Language focus:
Using nouns to identify things
e.g. a lorry
Asking ‘Wh-’ questions to find out a specific thing
e.g. What’s that noise?
Asking ‘yes/no’ questions to obtain a simple response
e.g. Is it an aeroplane?
Using predicative adjectives to describe conditions
e.g. It’s loud.
Language skills:
Listening
Recognize rhyming and onomatopoeic words
Identify key words in an utterance by recognizing the stress
Speaking
Use modelled phrases and sentences to communicate with
other learners
Use appropriate intonation in questions and statements
Open an interaction by eliciting response
Materials:
? Student’s Book 3B page 32
? Cassette 3B and a cassette player.
? Wallpictures 3B
? Picture Cards: a drill, a bus, a telephone, a car
? Workbook 3B page 22
Pre-task preparation
A Ask students to be perfectly quiet. Ask: What can you hear?
to elicit: I can hear … Invite students to imitate sounds of
cats, dogs and raindrops, etc.
B 1 Draw some clouds and raindrops on the board. Introduce:
falling down while you draw the raindrops from the clouds
to the ground.
2 Ask students to find the words that imitate the sound of
the raindrops. Play the cassette: Sing a song. Students listen.
3 Play the cassette again. Students sing along.
While-task procedure
1 Play the cassette: Look and say. Students listen.
2 Play the cassette again. (just the FX of a lorry)
Introduce: a lorry.
3 Review: an aeroplane, a drill, a telephone, a car, a bus by
asking students to match the Ward and Picture Cards.
4 Invite students to come to the board. Ask them to choose
one of the above Picture Cards and imitate the sound of that
object. Introduce: noise.
5 Students start imitating the sounds of different objects. Ask:
What’s that noise? Is it a/an …? To elicit: Yes, it is./No. It’s
a/an… For more able students, prompt them to make
guesses and give answers by using the above dialogue. Or
divide the class into groups. Groups take turns to make
guesses and imitate sounds. The group that makes the most
correct guesses is the winner.
6 Introduce: loud, quiet by changing the volume of the
cassette. Write: quiet on the board.
7 Play: Sing a song again. Keep on changing the volume of
the cassette. Prompt students to say: It’s loud/quiet. Ask
students whether they like the song to be loud or quiet. Ask:
Do you like it? To elicit: I like it./ I don’t like it.
8 Play a game. Blindfold one of the students. Choose an
object and hide it somewhere in the classroom. The rest of
the class provides hints by saying: loud loudly when the
student is getting closer to the object and quiet quietly
when they are moving further away from
