Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 17 - Tiết 18: Review 5+6 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 17 - Tiết 18: Review 5+6 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. GRADE 1 Teaching date: 7/01/2022 Period 18. REVIEW 5,6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). 1.By the end of this lesson, pupils will be able to: - identify animals and say what animals they like (I like (dogs).) - review talking about abilities.( swim, sing, run. I can sing) 2. Review lisstening and speaking skills 3. Demonstrate problem-solving and communicative skills through learning activities B. LANGUAGE FOCUS: Review C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2: Student’s book page 44 - Audios (Unit 6-page 44), - cards . - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and circle. Listen and circle answers Key 2. Play the “change game’’ Students listen and say Observation Observation 3. play “ guess the picture” Student’s play game 4. Use positive attitudes and appropriate gestures to Observation talk about abilities and say Student play game what animals they like . STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Option 1: Review. Pictures and Letters.
2. • Put 4 flashcards/pictures (food, elephant, girl, hop) on the board. • Have students look at the flashcards/pictures and call out the letter sounds. A- Listen and circle (A or B). (10’) 1. Pre-listening: Have students look at the pictures. Point to each picture and have students call out the animals they see. 2. While-listening:  Play audio and have students look at the pictures and animals.  Demonstrate the activity by pointing at the example.  Have students listen and circle. 3. Post-listening: Check the answers as a whole class. 4. Post-listening: Point at each picture and have students say "I like cats/...". 5. Post-listening: Have some students demonstrate the activity in front of the class. B- Play the "Chain" game: (10') 1. Have students look at the example. 2. Divide the class into groups of four. 3. Have the student stand up. 4. Have Student A turn to Student B and say a sentence. 5. Next, have Student B turn to Student C and say a sentence, then have Student C say a sentence. 6. Continue until all students have practiced. 7. Have some groups demonstrate the activity in front of the class. Activity: (5’) (optional) Draw and say. • Have students work in pairs, take turns drawing their favorite animal in the air and saying “I like + the name of the animal-s.” to their partners. Have some pairs demonstrate the activity in front of the class. A- Listen and circle (A or B). (10’)
3. 1. Pre-listening: Have students look at the pictures. Point to each picture and have students call out the actions they see. 2. While-listening:  Play audio and have students look at the pictures and activities.  Demonstrate the activity by pointing at the example.  Have students listen and circle. 3. Post-listening: Check the answers as a whole class. 4. Post-listening: Point at each picture and have students say "I can run/...". 5. Post-listening: Have some students demonstrate the activity in front of the class. B - Play "Guess the picture": (10') 1. Have students look at the example. 2. Divide the class into 2 teams. 3. Have a student stand facing away from the board and stick a flashcard on the board behind him/her. 4. Have the student try to guess the answer without looking at the flashcard. 5. Give that team 1 point if it's a correct guess. 6. Have teams take turns. Activity: (5’) (optional) Mime and Say - Have students work in pairs, one mimes an action and the other guesses and says a sentence. E.g. Student A mimes ‘swim’ and Student B says ‘I can swim.’ - Have some pairs demonstrate the activity in front of the class. * Wrap-up - Option 1: Review. What is the missing letter? - Have students look at the flashcards and call out the words. Write them on the board. Erase 1 or 2 letters of each word. Have a student go to the board. Have that student look at a flashcard, call out the word and write the missing letters.
4. Repeat the activity with other students. 1. What have you learnt from the lesson today? talk about location of things in the house (singular) and use the sentence pattern Where’s the ______? - It’s here. 2. What’re the core values of the lesson? -Keep their things tidy - Remind students to prepare for the next lesson Self-study: lesson 1(4-6) D. ADJUSTMENT .............................................................................................................................. .............................................................................................................................. __________________________________________________________ GRADE 2 Teaching date: 5/01/2022 Period 19. REVISION 5,6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). 1.By the end of this lesson, pupils will be able to: - Review free-time activities (soccer, hide-and-seek, tag, read books, sing, hopscotch, ride a bike) - Review talking about free-time activities(make commands and responses). (Let’s ..) 2.Review lisstening and speaking skills 3. Demonstrate problem-solving and communicative skills through learning activities B. LANGUAGE FOCUS:Review C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2: Student’s book page 44 - Audios (Unit 6-page 44), - cards . - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools
5. Observation 1. Listen and tick the box. Listen and tick answers Key 2. Play the “Pretend” game Students' listen and answer Observation 3. . Use“Musical chairs” game to practice speaking Observation Student’s play game skill. . 4Make friends” game to Observation practice speaking skill. Student play game STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and play a game: “who is faster” game Divide the class into four teams. - Put 4 boxes which have the letter Rr, Ss, Tt or Uu on the table Show the flashcards about activities. - Have students look the flashcards carefully to get the right flashcards and put into the box . The student who gets the right flashcard with the correct box firstly will get one point - Continue with others - Find the winner. Activity 1: "Jump" game. Divide the class into two teams. - Show flashcards and runs through. - Put jumping mat on the foor and flashcards on it - Have students look at the example. - Have players look at the flashcards and jumping mat (foot shape) carefully to jump and read aloud the words. - The winner is the student who jumps and reads correct words first. Activity 2: "Pretend" game. - Have students look at the example.
6. - Have one student come to the front of the class. - Have that student do an action silently. - Have the other students try to guess the action. - Have students swap roles and repeat. Activity 3: “Musical chairs” game - Have students stay on their seats. - Play music and ask them to move around. - Take away two chairs and suddenly stop music. - Have students sit on any chairs. - The two students who have no chairs to sit on will make commands and responses. E.g. • Student A: Let’s play hide and seek! • Student B: Yes. - Swap roles and continue the game in the same way and try to fill in the blanks. - Check students’ mistake as a whole class. Activity 4: “Make friends” game . - Have students to stand up. - Aks students to make friend following teacher’s requirement. T: make friend, make friend! Class: how many, how many? T: four/ five/ - The players who can’t make friend will make commands and responses. * Consolidation. - Consolidate the content of the lesson. IV. Feedback _ ________________________________________________________ GRADE 3
7. Teaching date: 5/01/2022 Period 83 UNIT 13: WHERE’S MY BOOK? Lesson 1: 1,2,3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Peter and his mother (setting, participants, topics);? 2. talk about location of things in the house (singular) using Where’s the_______? ̶ It’s here / there 3. show their politeness by using appropriate gestures and intonation when asking and answering about location of things in the house (singular) and Keep their things tidy. B. LANGUAGE FOCUS Key terms/ Vocabulary Here, there, chair, coat, ball, bed, picture, poster. Key grammatical structure The sentence patterns: Where’s the_______? ̶ It’s here / there C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 18 - 6 pictures of things (Activity 2 – page 18) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the situation for the conversation Observation between Peter and his mother such Students’ answers Questions & answers as setting, participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture interaction Observation prompts. 3. Ask and answer about location Student’s talks, and of things in the house (singular), Observation interaction using the sentence patterns. Questions & answers 4. Use positive attitudes and Student’s interaction and Observation
8. appropriate gestures to talk about performance Questions& answers location of things in the house (singular). STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then get the class to play game “pass the ball”. - Tell students that they are going to read a dialogue in which the boys are talking about location of things in the house (singular) Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 18) and answer questions to identify the situation for the conversation. 1. Who are they? (Peter and his mother ) 2. Where are they? (in the room) 3. What are they doing?( talking about location of things in the house (singular) - Ask students to look at picture a (Activity 1) (page 18) and answer the following questions: 4. What does Peter ask? (where’s my book?) 5. What does his mother answer? (It’s here, dear) - Elicit the sentence patterns: Where’s the_______? ̶ It’s here / there. - Tell students that they are going to practise asking and answering questions about family members. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: chair, coat, ball, bed, picture, poster, here, there - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: Where’s the poster? Student: It’s here. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. Ask and answer questions about the other things
9. - Show some pictures about things - Have students choose the picture that they can tell their family memebers using Where’s the _________? - It’s here.. - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? talk about location of things in the house (singular) and use the sentence pattern Where’s the ______? - It’s here. 2. What’re the core values of the lesson? -Keep their things tidy - Remind students to prepare for the next lesson Self-study: lesson 1(4-6) D. ADJUSTMENT ........................................................................................................................................ ........................................................................................................................................ ............................................................................................................ ______________________________________ GRADE 3 Teaching date: 7/1/2022 Period 85 UNIT 13: WHERE’S MY BOOK? Lesson 2: 1,2,3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Peter and his mother (setting, participants, topics). 2. talk about the the location of things in the house (plural) using where are the_______? – They’re_______ 3. show love their family by using appropriate gestures and intonation when asking and answering about location of things in the house (plural). B. LANGUAGE FOCUS Key terms/ Vocabulary
10. Behind, near, under, on Key grammatical structure The sentence patterns: “where are the_______? – They’re_______ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 20 - 4 pictures of location of things in the house (Activity 2 – page 20) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the situation for the conversation Observation between Peter and his mother such Students’ answers Questions & answers as setting, participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture interaction Observation prompts. 3. Ask and answer about location Student’s talks, and of the things in the house, using the Observation interaction sentence patterns. Questions & answers 4. Use positive attitudes and Student’s interaction and appropriate gestures about location Observation performance of the things in the house. Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. - Have ss play a game of spelling and writing using words learnt. -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Peter and his mother are talking about location things in the house (plural). Activity 1: Language input (Activity 1: Look, listen and repeat.)
11. - Ask students to look at the two pictures (page 20) and answer questions to identify the situation for the conversation. 1. Who are they? (Peter and his mother ) 2. Where are they? (in the house) 3. What are they doing?( talking about the location of things in the house (plural).) - Ask students to look at picture a (Activity 1) (page 20) and answer the following questions: 4. What does Peter ask? (where are my posters, Mum?) 5. What does his mother answer? (I don’t know, dear) 6 And what does Peter answer after seeing his posters? ( They’re under my bed) - Elicit the sentence patterns:“Where are the ? They’re ” - Tell students that they are going to practise asking and answering questions about about location of things in the house (plural) - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: Behind, near, under, on - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: Where are the chairs? Student: They’re near the table - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. Ask and answer questions about the location things in the room. - Show some pictures about the things in the room. - Have students choose the picture that they can tell about location of things in the house using “where are the ? They’re. ” - Ask them to interview 3 or 4 friends: one student asks the question and the other answers and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. . Activity 3: Wrap-up & Assignments - Ask students to answer the following questions:
12. 1. What have you learnt from the lesson today? (talk about location of the things in the house (plural) and use the sentence pattern “where are the ? They’re. ” 2. What’re the core values of the lesson? (Keep the things tidy.) - Remind students to prepare for the next lesson Self-study: lesson 2(4-6)+ lesson 3 D. ADJUSTMENT .......................................................................................................................................... .......................................................................................................................................... ................................................................................................ _________________________________________________________ GRADE 4 Teaching date: 5/01/2022 Period 83: Unit 13: WOULD YOU LIKE SOME MILK? Lesson 1-Part 1,2 STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: - identify situation for conversation between Tom and Mai, name some food and drink. - use structures: “What’s your favourite food/drink? It’s ...” to ask and answer about favourite food/drink - regconize the value of food and drink and show the respect for their friend’s favourite food/drink B. LANGUAGE FOCUS 1. Vocab: favourite, orange juice, beef, water, pork, milk 2. Key grammartical structure: “What’s your favourite food/drink? It’s ...” C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW software, projector .
13. Students’ aids: Student books, notebooks, workbooks. (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a answers. conversation between Tom and Mai 2.Ask and answer about Ss’ interactions Observation favourite food/drink 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Respect for their friend’s favourite food/drink STAGE 3: LEARNING EXPERIENCES Warmer: Performance the song “What’s your favourite food?’’together * Activity 1: Look, listen and repeat: - Tell Ss that they are going to read a dialogue in which pupils ask and answer questions about the food and drink - Ask them look at 4 pictures ( P.18) and answer question elicit about context: Who are they? Where are they? What are they talking about? - Look at the picture b and answer question: What does Tom ask? (Ss answer: What ‘s your favourite food?) and What does Mai answer? (Ss answer: It’s fish) - Sentence patterns: What’s your favourite food/drink? It’s ...” - Tell pupil that they are going to practice asking and answering questions about the favourite food/drink
14. - Play the recording more than once, if necessary, ask Ss to listen to the tape and repeat - Do choral and individual repetition, pointing to the characters speaking - Play the recording again for students to listen and repeat * Activity 2: Point and say - Use picture to elicit: food/beef,pork, chicken, rice; drink/ orange juice, milk, water - Point to the first picture and model task with one pupil, using the expressions in the bubble and the word under the picture (T: What’s your favourite food/drink? Ss: It’s ...”) - Ask Ss to say the phrase chorally and individually. Repeat the same procedure with the rest of the pictures - Ask Ss to practice in pairs, using prompts in the bubbles and the pictures - Select some pairs to role play the dialogue in front of the class. Monitor the activity and offer help, if necessary * Activity 3: Work in pairs. Tell your partners about the jobs of their family members - Have Ss choose activities that their family members’ job and tell their classmate using “What’s your favourite food/drink? It’s ...” - Ask them to interview 3 friends: one pupil asks the question and the other answers with facts about themselves and the exchange the role - Monitor the activity and offer help, if necessary - Select some pairs to role play in front of the class * Activity 4: Wrap- up and assignment - Ask Ss to answer the following questions: 1. What have you learnt from the lesson today? (Talk about the jobs of their family members and use the sentences patterns: What’s your favourite food/drink? It’s ...”) to ask and answer about favourite food/drink 2. What’re the core values of the lesson? (Respect for another’s favourite food/drink) * Homelink - Remind Ss to do exercises in the workbook and learn lesson 1 part 3,4,5. FEEDBACK: .
15. GRADE 4 Teaching date: 7/12/2022 Period 85: Unit 13: WOULD YOU LIKE SOME MILK? Lesson 2-Part 1,2,3 STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: - identify situation for conversation between mother and Linda, mother and Mai, name some food and drink. - use structures: “Would you like some .? Yes, please/ No, thanks” to offer someone food or drink and accept/decline someone’s offering - regconize the value of food and drink and show the respect for the offering or declining B. LANGUAGE FOCUS 1. Vocab: bread, vegetable, noodles, lemonade 2. Key grammartical structure: “Would you like some .? Yes, please/ No, thanks” C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW software, projector . Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESEMENT EVIDENCES (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. between mother and Mai, Linda
16. 2. offer someone food or drink Ss’ interactions Observation and accept/decline someone’s offering 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. show the respect for offering someone food or drink and accept/decline someone’s offer STAGE 3: LEARNING EXPERIENCES * Warmer Play game: Board race - Have S from each team stand a distance from the board - Stick a flashcards on the board and say one of them - S race to the cards and touch them, say a sentence Ex: noodles: I want some noodles - Finish game:Get S to listen and repeat a few times (whole class, in groups, individuals). - Call on some S to read aloud the vocabulary. Activity 1. Look, listen and repeat. - Tell S that they are going to learn to give offering and give answers about food/ drink. - Ask S to look at the four pictures to identify the characters and the context in which the language is used. Ask them questions such as Who are they? Where are they? What are they talking about? - Play the recording all the way through for S to listen. - Play the recording again for pupils to listen and repeat sentence by sentence. - Get S to work in pairs to role play the dialogue - Call on some pairs to demonstrate in front of the class. The rest of the class observe and give comments. - Check S’ comprehension about the dialogue by using some questions:
17. + Does Mai want some milk? + Does Linda want some noodles? Activity 2. Point and say. - Tell pupils that they are going to offer someone food or drink and accept/decline someone’s offering Using: Would you like some .? Yes, please/ No, thanks” - Have S look at the bubbles. - Point to the first picture and model the task with one pupil, using the question in the first bubble and the phrase under the picture for the answer: - Select some pairs of S to demonstrate the task in front of the class. Activity 3. Let’s talk. - Tell S that they are going to offer someone food or drink and accept/decline someone’s offering - Ask S to work in pairs. Then they swap roles. - Select some pairs to act out the dialogue in front of the class. - Get Ps to play the “pass the ball” game. * Activity 4: Wrap- up and assignment - Ask Ss to answer the following questions: 1. What have you learnt from the lesson today? (use structures: “Would you like some .? Yes, please/ No, thanks” to offer someone food or drink and accept/decline someone’s offering ) 2. What’re the core values of the lesson? (regconize the value of food and drink and show the respect for the offering or declining) * Guided homelink - Remind Ss to do exercises in the workbook and to learn lesson 3 FEEDBACK: GRADE 5 Teaching date: 5/01/2022 Period 83.Unit 13: WHAT DO YOU DO IN YOUR FREETIME?
18. Lesson 1: 1, 2, 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation between Tom and Nam (setting, participants, topics) 2. Ask and answer their friends about activities in their free time, using the sentence patterns “What do you do in your free time? – I ....” 3. Show options and polite attitude by using appropriate gestures and intonation when asking and answering about activities in their free time Key terms/ Vocabulary Free time, karate, surf the internet, clean,.... Key grammatical structure What do you do in your free time? – I .... C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 18, Sachmem.vn, Teacher’s guide 18 - Flashcards for Unit 13, poster for Unit 13 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation between Students’ answers Questions & answers Tom and Nam such as setting, participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts.
19. Observation 3. Ask and answer about how you learn Student’s talks, and English, using the sentence patterns. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing the song - Greet the students. Then get the class to sing the song “Baby shark” from - Tell students that they are going to read a dialogue in which students ask and answer questions about health problems and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Have Ss to look at the book on page 18; identify the characters in the pictures and what they are saying. + Who are they? + Where are they? + What are they talking about? - Play the recording and asks Ss to listen to the tape twice - Explain the meaning of the new words: - T asks Ss to listen and repeat in chorus three times. - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times. - Let Ss practice the dialogue in pairs. - Gets some pairs to read it aloud. - Play the recording again for the whole class to repeat each line in the speech . - T elicits the structures by asking Ss to speak out the model sentence: Form: What do you do in your free time? – I .... Activity 2: Controlled & guided practice
20. Task 1: Controlled practice (Activity 2: Point and say.) - Have sts see the pictures and identify the places in the pictures - T runs through. - T asks Ss to match the pictures with activities in their free time using Sach Mem. - T models: T: What do you do in your free time? S: – I .... - Open-pairs; close-pairs. - Call on some pairs to perform the task at the front of the class. - Have Ss look and describe 4 pictures - Ask Ss to read aloud 4 pictures - Ask Ss to practice asking and answering about what you and your friends do in your free time using picture a, b, c and d. - Monitor the activity, check the pronunciation - Some Ss report in front of class. Others observe and give comments if possible. - Make some questions to check Ss’ comprehension of language. - Have the whole class repeat all the phrases to reinforce their pronunciation. - T gives comment. Task 2: Guided practice (information gap activity) Tell your partners - Tell the class that they are going to practise asking and answering questions about activities in their free time. Get them to work in groups and use the questions and answers in their books. -Say: “ You are going to practice answering the question about activities in their free time - Tell pupils that they are going to practise asking and answering about activities in their free time using : * S1: Do you like...............? S2 : Yes , I do . / No , I don’t............