents

Methods

Pre-task preparation

While-task procedure

Post-task activity

Consolidation

Song

Review

Words

Sentences:

1. Sing a song

2. Review: Use realia to

review stationery items.

1. T: Which things do you

usually bring for an art

class?

Put the Word and Picture

Cards: glue, scissors and

tape.

2. Play the recording: Say

and act. Students listen

and follow in their books.

3. Play the recording again.

Students listen and

repeat.

4. T: What does Alice want?

S: She wants some paper.

T: What do Eddie and

Danny want?

S: They want some

brushes.

1. Divide students into

groups. Ask them to

practise acting the

dialogue. Encourage the

more able students to

replace the items in the

dialogue with other

stationery items.

2. Invite groups to act the

dialogue in front of the

class.

3. Put a variety of

stationery items on the

desk. Invite individuals

and pairs to come out

and ask for an item.

4. Divide the class into

groups of four. Ask each

group to discuss and

write down the things

they need for wrapping a

present/writing a letter.

Allow the more able

students to complete the

task individually.

5. Introduce: wrapping

paper, ribbon, envelop

and stamp to the more

able students.

6. Each group takes turns

to ask the teacher for

the things they want.

7. Ask each group to

compare the things they

have got. Allow them to

add the items they have

missed afterwards.

Workbook page 3

1. Students work in pairs to

complete the dialogue in

Read and write orally.

2. Invite pairs of students

to read and act the

dialogues.

3. The students write the

missing words.

4. Encourage the more

able students to act the

dialogues using

different stationery

items.

Grammar Practice Book 5A

page 4