Giáo án Tiếng Anh Khối Tiểu học - Week 16 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 16 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: December 14, 2022 Week: 16 Period: 31 REVIEW 2 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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h) - Vocabulary: chips, fish, milk, chicken bell, pen, pencil, red garden, gate, girl, goat hair, hand, head, horse - Structures: - I like ____. (talking about hobbies) It’s a red ____. (introducing something) There’s a ____. (introducing something/someone) Touch your ____. (using the imperatives) Resources/Material: - Student’s book p. 37 - Teacher’s guide pp. 88-90 - Website sachmem.vn - Flashcards with letters i, e, g and h - Flashcards with the pictures of the words from Unit 5 to Unit 8 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat. – Look and circle. – Homelink Teacher’s activities Students’ activities 1. Warm up Whole class - Remind pupils the names of of the names of the topics they have learnt from Unit 5 to Unit 8. Whole class - Then: Individual work Option 1: Revising the sounds and words - Show flashcards of the letters i, e, g and h.
2. Have pupils say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Unit 5 to Unit 8 on the board. Write the words on the Whole class board. Have pupils match. Option 2: Playing games - Have pupils play a game (e.g. Slap the board, Mystery or Pass Group work the word) with the words they learnt in the previous units. - Have them open the books and look at the story Phil and Sue, saying Open your books and look at the strong Phil and Sue, please! 2. Listen and repeat - Have pupils look at the pictures. Ask them some questions, Whole class such as Who are in the pictures? What are they doing?... Then have pupils guess the content of Whole class the story. - Have pupils look at Picture 1 (saying Look at Picture 1, Individual work please!) and describe the picture. Draw pupils’ attention to the boy (Phil), the girl (Sue) and the bubbles. - Play the recording several times for pupils to listen and repeat Whole class the sentences in the bubbles of picture 1, saying Now listen, Whole class point to the sentences and repeat, please! - Repeat the same procedure with Pictures 2, 3 and 4. Correct pronunciation, if necessary. Whole class - Give further support to those pupils who find it difficult to do the task. Whole class - Play the recording of the whole story several times and have Pair work pupils listen, point to the speech bubbles and repeat until they feel confident. Pair work - Go around and offer help, if necessary. - Play the recording again and invite some pairs of pupils to listen to the recording and repeat the story in front of the class, saying Well done! when they performed well. Whole class - Encourage them to use gestures, face expressions,... when they repeat the story. - Have pupils work in pairs to look at the book and read the Pair work story aloud. Encourage them to use gestures, face expressions, Observe and support pupils when needed. - After pupils have remembered the story, have them role play it. Model with one pupil and ask other pupils to observe. Ask
3. 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. ‘ 3.Look and circle - Explain to pupils that they are going to look at the four pictures and circle the words. These words all appear in the story (in the sentences or in the pictures). Ask them to identify the thing/animals, saying What can you see in the pictures? Can you see the bag? Yes, it is the bag. Say the word, please! - Ask pupils to repeat the words several times, saying Repeat, please! Tell pupils to circle the bag. - Ask pupils to look at the other pictures and circle the words in the chain, 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. - Invite some pupils to show what they have done. Praise them if they have done well, saying Excellent! or Great job! Have the class say all of the words they have circled. - After the pupils have finished circling the words, ask them to look at the story again and circle the bag, the goat, the ball and the gate in the pictures of the story. Then ask them what things they can see in the pictures and have them circle these things (in the pictures there are some things that pupils have learnt: cat, head, hand, etc ). - Have pupils read all of the names of the things they 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 Whole class of pupils find the words included in the pictures. The group with the most words is the winner. Individual work 4. Homelink - Ask pupils some questions about the story such as How many people are there? What are their names? ... Teacher can ask in Vietnamese. - Then: Option 1: Show flashcards of the words that appear in the story and have pupils say the words. Option 2: Use sachmem to show the pictures of the story and have pupils
4. tell the story from their memory. - Tell pupils to practise telling the story at home. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 16 Period: 32 REVIEW 2 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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h) - Vocabulary: goat, gate, pen, pencil, hand, head, bell, fish, girl, pen - Structures: I like ____. (talking about hobbies) I have a red ____. (introducing what you have) There’s a ____. (introducing something/someone) Touch your ____. (using the imperatives) Resources/Material: - Student’s book p. 38 - sachmem.vn - Teacher’s guide pp. 90-92 - Flashcards to play games - Computer, projector III. PROCEDURE Warm-up – Listen and tick. – Listen and circle. – Listen and tick or cross. – Homelink Teacher’s activities Students’ activities
5. 2. Warm up Whole class Pair work Option 1: Use sachmem to show the pictures of the story in Lesson 1 Review 2. Ask pupils to retell the story in pairs from their memory. Whole class Option 2: Have pupils play Mystery bag or Hot seat to revise the sounds and words they learnt in previous units. Lead to Activity 1, Self check, Review 2. 2. Listen and tick - Have pupils look at the pictures of question 1, saying e.g. Look Whole class at Picture 1, please! 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. - 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! Individual work (e.g. 1a: a goat, 1b: a gate). Individual work - Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording twice or more if Whole class needed. Ask pupils to listen and tick the correct box. Give further support to those pupils who find it difficult to do the task. Individual work - Follow the same procedure with the pictures of question 2. Go around and offer help, if necessary. - Set a time limit for pupils to swap and check the answers. Whole class Correct the answers, if necessary. - Invite some pupils to the front of the class to point to the pictures and say what they have heard. Individual work Audio: 1. a gate 2. a pen 3. a hand Pair work Key: 1. b 2. b 3. a - Write incomplete words on the board and have some pupils to Whole class write letters to complete them. E.g. _ oat , _ ate, _en, _encil, _and, _ead Individual work 3.Listen and circle Individual work Have pupils look at the pairs of letters and practice saying the letter names and letter sounds in pairs. Invite some pupils to say the letters and the sounds in front of the class. Whole class Explain the task, saying Listen to the sound and circle the letter. Play the recording, ask pupils to listen and circle the letters of the sounds. Have pupils listen at least twice. Pair work Ask pupils to swap and check the answers. Play the recording again for them to check, if necessary. Invite some pupils to say the sounds they have heard. Whole class Confirm the correct answers.
6. Audio script: Whole class 1. i 2. e 3. g 4. h Key: 1. i; 2.e; 3. g; 4. h Individual work Extended activity: Say the letters aloud and have pupils write down the letters on Pair work their small boards. 4. Listen and tick or cross. 10 minutes Individual work - Have pupils look at Picture 1 (saying Look at Picture 1, please!) and say what they can see, (saying What can you see? Whole class Can you see a bell? Yes, a bell). 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 bell, 2. fish ). - Draw pupils’ attention to the box under Picture 1. Before Whole class playing the recording, say Are you ready?. Play the first sentence and have pupils do the task, saying OK, now listen and tick or cross, please! Individual work - Follow the same procedure with the other three pictures. - - Play the recording twice or more if needed, ask pupils to listen and put a tick or a cross. Give further support to those pupils who find it difficult to do the task. - Set a time limit for pupils to swap and check the answers. - Correct the answers, if necessary. - Invite some pupils to the front of the class to point to the pictures and say what they have heard. Audio script: 1. There’s a bell. 2. I like chips. 3. Touch your hair. 4. I have a red pen. Key: 1.  2. x 3.  4. x Extended activity: Show flashcards of other words and have pupils say a sentence with a word. For a more able class, encourage pupils to use other structures (I have a _____.; This is my _____.; This is a ______.) 5. Homelink Option 1: Organise Kim’s game. Stick flashcards on the board. Have pupils look at the cards for 30 seconds. Then ask them to close their eyes. Have them open their eyes again and say what words have been missing. Option 2: Write a letter on the board and have pupils say all the words with that letter. - Tell pupils to practise saying the words and make sentences at home. Whole class
7. Individual work D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: December 14, 2022 Week: 16 Period: 61 Unit 9: Colours Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read a short text and tick the colours of some school things. - use the target language in a real context by writing a short paragraph about the colours of some of their school things. - revise the target vocabulary items they have learnt in a real context. - do a project on how to draw, colour and say the colours of school things. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Written communication: write about the colours of school things - Critical thinking: complete a task in reading a text. - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Diligence: complete learning tasks. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 120, 121; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 67, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’)
8. Game: “Chant” *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - Ask Ss chant and do the actions in Unit 9 , Lesson 3 page 66 in groups. - Ss listen and chant - Give point for the groups and encourage them. - Say “Open your book page 67” and look at “Unit 9, Lesson 3 (4, 5, 6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and tick: *Aims: Ss will be able to read and understand a short text and tick the colours of some school things. *Procedure: - Explain how to complete the task: read the text and tick the correct colours of the school things in the table. -Ss read and answer - Ask Ss to read the list of the school things in the first column of the table. - Ask Ss look at the colours on the right side of -Ss listen and read the table. - Ask Ss read the text and tick the correct -Ss listen colours. - Let Ss swap and check answers. - Check the answers -Ss read and tick - Ask some Ss to read the text aloud. -Ss swap their answers -Ss check their answer -Ss read aloud Key: 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be able to use the target language in a real context by completing a gapped text about the colours of school things. *Procedure: - Check comprehension and elicit to Ss read the
9. gapped text and fill in the gaps with the colours of their school things. -Ss listen and read - Let Ss read the gapped text and fill in the gaps with the colours of their school things. - Have Ss complete the first gap together as an example. -Ss read in chorus - Ask Ss to look at the gap and ask them what is missing. Then let them identify the colour of -Ss write their school bag. After that, let them write down the suitable word in the gap. -Ss do the task - Give Ss time to complete the text I have a school bag. It is brown. I have a pen. It independently. is .I have They are - In pairs or groups, ask Ss to swap their complete texts before checking as a class. - Invite some Ss to come to the board and read the answer. -Ss swap the book and check Key: Pupils’ answer -Ss listen and repeat Activity 3. Project. *Aims: Ss will be able to do a project on how to draw, colour and say the colours of school things. *Procedure: - Explain that Ss are going to draw, colour, then show four school things that they have drawn and coloured and tell the - Ss listen class about the colours. - Have Ss work in groups. Each member shows the piece of paper or notebook in -Ss work in groups and say the picture which four school things are drawn and coloured at home and introduce them, Ex: This is a school bag. It’s brown. These are the pens. They’re green. - Invite one or two Ss to show their pictures of school things and tell what -Ss show the picture and tell to the class colour they are to the class. - Tell the Ss to make a poster of school things -Ss listen and do the task and how to use your school things carefully. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure:
10. - T asks ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher can take from the lesson). - T praises some Ss who are hardworking / -Ss answer the questions active/ good . as well as encourage others to try more. 4. Homework. (3’) - Prepare the new lesson: Unit 10, Lesson 1 (1, 2, -Ss listen and clap their hands 3). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 16 Period: 62 Unit 10: Break time activities Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - understand and correctly repeat the sentences in two communicative contexts about school break time activities. - correctly say the words and use I ..at break time. to identify school break time activities. - enhance the correct use of I at break time. to identify school break time activities. - Vocabulary: chess, volleyball, basketball, badminton, play, break time - Skills: speaking and listening 2. Competences: - Self-control and independent learning: perform listening tasks. - Communication and collaboration: work in pairs or groups. - Sociability: talk to each other, say good words to others. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS:
11. - Teacher: Teacher’s guide Pages 122, 123, audio Tracks 97, 98, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 68, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Jigsaw puzzle *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide class into 4 groups: Tom, Jerry, Miu and Chit. - Ss listen - Ask Ss look at the pieces of picture. -Ss look at the pieces of the picture - Ask Ss go to the board and jigsaw puzzle into the -Ss put into the correct picture correct picture. -T checks who’s the winner? -Ss check - Say “Open your book page 68” and look at “Unit 10, Lesson 1 (1,2,3)”. -Ss open their books 2. Presentation (16’) Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in front of starting the new lesson. *Procedure: -T elicits the new words + chess : cờ (visual) -Ss listen and answer + volleyball : bóng chuyền (picture) + basketball :bóng rổ (picture) + badminton : cầu lông (visual) + play: chơi (translation) + break time: giờ giải lao (situation) - T models (3 times). - - Ss listen and repeat - T writes the words on the board. + Choral repetition (3 times). - Checking: Rub out and remember + Individual repetition (3 ss) - Ss take note - Ss look, remember and write
12. Activity 2. Look, listen and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts about school break time activities. *Procedure: - Have Ss look at Pictures a and b and identify the characters (Ben Minh and Lucy) in the pictures. -Look at the pictures and say + In picture a: Ben says: It’s break time. Let’s play chess. Lucy says: OK! + In picture b: Lucy says: I play volleyball at break time. What about you, Minh? Minh answers: I play basketball. -Ss listen and repeat in chorus (twice) - Play the audio twice (sentence by sentence). Correct their pronunciation where necessary. -Ss work in pairs to practice - Have Ss to practice the dialogue -Ss practice the dialogue - T invites a few pairs to the front of the class to practice. -Ss listen - T checks pronunciation for ss. Activity 3 2. Listen, point and say. *Aims: Ss will be able to correctly say the words and use I at break time. to identify school break time activities. *Procedure: * Model sentences: - T asks Ss look at picture b and helps Ss know the -Ss look at the picture and answer. structure from the dialogue. -Ss listen - T introduces new structure for Ss. -Ss listen and repeat - T explains, models and gives meaning. -Have Ss repeat the model sentences. -Ss repeat I play volleyball at break time. 3.Practice: (7’)
13. *Drill pictures - Elicit and check comprehension about the name of each break time activity. - Ss look, listen and answer + Picture a: a boy playing chess + Picture b: a girl playing volleyball + Picture c: a boy playing basketball + Picture d: a girl playing badminton -Ss listen and repeat - Run through all the pictures. - Run through model sentences. +Run through question sentence -Ss practice in chorus, individuals. +Run through answer sentence - Have Ss to practise: + T asks, Ss answer picture a + Ss asks, T answers picture b + Group A ask, group B answer picture c + Group B ask, group A answer picture d -Ss work in pairs - Ask Ss to work in pairs. - T controls and corrects. -Ss point and say - Invite a few pupils to stand up, point at each school thing in the picture and say the sentence aloud. -Ss listen. - T gives feedbacks. 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of I break time. to identify school break time activities. *Procedure: - Have Ss look at the picture and elicit the question and the answer in context. + Who are they? + Where are they? -Ss look at the picture and answer + What are they doing? + pupils doing different activities at break time
14. - Have Ss look at the picture and say the activities - Have Ss look at the first speech bubble and -Ss point and say read I play badminton at break time. -Ss read the sentence - Then have them point to the pupils playing badminton and complete the gapped answer in the second bubble (Ex: I play badminton -Ss point and complete at break time) - After that, let them say aloud. -Ss say aloud - Give Ss time to practise say the sentence I -Ss say the sentence play at break time. - Invite some Ss to practise talking about school -Ss practice break time activities in front of the class. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? -Ss answer the questions +What are the core values of the lesson? (if the teacher can take from the lesson). - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 5. Homework. (2’) - Ss listen - Learn the vocabulary and model sentences by heart -Ss listen and clap their hands - Prepare the new lesson: Unit 10, Lesson 1 (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ...
15. Week: 16 Period: 63 Unit 10: Break time activities Lesson 1 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which pupils talk about what they do at break time. - complete four target sentence patterns with the help of the picture cues. - sing the song “It’s break time” with the correct pronunciation and melody. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Written Communication: complete the sentences. - Self-control and independent learning: perform listening tasks. - Communication and collaboration: work in pairs or groups. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Diligence: complete learning tasks. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 124, 125; audio Tracks 99, 100, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 69, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Slap the board *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide class into 2 groups: Tom and Jerry. - How to play: - Ss listen + Each group chooses five Ss to play. -Ss listen + Class will read aloud. + Look at the picture, listen and slap the picture you heard. - Ss play game + Who faster will get 1 mark. + Which group with higher mark is the winner. - T gives feedback. - Say “Open your book page 69” and look at
16. “Unit 10, Lesson 1 (4,5,6)”. 2.Practice: (27’) -Ss congratuate the winner Activity 1. Listen and tick: *Aims: Ss will be able to listen to and - Ss open their books understand two communicative contexts in which pupils talk about what they do at break time. *Procedure: - Elicit the name of the activities in each picture. -Look at the pictures and say: + Picture 1a: Linh is playing chess. + Picture1 b: Linh is playing volleyball. + Picture 2a: Ben is playing basketball. + Picture 2b: Ben is playing badminton. - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording + Play the recording again and get Ss to swap books with their partners. -Ss guess the answers + Play the recording again to check answers together as a class. + Write the answers on the board for Ss to - Ss listen to the tape and tick correct their answers. Then checks Ss’ guessing. - Ss listen again, tick and swap books with their - Play the recording, sentence by sentence, for partners. the class to listen and repeat in chorus. Key: 1. b 2. a - Ss check their answers and guessing Activity 2. Look, complete and read -Ss listen and repeat. *Aims: Ss will be able to complete four target sentence patterns with the help of the picture cues. *Procedure: - Have Ss look at the picture cues and identify the activity of the character.
17. -Ss look at the picture and say - Have Ss look at the four incomplete sentences. Elicit and model with picture 1 + Ask Ss to read the sentence 1 in chorus. -Ss look and answer + Ask Ss what word is missing in the gap (play volleyball). Then have them complete the sentence (I play volleyball at break time). -Ss read -Have Ss work in pairs and complete the sentences 2, 3, 4. -Ss say and write - Ask a few Ss to stand up and read the sentences aloud. -T gives feedbacks. -Ss work in pairs and complete Key: 1.play basketball -Ss read aloud 2. play chess 3. play volleyball 4. Play badminton Activity 3. Let’s sing *Aims: Ss will be able to sing the song “It’s break time” with the correct pronunciation and melody. *Procedure: - Introduce the title and lyrics of the song and check comprehension. + What is the song about? -Ss listen and answer
18. + What are they doing? - Play the recording for Ss to listen to the whole song. -Ss listen to the song + Have them repeat the title and lyrics line by line. - Ss listen and repeat line by line without the action. + Tell Ss to point at the pictures while -Ss point to the pictures while singing singing. - Play the recording all the way through -Ss listen to melody of the song for Ss to listen to pronunciation and - Ss listen and sing line by line. melody of the song. - Play the recording line by line for Ss to - Ss sing and do actions. listen, repeat and point to the pictures - Play the recording for Ss to sing and do + Ss work in groups (two groups) to sing. actions. -Ss perform in front of the class. -Ss listen - Ask Ss to practice singing and doing actions in pairs or groups. - Invite groups to the front of the classroom to perform the song -T gives feedback. *Consolidation *Aims: Ss will be able consolidate and wrap up -Ss answer the questions the content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher can take from the lesson). -Ss listen and clap their hands - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 3. Homework. (3’) -Ss listen and take note - Practice part 5 again. - Prepare the new lesson: Unit 10, Lesson 2 (1,2,3). D. ADJUSTMENTS (if necessary): . .. ...
19. Week: 16 Period: 64 Unit 10: Break time activities Lesson 2 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words football, table tennis, chat, word puzzle related to the topic school break time activities - use What do you do at break time? – I to ask and answer questions about school break time activites. - Vocabulary: football, table tennis, chat, word puzzle - Skills: speaking and listening 2. Competences: - Self-control and independent learning: perform listening tasks. - Communication and collaboration: work in pairs or groups. - Sociability: talk to each other, say good words to others. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 126, 127, audio Tracks 101, 102, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 70, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Act and Guess *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T divides class into 2 Teams (Boys and Girls) - 1 pupil of each team comes to the board and does - Ss listen actions for their team to guess the names of break time activities and sticks the right pictures. -Ss play game -The first Team to stick 4 correct pictures with right order is the winner. - Say “Open your book page 70” and look at “Unit 10, Lesson 2 (1, 2, 3)”. 2. Presentation (16’) -Ss open their books Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in front of starting the new lesson.
20. *Procedure: -T elicits the new words + football : bóng đá (visual) + word puzzle : trò chơi ô chữ (visual) + chat :trò chuyện (translation) -Ss listen and answer + table tennis : bóng bàn (visual) - T models (3 times). - T writes the words on the board. - Checking: Rub out and remember - - Ss listen and repeat + Choral repetition (3 times). Activity 2. Look, listen and repeat: + Individual repetition (3 ss) *Aims: Ss will be able to understand and correctly - Ss take note - Ss look, remember and write repeat the sentences in two communicative contexts (pictures) to talk about school brek time activities. *Procedure: - Have Ss look at Pictures a and b and identify the characters (Bill and Mai) in the pictures. -Look at the pictures and say + In picture a: Mai asks Bill if What do you do at break time? Bill says that I play football. + In picture b: Bill asks Mai: What do you do at break time? Mai answers: I play badminton. - Play the audio twice (sentence by sentence). Correct their pronunciation where necessary. - Have Ss to practice the dialogue -Ss listen and repeat in chorus (twice) - T invites a few pairs to the front of the class to practice. -Ss work in pairs to practice - T checks pronunciation for ss. -Ss practice the dialogue