PEP-Book 6

Module 5 Topic Unit 1 It’s big and light. Grade 5

Unit 2 It’s too big for you.

Teaching objectives

By the end of this Listening objectives

lesson pupils Understand questions and answers about descriptions of common objects.
should be able to… Speaking objectives
Talk about common objects using proper adjectives.

Language focus Structure:

My bag is broken.
It’s too small for her.
It’s nice for her.
It’s hard for him.
Key words :
light, hard, broken, pocket, umbrella, sales assistant, wheel, easy, take, too

Assessment

The pupils are Describe the bags (Slide 7).

expected to be Talk about the girl’s different hats (Slide 8-10).
able to… Describe the people and objects (Slide 11-13).
Make a guess about the common objects (Slide 14-15).

CT:
CT is supposed to lead the students to get familiar with the PPT ahead of
Notes the time if possible.
FT:
The interaction between FT and a single student is supposed to be more
than 20 times in the class.

Suggested Teaching Procedures Time

Slide 3 1. Greetings and brief self-introduction 4 mins

FT: Hello, everyone. I’m … I’m glad to have a class with you.
Hi, CT. May I have your name?
CT: Yes. My name is …
FT: Nice to meet you, Mr/Ms *.

1/4
 2. Let’s chant!
FT leads students to chant with him/her. If possible, FT can
play the instrument (e.g. the guitar) while chanting.

Slide 4 –6 Shopping for a bag 6 mins

Background: Amy’s old bag is broken, so she wants her
mum to buy a new one for her. They are shopping for a
new bag now.
(1) FT reads the dialogues and explains the meanings of
the sentences.
(2) FT leads students to read after him/her.
(3) FT invites at least two students to act out the
dialogues on each slide with him/her (That means
the interaction between FT-S is more than 6 times
in this part).
(4) FT invites three pairs of students to act it out in
front of the class.
In the process, FT is supposed to correct students in
their pronunciation when necessary.

Slide 7-13 Practice 8 mins

Slide 7: Describe the bags
(1) FT asks two students to read the description about
the black bag.
(2) FT invites two students to describe the green bag
before he/she clicks the answer.
(3) FT invites two students to describe the blue bag
before he/she clicks the answer.
Slide 8-10: Fill in the blanks and practice
FT invites two students to talk about the girl in three
different hats respectively.
S1: Look at this white hat. It’s too big for her.
S2: Look at this blue hat. It’s too small for her.
S3: Look at this yellow hat. It’s nice for her.
Slide 11-13: Choose and describe
(1) FT asks two students to read the description about
the old man.

2/4
 (2) FT invites two students to choose words and
describe the man’s and boy’s bags:
It’s light for him.
It’s heavy for him.
(3) FT invites two students to choose words and
describe the boy’s and the man’s T-shirts:
It’s big for him.
It’s small for him.

Slide 14-15 Ask and find 7 mins

Slide 14:
Slide 10 provides an example for students to play the
“Ask and find” game. FT is supposed to invite a student
to play the game with him/her (The dialogue has been
given. All they have to do is to act it out).
Slide 15:
(1) FT invites CT to play the game as an example. (In the
process, FT and CT are supposed to use the adjectives
that students have learnt to describe the objects as
much as they can.)
FT: Hi, Mr./Ms.*. Now you can choose one thing from
these things. Do not tell me, but please tell it to your
students or you can write it down and show it to your
students. And I’ll make a guess. Let’s start!
CT: OK. (e.g. CT chooses the bag in picture 2.)
FT: Is it purple?
CT: No, it isn’t. It’s red.
FT: Has it got wheels?
CT: No, it hasn’t.
FT: Is it a bag?
CT: Yes, it is.
FT: Is it heavy?
CT: Yes, it is.
FT: It’s the red bag in picture 2.
CT: You are right.
(2) FT plays the game with one student as he/she did
with CT.

3/4
 (3) FT invites two pairs to play the game in front of the
class.

Thank you ＆ FT: OK. Now it’s time to say goodbye. I really enjoy the
Goodbye time with you, guys. Thank you for all your help, Mr/Ms
* (CT’s name). Bye.

4/4