Giáo án Tiếng Anh Khối Tiểu học - Week 24 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 24 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: February 24, 2023 Week: 24 Period: 47 Unit 2: At the lake Lesson 2 I. By the end of the lesson, pupils will be able to: OBJECTIVES - say the sound of the letter L/l, the words lake, lemons, Lucy, the structure Look at ___ in a chant. - listen and identify the sentences: Look at the lemons. Look at the lake. - trace the letter L/l and write the letter L/l in the words Lucy, lake, leaf, lemons. II. INPUT Language: - Sound /l/ - Vocabulary: lake, leaf, lemons - Sentence pattern: Look at ___. Resources/Material: - Student’s book p. 52 - Sachmem.vn - Teacher’s guide pp. 127-129 - Computer, projector III. Warm-up – Listen and chant – Listen and tick – Look and trace - PROCEDURE 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 L/l, the words lake, lemons, leaf, Lucy. - Option 2: Ask a group of four to play Kim’s game with the words they have learnt (e.g. lake, lemons, leaf, Lucy, truck, bus, sun, ...) - Option 3: Have pupils point to the flashcards (of the lake, lemons, leaf, truck, bus, sun, ...) and say imperative sentences with the structure: Look at the ___. - Get pupils to open their books and look at Lesson 2, p. 53 (saying Open the books and look at lesson 2, please!). 3. Listen and chant. 10 minutes Step 1: Have pupils look at the first verse of the chant, saying Look Whole class at the first verse of the chant, please! Draw their attention to the letter L/l in the words Lucy, lake and lemons. Let them look at the second verse of the chant, saying Look at the second verse of the chant, please! Explain the meaning of
2. each line (imperative sentences) Check comprehension. comprehension. Play the recording of the first verse for pupils to listen and Step 2: repeat, saying Listen to the first verse, listen and repeat, please! Individual work Get pupils to point to the second verse. Play the recording, Step 3: ask pupils to listen and repeat the second verse. Show them Individual work how to chant and clap their hands. Play the recording again (more than once, if necessary) for pupils to listen and repeat the chant individually and in Group work Step 4: chorus. Give further support to those pupils who find it difficult to do the task. Select one or two groups to the front of the class to chant and clap their hands. The rest of the class may clap along to the rhythm. With better classes, encourage pupils change some lines of the chant and sing the chant in front of the class. E.g. Whole class Extension: L, l, Lucy. Look at Lucy. L, l, lake. Look at the lake. L, l, leaf. Look at the leaf. L, l, lemons. Look at the lemons. L, l, locks. Look at the locks. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures and say imperative Whole class sentences, saying Point to the pictures and say, please! Pupils may point to the lemons and say, e.g. Look at the lemons. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Select a few pupils to point to the pictures in Question 1 and Step 2: express commands/say the imperative sentences/comands in Individual work front of the class. Say Point to the pictures and say the sentences, please! E.g. 1a: Look at the lemons, 1b: Look at the apples. Play the recording of the first sentence for pupils to listen and tick, saying Now listen to the recording and tick, please! Individual work Step 3: Play the recording of the first sentence again for pupils to listen and tick. Ask pupils to say what they have heard and ticked. Individual work Follow the same procedure with the pictures in Question 2. Step 4: Before playing the recording, say Are you ready? OK, now Step 5: listen to the recording and tick, 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 Whole class pictures and say what they have heard. If they said correct words or sentences, praise them, saying Very good! Step 6:
3. 5. Look, trace and write. 10 minutes Step 1: Have pupils look at the letter L (upper case) and l (lower Whole class case). Use sachmem to explain how L and l are traced. Ask some pupils to make sure if they recognize the two forms of the letter. Step 2: Tell pupils to trace the letter L/l, saying Now use your pencil to trace the letter L/l. You can demonstrate by air tracing or Individual work tracing the broken lines of the letter L/l on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Have pupils look at the pictures and the incomplete words Individual work Step 3: __ucy, __ake, __eaf and __emons. Explain how to complete the words. Check comprehension. Draw pupil’s attention to the letter L (upper case) in the word Lucy. Give pupils time to complete the words independently, saying Look at the pictures and complete the words, please! Step 4: 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, saying Now Pair work work in pairs and check each other’s answer. Give pupils Step 5: time to work. If there is enough time, invite some pupils to point to the letter L/l and say its sound. Say Point to the letter and say, Whole class please! Then let them point to the pictures and say the Step 6: 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. 52). Whole class Option 2: Pupils trace the letter L/l, Page 37 (Workbook). Option 3: Pupils point to the pictures in Listen and tick (p. 52) and express commands, e.g 1a: Look at the lemons 1b: Look at the apple. Option 4: Pupils point to the flashcards of the vocabulary items and express a command. E.g. Look at the locks.
4. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 24 Period: 48 Unit 11: At the lake Lesson 3 I. By the end of the lesson, pupils will be able to: OBJECTIVES - use Look at ___ to express a command. - sing a song with the structures Look at _____ and She’s/It’s _____. II. INPUT Language: Sentence patterns: Look at _____ and She’s/It’s _____. Resources/Material: - Student’s book p. 53 - Poster for Unit 12 - Sachmem.vn - Teacher’s guide pp. 129-131 - Computer, projector III. Warm-up – Listen and repeat – Let’s talk – Let’s sing - Homelink PROCEDURE Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - Option 1: Have a group of pupils to sing the chant on page 52 Whole class in front of the class. - Option 2: Invite a few pupil to point to the picture in sachmem or poster for Unit 12 and say the structure, e.g. Look at ___. - Option 3: Select one pupil who has changed some lines of the chant and chant it in front of the class. - Get pupils to open their books and look at Lesson 3 page 53 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture, saying Look at the picture, Whole class please! Ask them who the girl is, saying Who is she? Is she Lucy? Yes, she’s Lucy. Then let them point to Lucy and say Look at Lucy. Play the recording several times for pupils to listen and repeat the sentence. Explain the meaning of the sentence and how it is used (as mentioned in Input).
5. Invite a few pupils to listen and repeat Look at Lucy in front of the class. Correct their pronunciation, if necessary or praise them Step 2: if they pronounced the sentence correctly, saying Very good! Individual work Repeat the same procedure with Look at the lemons. Go around and offer help, if necessary. Play the recording again and let pupils listen and repeat Look at Lucy and Look at the lemons in pairs or groups. Correct Step 3: pronunciation to make sure pupils can repeat correctly the two sentences. Step 4: Encourage some pupils to repeat the sentences in front of the Pair or group class. Go around and praise them if they performed well, saying work Well done! Step 5: Whole class 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubbles. Explain the difference between Whole class Look at + name of people and Look at the + name of things. Check comprehension. Step 2: Point to Picture a and model the task, using the expression in the Individual bubble and the picture cue. For example, Look at Lucy. work Ask pupils to say Look at Lucy in chorus and individually. Step 3: Correct pronunciation, if necessary. Pair work or Get pupils to work in pairs or in groups to point to the pictures (a group work and b) and give commands, saying Point to the pictures and say, please! Go around and offer help, if necessary. Repeat the same procedure with the second structure ”Look at the _____.” Step 4: With better classes, let some pupils point to their friends and Whole class things in the classroom and say the sentences in front of the class. Extension: E.g. Look at Mai. Look at the book. 8. Let’s sing. 10 minutes Step 1: Have pupils look at the first three sentences Look at Lucy of the Whole class first verse of the lyrics. Explain their meaning. Check comprehension. Step 2: Play the recording for pupils to listen and repeat three sentences, Individual saying Listen and repeat, please! Show them how to sing and work clap their hands or do actions. Ask pupils to look at the sentence She’s running round the lake. Step 3: Individual Explain its meaning. Check comprehension. Then play the work recording for pupils to listen and repeat She’s running round the lake. Correct pronunciation, if necessary. Repeat the same procedure with the second verse of the lyrics. Step 4: Play the recording all the way through and ask pupils to do choral and individual repetition of the song. Then have them sing the song in pairs or groups, saying Listen and sing the song, please!
6. Step 5: Go around and offer help, if necessary. Pair of group Select some pairs or groups to the front of the class to sing the work song. The class may sing along and clap their hands or do actions. With a better class, have pupils change some lines in the second Step 6: verse of the lyrics and perform the song in front of the class. E.g. Whole class Look at the leaf. Look at the leaf. Look at the leaf. It’s falling to the ground. Extension: Look at the leaf. Look at the leaf. Look at the lemons. They’re falling to the ground. Homelink 3 minutes Option 1: Pupils sing by heart the song on page 53. Whole class Option 2: Pupils change some lines in the second verse of the lyrics and practice singing the song at home. Pupils do the project on page 39 in their workbooks. Option 3: D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: February 24, 2023 Week: 24 Period: 93 Unit 14: My bedroom Lesson 2 (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 describe things in the room. - correctly say the words and use The .. is . / The are .. to describe things in the room. - enhance the correct use of The ..is .. / The ..are .to describe things in the room in a freer context. - Vocabulary: big, small, old, new - Model sentences: The door is big.
7. The chairs are new. - Skills: speaking and listening 2. Competences: - 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 176, 177; audio Tracks 35,36, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 26, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Who says fast? *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T holds a school thing card and a sentence with a missing word. - Ss listen - Ask Ss to guess the answer as fast as possible. - Ss play the game - Then have Ss do the same with the rest. - This can be played in groups to make it more interesting. - Say “Open your book page 26” and look at “Unit 14, 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 + big : to, lớn (picture) + small : nhỏ, bé (picture) -Ss listen and answer + new : mới (picture) + old : cũ (picture) - T models (3 times). - - Ss listen and repeat + Choral repetition (3 times). - T writes the words on the board. + Individual repetition (3 ss) - Checking: Rub out and remember - Ss take note - Ss look, remember and write
8. Activity 2. Listen, point and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) to describe things in the 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 my bedroom. The door is big. – In picture b: Mai says And look! The windows are small. - Play the audio twice (sentence by sentence). Correct -Ss listen and repeat in chorus (twice) their pronunciation where necessary. - Have Ss to practice the diaguage -Ss work in pairs to practice - T invites a few pairs to the front of the class to -Ss practice the diaguage practice. - 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 The . is ... / The .are . to describe things in the room. *Procedure: * Model sentences: - T asks Ss look at picture a, b and helps Ss know the structure from the dialogue. -Ss look at the picture and answer. - T introduces new structure for Ss. - T explains, models and gives meaning. -Ss listen - Have Ss repeat the model sentences. -Ss listen and repeat -Ss repeat The door is big. The chairs are new.
9. 3.Practice: (7’) *Drill pictures - Have Ss look at the pictures and elicit the things in - Ss look, listen and answer the room. + Picture a: a big door + Picture b: a small door + Picture c: two new chairs + Picture d: two old chairs -Ss practice in chorus - Ss practice in chorus - Run through all the pictures. - Run through model sentences. - Have Ss to practise: -Ss work in pairs to practice - Ask Ss to work in pairs. - T controls and corrects. -Ss listen - Invite a few pairs to come to the front of the -Ss point and sa classroom, point at the relevant character in each -Ss go to the board and role play. 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 The is . / The . are ..to describe things in the room in a freer context. *Procedure: -Ss look at the picture and answer - Have Ss look at the things in a bedroom and + A bedroom with a bed, a desk, a door, say their names. two chairs and two windows + What can you see in the picture? -Ss note +What are they? - Ss say the completed sentences. - T fills the gaps and writes the sentences on -Ss work in groups
10. the board. - T models -Ss perform in front of the class. - T asks Ss use of The bed is new. The chair are new. to introduce the things in the room. - Invite some groups to perform. - Give feedbacks *Consolidation *Aims: Ss will be able consolidate and wrap up the -Ss answer the questions content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher can take from the lesson). - Ss listen - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ -Ss listen and clap their hands good . as well as encourage others to try more. 5. Homework. (2’) - Learn the number by heart -Ss listen and take note - Prepare the new lesson: Unit 14, Lesson 2 (4,5,6). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 24 Period: 94 Unit 14: My bedroom Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand four communicative contexts in which characters introduce and describe things in a bedroom and number the correct pictures. - complete four gapped sentences with the help of picture cues. - sing the song My bedroom with the correct pronunciation, rhythm and melody.- Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences:
11. - 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 178, 179; audio Tracks 37, 38; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 27, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Sing a song: “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. - Stick the pictures of things in the room on the - Ss listen and play the game board. + 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 Ss to take part in the game. - Give points for Ss. - Say “Open your book page 27” and look at “Unit 14, 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 characters introduce and describe things in a bedroom and number the correct pictures *Procedure: - Have Ss look at the pictures and ask them some questions such as What is this? and What are these? -Look at the pictures and say: + Picture a: a big bed in a bedroom + Picture b: a small bed in a bedroom + Picture c: two big chairs in a bedroom + Picture d: two small chairs in a bedroom
12. -Ss guess the answers - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Ss listen to the tape and write number - Listen to the tape: - Ss listen again, write number and swap books + Play the recording with their partners. + Play the recording again and get Ss to swap books with their partners. - Ss check their answers and guessing + Play the recording again to check answers together as a class. -Ss listen and repeat. + 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.b 2. a 3. c 4. d Activity 2. Look, complete and read. *Aims: Ss will be able to complete four gapped dialogues with the help of picture cues. *Procedure: - Have Ss look at the pictures and ask identify things in the room in the pictures. -Ss look at the pictures and say -Ss listen and answer - T models with sentence 1. + Have Ss look at the sentence. -Ss read and complete + Ask them what is missing in the answer ( bed ). + Have Ss complete the gap. + Have Ss read the completed sentence in chorus. -Ss work in pairs -Have Ss work in pairs and complete the sentences 2, 3 and 4. -Ss read - Invite pairs of pupils to stand up and read aloud the sentences.
13. -T gives feedbacks. Key: 1. bed 2. two lamps 3. big 4. small Activity 3. Let’s sing. *Aims: Ss will be able to sing the song My bedroom with the correct pronunciation, rhythm and melody *Procedure: - Introduce the title and lyrics of the song: “My bedroom? ” song. - Ss look and listen. - Play the recording for Ss to listen to the whole song. -Ss listen to the song + Have them repeat the title and lyrics line - Ss listen and repeat line by line without the by line. action. + Tell Ss to point at the relevant character -Ss point to the character while singing while singing his or her name. - Play the recording all the way through -Ss listen to melody of the song for Ss to listen to pronunciation and melody of the song. - Ss listen and sing line by line. - Play the recording line by line for Ss to listen, repeat and point at the relevant character. - Ss sing and do actions. - Play the recording for Ss to sing and do actions. + Ss work in groups (two groups) to sing. -Ss perform in front of the class. - Ask Ss to practice singing and doing -Ss listen actions in pairs or groups. - Invite groups to the front of the classroom to perform the song -T gives feedback. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. -Ss listen and answer
14. *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. 3. Homework. (3’) - Prepare the new lesson: Unit 14, Lesson 3 -Ss listen and take note (1,2,3). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 24 Period: 95 Unit 14: My bedroom 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 oo in isolation, the words room and door and the sentences There’s the bed in the room and The doors are big. with the correct pronunciation and intonation. - identify the target words room and door 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 179, 180; audio Tracks 39, 40, 41; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 28, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’)
15. Game: Find and circle the words *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: D B K K E P S C F T O C T H N E C C A H O L U A A E H O A I R O O M F C O S H N T A W K F I O S E K R T O O R C L S E B S R O E R C V T A H M M T H H R S T A Y D T S S R S O R S M A C E B F A Z Y W - Divide class into 2 groups - Ss listen - Ask Ss to find and circle the words that they learnt. - Which groups find the best correct words -Ss play game is winner. - Give Ss time to play the game. Rows: room, too Columns: door, school. -T checks who’s winner? - Ss open their books - Say “Open your book page 17” and look at “Unit 12, Lesson 3 (1,2,3)”. 2. Presentation(9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly pronounce the sounds of the letters oo in isolation, in the words room and door, and in the sentences There’s the bed in the room. and The doors are big with correct pronunciation and intonation. *Procedure: - Ss recognize the differences about color of - T gives instruction to the letters oo in isolation, letter in the words room and door, and in the sentences There’s the bed in the room. and The doors are big. - - Ss listen - Play the recording for the letter oo.
16. - Encourage Ss to point at the letter/ word/ - Ss listen and point sentence while listening. - Play the recording again and encourage Ss to - Ss listen again and repeat 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 practice -Ss listen 3.Practice: (19’) Activity 2. Listen and circle. *Aims: Ss will be able to identify the target words room and door while listening. *Procedure: - Elicit the sentences and explain that they have to listen. -Ss listen and say: + Number 1: The .is there + Number 2: The ..is big. - T ask Ss to guess the answers. -Ss guess the answers + T writes Ss’guessing on the board. - Listen to the tape: - Ss listen to the tape and circle + Play the recording - Ss listen again, circle and swap books with + Play the recording again and get Ss to swap their partners. books with their partners. + Play the recording again to check answers - Ss check their answers and guessing together as a class. + Write the answers on the board for Ss to correct -Ss listen and repeat. their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. -Ss read the sentences - Invite one or two Ss to stand up and read the completed sentences. Key: 1.b 2.c 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.
17. -Ss listen to the chant - Ss listen and repeat line by line without clap their hands -Ss note the sounds, words -Ss listen to melody of the chant - Play the recording for Ss to listen to the - Ss listen and chant line by line. whole chant. + Have them repeat the title and lyrics line - Ss chant and clap along. by line. + Ask Ss to attend to the sounds of the - Ss work in groups (two groups) to chant letters oo and the words room and door. -Ss perform in front of the class. - Play the recording all the way through for -Ss listen Ss to listen to pronunciation and melody. - Play the recording line by line for Ss to listen and repeat - Play the recording for Ss to chant and clap along. - Ask Ss to practice chant and clap along in pairs or groups. -Ss listen. - Invite groups to the front of the classroom to perform the chant -Ss answer the questions -T gives feedback. *Consolidation -Ss listen and clap their hands *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 and take note teacher can take from the lesson). - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more.
18. 4. Homework. (2’) - Practice the chant more. - Find a photo of a bedroom in a newspaper or a magazine. - Prepare the new lesson: Unit 14, Lesson 3 (4,5,6). D. ADJUSTMENTS (if necessary): . .. ... Week: 24 Period: 96 Unit 14: My bedroom Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read the text and complete the gapped sentences. - read the text and complete the gapped sentences. - complete a gapped paragraph with the help of the picture cue. - 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 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 181, 182, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 29, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Brainstorming *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - Divide the class into four groups. - Each group chooses one pupil to be the 'runner'. The runners go to the teacher's desk and read the - Ss listen category.
19. Ex: Find objects/things in your bedroom/living -Ss play game room. - The runners then go back to their group and tell their group members the category. Their group brainstorm words from that category and write them down. - The first group to finish shouts 'stop' and then calls out their answers. If their answers are correct, they score one point for each word in the category. - The group with the highest score at the end of the game wins. - Say “Open your book page 29” and look at “Unit 14, Lesson 3 (4, 5, 6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and complete: *Aims: Ss will be able to read the text and complete the gapped sentences *Procedure: - Tell Ss how to complete the task. - Point at the table and elicit the type of information -Ss listen they need to find in the texts. - Ask Ss attend to the blank in number 1 and find - Ss read and answer the missing word. - Write the missing word on the board and get the -Ss read and complete class to read the completeed sentence together. - Have Ss work in pairs and complete -Ss write the first word - 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 -Ss swap books and check to correct their answers. - Invite Ss to read the complete text aloud -Ss check the correct their answers -T gives feedbacks. Key: 1. desk 2. Chairs -Ss read 3. big 4. small -Ss listen 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be able to complete a gapped paragraph with the help of the picture cue. *Procedure: - Explain to the class the goal of this activity.
20. -Ss listen - Ask Ss to read each gapped sentence, look at the picture and fill in the gap. - Give Ss time to write their answers -Ss read and answer -Ss write This is my bedroom. It is .. - Ask Ss to swap and correct their answers in pairs. There is a . It is ..There are two . - Check the answers as a class. They are .. Key: first gap: small -Ss swap books and check their answers second gap: bed / desk third gap: small / old -Ss check fourth gap: chairs fifth gap: old / new Activity 3. Project. *Aims: Ss will be able to find a picture of a bedroom and tell the class about things in the room. *Procedure: - Tell Ss to find a photo of a bedroom in a newspaper or a magazine as homework. They should bring their photos to class. -Ss listen - Have Ss work in groups. Each member introduces the picture of the bedroom using the structures they have learnt in the unit. - Invite one or two Ss to show their photos and