Giáo án Tiếng Anh Khối Tiểu học - Week 18 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 18 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: December 30, 2022 Week: 18 Period: 35 Unit 9: In the shop Lesson 1 I. By the end of the lesson, pupils will be able to: OBJECTIVES - pronounce the sound of the letter O/o. - say the words locks, clocks, pots, mops. II. INPUT Language: - Sound /ɒ/ - Vocabulary: locks, clocks, pots, mops Resources/Material: - Student’s book p. 40 - Sachmem.vn - Flashcards for Unit 9 - Poster for Unit 9 - Teacher’s guide pp. 95-98 - Computer, projector III. Warm-up – Listen and repeat – Point and say – Game - PROCEDURE Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Have pupils greet and introduce themselves. Whole class - Option 1: Access sachmem. Have one pair of pupils point to the pictures and read Phil and Sue in sachmem. - Option 2: Invite one group of pupils to sing the song p. 36 (Student’s book) - Option 3: Ask a few pupils to do the project p. 27 (Workbook). - Have pupils open the books and look at Unit 9, Lesson 1 p. 40, saying Open the books and look at Unit 9, Lesson 1 (Page 40). 1. Listen and repeat. 10 minutes Step 1: Open books or access sachmem. Have pupils look at the Whole class picture and describe it, saying Look at the picture and describe it, please! Draw pupils’ attention to the words next to the things and the colour of the letter O/o (as mentioned in Input in Teacher’s guide). Check
2. comprehension. Ask pupils to point to the letter O/o, listen to the Step 2: recording and repeat the sound of the letter O/o, saying Individual Point to the letter O/o, listen and repeat, please! work Have them point to the locks and/or the word locks, listen to the recording and repeat the word locks. Say Step 3: Point to the locks, listen and repeat, please! Then play Individual the recording again, if necessary, for them to repeat work individually and in chorus. Draw their attention to the sound s at the end of the words. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! Repeat the same procedure with the words clocks, mops and pots. Correct pronunciation, if necessary. Play the recording again, let pupils point to the letter Step 4: O/o, the things in the picture and say the sound of the Individual letter and the words again. Repeat the step, if necessary. work Give further support to those pupils who find it difficult Step 5: to do the task, if necessary. If time allows, call a few pupils to point to the letter Group work O/o, the picture and say the sound of the letter O/o and the words locks, clocks, mops and pots in front of the class, saying Well done! when they performed well. Step 6: Whole class 2. Point and say. 10 minutes Step 1: Have pupils look at the picture or poster for Unit 9, Whole class saying Look at the picture/poster, please! Ask them to describe the picture. Draw their attention to the letter O/o, the letter s at the end of the words and the things and the colour of the letter o in the words, if necessary. Get them to point to the letter O/o and say it aloud, saying Step 2: Point to the letter O/o and say, please! Individual Individually, let pupils point to the locks in the picture work and say the word locks as a model, saying Point to the locks and say, please! Remind them of the sound of the letter o in the word locks and s at the end of the word. Then ask one pupil to point to the locks and say the word locks in front of the class. Check comprehension. Follow the same procedure with other things and correct pronunciation, if necessary. Give further support to Step 3: those pupils who find it difficult to do the task. Individual Have pupils work in pairs or in groups to look at the work picture, point to the letter O/o, the things and say the sound of the letter and the words aloud, saying Point to
3. Step 4: the picture and say, please! Go around to offer help or Pair or group correct pronunciation, if necessary. work Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Very good! Step 5: Whole class Fun Slap the board 7 minutes corner Step 1: Write four words (clocks, locks, mops and pots) on the Whole class board. Tell pupils to look at the board, saying Can you see the words clocks, locks, mops and pots? OK, now we will start the game. Step 2: Tell pupils how the game is played, saying This game is Group work played in a group of four pupils. When I say, for example, “clocks”, you will run as quickly as possible to the board and touch/slap your hand on the word. The one who is the quickest to touch/slap the correct word gets one point. Step 3: Call two groups (four pupils per group) to the front of Group work the board. Ask the pupils in one group to say one of the words on the board. Have pupils in the second group listen to the word and touch/ slap it. The pupil who is Step 4: the quickest to touch/slap the correct word gets one Group work point. Invite another two groups to play the game. Extension: With better class, stick four flashcards with these words on the board. Have two groups of four to play the game. You may let them play Slap the board on sachmem. Homelink 3 minutes Option 1: Pupils practise pronouncing the sound of the letter O/o Whole class and saying the words locks, clocks, pots, mops (in Option 2: Student’s books or sachmem). Option 3: Pupils play Slap the board in sachmem. Pupils do Activity 6, Page 39 (Student’s book). D. ADJUSTMENTS (if necessary): . .. ...
4. . .. . ... Week: 18 Period: 36 Unit 9: In the shop Lesson 2 I. By the end of the lesson, pupils will be able to: OBJECTIVES - say the letter O/o and the words locks, clocks, pots, mops and the structure There are ___ in a chant. - listen and identify the sentences: There are three mops. There are two pots. - trace the letter O/o and write the letter on in the words (mops, pots, locks, clock) II. INPUT Language: - Sound /ɒ/ - Vocabulary: locks, clocks, pots, mops. - Phrases: locks and clocks, mops and pots - Sentence pattern: There are ___. Resources/Material: - Student’s book p. 41 - Sachmem.vn - Teacher’s guide Pp. 98-101 - Computer, projector III. Warm-up – Listen and chant – Listen and tick – Look and trace - PROCEDURE Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes - Have pupils to greet and introduce their names, e.g. Whole class Hi, I’m Hoa; Hi, Hoa. I’m Nam. - Option 1: Invite a few pupils to point to the picture/poster and pronounce the sound of the letter O/o and saying the words locks, clocks, pots, mops. - Option 2: Ask a group of four to play Slap the board with the target vocabulary they have learnt. - Option 3: Have pupils do Activity 6 on Page 39 in Student’s book. - Get pupils to open their books and look at Lesson 2, p. 41 (saying Open the books and look at lesson 2, please!).
5. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant in their books or on Whole class sachmem. Say Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning (as mentioned in Input in Teacher’s guide). Ask them to pay attention to the letter O/o and the phrase clocks and locks, the sentences There are two locks, There are three clocks. Teach the words two and three. Check comprehension. Let them look at the first verse of the chant. Play the Step 2: recording for pupils to listen and to get familiarized with Individual work the tune, saying Listen to the first verse, please! Play the recording for pupils to listen and chant the first verse, line by line. Show them how to chant and clap Individual work Step 3: their hands, saying Listen to the first verse, chant and clap your hands, please! Then play the recording for them to listen and repeat until they feel confident. Correct pronunciation, if Individual work Step 4: necessary. Follow the same procedure with the second verse. Teach Group work the words four, five. Show pupils how to chant and clap Step 5: their hands. Give further support to those pupils who find it difficult to do the task. Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, Whole class saying Listen and chant, please! Step 6: Select some pupils to go to the front of the class to chant and clap their hands. The rest of the class may sing the chant and clap their hands along. If they sang the chant Extension: well, praise them, saying Well done! With better classes, help pupils change some lines of the chant and sing it in front of the class. E.g. O, o, lock. There are two locks. O, o, clocks. There are three clocks. O, o, mops. There are four mops. O, o, pots. There are five pots. 4. Listen and tick. 7 minutes Step 1: Open books open or access sachmem. First, let them Whole class point to Picture 1a, saying Point to Picture 1a, please! and ask what they can see, saying What are they? Yes, they are clocks. How many clocks? Four. Then have them point to the words, listen and repeat the words four clocks aloud, saying Listen and repeat, please! Yes, four Individual work clocks.
6. Individual work Step 2: Follow the procedure with other pictures and words. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 3: Encourage some pupils to point to the pictures in Question 1 and say the words in front of the class. Say Point to the pictures and say the words, please! E.g. 1a: four clocks, 1b: three mops. Individual work Step 4: Play the recording of the first sentence for pupils to listen, saying Now listen to the recording, please! Play the recording of the first sentence again for pupils to Whole class hear. Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “four clocks” or “three mops”? If some pupils say “four clocks”, let them listen to the recording again until they tick the correct box. Step 5: Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen to the recording. please! Play the recording (several times if needed) for pupils to listen and tick the correct box. Call a few pupils to the front of the class to point to the Step 6: pictures and say what they have heard. If they said correct words, praise them, saying Well done! or Very good! 5. Look, trace and write. 10 minutes Step 1: Access sachmem. Have pupils look at the letter O (upper Whole class case) and the letter o (lower case). Say What can you see? Point to the upper case O and say This is the upper case O. Then point to the lower case o and say and this is the lower case o. Ask some pupils to make sure if they recognize the two forms of the letter. Have pupils look at sachmem and identify how the letter Step 2: O (upper case) and the letter o (lower case) is traced. Individual work Then tell pupils to trace the letter O/o, saying Now trace the letter O/o with your pencil. Give pupils time to look at the pictures and complete the Step 3: words independently. Say Look at the pictures and Individual work complete the words, please! Give further support to those pupils who find it difficult to do the task. Ask pupils to work in pairs, swap and check their answers, saying Now work in pairs and check the Pair work Step 4: answers. Give pupils time to work. Go around and offer help, if necessary. Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good
7. job! Whole class Step 5: Homelink 3 minutes Option 1: Pupils learn by heart the chant (p. 41). Whole class Option 2: Pupils trace the letter O/o on page 28 (Workbook). Option 3: Pupils point to the pictures in Listen and tick (p. 41) and say the sentences, e.g 1a: There are four clocks. 1b: There are three mops. Option 4: Sellect a few pupils to change some lines to make their own chants. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: December 30, 2022 Week: 18 Period: 69 Review 2 Parts 3, 4, 5 A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly use the following sentence patterns: correctly use the following sentence patterns: + Is this our ..? – Yes, it is. / No, it isn’t. + Let’s go to the .. – OK, let’s go. + . , please. + May I ..? − Yes, you can. / No, you can’t. + I have .. + Do you have .? − Yes, I do. / No, I don’t. + What colour is it? − It’s .. + What colour are they? − They’re .. + I .. at break time. + What do you do at break t time? − I . - Vocabulary: Review - Skills: speaking, listening, reading and writing.
8. 2. Competences: - Critical Thinking: self-introduce - 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 136, 137; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 75, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Whispering *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - Divide class into 2 groups. -Ask 5 Ss in each group stand in a straight line. - Ss listen - T says a word or phrase to the first pupil in this line. -Ss play game - Then, the first pupil whispers what she/ he hear to the second person in line; the second one whispers what he/ she hears to the third one and so on until the last pupil in group hears the word or phrase. - The last pupil says the word or phrase out loud. - The faster group has correct word or phrase is the winner. - Say “Open your book page 75” and look at Review 2. 2.Practice: (27’) Activity 1. Read and match - Ss open their books *Aims: Ss will be able to read and match pairs of target sentence patterns *Procedure: - Tell Ss about this activity. Point at sentence 1, elicit the answer and models. - Give Ss work in pairs to do the sentence 2,3,4,5. - Tell Ss to swap their books with their partners, then check answers together as a class. -Ss look at the sentence 1 and say
9. - Write the correct answers on the board for Ss to correct their answers. -Ss work in pairs and match - Invite some pairs to stand up and read the matched exchanges aloud. Key: -Ss swap their books and match 1. e 2. d 3. b 4. c 5. a -Ss check Activity 2. Look, complete and read. -Ss read aloud *Aims: Ss will be able to understand and complete two incomplete sentence patterns and two exchanges. *Procedure: - Elicit the missing words and the conversation. - Tell Ss about this activity. Point at number 1, elicit the answer and models. -Ss listen and answer - Give Ss work in pairs to do the task - Tell Ss to swap their books with their partners, then check answers together as a class. - Write the correct answers on the board for Ss to correct their answers. -Ss look at the dialogue and say number 1 - Invite some pairs to stand up and read the matched -Ss work in pairs and complete exchanges aloud. Key: -Ss swap their books and match 1. a pencil case 2. stand up, you can 3. chess -Ss check 4. red -Ss read aloud Activity 3. Ask and answer *Aims: Ss will be able to read and understand five question patterns, then take it in turns to ask and answer the questions. *Procedure: - Ask Ss to read the question and elicit the answer
10. -Ss listen and answer - Get Ss to role-play the exchange with sentence 1 - Give Ss time to take it in turns to role-play the five -Ss role play sentence 1 question. - Invite some pairs to stand up and role-play. -Ss work in paris Key: 1. Yes, you can. / No, you can’t. -Ss role play 2. Yes, I do. 3. They’re blue. 4. Yes, it is. 5. I play football. * Game: Pass the ball - Divide class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turn to pass the ball. After the music ends, 3 students have the ball – stand up and say the name, using the sentence model. *Consolidation -Ss listen and play game *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? +What are the core values of the lesson? - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss listen and answer 3. Homework. (3’) - Prepare Fun time 2. -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary):
11. . .. ... . .. . ... Week: 18 Period: 70 Fun time 2 A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - take part in three fun activities relating to their language knowledge and competences. - Vocabulary: Review - Skills: speaking, writing and listening 2. Competences: - Critical Thinking: self-introduce - Co-operation: ready to help friends in pair work/ group work. - 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 137, 138, 139; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 76, 77, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Sing: Head, shoulders, knees and toes *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. CY - Ss listen - Ask Ss to listen, sing and dance the song. - Ss sing a song - Say “Open your book page 76, 77” and look at “Fun time”. 2. Practice (30’) Activity 1. Find and circle *Aims: Ss will be able to revise learnt vocabulary
12. by doing the word search. *Procedure: - Have Ss look at the pictures and ask +What’s this? + What can you see in the pictures? -Ss look at the picture and answer + What colour is it? - Write the words or stick the flash cards of the words, one by one, on the board. - - Ss note - Point at each word on the board and have Ss say the word as a class. - Ss say the word - Point at the picture of the school, and circle it in the word search as an example. - Ss point and circle - Tell Ss to find the rest of the words in the word search. - Have Ss check and correct their answers in pairs -Ss find the words - Have Ss work in pairs, one points at the pictures and the other points at the circled words in the -Ss check their answer word search and say them aloud. Key: -Ss say aloud Activity 2. Quiz time *Aims: Ss will be able to revise vocabulary and sentence patterns related to asking and answering questions that help to identify school things and their colours. *Procedure: - Elicit the words and stick the flash cards on the board one by one as Ss say the corresponding words. - Point at each flash card and have Ss say the word as a class. - Point at a flash card and elicit the answers to the -Ss listen questions + Do you have .? -Ss listen and say the word +What colour is it?
13. + What colour are they? - Hold up a textbook, point at a picture of a school -Ss point and say thing and ask these questions again. - Show the class how to complete the task: Point at a picture of a school thing and ask the questions in pairs. -Ss point, ask and answer - Have Ss work in pair to as and answer about their school things - Invite a few pairs to the front of the class to interact with each other. -Ss listen Activity 3. Look and write -Ss work in pairs *Aims: Ss will be able to understand how mixing two colours makes a third colour -Ss present *Procedure: - T elicits the names of the three colours: red, blue, yellow. - Ss look, listen and answer - Use crayons or paints to show pupils what happens when you mix red and blue. - Explain that this third colour is called purple. Write purple on the board and model it for pupils to repeat. - Ss look and answer - Repeat for red and yellow (orange), yellow and blue (green). - Have Ss complete the colour sums. -Ss listen and write - Check answers together as a class. Key: 1. purple 2. orange 3. green -Ss do the task *Consolidation -Ss write their answer. *Aims: Ss will be able consolidate and wrap up -Ss check the content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today?
14. +What are the core values of the lesson? (if the teacher can take from the lesson). -Ss answer the questions - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 3. Homework. (2’) - Prepare the first test. -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 18 Period: 71 The first term test A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Check Ss’ comprehension about this theme and get marks. - Vocabulary: Review - Model sentences: Review - Skills: speaking, writing and listening 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - 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: Textbook, lesson plan, TV or projector, wordsheets. - Students: School things. C. PROCEDURES: Teacher’s activities Students’ activities Give the students papers test to do Whole class to do the test.
15. - T recommends - Prepare Unit 11: Lesson 1 (1, 2, 3). -Ss listen D. ADJUSTMENTS (if necessary): . .. ... Week: 18 Period: 72 TEST CORRECTION D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Lesson plan: Grade 5 Preparing date: December 30, 2022 Week: 18 Period: 69 THE FIRSTTERM TEST I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review unit 1 to unit 10 - Sentence patterns:review unit 1 to unit 10 2. Competences: +Listening, reading and writing about knowledge that ss learnt. 3. Attitude: - Educating 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 *Aim: help ss to improve listening, reading and writing about knowledge that ss learnt. *Procedure: - T introduces about the test. - T give test for students. - Ss listen - T plays the recording 2 times.
16. - SS do the test. - SS write information on the test. -T goes around and offer help, if necessary. - SS read though all the test. - T collects the test at the end of time. -SS listen and do the test. - SS do the test. *Outcome: SS canimprove listening, reading and writing about knowledge that ss learnt. D. ADJUSTMENTS (if necessary): . .. .. .. .. Week: 18 Period: 70 TEST CORRECTION D. ADJUSTMENTS (if necessary): . .. .. .. .. Week: 18 Period: 71 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: toothache, earache, sore throat, stomach ache,fever, matter - Sentence patterns: What ‘s the matter with you ?-> I have . 2. Competences: + Remember and say some new words: toothache, earache, sore throat, stomach ache, fever, matter + Look, listen and repeat the dialogue about common health problems. + Asking and answeringquestions about common health problems. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answeringquestions about common health problems. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE:
17. TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game : hangman (5’) *Aim:help ss to be eager and happy to begin the new lesson. -Vocabulary: *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:Look, listen and repeat ( 12’) *Aim: help Ss to find out new words; understand the context of the dialogue and role play the dialogueabout common health problems. + What ‘s the matter with you ? -> I have . *Procedure: -Teach vocabulary: toothache, earache, sore throat, stomach ache,fever, matter - Check vocabulary: matching -SS listen and repeat newword, then write on -Set the scene: we are going to listen to the their notebook dialogue in which the characters to ask and -SS play game answerquestions about common health problems. - Ask students to look at the picture in the book -SS listen. and ask: + What are they taking? + Where is it? - Have Ss listen to the recording. -Look at the picture and answer -Play the recording again for Ss to repeat each sentence. -Divide the class into two groups to read the -SS listen the recording. dialogue. -SS listen and repeat. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in front of - SS read in groups. the class. -T corrects pronunciation if necessary - SS read in pairs. *Outcome: SS can find out new words; understand the context of the dialogue and role play the dialogueabout common health problems. - SS read the dialogue. Activity 3: Point and say (8’) *Aim: help ss practise asking and answeringquestions about common health problems.
18. + What ‘s the matter with you ? -> I have . *Procedure: - Have sslook at pictures. Ask them to identify the characters in the pictures . Who are in the pictures? What are they talking? - Sentence Pattern: What ‘s the matter with you ?- > I have . - SS listen and identify. - T models with a student.Then asks ss practice in pairs - Have Ss work in pairs to practise and corrects pronunciation if necessary. -SS answer - Invite ss to ask and answerin front of the class. ( - Model.Then practise. Play game: Who’s fastest?) - T gets feedback - Practise in pairs. *Outcome: SS can practise asking and answeringquestions about common health - SS play game to ask and answer problems. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answeringquestions about common health problems. + What ‘s the matter with you ? -> I have . *Procedure: -Tell ss that they are going to practise more with their friends to ask and answerquestions about common health problems. - Elicit the words to fill in the gaps and have ss to -SS listen. repeat. -Get ss to works in pairs to interact. -Call some pairs to act out in front of the class. -SS repeat. - T corrects pronunciation, if necessary *Outcome: SS can practise further asking and -Pairs workto interact. answeringquestions about common health -Act outin front of the class.. problems. -SS listen. 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 pronunciation if necessary. Activity 6. Homelink. 1’ - Practice more at home.
19. - Prepare for the next lesson. -Ss to retell the contents of this lesson -SS listen. D. ADJUSTMENTS (if necessary): . .. .. .. .. Week: 18 Period: 72 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and tick the correct answer about asking and answeringquestions about common health problems. + Reading and completing about common health problems by filling the missing words of the sentences. +Sing the song: What‘s the matter with you ? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about common health problems. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Brainstorming (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: toothache, earache, sore throat, stomach ache,fever, *Procedure: -T tells ss what they have to play game. -SS listen.
20. -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 ( 8’) *Aim: help ss to improve listening skill about common health problems. *Procedure: - Have sslook at the pictures. Tell ssthat they are going to listen to the recording and tick the problem of each character. - Indentify and guess the answer - Play the recording 2 times. - Play the recording again sscheck their answer - Ask some questions to ensure ss’ comprehension of the listening text. - Ss listen &tick the correct answerCheck *Outcome: SS can improve listening skill about their guess. - Listen and check common health problems. *Keys: Nam: toothache; Peter: Stomach ache; Linda: Headache; Tony: Sore throat. Activity 3: Read and complete (10’) *Aim: help ss to improve writing skillsaboutcommon health problems. *Procedure: - Tell ss that they are going to read the text and fill the gaps with earache, sore throat, stomach ache, - Look and listen. fever,toothache. -Give ss time to do the task independently. - Ask ss to give their answer - Do the taskindependently.. - Call some ss read aloud the complete answer - Give the answer *Outcome: SS can improve writing -Ss read aloud the complete answer skillsaboutcommon health problems. *Keys:1. toothache. / 2. fever / 3. earache / 4. stomach ache / 5. sore throat. Activity 4: Let’s sing (9’) *Aim:help ss practise singing the song: What‘s the matter with you ? *Procedure: - Tell ss about the song: “What’s the matter with you?” - SS listen. - Have them read each line of the lyrics. - SS read. - Play the recording, ask ss to repeat chorally and individually line by line. - Listen and repeat. - Have ss sing the song. - Sing the song. *Outcome: SS can practise singing the song: What‘s the matter with you ? Activity 5: Consolidation (2’)