Giáo án Tiếng Anh Khối Tiểu học - Week 20 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 20 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: January 26, 2023 Week: 20 Period: 39 Unit 10: At the zoo Lesson 2 I. By the end of the lesson, pupils will be able to: OBJECTIVES - say the letter M/m, the words mango, mother, monkey, mouse and the phrases/sentences containing /m/ and mango, mother, monkey, mouse in a chant. - listen and identify the words monkey, mango. - trace the letter M/m and complete the words _ango, _other, _onkey, _ouse. II. INPUT Language: - Sound /m/ - Vocabulary: mango, monkey, mother, mouse - Phrases/sentences with the sound /m/ and the words mango, monkey, mother, mouse Resources/Material: - Student’s book p. 44 - Sachmem.vn - Teacher’s guide pp. 107-109 - Workbook pp. 31-32 - Flashcards to play games in Warm-up - Computer, projector III. Warm-up – Listen and chant. – Listen and tick. – Look, trace and PROCEDURE write. – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Whole class Ask two or three pupils to look at the picture in Lesson 1 (Student’s book or sachmem) and say the sound of the letter M/m and the words mango, mother, monkey and mouse. Option 2: Ask the class to play Find the odd one out Whole class again, using the words in Lesson 1, Unit 10 and those in the previous units, saying Now let us play Find the odd one out! Option 3: Get pupils to play What’s Missing Game, using
2. the pictures and flashcards with the incomplete Whole class words _ango, _onkey, _other and _ouse. Pupils should guess the missing letters and say the words correctly. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant, saying Look at Whole class the chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter M/m and the words monkey, mouse. Check Step 2: comprehension. Whole class Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident, Step 3: saying Listen again and repeat, please! Whole class Follow the same procedure with the second Step 4: verse. Correct pronunciation, if necessary. Whole class Play the recording all the way through. Ask Individual work pupils to listen and repeat the chant individually and in chorus, saying Listen, chant and clap your hands, please! Go Step 5: around and offer help, if necessary. Individual work Select some pupils to the front of the class to Whole class chant and clap their hands. The rest of the class may sing the chant and clap their hands along. If they have sung the chant well, Individual work Extension praise them, saying Great work! Whole class : For better pupils, cover or omit some letters/ words in the chant and have them guess and say all the lines aloud. For example: M, m, m. M is for ________. M is for mouse. Monkey and _______. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures in Question 1 Whole class and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite 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: a monkey, 1b: a mouse.
3. Step 2: Play the recording of the first sentence for Individual work pupils to listen, saying Now listen, please! Ask pupils what they have heard and ticked, saying What did you hear? Did you hear “There’s a monkey” or “There’s a mouse”? Yes, it said “There’s a monkey”. You tick the box a. If some pupils say “There’s a mouse”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “There’s a monkey” or “There’s a mouse”? Yes, “There’s a monkey”. Tick the box a. So a is the correct Individual work Step 3: answer. Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen, please! Play the recording (several times if needed) for Individual work Step pupils to listen and tick the correct box. 4: Call a few pupils to the front of the class to point to the 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. 8 minutes Step Have pupils look at the letter M (upper case) Whole class 1: and m (lower case). Remind them how to trace it. Individual work Step 2: Give pupils time to trace the letter M/m independently, saying Now trace the letter M/m with your pencil. You can demonstrate by air tracing or tracing the broken lines of the letter M/m on the board. Then let pupils do the tracing. Give further support to those pupils Pair work who find it difficult to do the task. Step 3: Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs, swap and check their answers. Give pupils time to Whole class work. Go around and offer help, if necessary. Step 4: Then have pupils look at the four pictures in the activity. Ask some questions to help them identify the person and things in the pictures (e.g. What’s/Who’s that? What can you see in the pictures?). Use the first picture as an example, ask pupils to look at it, guess what Individual work letter is missing and complete the word. Step 5: Give pupils time to complete the words independently, saying Look at the pictures and Whole class complete the words, please! Go around and Individual work
4. offer help, if necessary. Step 6: Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good job! Extension: - For weaker pupils, have them do Activity 3, Unit 10 in their workbooks. - For better pupils, have them do Activity 4, Unit 10 in their workbooks. Homelink 5 minutes Option 1: Have pupils listen to the Whole class recording, then say the chant again. Whole class Option 2: Ask pupils to look at the pictures in 4. Listen and tick and say about them, e.g. monkey, mouse. Encourage better pupils to use learnt structures e.g. It’s a monkey; It’s a Individual work mouse; ... Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 10 in their workbooks. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 20 Period: 40 Unit 10: At the zoo Lesson 3 I. By the end of the lesson, pupils will be able to: OBJECTIVES - use “That’s a _____.” to identify someone or something. - sing a song with the structure “That’s a _____.” II. INPUT Language: - That’s a _______. Resources/Material: - Student’s book p. 45 - Sachmem.vn - Teacher’s guide pp 109-111 - Workbook p. 33 - Pictures/Slides of animals for Warm-up - Computer, projector
5. III. Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – PROCEDURE Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class - Have pupils listen to the recording, then sing the chant on page 44. - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Option 2: Whole class - Show pupils pictures/slides of some animals they have learnt. - Ask them to recall and name the animals (e.g. horse, duck, goat, monkey, ...). Encourage better pupils say more words of Individual work animals if they can. Option 3: - Invite one or two pupils write the letter M/m on the board. - Get pupils to say words that contain the sound of the letter M/m (e.g. mop, monkey, mother, ...) 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture of a girl and her Whole class mother looking at a monkey. The mother says “That’s a monkey”. Explain the meaning of the sentence and how it is used. Check Step 2: comprehension. Whole class Play the recording several times for pupils to listen and repeat the sentence, saying Now Step 3: listen and repeat, please! Individual work Invite a few pupils to listen and repeat the sentence That’s a monkey in front of the class. Correct their pronunciation, if necessary or praise them when they pronounced the Step 4: sentence correctly, saying You did very well! Pair work Ask some pupils to point to and repeat the sentence That’s a monkey. Go around and correct pronunciation to make sure pupils can
6. repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubble to understand Whole class how the structure is used. Explain the meaning of the structure. Step 2: Have pupils look at the first picture. Say Look Whole class at Picture 1, please! Point to the monkey and ask them, saying What’s that? Tell them that it is a monkey, saying That’s a monkey. Step 3: Ask pupils to use the structure “That’s a Individual _____.“ in the bubble and Picture 1 (a work/Whole class monkey) to identify something, e.g. That’s a monkey. Get them to repeat the sentence several times individually and in chorus. Whole class Step 4: Check comprehension. Follow the same procedure with the other pictures. Make sure pupils understand the structure “That’s a ____.“ and say it with the right pronunciation and intonation. Give further support to those pupils who find it Group/Pair work Step 5: difficult to do the task, if necessary. Individual work Ask pupils to work in pairs/groups, using Step 6: “That’s a ____.” with the picture cues. Select some pupils to practise identifying Individual work someone/something in front of the class. Praise them, saying That’s right! or Superb! if Extension: they performed well. Have pupils point to and identify things/people in the classroom. Encourage them to say as much as they can, e.g. That’s a pen ___.”; “That’s a desk.” 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get Whole class familiarized with the first verse of the song. Explain the meaning of the sentence That’s a monkey. Say Now look at the first verse, please! Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly. Check Step 2: comprehension. Whole class Follow the same procedure with the second and third verses. Correct pronunciation and Step 3: the melody of the song, if necessary. Whole class Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress
7. and the melody of the song. Say Now listen to Step 4: the whole song. Group work Let pupils practise singing the song. Help Individual work them sing the song sentence by sentence first. Then help them to sing the whole song. If there is time, let them sing the song several Group work Step 5: times until they feel confident. Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they Extension: performed well, saying Fantastic! or Excellent! Practise three-part singing. Devide the class into three groups and ask each group to sing one part of the song. Homelink 5 minutes - Revise the main teaching point of the lesson: Whole class the structure That’s a ____ to identify someone or something. Option 1: Ask pupils to draw an animal or a Individual work pet/a fruit, show them to the class and identify them, using That’s a ___. Option 2: Have pupils do Activity 6, Unit 10 Individual work in their workbooks. Individual work Option 3: Show pupils the lyrics of the song with some missing words, e.g.: Monkey, monkey. That’s a ______. Mango, mango. That’s a ______. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. D. ADJUSTMENTS (if necessary): . .. ... . .. . ...
8. Grade 3 Preparing date: January 26, 2023 Week: 20 Period: 77 Unit 11: My family Lesson 3 (1, 2, 3) Unit 11: My family Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly repeat the sounds of the letters o and ure in isolation, the words old and sure, and the sentences How old is your brother? and Are you sure? with the correct pronunciation and intonation. - identify the target words old and sure while listening. - say the chant with the correct rhythm and pronunciation. - 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 B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 147, 148; audio Tracks 9, 10, 11; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 10, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: What is missing? *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into teams. - Ss listen - Place some flashcards on the board (father, mother, brother, sister, thirteen, fifteen ). - Have Ss from the teams close their eyes. -Ss play game
9. + Remove one of the pictures. + Ss have to remember and say the missing pictures. +Give the first team to guess correctly one point. +The team that gets the most points wins. - Say “Open your book page 10” and look at “Unit 11, Lesson 3 (1,2,3)”. - Ss open their books 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to 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? with correct pronunciation and intonation. *Procedure: - T gives instruction to the letter o and ure in isolation, in the words old and sure, and in the sentences How old is your brother? and Are - Ss recognize the differences about color you sure? of letter - Play the recording for the letter o, ure. - Encourage Ss to point at the letter/ word/ sentence while listening. - - Ss listen - Play the recording again and encourage Ss to - Ss listen and point listen and repeat. - Do this several times until Ss feel confident. - Ss listen again and repeat - T calls some Ss to practice. - T gives feedbacks. -Ss listen again and repeat -Ss practice 3.Practice: (19’) -Ss listen Activity 2. Listen and circle. *Aims: Ss will be able to identify the target words old and sure while listening. *Procedure: - Elicit the sentences and explain that they have to listen. -Ss listen and say:
10. - T ask Ss to guess the answers. + Number 1: I’m ten years old. + T writes Ss’guessing on the board. + Number 2: Are you sure? - Listen to the tape: -Ss guess the answers + Play the recording + Play the recording again and get Ss to swap books with their partners. - Ss listen to the tape and circle + Play the recording again to check answers - Ss listen again, circle and swap books together as a class. with their partners. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ - Ss check their answers and guessing guessing. - Play the recording, sentence by sentence, for -Ss listen and repeat. the class to listen and repeat in chorus. - Invite one or two Ss to stand up and read the completed sentences. -Ss read the sentences Key: 1.a 2.a Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct rhythm and pronunciation. *Procedure: - Introduce the title and lyrics of the chant. - Ss look and listen. - Play the recording for Ss to listen to the whole chant. + Have them repeat the title and lyrics line by -Ss listen to the chant line. + Ask Ss to attend to the sounds of the letters o - Ss listen and repeat line by line without and ure and the words old and sure. clap their hands - Play the recording all the way through for Ss -Ss note the sounds, words to listen to pronunciation and melody. - Play the recording line by line for Ss to listen
11. and repeat -Ss listen to melody of the chant - Play the recording for Ss to chant and clap along. - Ss listen and chant line by line. - Ask Ss to practice chant and clap along in pairs or groups. - Ss chant and clap along. - Invite groups to the front of the classroom to perform the chant - Ss work in groups (two groups) to chant -T gives feedback. -Ss perform in front of the class. *Consolidation -Ss listen *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? (if the -Ss listen. teacher can take from the lesson). - T praises some Ss who are hardworking / active/ good . as well as encourage others to -Ss answer the questions try more. -Ss listen and clap their hands 4. Homework. (2’) - Practice the chant more. -Prepare a picture of their family - Prepare the new lesson: Unit 11, Lesson 3 (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 20 Period: 78 Unit 11: My family Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to:
12. 1. Knowledge: - read and complete a paragraph with the words in the box. - read, understand and complete a gapped text. - collect a picture of their family and show it to the class by telling the class about their family members. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: talk about someone - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform reading 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 148, 149, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 11, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Matching *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: -T divides class into 2 teams - Ss in 2 teams take turn to open the boxes to - Ss listen match the questions and answers to their pictures (open: click the numbers -close: click -Ss play game the red signs). - Ss of each team will get points if their matching is correct. - Review: father, brother, fifteen, siister, eighteen - Say “Open your book page 11” and look at “Unit 11, Lesson 3 (4, 5, 6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and complete:
13. *Aims: Ss will be able to read and complete a paragraph with the words in the box. *Procedure: - Tell Ss about the activity - Ask Ss attend to the blank in sentence 1 and find the missing word from the box. -Ss listen - Write the missing word on the board and get - Ss read and answer the class to read the completeed sentence together. - Have Ss work in pairs and complete -Ss read and complete - Tell Ss to swap books with a partner, then check answers together as a class. -Ss work in pairs - Write the correct answers on the board for pupils to correct their answers. -Ss swap books and check - Invite Ss to read the complete text aloud -Ss check the correct their answers -T gives feedbacks. Key: 1. my 2.sister 3.old 4.I’m -Ss read -Ss listen 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be able to read, understand and complete a gapped text. *Procedure: - Explain to the class the goal of this activity. - Ask Ss to read each gapped sentence, guess the missing information and complete the -Ss listen sentence with their own personal information. - Give Ss time to write their answers -Ss read and answer -Ss write My name is .. . - Ask Ss to swap and correct their answers in I’m ....years old. My brother/ pairs. sister is .. He/ She is .. ..years old - Check the answers as a class. Key: Pupils’ answer. -Ss swap books and check their answers Activity 3. Project. -Ss check
14. *Aims: Ss will be able to collect a picture of their family and show it to the class by telling the class about their family members. *Procedure: - Explain the goal of this activity to Ss. - Point at the picture and explain what they should do to complete the project. - Tell Ss to work in groups. - Give the class time to introduce about the -Ss listen family members. +Example: This is my family. This is my father. -Ss listen This is my mother. This is my sister, she is four years old. And this is me, I’m eight years old. -Ss work in groups -Ss show the picture and say. - Invite some Ss to show their pictures to the class and tell the class. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: -Ss perform in front of the class. - 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 answer the questions 4. Homework. (3’) - Prepare the new lesson: Unit 12: Lesson 1 (1,2,3). -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary):
15. . .. ... . .. . ... Week: 20 Period: 79 Unit 12: Jobs 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 (pictures) to ask and answer questions about the job of a family member. - correctly say the words and use What’s his / her job? – He’s / She’s ..to ask and answer questions about someone’s job. - enhance the correct use of What’s his / her job? – He’s / She’s . to ask and answer questions about someone’s job in a freer context. - Vocabulary: doctor, driver, teacher, worker, job - Model sentences: A: What’s his / her job? B: He’s / She’s . - Skills: speaking and listening 2. Competences: - Critical Thinking: talk about jobs - Co-operation: ready to help friends in pair work/ group work. Oral Communication: speak about jobs, 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 150, 151, audio Tracks 12, 13, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 12, 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: - Ss listen
16. - Divide class into 4 groups: Doreamon, Nobita, Xuka and Xeko. - Ss play the game - Ask Ss look at the pieces of picture. - Ask Ss go to the board and jigsaw puzzle into the correct picture -T checks who’s the winner? - Ask Ss look at the pieces of picture - Say “Open your book page 12” and look at - Ss open their books “Unit 12, 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 -Ss listen and answer + doctor : bác sĩ (situation) + driver : tài xế (picture) + teacher : giáo viên (situation) + worker : công nhân (picture) + job : nghề nghiệp(translation) - - Ss listen and repeat + Choral repetition (3 times). + Individual repetition (3 ss) - T models (3 times). - Ss take note - T writes the words on the board. - Ss look, remember and write - Checking: Rub out and remember Activity 2. 1. Listen, point and repeat: *Aims: Ss will be able to understand and
17. correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the job of a family member. *Procedure: - Have Ss look at Pictures a and b and -Look at the pictures and get to know the identify the characters in the pictures. characters in the pictures. + Minh says This is my mother Lucy asks What’s her job? And Minh answers She’s a doctor in picture a. + Lucy says This is my father ? Minh asks What’s his job? And Lucy answers: He’s a teacher.in picture b. - Play the audio twice (sentence by sentence). Correct their pronunciation where necessary. -Ss listen and repeat in chorus (twice) - Have Ss to practice the dialogue - T invites a few pairs to the front of the class -Ss work in pairs to practice to practice. -Ss practice the dialogue - T checks pronunciation for ss. -Ss listen Activity 3 Listen, point and say. *Aims: Ss will be able to correctly say the words and use What's his / her job? – He’s / She’s .. to ask and answer questions about someone’s job. *Procedure: * Model sentences: - T asks Ss look at picture a , b and helps Ss know the structure from the dialogue. - T introduces new structure for Ss. -Ss look at the picture and answer. - T explains, models and gives meaning.
18. -Have Ss repeat the model sentences. -Ss listen -Ss listen and repeat A: What's his / her job? B: He’s/ She’s a doctor. -Ss repeat 3.Practice: (7’) *Drill pictures - Elicit and check comprehension the name of each character. - Ss look, listen and repeat - Run through all the pictures. - Run through model sentences. + Run through the questions. -Ss practice in chorus + Run through the answers - Have Ss to practise: + T says asks and Ss answer (change role). + Ss – Ss (change role). - Ask Ss to work in pairs. -Ss work in pairs to practice - 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. -Ss point and say - Encourage Ss to practise speaking English. - T gives feedbacks. -Ss listen. 4.Production: (7’) Activity 4. Let’s talk. -Ss listen *Aims: Ss will be able to enhance the correct use of What's his / her job? – He’s / She’s .. to ask and answer questions about someone's job in a freer context. *Procedure: - Hold up the flash cards for doctor, driver, teacher and worker to elicit the question and
19. answer about his or her job. - Have Ss look at the picture. - Point at the adults in the picture and elicit mother and father and the questions What’s -Ss listen and answer his job? and What’s her job? - Give Ss time to practise in pairs to ask and answer What's his / her job? He’s / She’s -Ss look at the picture . - Go around the classroom to offer support. - Ss listen and asnwer - Invite some pairs to the front of the class to perform their conversations. *Consolidation -Ss work in pairs *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 perform in front of the class. today? - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss answer the questions 5. Homework. (2’) - Ss listen - Learn the number by heart - Prepare the new lesson: Unit 12, Lesson 1 -Ss listen and clap their hands (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... Week: 20 Period: 80 Unit 12: Jobs Lesson 1 (4, 5, 6)
20. A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts to ask and answer questions about the jobs of family members and tick the correct pictures. - complete the two gapped sentences and two gapped dialogues with the help of the picture cues. - sing the song My mother and my father with the correct melody and pronunciation. - 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 152, 153; audio Tracks 14, 15; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 13, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: “Throw the ball” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into 2 teams. - Ss listen - Stick the pictures of activities on the board. -Ss play the game - T says a word, a pupil from each team has to point/throw the ball to the right picture and says the word three times. + The one says faster will get points. - Encourage pupils take part in the game. -Ss listen - Give points for pupils. - Say “Open your book page 13” and look at “Unit 12, Lesson 1 (4,5,6)”. - Ss open their books 2.Practice: (27’)