Giáo án Tiếng Anh 2+4+5 - Tuần 26 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh 2+4+5 - Tuần 26 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 26 Planning date: 10/3/2023 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 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 Period 101. REVIEW 3 I. Objectives: By the end of the lesson Ss will be able to: - Listen and identify specific information related to the theme Me and my family - Read and identify specific information related to the theme Me and my family - Read, listen to and understand a short story II. Language focus: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Slap the board - Write the words on the board: Tet, orange Whole class juice, drinking, lucky money, fish, banh chung, worker, nurse, brother, milk, decorate - Call 2 Ps to the front of the class Whole class - Ask them to slap the word when T acts it out as fast as possible. The pupil can slap the most words will be a winner
7. 2.Listen and - Tell pupils that they are going to listen to Whole class number: 5’ a text and number the items in the picture - Ask them to look at the pictures and check comprehension by asking some questions: Are there any flowers in the room?; What are they like? What time is it now? What are the parents doing? What Individual are they giving to the children? What can you see on the table? What are the food Whole class and drinks? - Play the recording 2 times for Ps to listen and do the task - Get them to swap their answers with their partner - Play the recording again and check the correct answers Key: 1.b 2. a 3. d 4. e 5.c 3. Read and - Tell Ps that they are going to read the text Whole class complete: 7’ then complete the text about Hoa’s family, using the word cues. - Give Ps a few seconds to read the text in silence. Check comprehension by asking: What time is it? Is Hoa’s family still sleeping? What is the family doing? What kinds of food do Hoa and her father like eating? What time does the family leave for work? - Give Ps time to do the task. Individual - Go around and offer help, if necessary. - Get Ps to swap and check their answers Pair work before checking as class. Do choral and individual repetition Whole class Answer: 1. thirty 2. Family 3. Drinking 4. Orange juice 5. seven 4. Read and - Tell Ps that they are going to read and Whole class match: 6’ match each question with its answer by drawing a line between them. - Give Ps time to read the text. Check comprehension and give feedback - Ask them to do the task individually Individual - Go around to offer help if necessary - Ask them to compare the answer with the Pair work partner. - Call on some Ps to report their answers. Whole class Others listen and comment.
8. - Make a few questions to check Ps’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: 1 – e; 2 – c; 3 – d; 4 – b; 5 - a 5. Look and - Tell Ps that they are going to look at the Whole class write: 7’ pictures and complete the sentences - Give Ps a few seconds to read the text in silence. Check comprehension and give feedback - Get Ps time to do the task. Individual - Go around and offer help, if necessary. - Get Ps to swap and check their answers Pair work before checking as a class. Write the Whole class correct answers on the board for Ps to copy down their notebooks. - Call some Ps to read questions and answers Answer: 1. Seven thirty 2. factory worker 3. Children’s Day 4. Orange Juice 6. Write about - Tell Ps that they are going to read the Whole class your father or paragraph about their father or mother and mother: 8’ fill the gaps - Give Ps time to read the text in silence - Check their comprehension and identify the information needed to fill the gaps. - Give Ps time to do the task Individual independently - Go around and offer help, if necessary. - Get Ps to swap and check their answers Pair work before checking as class. - Call a few Ps to read their paragraph. The Whole class class listen and give comments Key: Pupils’ answer 7.Home –link : 2’ - Do exercises in the workbook Whole class Period 102. SHORT STORY: CAT AND MOUSE 3 I. Objectives: By the end of the lesson Ss will be able to read and understand the story and do some exercises. II. Language focus.
9. Revision of: - New words: - Structures: III. Resources: III. Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 3’ - Review the model sentences from unit11 Whole Class to unit 15 2. Read and - Ask Ps to look at the pictures and ask Whole class listen the story. them questions to remind them of the old Then fill the characters and introduce the new character gaps: 8’ - Ask them to read the story in silence - After that, ask them some questions: What are Mimi, Chit and Mary doing in the Individual first picture? Who is Mary thinking of in the third picture? Who is she thinking of in the fourth Whole class picture? What day is it today? - Then ask pupils to guess the words to fill the gaps - Play the recording and ask Ps to listen and fill the gaps Individual - Get Ps to swap and check their answers before checking as class Pair work - Play the recording again and check the answers Whole class Key: 1. Works 2. Plays 3. Taller 4. Do 5. Beach 3.Number the -Tell the class they are going to put the Whole class sentences: 7’ sentences in the correct order and write the numbers in the boxes - Ask Ps to read the sentences in silence and check their comprehension - Ask Ps to work in pairs to order the Pair work sentences without looking at the story - Go around and help Ps if necessary - Call on 2 Ps to write the answers on the Whole class board - Check the correct answers and call some pairs to read the conversation in front of the class
10. - Correct the pronunciation. - Make a few questions to check pupils’ comprehension of the story Answer: 1-6-3-2-8-7-4-5 4. Work in pairs. -Tell Ps that they are going to read and Whole class Complete the answer the questions. conversation - Check understanding. with information - Give them time to do the task Individual about you: 10’ independently. - Go around to offer help when necessary - Get Ps to swap and check their answers Pair work before checking as class. - Have a few pairs act out the dialogues. Answer: Pupils’ answers 5.Find words in - Tell Ps that they are going to read the Whole class the story to sentences and find the words in the story to complete the complete them sentences: 10’ - Give them time to read the sentences in Whole class silence. Check their comprehension and elicit the words to fill the gaps - Ask them to do the task independently Individual - Go around to offer help when necessary - Get Ps to swap and check their answers Pair work before checking as a class - Call some pupils to write the answers on the board Whole class Answer: 1. Cook 2. Beach 3. Shorter 4.musician 6.Home –link : 2’ - Do exercises in the workbook. Whole class UNIT 16: LET’S GO TO THE BOOKSHOP. Period 103. Lesson 1: Part 1, 2 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases related to the topic The neighborhood II. Language focus: - New words: bakery, pharmacy, supermarket, sweet shop, chocolate, food, bread - Structures: Let’s go to the ____________ I want to ______________ Great idea! III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes
11. 1.Warm up : 5’ - Prepare some pictures of some places in the neighborhood and ask Ps about their Whole class Vietnamese names - Teach them the English words: book shop, supermarket, bakery 2.Look, listen and - Ask Ps to look at the pictures and read Whole class repeat: 10’ the text in silence - Get them to identify the characters and the content of the dialogue by asking Who are they? What are they talking Whole class about? Where are they? - Play the recording and ask Ps to listen and repeat. Do choral and individual repetition Individual - Call some pairs to read the dialogue aloud, the rest of the class listen and give Whole class comments 3. Point and say: - Tell pupils that they are going to Whole class 13’ practice making suggestions to go somewhere and responding to suggestions - Ask them to look at the pictures and the words under them - Teach new words: Whole class Bakery bread buy pharmacy Medicine supermarket food Sweet shop chocolate young - Teach modal sentence: Let’s go to the ________. I want to _______. Great idea! Sorry. I’m busy. - Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the words under the picture Pair work - Get Ps to work in pairs - Go around to offer help when necessary - Call on some pairs to act the dialogue Whole class out - Listen and give comments 4. Work in pairs. - Tell pupils that they are going to Whole class Suggest some practise making and responding to places to go and suggestions to go some where say why: 10’ - Ask them to work in pairs and make a Pair work
12. suggestion to go somewhere and the other responds to the suggestion. Then they swap roles and continue Whole class - Go around to offer help and correct the pronunciation, if necessary - 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 UNIT 16: LET’S GO TO THE BOOKSHOP? Period 104. Lesson 1: part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases related to the topic The nieghbourhood II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Play the game: SLAP THE BOARD -Write the words on the board: bakery, Whole Class pharmacy, supermarket, sweet shop, food, chocolate, book shop, book, Whole Class notebook - Call on 2 Ps in the front of the class - Ask them to slap the words on the board when T says the word aloud. - Count the number of the words each pupil slaps correctly within the time limit. The pupil with the highest number is the winner 2. Listen and - Tell pupils that they are going to listen Whole class tick: 10’ to four dialogues about four questions and tick the correct pictures - Ask them to look at the pictures and identify the names of the places - Play the recording 2 times for Ps to Individual listen and tick the pictures - Get them to swap their answers with Pair work their partner
13. - Play the recording again and check the Whole class correct answers Key: 1.b 2. a 3. a 4. b 3.Look and - Tell pupils that they are going to Whole class write: 13’ complete the sentences, using the picture cues - Give a few seconds for pupils to look at the first picture and the worked example. Then identify the names of the places in each picture. Then ask them to think about the appreciate places and suitable reasons to complete the sentences - 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 and call some Ps to read questions and answers Answer: 2. To the bakery, buy some cakes/ bread 3. to the sweet shop, buy some sweets / chocolate 4. to the pharmacy, buy some medicine 4. Let’s sing: 10’ - Introduce the song “Let’s go” Whole class - Ask Ps to read each line of the song and check their comprehension. - Give the meaning of the new vocabulary: buy, cinema, film, zoo, animal - Play the recording few times for Ps’ listening - Ask Ps to sing each line of the song and have Ps repeat it a few times - Show Ps how to sing the song and do the actions - Ask Ps to work in groups to practice Individual singing and doing the actions - Go around to offer help when necessary - Call some groups to perform the song in front of the class. The rest of the class listen and give comments - Have the whole class sing the song to Group work reinforce learning
14. 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the song. GIÁO ÁN DẠY KHỐI 5 Period 101. REVIEW 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and tick / number the correct pictures about knowledge that ss learnt. + Listen and write one word in the blank. +Reading and completing the table about knowledge that ss learnt. +Write about you. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to be studious and obedient students and love 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 (3’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: subjects, time, English, writing, speaking *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 tick ( 6’) *Aim: help ss to improve listening skill about knowledge that ss learnt *Procedure: - Have sslook at pictures a, b, c and d on
15. page 36 of the Student Book. Tell ssthat - Look and listen. they are going to listen to the recording and tick the pictures they hear. - Elicit the identification of the characters in the pictures and the characters’ words - Guess the answer - Play the recording 2 times ssto listen and - SS guess tick the boxes. - Listen and tick. Check their guess. - Play the recording again sscheck their Compare the answerwith the partner. answer T give the answer - Listen and check their answer - Ask some questions to ensure ss’ *Key: 1.b; 2.c. comprehension of the listening text. *Outcome: SS can improve listening skill about knowledge that ss learnt Activity 3: Listen and number ( 6’) *Aim: help ss to improve listening skill about knowledge that ss learnt *Procedure: - Have sslook at pictures a, b, c and d on - Look and listen. page 36 of the Student Book. Tell ssthat they are going to listen to the recording and number the pictures they hear. - Elicit the identification of the characters in the pictures and the characters’ words - Guess the answer - SS guess - Play the recording 2 times ssto listen and - Listen and number. Check their number the boxes. guess. Compare the answerwith the - Play the recording again sscheck their partner. answer T give the answer - Listen and check their answer - Ask some questions to ensure ss’ *Key: 1.b; 2.a; 3.d; 4.c comprehension of the listening text. *Outcome: SS can improve listening skill about knowledge that ss learnt Activity 4: Listen and write one word in the blank.( 6’) *Aim: help ss to improve listening skill about knowledge that ss learnt *Procedure: - Set the sense: Tellssthat they are going to - Ss look at and listen listen two dialogues and write one word in each gap. - Guess the answer - SS guess - Play the recording 2 times ssto listen and - Listen and write. Check their guess.
16. write. Compare the answerwith the partner. - Askssto swap their answerbefore you - Listen and check their answer check as a class. *Key: 1.Design ; 2. Reading *Outcome: SS can improve listening skill about knowledge that ss learnt Activity 5: Read and complete (6’) *Aim: help ss to improve reading skill about knowledge that ss learnt *Procedure: - Set the sense: Tellssthat they are going to - Listen and loook. read a text and complete the table. - Givethem time to read the questions and - SS read the questions and answer in answer in silence. silence. - Get them to work in pairs. Monitor the activity and offer help. - Work in pairs. - Get pupil to compare their answer in pairs before checking as a class. -SS compare their answer in pairs , *Outcome: SS can improve reading skill *Keys:1.Pilot; 2. Want to fly planes about knowledge that ss learnt 3. Reads book; 4. Would like to write stories for children; 5. Draws pictures. Activity 6: Write about you (6’) *Aim: help ss to improve writing skill about knowledge that ss learnt *Procedure: - Set the sense: Tell ss that they are going to write sentences about themselves. - Ss listen - Ask them to read the questions in silence. Check their understanding. -SS read the questions in silence. - Ask Ss to do the task independently. - Ask Ss to swap their answerbefore you - Work independently to do the task . check as a class. - Swap their answer - Ask Ss to read their writing aloud. -SS read their writing aloud. - Give feedback. * Key: ss’ answers *Outcome: SS can improve writing skill about knowledge that ss learnt Activity 7: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson -Ss to retell the contents of this lesson
17. - T gets feedback and corrects pronunciation if necessary. Activity 8. Homelink. 1’ -SS listen. - Practice more at home. - Prepare for the next lesson. IV. COMMENT Period: 102 SHORT STORY CAT AND MOUSE 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Read and listen to the story: cat and mouse. + answerthe questions. + Unscramble these words from the story. + Read and complete. + Talk about how you feel. + Read and match. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to be studious and obedient students and love 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 (3’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: family, holiday, mountains, beach *Procedure: -T tells ss what they have to play game. -SS listen. - SS play game in two teams.
18. -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:Read and listen to the story ( 5’) *Aim: help ss to improve listening and reading skill about knowledge that ss learnt *Procedure: - SS listen and look. - Set the sense: Tellssthat they are going to read and listen to the story. -SS look and answer - Askssto look at the pictures and ask them questions to remind them of old characters and introduce the new - SS read the story in silence. character. - Get them to read the story in silence. - Play the task and let them listen. *Outcome: SS can improve listening and reading skill about knowledge that ss learnt Activity 3:answerthe questions ( 5’) *Aim: help ss to improve reading and writing skills about knowledge that ss learnt *Procedure: - Set the sense: Tellssthat they are going - SS listen. to read the story again and answerthe questions. -SS read the story . - Ask Ss to read the story again and check comprehension. - Ask Ss to do the task independently. - Work independently. - Ask Ss to swap their answerbefore you - Swap their answer check as a class. - Ask Ss to read aloud the story. - SS read aloud the dialogue. - Give feedback. * Key: 1. No, he isn’t; 2. He has fever; *Outcome: SS can improve reading and 3. He’s going Doris ; 4. No, they can’t; writing skills about knowledge that ss 5.He can .bed. learnt Activity 4: Unscramble these words
19. from the story( 5’) *Aim: help ss to improve writing skill about knowledge that ss learnt *Procedure: - Ss listen - Set the sense: Tellssthat they are going to put the letters in the correct order to make words, and that they can find the words in the story. - SS work independently. - Ask Ss to do the task independently. - Swap their answer - Ask Ss to swap and check their * Key: a. Headache; b. Terrible; c. answerbefore checking as a class. Speaking; d.Because; e.Matter - Give feedback. *Outcome: SS can improve writing skill about knowledge that ss learnt Activity 5: Read and complete(5’) *Aim: help ss to improve reading skills about knowledge that ss learnt *Procedure: - SS listen. - Set the sense: Tell ss that they are going to read and complete a conversation. - SS read and understand. - Ask Ss to read the text and check comprehension. - SS work independently. - Ask Ss to do the task independently. - Swap their answer - Ask Ss to swap their answerbefore you check as a class. - SS read aloud . - Ask Ss to read aloud the dialogue. * Key: 1. Well; 2. Matter; 3. Have; 4. - Give feedback. Stay; 5. Not *Outcome: SS can improve reading skills about knowledge that ss learnt Activity 6: Work in pairs. Imagine you are sick. Talk about how you feel.(5’) *Aim: help ss to improve speaking skills about knowledge that ss learnt *Procedure: - SS listen. - Set the sense: Tellssthat they are going to write a similar conversation to the one in Activity 4. -SS do the task in pairs. - Askssto work in pairs and give them a time limit to do the task. - Some pairs to act out their - Call a few pairs to act out their conversation. conversation. Correct the pronunciation, * Key: Ss’ own answer if necessary *Outcome: SS can improve speaking
20. skills about knowledge that ss learnt Activity 7: Read and match(5’) *Aim: help ss to improve reading skills about knowledge that ss learnt *Procedure: - Ss listen - Set the sense: Tell ss that they are going to read and match the questions with the answer -SS read the text - Have them read the text and check their comprehension. - SS work independently. - Ask Ss to do the task independently. - Swap their answer - Ask Ss to swap and check their * Key: 1.e; 2.a; 3. b;4. c; 5.d answerbefore checking as a class. - Give feedback. *Outcome: SS can improve reading skills about knowledge that ss learnt Activity 8: 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 9. Homelink. 1’ -SS listen. - Practice more at home. - Prepare for the next lesson. IV. COMMENT Period:103 REVISION 1 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reoder the letters to make the correct word about knowledge that ss learnt. +Read and complete with knowledge that ss learnt.