Giáo án Tiếng Anh Khối Tiểu học - Week 27 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 27 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: March 16, 2023 Week: 27 Period: 53 Unit 13: In the canteen Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the sound of the letter N/n and the words Nick, nuts, noodles, and the sentences Nam’s having nuts. Nick’s having noodles in a chant. - recognize the words in different situations when listening. - trace the letter N/n and complete the words ___ick, ba___anas, ___oodles, ___uts. II. INPUT Language: - Sound /n/ - Vocabulary: bananas, nuts, noodles - Sentence pattern: Nam’s/Nick’s having ___. III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look and trace – Homelink Classroom Procedure Teaching and learning activities managemen t Warm-up 5 minutes - Option 1: Invite a few pupils to point to the picture/poster Whole class and pronounce the sound of the letter N/n and say the words Nick, noodles, nuts and bananas. - Option 2: Ask a group of four to play Labelling with the words they have learnt (e.g. noodles, nuts, lake, lemons, leaf, Lucy, truck, bus, sun, ...) or the game in sachmem. - Option 3: Have pupils point to Poster for Unit 13 and say sentences with the structure: Nick’s having noodles. Nam’s having nuts. - Get pupils to open their books and look at Lesson 2, p.58 (saying Open the books and look at Lesson 2, please!). 3. Listen and chant. 10 minutes
2. Step 1: Have pupils look at the chant saying Look at the chant, Whole class please! Draw pupils’ attention to the first verse and explain its meaning (as mentioned in Input). Ask them to pay attention to the letter N/n and the words Nam and nuts. Check comprehension. Step 2: Play the recording of the first verse for pupils to listen and to Individual get familiarized with the tune, saying Listen to the fist line, work please! Step 3: Play the recording again, ask pupils to listen and repeat the Individual first verse, line after line, saying Listen again and repeat, work please! Then play the recording for them to listen and repeat until they feel confident, saying Listen and repeat, please! Follow the same procedure with the other verse. Show pupils how to chant and clap their hands. Correct pronunciation, if Step 4: necessary. Individual work Play the recording all the way through. Ask pupils to listen and repeat the chant in pairs or groups, saying Listen to the Step 5: recording and chant, please! Go around and offer help, if Pairs or necessary. groups work Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing along the chant Step 6: and clap their hands. If they sang the chant well, praise them, Whole class saying Well done! With better classes, encourage pupils change some lines of the chant and sing the chant in front of the class. E.g. N, n, nuts. Nam’s having nuts. Extension: N, n, noodles. Nam’s having noodles. N, n, banans. Nam’s having bananas. N, n, nuts. Nick’s having nuts. N, n, noodles. Nick’s having noodles. N, n, bananas. Nick’s having bananas. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures, saying Look at the pictures, Whole class please! 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, saying Point to the pictures and say the words, please! E.g. 1a: noodles, 1b:
3. nuts. Then have them point to the pictures in Question 1 and say the sentences in front of the class, saying Point to the pictures and say the sentences, please! E.g. 1a: I can see noodles. 1b: I can see nuts. Play the recording of the first sentence for pupils to listen and tick the box. Say Listen to the sentence and tick the box, Step 2: please! Individual Follow the procedure with the second question. Play the work recording (several times if needed) for pupils to tick the Step 3: correct box. Individual Ask pupils to say what they have heard and ticked. E.g. 1a: I work like noodles. 2a: He’s having bananas. Step 4: Whole class 5. Look, trace and write. 10 minutes Step 1: Have pupils look at the letter N (upper case) and n (lower Whole class case). Point to the upper case N and say This is the upper case of the letter N. Then point to the lower case n and say And this is the lower case of the letter n. Ask some pupils to make sure if they recognize the two forms of the letter. Tell pupils to trace the letter N/n, saying Now trace the letter Step 2: N/n with your pencils. You can use sachmem to demonstrate how the letters are traced. Have pupils look at the pictures and the unfinished words __ick, ba__anas, __oodles, __uts in the books. Explain how Step 3: to complete the words. Remind pupil that the word Nick is Individual completed with the capital letter N. Check comprehension. work Give pupils time to 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 completing the Step 4: words and give feedback. Ask pupils Individual to work in pairs and swap their answers, saying Now work in work pairs and check each other’s answer. Give pupils time to work. Go around and offer help, if necessary. Step 5: Invite some pupils to point to the letter N/n and say its sound. Pair work Then let them point to the pictures and say the complete words (Nick, bananas, noodles, nuts). Whole class Step 6: Homelink 3 minutes Option 1: Pupils learn by heart the chant (P58). Whole class Option 2: Pupils trace the letter U/u and complete the words Pages 37, 38 (Workbook). Option 3: Pupils point to the pictures in Listen and tick (p.49) and express commands, e.g 1a: E.g. 1a: I like noodles. 1b: I like
4. nuts. 2a: He’s having bananas, 2b: He’s having nuts. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 27 Period: 54 Unit 13: In the canteen Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “He’s having _____. / She’s having_____.” to talk about what someone is having/eating now/at the moment. - sing a song with the structures “There’s _____.” and “He’s having _____.” II. INPUT Language: Sentence patterns: There’s _____.” and “He’s having _____.” III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing – Homelink Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - Option 1: Have a few pupil sing the chant, Whole class Page 58, in front of the class. - Option 2: Invite one group of pupils to play Kim’s game with the target vocabulary items they have learnt. - Option 3: Select point to the pictures in Listen and tick (p.58) and say sentences, e.g 1a: E.g. 1a: I like noodles. 1b: I like nuts. 2a: He’s having bananas, 2b: He’s having nuts. in front of the class. - Get pupils to open their books and look at Lesson 3 p.59 (saying Open the books and look at Lesson 3, please!).
5. 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture, saying Look at Whole class the picture, please! Point to the boy, saying What is he doing? He’s having nuts. Point to the girl, saying What is the girl doing? She’s having noodles. Point to the sentences, saying He’s having nuts. She’s having noodles. Play the recording for pupils Step 2: to listen. Individual Get pupils to look at the sentence He’s having work nuts, play the recording several times for them to listen and repeat. Say Now Listen and repeat, Step 3: please! Correct pronunciation, if necessary. Follow the same procedure with the sentence: She’s having noodles.” Step 4: Play the recording again and let pupils listen and Pair or group say the sentences in front of the class. work Step 5: Invite a few pupils to say the sentences in front Whole class of the class. Correct pronunciation, if necessary or praise them if they said the sentences correctly, saying Well done! 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubbles to understand Whole class how the structure (He’s having _____; She’s having _______) is used (to talk about what someone is having/eating now/at the moment). Step 2: Ask them to look at the pictures to identify the food that the girl and the boy are having. Then let them point to the pictures and says the words. Check comprehension. Step 3: Point to Picture a and model the task, using the Individual expression in the bubble and the Picture a. E.g. work He’s having nuts. Then ask pupils to say the sentence “He’s having nuts”. in chorus and individually, saying Point to the picture and say “He’s having nuts, please!” Correct pronunciation, if necessary. Step 4: Follow the same procedure with other pictures by getting pupils to point to the pictures and say what they are having/eating. Go around and offer help, if necessary. Step 5: Ask pupils to work in pairs or in groups to Pair work or
6. practise the structure again. Give further support group work to pupils who find it difficult to do the task, if Step 6: necessary. Whole class Invite some pupils to point to the pictures and say what he’s/she’s doing in front of the class. 8. Let’s sing. 10 minutes Step 1: Have pupils read the lyrics to get familiarized Whole class themselves with the first verse of the song, saying Now look at the first verse, listen and repeat please! Play the recording several times for pupils to listen and repeat line after line. Check comprehension. Step 2: Individual Follow the same procedure with the second work verse of the song. Individual Step 3: Have pupils listen to the whole song, drawing work their attention to the pronunciation, the stress, and the melody of the song, saying Now listen to the whole song, please! Step 4: Let pupils practise singing the whole song. If there is time, ask some pupils to sing the song individually, then in pairs or groups. Praise them Pair or group when they performed well. work Step 5: Have the class sing the whole song and clap hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary Whole class Extenion: With a better class, have pupils change some lines in the second verse of the lyrics and perform the song in front of the class. E.g. There’s Nam. There’s Nam. He’s having bananas. He’s having bananas today. There’s Lucy. There’s Lucy. She’s having noodles. She’s having noodles today. Homelink 3 minutes Option 1: Pupils sing by heart the song on p.59. Whole class Option 2: Pupils change some lines of the lyrics and Option 3: practice singing the song at home. Pupils do the project on Page 42 in Workbook. D. ADJUSTMENTS (if necessary): . .. ... . ..
7. . ... Grade 3 Preparing date: March 16, 2023 Week: 27 Period: 105 Fun time 3 A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - revise the spelling of five words: teacher, brother, driver, mother and worker. - improve their speed and flexibility when checking vocabulary. - use the target vocabulary and sentence patterns to carry out a survey. - identify healthy and unhealthy foods. - Vocabulary: Review - Skills: speaking, writing and listening 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - Sociability: Talk to each other, say good words to others. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 197; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 38, 39, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Sing: Head, shoulders, knees and toes *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. CY - Ss listen - Ask Ss to listen, sing and dance the song. - Ss sing a song - Say “Open your book page 38” and look at “Fun time”. 2. Practice(30’)
8. Activity 1. Do the puzzle: *Aims: Ss will be able to revise the spelling of five words: teacher, brother, driver, mother and worker. and improve pupils’ speed and flexibility when checking vocabulary. *Procedure: - Have Ss look at the puzzle and ask: Who do you see in the pictures? -Ss look at the puzzle and answer - Stick the flash cards of the words, one by one, on - - Ss note the board. - Point to each word on the board, and have Ss say - Ss say the word the word as a class. - Point at Picture 1, elicit the word, write it in the - Ss look and write crossword as an example. - Ask Ss to repeat the same procedure with the other picture cues. -Ss find the words - Check the answers as a class. Key: -Ss check their answer Activity 2. Quiz time *Aims: Ss will be able to use the target vocabulary and sentence patterns to carry out a survey *Procedure: -Tell Ss that each of them needs to interview three different classmates to find out their favourite food or drinks. - Give Ss 10 minutes to circulate and complete their survey tables - After Ss have interviewed their classmates and -Ss listen taken notes, give them another 5 to 10 minutes to prepare to share their findings.
9. - Invite different Ss to come to the front of the -Ss interview and complete the survey tables. class and share their findings. -Ss prepare to share their findings. Activity 3. Circle the healthy foods. *Aims: Ss will be able to identify healthy and -Ss come to the front of the class and share their unhealthy foods. findings. *Procedure: - T elicits the names of the foods: apple, chips, water, rice, fish, noodles, cake. - Ss look, listen and answer - Put Ss into pairs and tell them to work together to circle the healthy foods. - Display a picture of an apple on the board. - Ask Ss if it is healthy or unhealthy. When they - Ss answer answer correctly, write healthy under the picture and model it for Ss to repeat. -Ss look - Repeat the same procedure for the other foods. If a food is unhealthy, write unhealthy under the -Ss listen and repeat picture. Key: Ss’ own answer *Consolidation -Ss repeat *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 teacher can take from the lesson). - T praises some Ss who are hardworking / active/ -Ss answer the questions good . as well as encourage others to try more. 3. Homework. (2’) - Prepare the new lesson: Unit 16, Lesson 1 (1,2,3). -Ss listen and clap their hands
10. -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 27 Period: 106 Unit 16: My pets Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words birds, cats, parrots, rabbits in relation to the topic "Pets". - use some and many to identify the quantity of pets - use Do you have any .? – Yes, I do. / No, I don’t. to ask and answer questions about pets - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Pets". - Vocabulary: bird, cat, dog, parrot, rabbit, pet, any. - Model sentences: A: Do you have any cats? B: Yes, I do. / No, I don’t. - Skills: speaking and listening 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - Sociability: Talk to each other, say good words to others. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 179, 180, audio Tracks 54, 55, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 40, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Sing: Jigsaw puzzle *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure:
11. - Divide class into 4 groups: Tom, Jerry, Miu and Chit. - Ss listen - Ask Ss look at the pieces of picture. -Ss look at the pieces of the picture -Ss put into the correct picture - Ask Ss go to the board and jigsaw puzzle into the correct picture. -T checks who’s the winner? -Ss check - Say “Open your book page 40” and look at “Unit - Ss open their books 16, 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 + cat : con mèo (picture) -Ss listen and answer + dog : con chó (picture) + parrot :con vẹt (picture) + rabbit : con thỏ (picture) + bird :con chim (picture) + any : bất cứ (translation) - - Ss listen and repeat + Choral repetition (3 times). - T models (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Ss take note - Checking: Matching - Ss look, remember and match Activity 2. Look, listen and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on pets. *Procedure: - Have Ss look at Pictures a and b and identify names of the speakers in the pictures. -Look at the pictures and say + In picture a: Minh says: I have a dog. Do
12. you have any dogs? Lucy answers: Yes, I do. + In picture b: Bill: I have two cats. Do you have any cats? Mai answers: No, I don’t. I have one dog. -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 birds, parrots, rabbits, cats and use Do you have any .? – Yes, I do./ No, I don’t. to ask and answer questions about pets -Ss look at the picture and answer. *Procedure: * Model sentences: -Ss listen - T asks Ss look at picture a, b and helps Ss know -Ss listen and repeat the structure from the dialogue. - T introduces new structure for Ss. -Ss repeat to the place - T explains, models and gives meaning. -Have Ss repeat the model sentences. A: Do you have any cats? B: Yes, I do. / No, I don’t. - Ss look, listen and answer 3.Practice: (7’) + Picture a: birds / yes *Drill pictures + Picture b: parrots / no - Elicit and check comprehension the places of + Picture c: rabbits / yes school + Picture d: cats / no
13. -Ss listen and repeat -Ss practice in chorus - Run through all the pictures. - Run through model sentences. +Run through the question sentences +Run through the answer sentences - Have Ss to practise: + T asks, Ss answer picture a -Ss work in pairs to practice + Ss ask, T answers picture b -Ss point and say + Group A ask, group B answer picture c -Ss listen. + 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 classroom and point at the pictures and say the questions and answers in front of the class. - T gives feedbacks. 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of Do you have any .? − Yes, / No, .. to ask and -Ss look at the picture and answer answer questions about pets. + I can see the pets *Procedure: + There are 4 - Have Ss look at the picture and elicit the question and the answer in context. + What can you see in the picture? + How many pets are there? -Ss look and answer -Ss work in pairs -Ss perform in front of the class. - Put Ss into groups of four. - Tell them to ask and answer questions using Do you have any ..? – Yes, / No, .. - Invite some Ss to the front of the class to ask and answer questions about their pets.
14. *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? - Ss listen +What are the core values of the lesson? (if the teacher can take from the lesson). -Ss listen and clap their hands - T review the vocabulary and model sentences. - 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 vocabulary and model sentences by heart - Prepare the new lesson: Unit 16, Lesson 1 (4,5,6). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 27 Period: 107 Unit 16: My pets Lesson 1 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which pupils ask and answer questions about pets and tick the correct pictures. - read and complete four target gapped dialogues with the help of the picture cues. - sing the song My pets with the correct pronunciation and melody. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: talk about names of the pets. - 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:
15. - Teacher: Teacher’s guide Pages 201, 202; audio Tracks 56, 57; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 41, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Pass 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 - Play the music, students in each team take turn to pass the ball. After the music ends, 3 Ss have the - Ss play game ball – stand up and say the name, using the sentence model. - Say “Open your book page 41” and look at “Unit 16, Lesson 1 (4,5,6)”. - Ss open their books 2.Practice: (27’) Activity 1. Listen and tick: *Aims: Ss will be able to listen to and understand two communicative contexts in which pupils ask and answer questions about pets and tick the correct pictures. *Procedure: - Elicit the word for the pets in each picture - Point at the pictures respectively to explain the -Look at the pictures and say: context. + Picture 1a: three dogs + Picture 1b: two cats + Picture 2a: three rabbits + Picture 2b: four parrots - T ask Ss to guess the answers. -Ss guess the answers + T writes Ss’guessing on the board.
16. - Listen to the tape: - Ss listen to the tape and tick + Play the recording - Ss listen again, tick and swap books with + Play the recording again and get Ss to swap books their partners. 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. Key: 1. b 2. a Activity 2. Look, complete and read *Aims: Ss will be able to read and complete four target gapped dialogues with the help of the picture cues. *Procedure: - Get Ss to look at the pictures and identify the pets in the pictures. -Ss look at the picture and say -Ss look and answer - Have Ss look at the four dialogue and the pictures. Elicit and model with picture 1 + Ask Ss to read the sentence 1 in chorus. -Ss read + Ask them what is missing in the question (cats). Then have them complete the gap (Do you have any -Ss say and complete cats?). -Have Ss work in pairs and complete the dialogue 2, -Ss work in pairs and complete 3, 4. - Ask a few Ss to stand up and read the sentences -Ss read aloud aloud. -T gives feedbacks. Key: 1. cats 2. dogs 3. have; parrots 4. don’t; rabbits
17. Activity 3. Let’s sing *Aims: Ss will be able to sing the song My pets with the correct pronunciation and melody. *Procedure: - Introduce the title and lyrics of the song: “My pets” - Ss listen -Ss listen to the song - Ss listen and repeat line by line without the - Play the recording for Ss to listen to the action. whole song. -Ss point to the pictures while singing + Have them repeat the title and lyrics line by line. -Ss listen to melody of the song + Tell Ss to point at the pictures while singing. - Ss listen and sing line by line. - Play the recording all the way through for - Ss sing and do actions. Ss to listen to pronunciation and melody of the song. + Ss work in groups (two groups) to sing. - Play the recording line by line for Ss to -Ss perform in front of the class. listen, repeat and point to the pictures - Play the recording for Ss to sing and do -Ss listen actions. - Ask Ss to practice singing and doing actions in pairs or groups. - Invite groups to the front of the classroom to perform the song -T gives feedback. -Ss answer the questions *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: -Ss listen and clap their hands - T asks ss to answer the following questions: + What have you learnt from the lesson today?
18. +What are the core values of the lesson? (if the teacher can take from the lesson). - T praises some Ss who are hardworking / active/ -Ss listen and take note good . as well as encourage others to try more. 3. Homework. (3’) - Practice part 5 again. - Prepare the new lesson: Unit 16, Lesson 2 (1,2,3). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 27 Period: 108 Unit 16: My pets Lesson 2 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use some and many to identify the quantity of pets - use How many ..do you have? – I have . to ask and answer questions about the quantity of pets - Vocabulary: goldfish, some, many, how many - Model sentences: A: How many cats do you have? B: I have some - Skills: speaking and listening 2. Competences: - Critical Thinking: talk about someone’s pets - 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 203, 204; audio Tracks 58, 59, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 42, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Guessing and Choosing
19. *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T shows 4 pictures of places and calls 4 Ss to come to the board and choose. - Ss listen - T asks 4 Ss to come to the board and choose 1 picture of - Ss play the game place and keep them in secret by covering them. - The others will write their place in the board at their desks and keep their ides in secret. - The Ss on the board will 1 by 1 show their pictures they chose. - When the teacher says the word of the pictures 1 by 1 shown on the board, who has the same places will raise -Ss play game their board or raise their hands. - The Ss on the board will get the same points as the numbers of Ss raising their hands. - Say “Open your book page 42” and look at “Unit 16, 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 + goldfish : con cá vàng (picture) -Ss listen and answer + some: một vài (example) + many : nhiều (example) + how many : bao nhiêu (translation) - T models (3 times). - - Ss listen and repeat - T writes the words on the board. + Choral repetition (3 times). - Checking: What and where + Individual repetition (3 ss) - Ss take note Activity 2. Look, listen and repeat: - Ss look, remember and write *Aims: Ss will be able to understand and correctly repeat How many ..do you have? − I have .. to ask and answer questions about the quantity of pets. *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.
20. + In picture a: Ben says: I have two rabbits. How many rabbits do you have? And Lucy says: I have many. – In picture b: Linh says: These are my goldfish. How many goldfish do you have? And Bill says: I have some -Ss listen and repeat in chorus (twice) -Ss work in pairs to practice -Ss practice the diaguage - Play the audio twice (sentence by sentence). Correct -Ss listen their pronunciation where necessary. - Have Ss to practice the diaguage - 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 How many ..do you have? − I have .. to ask and answer questions about the quantity of pets. -Ss look at the picture and answer. *Procedure: * Model sentences: -Ss listen - T asks Ss look at picture a, b and helps Ss know the -Ss listen and repeat 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: How many cats do you have? B: I have some -Ss listen and answer 3.Practice: (7’) +Picture a: three parrots (some) *Drill pictures +Picture b. six parrots (many) - Have Ss look at the pictures and elicit the names of the +Picture c. three dogs (some)