Giáo án Tiếng Anh Khối Tiểu học - Week 19 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 19 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: January 6, 2023 Week: 19 Period: 37 Unit 9: In the shop Lesson 3 I. By the end of the lesson, pupils will be able to: OBJECTIVES - use How many ___? to ask and answer questions about number of things. - sing a song with the structure There are ___. II. INPUT Language: Sentence pattern: There are ___. Resources/Material: - Student’s book p. 42 - Poster for Unit 9 - Sachmem.vn - Teacher’s guide pp. 101-103 - Computer, projector III. Warm-up – Listen and repeat – Let’s talk – Let’s sing - PROCEDURE Homelink Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - Have pupils greet and introduce their names, e.g. Whole class Hi, I’m Lan. - Option 1: Have a group of pupils to sing the chant on page 41 in front of the class. - Option 2: Have a few pupil to point to the picture in sachmem or poster for Unit 9 and say the sentences, e.g. There are ___. - Option 3: Let two or three pupils point to the pictures in Listen and tick (P41) and say the sentences, e.g 1a: There are four clocks. 1b: There are three mops. - Get pupils to open their books and look at Lesson 3 p. 42 (saying Open the books and look at lesson 3, please!).
2. 6. Listen and repeat. 5 minutes Step 1: Open books or access sachmem. Have pupils look at Whole class the picture, saying Look at the picture, please! What can you see? How many clocks? Two? Yes. Two clocks. Explain the meaning of the question and the answer and how they are used. Check comprehension. Step 2: Get pupils to point to the first bubble, listen to the Individual work questions and repeat, saying Listen and repeat, please! “How many clocks?” Then have them point to the second bubble and repeat the answer, saying Listen and repeat, please! “Two.” Pair or group Step 3: Play the recording several times for pupils to listen and work repeat the exchange, saying Now listen and repeat, please! Give more support to those pupils who find it difficult to do the task. Whole class Step 4: Divide the class into two groups, one group listens and repeats the question and the other does the answer. Correct their pronunciation, if necessary or praise them if they pronounced the exchange correctly, saying Well done! Step 5: Invite a few pairs to act out the exchange in front of the class. Go around and praise them if they performed well, saying Well done! 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubbles to understand how the Whole class structure is used (How many _____? - _____.). Explain the meaning of the question and the answer. Have pupils point to Picture a. Say Look at Picture a, Step 2: please! Point to the clocks on the left and ask them How many clocks? Tell them that there are two, saying Two. Ask the class to say the question How many clocks? Step 3: and the answer Two several times. If they said the Individual work sentences correctly, praise them Well done! Correct pronunciation, if necessary. Follow the same procedure with the rest of the pictures Pair work Step 4: by getting pupils to point to the pictures, asking and answering the questions individually and then in pairs. Give further support to those pupils who find it difficult to do the task, if necessary. Invite some pairs to point to the pictures and act out the exchanges in front of the class. Praise them, saying Whole class Step 5: Excellent! if they performed well. If there is time or with a better class, have pupils work
3. in pairs, pointing to the things in the classroom, asking Extension: and answering questions about numbers. E.g. How many books? Three. 8. Let’s sing. 10 minutes Step 1: Have pupils read the first, the third, the fifth and the Whole class seventh lines of the lyrics. Explain the meaning of the numbers (as mentioned in Input in Teacher’s guide). Check comprehension. Step 2: Ask pupils to point to the first line. Play the recording Individual work for them to listen and repeat (saying Point to the first line, listen and repeat, please!) for several times. Follow the same procedure with the third, the fifth and Individual work Step 3: the seventh lines of the lyrics. Check pronunciation, the tune and the melody of the lines, if necessary. Have pupils point to the second line. Play the recording for them to listen and repeat individually and in chorus. Step 4: Explain the structure ”There are _____.” if necessary. Follow the same procedure with the fourth, the sixth and the eighth lines. Play the recording for them to Pair of group listen and repeat individually and in pairs or groups. work Step 5: Check pronunciation, the tune and the melody of the line, if necessary. Play the recording all the way through for class to sing the song and clap their hands. Go around and offer Whole class help, if necessary. Then select some pupils to the front Step 6: of the class to sing the song. The class may sing along and clap their hands. With a better class, have pupils change some lines of the lyrics with the things in the classroom and perform the song in front of the class. E.g. Extension: One, two. One two. There are two books. Two, three. Two, three. There are three pens. Homelink 3 minutes Option 1: Pupils sing by heart the song on p. 42. Whole class Option 2: Pupils change some sentences in the lyrics and practice singing the song at home. Pupil point to the things they have in the bedroom Option 3: (pen, pencil, bag, hat, dog, cat, book, ...) and say about number, using There are ___ in the bedroom. Pupils do the project on page 30 in Workbook. Option 4:
4. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 19 Period: 38 Unit 9: At the zoo Lesson 1 I. By the end of the lesson, pupils will be able to: OBJECTIVES - pronounce the sound of the letter M/m in isolation. - say the words mango, monkey, mother, mouse. II. INPUT Language: - Sound /m/ - Vocabulary: mango, monkey, mother, mouse Resources/Material: - Student’s book p. 43 - Teacher’s guide pp. 104-107 - Sachmem.vn - Flashcards for Unit 10 - Flashcards/pictures of different categories for Fun Corner, e.g. (1) toys: car, ball, duck; (2) food: chips, fish, chicken; (3) school things: pencil, pen, book; (4) animals: monkey, mouse, goat; (5) pets: dog, cat, fish; (6) body parts: head, hand, hair; - Poster for Unit 10 - Computer, projector III. Warm-up – Listen and repeat. – Point and say – Fun PROCEDURE corner – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes
5. Option 1: Singing the song in Unit 9, Lesson 3. Whole class - Ask pupils to sing the song in Unit 9, Lesson 3 and make the gesture (e.g. showing fingers when singing about numbers). - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands. Option 2: Reviewing. Whole class - Ask some pupils to count from one to five. Pair work - Get some pairs of pupils to practise asking and answering about quantity of things in the classroom, using How many ___? - ____. Option 3: Talking. Whole class - Show pupils some pictures/slides of popular animals in the world (monkey, tiger, elephant, snake, goat, cow, dog, cat, ). - Ask pupils some questions about the animals (in Vietnamese), e.g. Have you ever seen ? Do you like ? What animal can you see at the zoo? 1. Listen and repeat. 10 minutes Step 1: Have pupils look at the picture, saying Look at the Whole class picture, please! and describe the picture. Draw pupils’ attention to the letter M/m, the words next to the person, the things/animals and the colour of the letter M/m. Check comprehension. Step 2: Ask pupils to point to the letter M/m. Have them listen Individual work and repeat the sound of the letter M/m, saying Point to the letter M/m, listen and repeat, please! more than once, if necessary. Whole class Step Tell pupils to point to the mango and/or the word 3: mango, saying Point to the mango and the word “mango”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! Whole class Repeat the same procedure with the monkey, the Step 4: mother and the mouse. Correct pronunciation, if necessary. Whole class Play the recording again and have them listen, point to Step 5: the letter M/m and the words mango, monkey, mother and mouse and repeat until they feel confident. Give
6. further support to those pupils who find it difficult to do the task, if necessary. Play the recording again and call a few pupils to say Individual work the sound of the letter M/m and the words mango, Step 6: monkey, mother and mouse in front of the class, saying Excellent! when they performed well. Individual work For better pupils, using the new and learnt in the previous units vocabulary and have the pupils make labels for the Extension: animals (cat, dog, duck, goat, horse, monkey, mouse). Ask them to attach the cards to the corresponding animals and practise saying the words. 2. Point and say. 7 minutes Step 1: Have pupils look at the picture again. Ask them to Whole class describe the picture. Draw their attention to the letter M/m, the person/thing/animals, if necessary. Step 2: Get them to point to the letter M/m and say it, saying Whole class Point to the letter M/m and say, please! Step 3: Let them point to the mango in the picture and say the Individual work word mango as a model, saying Point to the mango and say “mango”, please! Remind them of the sound of the letter m in the word mango. Follow the same procedure with other animals/ person. Whole class Step 4: Go around and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Have pupils work in pairs or in groups to look at the Group/Pair work Step 5: picture, point to the letter M/m, the person and thing/animals, say the sound of the letter and the words. Say Point to the picture and say, please! Go around and offer help or correct pronunciation, if necessary. Individual work Invite a few pupils to point to the picture and say the Step 6: sound of the letter and the words in front of the class. If they performed well, praise them, saying Good work! Fun Find the odd one out 8 minutes corner: Step 1: Explain how to play the game, saying Now look at the Whole class flashcards/ pictures, find the odd one out and say it, please! Step Divide the class into four groups. Put three Group work 2: cards/pictures on the board, one of which is obviously different from the others, for example, a dog, a cat and a bag. Call the first group to go to the board. Ask the pupils to Group work
7. Step point to the odd one out in the first set of the 3: flashcards/pictures. The pupil who points to the correct word (bag) then says it correctly gets one point for that group. If the pupil has difficulty, ask other pupils in the group to help him/her. Put the flashcards/pictures on the board and continue Group work the game in the same way with other groups Step 4: Homelink 5 minutes - Revise the main teaching point of the lesson: the Whole class sound of the letter m and the words mango, monkey, mother, mouse. Option 1: Whole class Using sachmem, have pupils look at the things in the picture and repeat the words after the recording. Option 2: Using Poster for Unit 10, ask pupils to point to the things in the picture and say the words. For better Individual work pupils, teacher may cover the words and ask them to point to the things and say the words aloud. Option 3: Using pictures and flashcards, get some pupils to Individual work match the words mango, monkey, mother, mouse and the pictures. Then ask the class to say the words aloud. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: January 6, 2023 Week: 19 Period: 73 Unit 11: My family Lesson 1 (1, 2, 3) A. OBJECTIVES:
8. By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words mother, father, brother, sister related to the topic “My family” - use Who’s this / that? – It’s my . to ask and answer questions about a family member - Vocabulary: mother, father, brother, sister, family - Model sentences: A: Who’s this/ that? B: It’s my father - Skills: speaking and listening 2. Competences: - Critical Thinking: talk about family - 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 140, 141, audio Tracks 2, 3, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 6, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: jigsaw puzzle *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide class into 4 groups: Doreamon, Nobita, Xuka and Xeko. - Ss listen - Ask Ss look at the pieces of picture. - Ask Ss go to the board and jigsaw puzzle into - Ss play the game the correct picture
9. -T checks who’s the winner? - Ask Ss look at the pieces of picture - Say “Open your book page 6” and look at - Ss open their books “Unit 11, Lesson 1 (1,2,3)”. 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 + father : bố, ba (situation) -Ss listen and answer + mother : mẹ, má (situation) + brother : (anh) em trai (picture) + sister : chị (em) gái (picture) + family : gia đình (translation) - T models (3 times). - - Ss listen and repeat - T writes the words on the board. + Choral repetition (3 times). + Individual repetition (3 ss) - Checking: Rub out and remember - Ss take note Activity 2. Listen, point and repeat: - Ss look, remember and write *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about a family member *Procedure: - Have Ss look at Pictures a and b and identify the characters in the pictures. -Look at the pictures and get to know the characters in the pictures. + Mary asks Who’s this? Lucy answers It’s my sister in picture a. + Nam asks Who’s that? Mai answers It’s my brother in picture b.
10. -Ss listen and repeat in chorus (twice) -Ss work in pairs to practice -Ss practice the dialogue - Play the audio twice (sentence by sentence). Correct their pronunciation where necessary. -Ss listen - Have Ss to practice the dialogue - T invites a few pairs to the front of the class to practice. - T checks pronunciation for ss. Activity 3 Listen, point and say. *Aims: Ss will be able to correctly say the words and use Who’s this / that? – It’s my .. to ask and answer questions about a family member. -Ss look at the picture and answer. *Procedure: * Model sentences: -Ss listen - T asks Ss look at picture a , b and helps Ss -Ss listen and repeat know the structure from the dialogue. - T introduces new structure for Ss. -Ss repeat - T explains, models and gives meaning. -Have Ss repeat the model sentences. A: Who’s this/ that? B: It’s my sister. - Ss look, listen and repeat 3.Practice: (7’) *Drill pictures - Elicit and check comprehension the name of each character. -Ss practice in chorus
11. -Ss work in pairs to practice - Run through all the pictures. - Run through model sentences. + Run through the questions. + Run through the answers -Ss point and say - Have Ss to practise: + T says asks and Ss answer (change role). -Ss listen. + Ss – Ss (change role). - Ask Ss to work in pairs. -Ss listen - T controls and corrects. - Invite a few pairs to come to the front of the classroom, point at the relevant character in each picture, and act out his/her role. - Encourage Ss to practise speaking English. - T gives feedbacks. 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct -Ss look at the picture and answer use of Who’s this /that? – It’s my ... to ask + a brother and a sister are playing and answer questions about a family member. badminton and their parents are sitting on *Procedure: a bench nearby. - T asks ss to guess each character and what the children say. -Ss note + What can you see in the picture? +Who’s this/ that? - Ss say the completed sentences. +Where are they? -Ss work in pairs +What are they saying? - T fills the gaps and writes the sentences on the -Ss perform in front of the class. board. - T models - T asks Ss to work in pairs to ask and answer - Invite some pupils to the front of the class to present their exchanges. - Give feedbacks *Consolidation *Aims: Ss will be able consolidate and wrap up -Ss answer the questions the content of the lesson.
12. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson - Ss listen today? - T review the vocabulary and model sentences. -Ss listen and clap their hands - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 5. Homework. (2’) -Ss listen and take note - Learn the number by heart - Prepare the new lesson: Unit 11, Lesson 1 (4,5,6). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 19 Period: 74 Unit 11: My family Lesson 1 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family” - read and write about family members and their ages - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - 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 142, 143; audio Tracks 4, 5; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
13. - Students: Pupil’s book Page 7, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: “Passing the puppet” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T gives Ss a puppet. - Ss listen and keep the puppet - T asks Ss to listen to music and transfer a - Ss listen to music and play the game puppet around the class. - When the music stops, Ss who keep a puppet have to practice with partner using: It’s my .. - T gives feedback. -Ss listen - Say “Open your book page 7” and look at - Ss open their books “Unit 11, Lesson 1 (4,5,6)”. 2.Practice: (27’) Activity 1. Listen and tick: *Aims: Ss will be able to listen to and understand two communicative context to ask and answer questions about a family member. *Procedure: - Elicit the word for each family member -Look at the pictures and say: + Picture 1a: father. + Picture 1b: brother. + Picture 2a: mother. + Picture 2b: sister - T ask Ss to guess the answers. + T writes Ss’guessing on the board. -Ss guess the answers - Listen to the tape: + Play the recording - Ss listen to the tape and tick + Play the recording again and get Ss to swap books with their partners. - Ss listen again, tick and swap books with
14. + Play the recording again to check answers their partners. together as a class. + Write the answers on the board for Ss to - Ss check their answers and guessing correct their answers. Then checks Ss’ guessing. -Ss listen and repeat. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. Key: 1.a 2.b Activity 2. Look, complete and read. *Aims: Ss will be able to complete two sentences and two gapped dialogues with the help of the relevant picture cues. *Procedure: - Have Ss look at the pictures and identify the people in the pictures. -Ss look at the picture and say: - Have Ss look at the four incomplete sentences and elicits the missing words in the -Ss look and answer sentences. - T models with sentence 1 + Ask Ss what is missing in the sentence. + Have Ss look at the picture and complete -Ss answer: mother the gap, then read the completed sentence in chorus. -Ss look, complete and read the completed -Have Ss work in groups and complete the sentence in chorus. sentences 2,3 and 4. -Ss complete the sentence - Ask a few Ss to stand up and read the completed sentences aloud. -Ss read aloud -T gives feedbacks.
15. Key: 1. mother 2. brother 3. sister 4. father Activity 3. Let’s sing. *Aims: Ss will be able to sing the song My family with the correct pronunciation and melody. *Procedure: - Ss look and listen. - Introduce the title and lyrics of the song: “My family” song. -Ss listen to the song - Play the recording for Ss to listen to the - Ss listen and repeat line by line without the whole song. action. + Have them repeat the title and lyrics line by -Ss point to the character while singing line. + Tell Ss to point at the relevant character -Ss listen to melody of the song while singing his or her name. - Play the recording all the way through for Ss to listen to pronunciation and melody of - Ss listen and sing line by line. the song. - Play the recording line by line for Ss to - Ss sing and do actions. listen, repeat and point at the relevant character. + Ss work in groups (two groups) to sing. - Play the recording for Ss to sing and do -Ss perform in front of the class. actions. -Ss listen - Ask Ss to practice singing and doing actions in pairs or groups. - Invite groups to the front of the classroom
16. to perform the song -T gives feedback. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. -Ss answer the questions *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 -Ss listen and clap their hands the teacher can take from the lesson). - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss listen and take note 3. Homework. (3’) - Learn the number by heart - Prepare the new lesson: Unit 11, Lesson 2 (1,2,3). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 19 Period: 75 Unit 11: My family Lesson 2 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old is your brother? and Are you sure? -use the numbers from 11 – 20 related to the topic “My family” -use How old is he / she? – He’s / She’s .. to ask and answer questions about the age of a family member
17. - Vocabulary: eleven, tweleve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. - Model sentences: A: How old is she/ he? B: She’s/ He’s eighteen years old. - Skills: speaking and listening 2. Competences: - Critical Thinking: talk about family - Co-operation: ready to help friends in pair work/ group work. - Oral Communication: speak about someone, ask and answer the questions 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 143, 144; audio Tracks 6,7, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 8, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Pass the ball *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T gives Ss a ball. - Ss listen and keep the ball - T asks Ss to listen to music and transfer a ball - Ss listen to music and play the game around the class. - When the music stops, Ss who keep a ball have to practice with partner using: Who’s this/ that? and It’s my .. - T gives feedback. - Say “Open your book page 8” and look at - Ss open their books “Unit 11, Lesson 2 (1,2,3)”. 2. Presentation (16’) Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in front of starting the new lesson. *Procedure:
18. -T elicits the new words + eleven : số 11 (picture) -Ss listen and answer + twelve : số 12 (picture) + thirteen : số 13 (picture) + fourteen : số 14 (picture) + fifteen : số 15 (picture) + sixteen : số 16 (picture) + seventeen: số 17 (picture) + eighteen : số 18 (picture) + nineteen : số 19 (picture) + twenty : số 20 (picture) - - Ss listen and repeat - T models (3 times). + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Checking: Rub out and remember - Ss take note - Ss look, remember and write Activity 2. Listen, point and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) to to ask and answer questions about the age of a family member. *Procedure: - Have Ss look at Pictures a and b and identify the characters in the pictures. -Look at the pictures and get to know the characters in the pictures. + In picture a: Ben says This is my sister And Minh asks : How old is she? , Ben answers She’s thirteen years old. – In picture b: Bill asks How old is your brther?. And Linh answers He is twenty years old. Bill says Are you sure? -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 diaguage
19. - T invites a few pairs to the front of the class -Ss practice the diaguage to practice. -Ss listen - T checks pronunciation for ss. Activity 3. Listen, point and say. *Aims: Ss will be able to correctly say the words and use the question and answer How old is he / she? – He’s / She’s . to ask and answer questions about the age of a family member *Procedure: * Model sentences: - T asks Ss look at picture a, b and helps Ss -Ss look at the picture and answer. know the structure from the dialogue. - T introduces new structure for Ss. -Ss listen - T explains, models and gives meaning. -Ss listen and repeat - Have Ss repeat the model sentences. -Ss repeat A: How old is she/ he? B: She’s/ He’s thirteen years old. 3.Practice: (7’) *Drill pictures - Elicit and check comprehension the name of - Ss look, listen and answer each character. + Picture a: a 12-year-old girl + Picture b: a 14-year-old boy + Picture c: an 18-year-old girl + Picture d: a 19-year-old man - Run through all the pictures. -Ss practice in chorus - Run through model sentences. +Run through the question sentences +Run through the answer sentences - Have Ss to practise: - Ss practice in chorus + T asks, Ss answer picture a + Ss ask, T answers picture b + Group A ask, group B answer picture c + Group B ask, group A answer picture d -Ss work in pairs to practice
20. - Ask Ss to work in pairs. - T controls and corrects. -Ss listen - Invite a few pairs to come to the front of the classroom, point at the relevant character in -Ss go to the board and role play. each picture, and act out his/her role. -Ss listen - T gives feedbacks. 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of How old is he / she? – He's / She's .. to ask and answer questions about the age of a family member. *Procedure: - T asks ss to guess each character and what -Ss look at the picture and answer the children say. + Ben and his sister, Linh and her brother + What can you see in the picture? are playing in the playground. +Who are they? +Where are they? +What are they saying? -Ss note - T fills the gaps and writes the sentences on the board. - Ss say the completed sentences. - T models - T asks Ss use of How old is your -Ss work in groups brother/ ..? and He’s/ she’s . to ask and answer (groups of four) - Invite some groups to perform. -Ss perform in front of the class. - Give feedbacks *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 -Ss answer the questions today? +What are the core values of the lesson? (if the teacher can take from the lesson). - T review the vocabulary and model sentences. - Ss listen