Giáo án Tiếng Anh Khối Tiểu học - Week 22 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 22 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: February 8, 2023 Week: 22 Period: 43 Unit 11: At the bus stop Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter U/u. - say the words sun, truck, bus, running. II. INPUT Language: - Sound /ʌ/ - Vocabulary: sun, truck, bus, running Resources/Material: - Student’s book p. 48 - Sachmem.vn III. PROCEDURE Warm-up – Listen and repeat – Point and say – Game - Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Option 1: Access sachmem. Have one pair of pupils Whole class play Kim’s game in Fun time 3 on page 47 (Student’s book). - Option 2: Invite one group of pupils to sing the song on page 45 (Student’s book) - Option 3: Ask a few pupils to do the project on page 33 (Workbook). - Have pupils open the books and look at Unit 11, Lesson 1 p. 48, saying Open the books and look at Unit 3, Lesson 1 (Page 48). 1. Listen and repeat. 10 minutes Step 1: Open books open or access sachmem. Have pupils look Whole class at the picture and describe it, saying Look at the picture and describe it, please! Draw pupils’ attention to the letter U/u, the words next to the things and the colour of the letter U/u (as mentioned in Input in Teacher’s guide). Check comprehension. Ask pupils to point to the letter U/u, listen to the Step 2: recording and repeat the sound of the letter U/u, saying Individual work Point to the letter U/u, listen and repeat, please! Have them point to the sun and/or the word sun, listen to the recording and repeat the word sun. Say Point to the Individual work Step 3: sun, 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! Follow the same procedure with the truck and the bus. Correct pronunciation, if necessary. Individually
2. Step 4: Get them to look at the boy and help them to identify the character and the situation by asking and answering the Step 5: question What is the boy doing? - He is running. Then play the recording for them to listen and repeat the word running. Check pupils’ comprehension. Have pupils point to the letter U/u, the pictures, listen to the recording again and say the sound of the letter and Group work the words again in pairs or groups. Repeat the step, if Step 6: necessary. Give 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 the letter U/u and the words sun, truck, bus, running in front of the class (saying Well done! when they performed Whole class well). Step 7: 2. Point and say. 10 minutes Step 1: Have pupils look at the picture again and explain the Whole class situation in which the language is used. Say Look at the picture, please! Ask one or two pupils to describe the picture. E.g. The boy is running (to the bus). The sun is shining. The truck is moving (in the street). Draw their attention to the letter U/u and the words they have learnt in Activity 1. Step 2: Let them point to the sun and say the word sun as a Individual work model (saying Point and say, please!). Remind them of the sound of the letter u in the word sun. Then ask one pupil to point to the sun and say the word sun in front of the class. Check comprehension. Individual work Step 3: Follow the same procedure with other things 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 Pair or group picture, point to the letter U/u, the boy and the things work Step 4: and say the sound of the letter and the words aloud. Say Point to the picture and say, please! Go around to offer help or correct pronunciation, if necessary. Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. Whole class Step 5: Correct pronunciation, if necessary. Fun corner Pelmanism 7 minutes Step 1: Tell pupils about two sets of cards (as mentioned in Whole class Input). Check comprehension. 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. Tell pupils that they are going to match the words with
3. Step 2: the suitable pictures. Give an example to show how the game is played. Check comprehension. Put pupils into groups of four and give each group a set Step 3: of cards. Group work Get the groups to shuffle the cards and distribute them Step 4: face down on the table. Have each player in turn select two cards and turn them face up. If the word matches Group work the picture, the player wins the pair and continues to turn over another pair. If the cards do not match, they are turned face down again and the next player has to go. The game ends when all the cards are gone. With a better class, have them play the game with the Extension: words they have leant (e.g. mango, mother, mouse, clock, lock, ) Homelink 3 minutes Option 1: Pupils practise pronouncing the sound of the letter U/u Whole class and saying the words sun, truck, bus, running (in Student’s books or sachmem). Option 2: Pupils play Pelmanism in sachmem. Option 3: Pupils point to the flashcards (of the truck, the bus, the sun, the monkey, the mouse, ...) and say imperative sentences with the structure: Look at the ___. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 22 Period: 44 Unit 11: At the bus stop Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the structures Look at the ___. The ___ is moving/running in a chant. - listen and identify the sentences: Look at the bus. Ba is running. - trace the letter U/u and write the letter u in the words (bus, truck, sun, running) II. INPUT Language: - Sound / ʌ / - Vocabulary: truck, bus, sun, running - Sentence patterns: Look at the ___. The ___ is moving/running. III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look
4. and trace - Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Option 1: Invite a few pupils to point to the Whole class picture/poster and pronounce the sound of the letter U/u and say the words sun, truck, bus, running. - Option 2: Ask a group of four to play Pelmanism with the words they have learnt (e.g. truck, bus, sun, monkey, mouse) - Option 3: Have pupils do point to the flashcards (of the truck, the bus, the sun, the monkey, the mouse, ...) and say imperative sentences with the structure: Look at the ___. - Get pupils to open their books and look at Lesson 2, p. 49 (saying Open the books and look at lesson 2, please!). 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant (Saying Look at the Whole class chant, please!). Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter U/u and the sentences Look at the truck/bus, The truck/bus is moving. Check comprehension. Step 2: Play the recording of the first verse for pupils to Individual work listen and to get familiarized with the tune, saying Listen to the first verse, please! Individual work Step 3: Get pupils to point to the first line, play the recording and ask them to listen and repeat. Say Point to the first line, listen and repeat, please! Show them how to chant and clap their hands or do actions. Then get pupils to point to the second line, play the recording and ask them to listen and Individual work repeat. Correct pronunciation, if necessary. Group work Step 4: Follow the same procedure with the second verse. Step 5: Play the recording again (more than once, if necessary) for pupils to listen and repeat the chant Whole class individually and in groups. Give further support to those pupils who find it difficult to do the task. Step 6: Select some groups to the front of the class to chant and clap their hands/do actions. The rest of the class may give comments. Extension: With better classes, encourage pupils change some lines of the chant and sing the chant in front of the class. E.g. B, b. Look at the boy. The boy is running.
5. G, g. Look at the girl. The girl is running. H, h. Look at the horse. The horse is running. M, m. Look at the mouse. The mouse is running. 4. Listen and tick. 7 minutes Step 1: Open books or access sachmem. Have pupils look Whole class at the pictures and say what they can see by answering the questions such as What is this? Is this a bus? Yes. It’s a bus. Who is this? It’s a boy. What is the boy doing? He’s running? Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Encourage some pupils to point to the pictures in Individual work Question 1 and say the words and the imperative sentences in front of the class. Say Point to the pictures and say the words/sentences, please! E.g. 1a: a bus, 1b: a truck. 1a: Look at the bus. 1b: Look at the truck. Individual work Step 3: Play the recording of the first sentence for pupils to listen and tick the box, saying Now listen to the Individual work recording and tick, please! Step 4: Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen to the recording and tick, please! Play the recording (several times if Whole class needed) for pupils to listen and tick the correct box. Call a few pupils to the front of the class to point to Step 5: the pictures and say what they have heard. If they said correct sentences (Look at the bus. Ba is running), praise them, saying Well done! or Very good! 5. Look, trace and write. 10 minutes Step 1: Have pupils look at the letter U (upper case), Whole class saying Look at the U (upper case). Point to the upper case U and say This is the letter U. Check comprehension. Step 2: Write the letter U (upper case) in broken lines on Individual work the board, saying Look at the board. What can you see now? Yes, you can see the letter U (upper case). Check to make sure pupils understand the letters written in solid lines and those in broken lines. Individual work Step 3: Give pupils time to trace the letter U independently (saying Now trace the letter U with your pencil). You can demonstrate by air tracing or tracing the broken lines of the letter U on the board. Then let pupils do the tracing. Give further support to those Pair work pupils who find it difficult to do the task.
6. Step 4: Follow the same procedure with the letter u (lower Whole class case). Step 5: Give pupils time to look at the pictures and complete the words independently, saying Look at the pictures and complete the words, please! Go around and offer help, if necessary. Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs and swap their answers. Give pupils time to work. Go around and offer help, if necessary. Step 5: If there is enough time, invite some pupils to point to the letter U/u and say its sound, saying Point to the letter and say, please! Then let them point to the pictures and say the complete words aloud, saying Point to the pictures and say the words, please! Homelink 3 minutes Option 1: Pupils learn by heart the chant (p. 49). Whole class Option 2: Pupils trace the letter U/u, page 34 (Workbook). Option 3: Pupils point to the pictures in Listen and tick (p. 49) and say the sentences, e.g 1a: Look at the bus. 1b: Look at the truck. Option 4: Sellect a few pupils who can change some lines to make their own chants. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: February 10, 2023 Week: 22 Period: 85 Unit 13: My house Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: –use the words living room, bedroom, kitchen, bathroom, here, there –use Where’s the .? – It’s here/ there. to ask and answer questions about the location of a room in a house - Vocabulary: living room, bedroom, kitchen, bathroom, here, there
7. - Model sentences: A: Where’s the .? B: It’s here/ there. - Skills: speaking and listening 2. Competences: - Critical Thinking: talk about house - 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 161, 162, audio Tracks 22, 23, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 18, 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 the - Ss play the game correct picture -T checks who’s the winner? - Ask Ss look at the pieces of picture - Ss open their books - Say “Open your book page 18” and look at “Unit 13, Lesson 1 (1,2,3)”. 2. Presentation(16’) Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in
8. front of starting the new lesson. *Procedure: -T elicits the new words + living room : phòng khách -Ss listen and answer (picture) + bedroom : phòng ngủ (situation) + kitchen : phòng bếp (picture) + bathroom : phòng tắm (picture) + house : ngôi nhà (translation) + here : ở đây (situation) + there : ở kia (translation) - - Ss listen and repeat - T models (3 times). + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Ss take note - Checking: Rub out and remember - 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) focusing on asking and answering about the location of a room in a house. *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. + Mai says Come in, please!Linh says Wow, I like your house! in picture a. + Linh asks Where’s your bedroom? Mai answers It’s here. in picture b. - Play the audio twice (sentence by sentence). -Ss listen and repeat in chorus (twice) Correct their pronunciation where necessary. - Have Ss to practice the dialogue - T invites a few pairs to the front of the class to -Ss work in pairs to practice practice. -Ss practice the dialogue
9. - 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 Where’s the ..? − It’s here / there. to ask and answer questions about the location of a room in a house. *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. -Ss listen -Have Ss repeat the model sentences. -Ss listen and repeat -Ss repeat A: Where’s the bedroom? B: It’s here/ there. 3.Practice: (7’) *Drill pictures - Elicit and check comprehension the name of the - Ss look, listen and repeat rooms. - Run through all the pictures. - Run through model sentences. -Ss practice in chorus + Run through the questions. + Run through the answers - Have Ss to practise: + T says asks and Ss answer (change role). -Ss work in pairs to practice + Ss – Ss (change role). - Ask Ss to work in pairs. - T controls and corrects. - Invite a few pairs to come to the front of the -Ss point and say classroom, point at the relevant character in each picture, and act out his/her role. - Encourage Ss to practise speaking English. -Ss listen. - T gives feedbacks. -Ss listen
10. 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context. *Procedure: - T asks ss to guess each character and what the children say. -Ss look at the picture and answer + What can you see in the picture? +I can see a house +How many rooms are there in the picture? + There are four rooms +What rooms are they? + They are living room, kietchen, bedroom, +Where’s the .? bathroom. + It’s here/ there - T fills the gaps and writes the sentences on the board. -Ss note - T models - T asks Ss to work in pairs to ask and answer - Ss say the completed sentences. - Invite some pupils to the front of the class to present their exchanges. -Ss work in pairs - Give feedbacks -Ss perform 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? - 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 - Ss listen 5. Homework. (2’) - Learn the number by heart -Ss listen and clap their hands - Prepare the new lesson: Unit 13, Lesson 1 (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary):
11. . .. ... . .. . ... Week: 22 Period: 86 Unit 13: My house Lesson 1 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand simple exchanges in relation to the topic “My house” - read and write about the location of rooms in a house and things in a room. - 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 163, 164; audio Tracks 24, 25; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 19, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: “Passing the ball” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide class into 3 teams. - Each team has 1 sticky ball. - Ss listen and keep the puppet - Play the music, ss in each team take turn to pass - Ss listen to music and play the game the ball. - After the music ends, 3 ss have the ball – stand up and say the name, using the sentence model. - Say “Open your book page 19” and look at “Unit -Ss listen 13, Lesson 1 (4,5,6)”. - Ss open their books
12. 2.Practice: (27’) Activity 1. Listen and circle: *Aims: Ss will be able to listen to and understand two communicative contexts in which pupils ask and answer questions about the location of a room in a house and circle the correct pictures *Procedure: - Elicit the name of the room in each picture -Look at the pictures and say: + Picture 1a: a hand pointing at a nearby living room + Picture 1b: a hand pointing at distant living room + Picture 2a: a hand pointing at a nearby bedroom + Picture 2b: a hand pointing at a distant - T ask Ss to guess the answers. bedroom + T writes Ss’guessing on the board. - Listen to the tape: -Ss guess the answers + Play the recording + Play the recording again and get Ss to swap books - Ss listen to the tape and circle with their partners. + Play the recording again to check answers - Ss listen again, circle and swap books with together as a class. their partners. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Ss check their answers and guessing - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. -Ss listen and repeat. Key: 1.a 2.b Activity 2. Look, complete and read. *Aims: Ss will be able to complete four gapped exchanges with the help of picture cues. *Procedure: - Have Ss look at the pictures and identify the rooms (a living room, a kitchen, a bathroom and a bedroom). -Ss look at the picture and say:
13. - Have Ss look at the four incomplete exchanges -Ss look and answer and elicits the missing words in the sentences. - T models with sentence 1 + Ask Ss what is missing in the sentence. + Have Ss look at the picture and complete the gap, -Ss answer: living room then read the completed sentence in chorus. -Have Ss work in groups and complete the -Ss look, complete and read the completed sentences 2,3 and 4. sentence in chorus. - Ask a few Ss to stand up and read the completed -Ss complete the sentence sentences aloud. -T gives feedbacks. -Ss read aloud Key: 1. living room 2. kitchen 3. bathroom; there 4. bedroom; here Activity 3. Let’s sing. *Aims: Ss will be able to sing the song Where is it? with the correct melody and pronunciation. *Procedure: - Introduce the title and lyrics of the song: “Where is it? ” song. - Ss look and listen. - Play the recording for Ss to listen to the whole song. + Have them repeat the title and lyrics line by line. + Tell Ss to point at the relevant character while -Ss listen to the song singing his or her name. - Ss listen and repeat line by line without the - Play the recording all the way through for Ss to action. listen to pronunciation and melody of the song. -Ss point to the character while singing - Play the recording line by line for Ss to listen, repeat and point at the relevant character. -Ss listen to melody of the song - Play the recording for Ss to sing and do actions.
14. - Ask Ss to practice singing and doing actions in pairs or groups. - Ss listen and sing line by line. - Invite groups to the front of the classroom to perform the song - Ss sing and do actions. -T gives feedback. + Ss work in groups (two groups) to sing. *Consolidation -Ss perform in front of the class. *Aims: Ss will be able consolidate and wrap up the content of the lesson. -Ss listen *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). - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss answer the questions 3. Homework. (3’) - Learn the number by heart - Prepare the new lesson: Unit 13, Lesson 2 (1,2,3). -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 22 Period: 87 Unit 13: My house Lesson 2 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words table, chair, book, lamp, in and on in the target sentence patterns - use Where are the ..? – They’re . to ask and answer questions about the locations of things in a room - Vocabulary: table, chair, book, lamp, in, on - Model sentences: A: Where are the tables?
15. B: They’re in the living room. - Skills: speaking and listening 2. Competences: - Critical Thinking: talk about house - 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 165, 166; audio Tracks 26,27, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 20, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Guess the pictures *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Write any word on the board. - The first pupil has to take the last four or three - Ss listen letters of that word and form a new word. - Ss play the game - The second pupil does the same, and the chain continues until a pupil is unable to form a word. - The pupil who fails to form a word or misspells it is out of the game. - Say “Open your book page 20” and look at “Unit 13, Lesson 2 (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 + table : cái bàn (realia) + chair : cái ghế (realia) -Ss listen and answer + lamp : cái đèn (picture) + on : trên (visual) + in : trong (visual) - T models (3 times). - T writes the words on the board.
16. - Checking: Rub out and remember - - Ss listen and repeat + Choral repetition (3 times). + Individual repetition (3 ss) Activity 2. Listen, point and repeat: - Ss take note - Ss look, remember and write *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 locations of things in a room. *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: Mai says This is the living room. – In picture b: Linh asks Where are the chairs? And Mai answers They’re in the kitchen. - Play the audio twice (sentence by sentence). Correct their pronunciation where necessary. - Have Ss to practice the diaguage -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 diaguage -Ss listen Activity 3. Listen, point and say. *Aims: Ss will be able to correctly say the words and use Where are the .? – They’re . to ask and answer questions about the locations of things in a room. *Procedure: * Model sentences: - T asks Ss look at picture b and helps Ss know the structure from the dialogue. - T introduces new structure for Ss. -Ss look at the picture and answer.
17. - T explains, models and gives meaning. - Have Ss repeat the model sentences. -Ss listen -Ss listen and repeat A: Where are the tables? B: They’re in the living room. -Ss repeat 3.Practice: (7’) *Drill pictures - Elicit and check comprehension the name of each character. - Ss look, listen and answer + Picture a: a. tables in the living room + Picture b: chairs in the living room + Picture c: books on the table + Picture d: lamps on the table -Ss practice in chorus - Run through all the pictures. - Run through model sentences. +Run through the question sentences - Ss practice in chorus +Run through the answer sentences - Have Ss to practise: + T asks, Ss answer picture a + Ss ask, T answers picture b + Group A ask, group B answer picture c -Ss work in pairs to practice + Group B ask, group A answer picture d - Ask Ss to work in pairs. - T controls and corrects. - Invite a few pairs to come to the front of the -Ss listen classroom, point at the relevant character in each picture, and act out his/her role. -Ss go to the board and role play. - T gives feedbacks. -Ss listen 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of Where are the .? – They’re .. to ask and answer questions about the locations of things in a room in a freer context. *Procedure:
18. - T asks ss to attend to the picture. -Ss look at the picture and answer + What can you see in the picture? + two tables, four chairs, two books and +What are they? two lamps on a table +Where are they? -Ss note - T fills the gaps and writes the sentences on the - Ss say the completed sentences. board. - T models -Ss work in groups - T asks Ss use of Where are ..? and They’re . to ask and answer (groups of four) -Ss perform in front of the class. - Invite some groups to perform. - 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: -Ss answer the 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 review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. - Ss listen 5. Homework. (2’) -Ss listen and clap their hands - Learn the number by heart - Prepare the new lesson: Unit 13, Lesson 2 (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... Week: 22 Period: 88 Unit 13: My house
19. Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand simple exchanges in relation to the topic “My house” - read and write about the location of rooms in a house and things in a room. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: talk about rooms in a house and things in a room. - 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 167, 168; audio Tracks 28; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 21, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Sing a song: “My house” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. - Sing and dance the song in chorus. - Ask pupils to listen, sing and dance the song. - Say “Open your book page 21” and look at “Unit 13, Lesson 2 (4,5,6)”. - Ss open their books 2.Practice: (27’) Activity 1. Listen and number: *Aims: Ss will be able to listen to and understand four communicative contexts in which two characters ask and answer questions about the locations of things in a room and number the correct pictures. *Procedure: - Elicit the names and ages of the characters in the pictures. -Look at the pictures and say: + Picture a: two lamps in the bathroom
20. + Picture b: two lamps in the bedroom + Picture c: two lamps in the living room + Picture d: two lamps in the kitchen -Ss guess the answers - Ss listen to the tape and write number - T ask Ss to guess the answers. - Ss listen again, write number and swap + T writes Ss’guessing on the board. books with their partners. - Listen to the tape: + Play the recording - Ss check their answers and guessing + Play the recording again and get Ss to swap books -Ss listen and repeat. with their partners. + Play the recording again to check answers together as a class. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. Key: 1.c 2. d 3. a 4. b Activity 2. Look, circle and read. *Aims: Ss will be able to circle the correct answers to the gapped exchanges with the help of picture cues. -Ss look at the pictures and say *Procedure: - Have Ss look at the pictures and identify the rooms and things in the pictures. -Ss listen and answer -Ss read and complete - T models with sentence 1. + Have Ss look at the sentence. + Ask them what is missing in the answer (tables). -Ss work in pairs + Have Ss circle the correct options + Have Ss read the completed sentence in chorus. -Ss read