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

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