Giáo án Tiếng Anh 1+4+5 - Tuần 25 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh 1+4+5 - Tuần 25 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 1 TUẦN 25 Planning date: 2/3/2023 Period 49. Review 3 – Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - repeat and understand a short story. - identify and say the words they have learnt. II. INPUT Language: - - Sounds /ɒ/ (letter o), /m/ (letter m), /ʌ/ (letter u), and /l/ (letter l) - - Vocabulary: clocks, locks, mops, pots mango, monkey, mother, mouse bus, running, sun, truck Lucy, lake, leaf, lemons - - Exchanges and structures: How many _____? – _____. (asking and answering questions about the quantity of things) That’s a _____. (introducing one thing) _____’s running. (describing what someone is doing) Look at _____. (using imperatives) III. PROCEDURE Warm-up – Listen and repeat. – Look and circle. – Homelink Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - Remind pupils of the names of the topics Whole class they have learnt from Unit 9 to Unit 12. - Then: Option 1: Revising the sounds and words - Show flashcards of the letters o, m, u and Whole class l. Have pupils say the letter names and the letter sounds. - Stick some flashcards including some Individual work pictures of the words from Unit 9 to Unit 12 on the board. Write the words on the board. Have pupils match. Whole class Option 2: Playing games - Have pupils play a game (e.g. Slap the board, Mystery bag or Pass the word) with the words they learnt in the previous units. Group work - Have them open the books and look at the story Phil and Sue, saying Open your books and look at the story Phil and Sue, please!
2. 1. Listen and repeat. 15 minutes Step 1 Have pupils look at the pictures. Ask them Whole class some questions, such as Who are in the pictures? What are they doing?... Then have pupils guess the content of the story. Step 2 Have pupils look at Picture 1, saying Look at Whole class Picture 1, please! and describe the picture. Individual work Draw pupils’ attention to the boy, the girl and the bubbles. Step 3 Let pupils listen to the recording, point to the Whole class sentence in the speech bubble and repeat, saying Now listen, point to the sentence and repeat, please! Step 4 Follow the same procedure with Pictures 2, 3 Whole class and 4. Correct pronunciation, if necessary. Give further support to those pupils who fnd it difcult to do the task. Step 5 Play the recording of the whole story several Whole class times and have pupils listen, point to the speech bubbles and repeat until they feel confident. Go around and offer help, if necessary. Step 6 Play the recording again and invite some Whole class pairs of pupils to listen to the recording and Pair work repeat the story in front of the class, saying Well done! when they performed well. Encourage them to use gestures, face expressions,... when they repeat the story. Step 7 Have pupils work in pairs to look at the book Pair work and read the story aloud. Encourage them to use gestures, face expressions, Observe and support pupils when needed. Extension: After pupils have remembered the story, Whole class have them role play it. Model with one pupil Pair work and ask other pupils to observe. Ask pupils to work in pairs to act out without looking at the book. Encourage them to use gestures, face expressions Move around to observe and offer help. Invite some pairs to go to the board and role play. 2. Look and cirle. 8 minutes
3. Step 1 Explain to pupils that they are going to look Whole class at the four pictures and circle the words. These words all appear in the story (in the sentences or in the pictures). Step 2 Ask them to identify the Whole class thing/animals/actions, saying What can you Individual work see in the pictures? Can you see the sun? Yes, it is the sun. Say the word, please! Ask pupils to repeat the words several times, saying Repeat, please! Tell pupils to circle the bag. Step 3 Ask pupils to look at the other pictures and Individual work circle the words, saying Now use your pencil to circle the words. Give pupils time to work. Give further support to those pupils who find it difficult to do the task. Step 4 Ask pupils to swap the answers with a classmate before checking as a class. Step 5 Invite some pupils to show what they have Individual work done. Praise them if they have done well. Whole class Have the class say all of the words they have circled. Extension: After the pupils have finished circling the Individual work words, have pupils read all of the words they Whole class have circled. It is a good way for them to revise the vocabulary items they have learnt. This activity can be held as a competition game where groups of pupils find the words included in the pictures/story. The group with the most words is the winner. Homelink 5 minutes Period 50. REVIEW 3 – Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - - recognize the sounds they have learnt. - - recognize the words they have learnt. - - listen for specific sounds and words. II. INPUT Language: - - Sounds /ɒ/ (letter o), /m/ (letter m), /ʌ/ (letter u), and /l/ (letter l) - - Vocabulary: mops, pots, mango, monkey, mouse, bus, sun, truck, lake, lemons
4. - Exchanges and structures: How many _____? – _____. ( asking and answering questions about the quantity of things) That’s a _____. (introducing one thing) Look at _____. (using imperatives) III. PROCEDURE Warm-up – Listen and tick. – Listen and circle. – Listen and tick or cross. – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Whole class Use sachmem to show the pictures of the Pair work story in lesson 1 Review 3. Ask pupils to retell the story in pairs from their memory. Option 2: Have pupils play Mystery bag or Hot seat Whole class to revise the sounds and words they learnt in previous units. - Lead to Activity 1, Self check, Review 3. 1. Listen and tick. 8 minutes Step 1 Have pupils look at the pictures of question Whole class 1, saying e.g. Look at Picture 1, please! Individual work What can you see? Can you see a goat and a gate? and say what they can see, e.g. a goat, a gate. Draw pupils’ attention to the boxes next to the letters a and b. Step 2 Invite some pupils to point to the pictures Individual work and say the words in front of the class, saying Point to the pictures and say, please! (e.g. 1a: a bus, 1b: a truck). Step 3 Before playing the recording, say Are you Whole class ready? OK, now listen and tick, please! Individual work Play the recording twice or more if needed. Ask pupils to listen and tick the correct box. Give further support to those pupils who fnd it difcult to do the task. Step 4 Follow the same procedure with the Whole class pictures of questions 2 and 3. Go around Individual work and offer help, if necessary. Step 5 Set a time limit for pupils to swap and Pair work check the answers. Whole class Step 6 Invite some pupils to the front of the class Individual work to point to the pictures and say what they have heard.
5. Audio: 1. truck 2. two pots 3. mouse Key: 1. b 2. a 3. b Extension: Write incomplete words on the board and Individual work have some pupils to write letters to complete them. E.g. b_s; tr_ck; m_ps; p_ts; _onkey; _ouse 2. Listen and circle. 7 minutes Step 1 Have pupils look at the pairs of letters and Whole class practice saying the letter names and letter Pair work sounds in pairs. Invite some pupils to say the letters and the sounds in front of the class. Step 2 Explain the task, saying Listen to the sound Whole class and circle the letter. Step 3 Play the recording, ask pupils to listen and Whole class circle the letters of the sounds. Have pupils Individual work listen at least twice. Step 4 Ask pupils to swap and check the answers. Pair work Play the recording again for them to check, Individual work if necessary. Invite some pupils to say the sounds they have heard. Confirm the correct answers. Audio script + Key: 1. l 2. o 3. m 4. u Extension: Say the letters aloud and have pupils write Whole class down the letters on their small boards. 3. Listen and tick or cross. 10 minutes Step 1 Have pupils look at Picture 1 (saying Look Whole class at Picture 1, please!) and say what they can Individual work see, (saying What can you see? Can you see a lake? Yes, a lake). Follow the same procedure with the other three pictures. Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! (e.g. 1. a lake, 2. the sun ). Step 2 Draw pupils’ attention to the box under Whole class Picture 1. Before playing the recording, say Individual work Are you ready?. Play the first sentence and have pupils do the task, saying OK, now listen and tick or cross, please! Step 3 Follow the same procedure with the other Whole class
6. three pictures. Play the recording twice or Individual work more if needed, ask pupils to listen and put a tick or a cross. Give further support to those pupils who find it diffcult to do the task. Step 4 Set a time limit for pupils to swap and Pair work check the answers. Correct the answers, if necessary. Step 5 Invite some pupils to the front of the class Individual work to point to the pictures and say what they have heard. Extension: Show flashcards of other words and have Whole class pupils say a sentence with a word. For a Individual work more able class, encourage pupils to use the structures they have learnt (Look at _____.; That’s _____.; How many ______?) Homelink 5 minutes UNIT 15: WHEN’S CHILDREN DAY? Period 97 Lesson 2: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to ask and answer the questions about what people do at a festival, using what do you do at/ on festival? II. Language focus: - New words: decorate, Tet, wear, clothe, luck money, firework displays - Structures: what do you do at/ on (festival)? - I _______________ III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Sing Whole class -Have the class sing the song “ Happy New Year” Group work - Call some pupils to the front of the class to sing the song - Introduce the new lesson
7. 2.Look, listen and - Tell them that they are going to find out Whole class repeat: 10’ about how to ask and answer questions about what people usually do at a festival - Ask Ps to look at the pictures to identify and read the text in silence Whole class - Get them to identify the characters and the content of the dialogue by asking Who are they? What are they doing? Where are they? - Play the recording and ask Ps to listen and repeat. Do choral and individual Individual repetition - Call some pairs to read the dialogue Whole class aloud, the rest of the class listen and give comments 3. Point and say: - Tell pupils that they are going to Whole class 13’ practice asking and answering questions about what people do at Tet. - Ask them to look at the pictures and the words under them - Teach new words: Make banh chung grandparents Whole class Decorate the house Firework displays visit - Teach modal sentence: What do you do at/ on (festival)? I _________________________. - 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. What do you do at Tet? I make banh chung. - Get Ps to work in pairs to do the task Pair work - Go around to offer help when necessary - Call on some pairs to act the dialogue out Whole class - Listen and give comments 4. Let’s talk: 10’ - Tell pupils that they are going to revise Whole class what they have learnt in Lessons 1 and 2 in real contexts. Remind Ps of the questions: when is ? What do you do at/on ? And how to respond to them. - Ask them to work in pairs and ask and Pair work answer the above questions. - Go around to offer help and correct the
8. pronunciation, if necessary Whole class - Call a few pairs to act out the dialogue in front of the class. The rest of the class listen and give comments 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words Period 98. UNIT 15: WHEN’S CHILDREN DAY? Lesson 2: Part 4, 5, 6 I. Objectives: By the end of the lesson Ss will be able to ask and answer the questions about what people do at a festival, using what do you do at/ on festival? II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ PASS THE SERCET - Choose 3 groups of six pupils and ask Whole Class pupils to line up in rows - Whisper the sentence: “I get lucky Group work money from my parents” to the first pupil in each row. The first pupil then whispers the sentence to the second one. The last pupil in the row says aloud the sentence she / he heard. - The group that says the sentence correctly in shortest time wins the game. 2. Listen and - Tell pupils that they are going to listen Whole class circle: 10’ to four dialogues and circle the phrases to complete the answers to the question What do they do at Tet? - Ask them to read the question and look at each answer and guess what Phong Individual and his family do at Tet. - Play the recording 2 times for Ps to Pair work listen and circle the answers - Get them to swap their answers with Whole class their partner - Play the recording again and check the correct answers Key: 1. a 2. b 3. b 4. a 3.Look and - Tell pupils that they are going to Whole class write: 13’ complete the sentences about what the
9. characters do at Tet, using the picture cues - Give a few seconds for pupils to look at the pictures and the incomplete sentences to identify the missing information - Ask Ps to do the task individually Individual - Go around to help when necessary - Get pupils to swap and check their Pair work answers - Call some Ps to write the answers on the board - Correct the answers Answer: 1.go shopping 2. decorate the/ their house 3. make banh chung 4. visit their grandparents 4. Let’s play: 10’ -Tell Ps that they are going to play Whole class Physical line up - Divide the pupils in groups. Write sentences about different festivals on large pieces of paper. Then cut each into two halves and put all the pieces into a Group work box. The number of pieces in the box should be the same as the number of pupils in the group. - Ask the pupils to each draw a piece of paper from the box. Each pupil should find the person with the other half of their sentence and together read the Whole class sentence aloud. Continue the game with another group of pupils 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words. UNIT 15: WHEN’S CHILDREN DAY? Period 99. Lesson 3: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to pronounce correctly the sounds of the letters “cl” and “fl” and listen and write, chant about Tet. II. Language focus: Revision of: - New words: street, run, along, the floor - Structures: III. Resources: - Students’ book, puppets, recording.
10. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ -Play the game: Physical line –up Whole class - Call a group of 4 pupils to the front of Group work the class to play the game 2. Listen and - Tell pupils that they are going to Whole class repeat: 10’ practice saying the letter, words and sentence in the book. - Put the phonics letters cl, fl in the words on the board and say them a few times. Ask pupils to repeat after T - Play the recording a few times and let Ps say the words and the sentences Whole class - Do choral and individual repetition of the sounds, words and sentences Individual - Get some Ps to say the sentences in front of the class. Correct the pronunciation if necessary 3. Listen and - Tell pupils that they are going to listen Whole class write. Then say and complete the sentences aloud: 10’ - Give them a few seconds to read the sentences in silence and guess the words to fill the gaps - Play the recording three times for Individual pupils to listen and do the task - Have Ps swap their answers before Pair work checking as a class - Call some Ps to write the answers on the board - Play the recording again and check the correct answers - Ask pupils to say the sentences aloud Whole class Key: 1. flowers 3.clothes 2. close 4. floor 4. Let’s chant: - Introduce the chant: What do you do at Whole class 13’ Tet? - Ask Ps to read the chant and check comprehension - Play the recording for Ps to listen Individual - Do choral and individual repetition - Show them how to chant and do actions - Get Ps to work in groups to practice Group work chanting and doing actions Whole class - Go around offering help if necessary - Call two groups of three to the front of the class to chant and do actions. The rest
11. of the class claps along to the rhythm 5. Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the chant UNIT 15: WHEN’S CHILDREN DAY? Period 100. Lesson 3: Part 4, 5, 6 I. Objectives: By the end of the lesson Ps will be able to pronounce correctly the sounds of the letters “cl” and “fl” and read and write about Tet. II. Language focus Revision of: - New words: market, wish - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ - Call two groups to go to the front of the Whole Class class to say the chant “what do you do at Group work Tet?” and do actions - Introduce the new lesson 2. Read and - Tell pupils that they are going to read the Whole class complete: 10’ text about Tet and complete the sentences - Give a few seconds for pupils to read the text in silence. Check their comprehension - Give pupils time to do the task individually Individual - Go around to offer help when necessary - Get them to swap their answer with their Pair work partner - Call some Ps to read the answer aloud - Correct the answer Whole class - Do choral about the subjects Answer: 1. Tet 2. Flowers 3. Their house, banh chung 4. The firework displays 5. Their grandparents, teachers, friends 3. Write about -Tell Ps that they are going to write a Whole class your Tet: 13’ short paragraph about Tet. - Have Ps work in pairs to discuss what they are going to write Group work - Get Ps time to do the task independently - Go around offering help, if necessary. - Get Ps to swap and check their answers before checking as a class.
12. - Call Ps to write their paragraphs on the Whole class board - The class look and give comments Key: Ps’ own answers 2. Project: 10’ -Tell Ps that they are going to make Whole class greeting cards for Tet and write wishes to their friends. Whole class - Ask each of Ps to prepare a piece of paper , crayons, pencil - Ask them to draw a card for Tet. After decorating the cards, they should copy the text from the Ps’ book and fill in the information - Give them time to do the task Individual - Call some Ps to the front of the class to Whole class read aloud what their partners have written . 5.Home –link : 2’ - Do exercises in the workbook and Whole class prepare the new lesson Period:97 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: look after, patients, design buildings - Sentence patterns:why would you like to be ? Because I’d like to . 2. Competences: + Remember and say some new words: look after, patients, design buildings + Look, listen and repeat the dialogue about asking for and giving reasons. + Asking for and giving reasons. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking for and giving reasons; love learning English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: What and where (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the
13. new lesson. -Vocabulary: future, like, why, because *Procedure: -SS listen. -T tells ss what they have to play game. - SS play game in two teams. -Have SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Look, listen and repeat ( 12’) *Aim: help Ss to find out new words ; understand the context of the dialogue and role play the dialogue about asking for and giving reasons. + Why would you like to be ? ->Because I’d like to . *Procedure: -Guess and answer. -- Elicit the character and have Ss guess what they are saying. -SS listen. - Set the scene: we are going to ask for and give reasons. -Listen and repeat - Have Ss listen to the recording then asks they read the lines in the speech bubbles -Read in groups. -Divide the class into two groups to read the dialogue. - SS read in pairs. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in -Some pairs read the dialogue in front front of the class. of the class. -T corrects pronunciation if necessary. *Outcome: SS can find out new words ; understand the context of the dialogue and role play the dialogue about asking for and giving reasons. Activity 3: Point and say (8’) *Aim: help ss practise asking for and giving reasons. + Why would you like to be ? ->Because I’d like to . *Procedure: Teach vocabulary: Look after, patients, -SS listen and repeat newword, then design buildings write on their notebook - Check vocabulary: What and where -SS play game. - Have pupils look at pictures. Ask them to - SS listen and identify.
14. identify the address and what it like in the pictures . - Elicit the sentence Pattern: +why would you like to be ? -SS answer. ->Because I’d like to . -T models with a student.Then asks ss - Model.Then practise. practice in pairs - Have Ss work in pairs to practise and - Practise in pairs. corrects pronunciation if necessary. - Invite ss to ask and answer in front of the - SS ask and answer. class. T gets feedback *Outcome: SS can practise asking for and giving reasons. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking for and giving reasons. + Why would you like to be ? ->Because I’d like to . *Procedure: - T ask ss to ask and answerquestions : - SS listen. what would you like to be in the future?- >I’d like to be a/an ; Why would you like to be a/an ?->Because I’d like to . - SS model - T makes model with a student. - Aks ss to work in pairs to ask and answer - Ss work in pair ask & answer the question. - Call on some pairs to perform their task at the front of the class. -Some pairs to perform their task at *Outcome: SS can practise further asking the front of the class. for and giving reasons. Activity 5:Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects -Ss to retell the contents of this lesson pronunciation if necessary. Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT
15. Period: 98 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 2: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and circlea, b or c about asking for and giving reasons. +Reading and completing the dialogue about asking for and giving reasons by filling the missing words of the dialogues. +Play game: Pelmanism 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about asking for and giving reasons. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Kim’s game (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: Look after, patients, design buildings *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and circle a, b or c. ( 9’) *Aim: help ss to improve listening skill about asking for and giving reasons *Procedure: - Have pupils look at pictures a, b, c and d - Look at the pictures in the book
16. of the Student Book. Give the identification of the characters in the - Listen and identify. pictures and the characters’ words. -Tell the class that they are going to listen -SS listen. and circle the correct answer. - Play the recording 2 times pupils to listen and circle the correct answer. .Check their - Listen and circle guess. Compare the answer with the partner. - Play the recording again pupils check their answers. - Check. - Get ss to swap and check their answer before checking as a class. *Keys: 1.c 2.a 3.b 4. c *Outcome: SS can improve listening skill about asking for and giving reasons Activity 3: Read and complete (9’) *Aim: help ss to improve reading skills aboutasking for and giving reasons *Procedure: -Tell ss that they are going to read and - SS listen complete -Give ss time to do the task in pairs and go - SS do the task. around to offer help, if necessary. - Get ss to swap and check their answer -SS check. before checking as a class. - Device class into groups and get them to read aloud the text. -SS read aloud. - T checks and corrects. *Keys: 1.nurse 2.look after *Outcome: SS can improve reading skills 3.hospital 4.do 5. write aboutasking for and giving reasons Activity 4: Let’s play (9’) *Aim: help ss to play game: Pelmanism *Procedure: - Tell ss that they are going to play the - SS listen. game: Pelmanism. - Introduc how to play game. - SS play the game. - Ask ss to play game. *Outcome: SS can play game: Pelmanism Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson.
17. -T calls ss to retell the contents of this lesson - T gets feedback and corrects -Ss to retell the contents of this lesson pronunciation if necessary. Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 99 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 3: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Phonic: intonation - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and repeat intonation correctly. + Listen and mark the sentences intonation aboutasking for and giving reasons. + Listen and read the chant: What would he like to be in the future? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about asking for and giving reasons ; love learning English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Slap the board (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: nurse, patients, work, children
18. *Procedure: -SS listen. -T tells ss what they have to play game. - SS play game in two teams. -Have SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and repeat ( 10’) *Aim: help Ss to repeatintonation correctly. *Procedure: - Tell the class that they are going to -SS read. practise saying the sentences, paying attention to sentence intonation. - Play the recording all the way through for - SS listen. pupils to listen first. Play the recording again for them to repeat the sentences twice. -Read in silence. -Call some ss to read in front of the class. - T checks and corrects. -Ss read in groups/ in pairs. - Have Ss read in groups/ in pairs. *Outcome: SS can repeat intonation correctly. Activity 3: Listen and mark the sentences intonation. Then say the sentences aloud. (8’) *Aim: help ss to improve listening skill about asking for and giving reasons. *Procedure: - Have ss that they are going to listen and - Listen and match the sentence match the sentence intonation intonation -Ask ss to read the text in silence before listen. - Play the recording 2 times ss to listen and match the sentence intonation,. Check their - Check. guess. Compare the answer with the partner. - Play the recording again ss to check their - Pairworks. answers. - Have ss to practise saying aloud the - SS listen. sentences in pairs. -T checks and coreccts their pronunciation. -SS read
19. *Outcome: SS can improve listening skill about asking for and giving reasons. Activity 4: Let’s chant (9’) *Aim:help ss practise the chant: What would he like to be in the future? *Procedure: - Ss listen and read. - Introduce the chant: What would you like to be in the future? -Turn on the tape. - Ss chant in group and individual. - Ss listen to the tape and repeat the chant. -Teacher reinforce their pronunciation - Ss chant and do the action. *Outcome: SS can practise the chant: What would he like to be in the future? Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this -Ss to retell the contents of this lesson lesson - T gets feedback and corrects pronunciation if necessary. Activity 6. Homelink. 1’ -SS listen. - Practice more at home. - Prepare for the next lesson. IV. COMMENT Period: 100 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 3: Part 4, 5, 6,7 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and tickTrue or False about asking for and giving reasons. +Write about what you would like to be and do in the future. + Do project by making a poster about what they would like to be in the future and tell the class about it.
20. + Colour the stars to remark the ability. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking for and giving reasons and love doing project about themselves. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Passing the ball (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: pilot, worker, teacher, doctor . *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Read and tick true or false ( 8’) *Aim: help ss to improve reading skill reading and tick true or falseabout asking for and giving reasons. *Procedure: - Tell the class that they are going to read -SS listen. about David’s future job and tick True (T) or False (F) -Ask students to read the text in the book - SS read the text individually and do and find information to answer the task. - Give them time to do the task independently. - Get them to compare their answerin pairs - Ss compare the answer before annoucing the answerto the class. -Some Ss to read their answers - Call on some Ss to read their answers. * Keys:1. T; 2.T; 3.F; 4.T; 5.T - T checks and corrects. *Outcome: SS can improve reading skill reading and tick true or falseabout asking