Giáo án Tiếng Anh Khối Tiểu học - Week 31 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 31 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: April 14, 2023 Week: 31 Period: 61 Unit 15. At the football match Lesson 2 I. By the end of the lesson, pupils will be able to: OBJECTIVES - say the letter F/f, the words face, father, foot, football and the phrases/sentences containing /f/ and face, father, football in a chant. - listen and identify the words face, father, foot, football. - trace the letter F/f and complete the words ___ather, ___oot, ___ootball, ___ace. II. INPUT Language: - Sound /f/ - Vocabulary: face, father, foot, football - Phrases with the sound /f/ and the words face, father, foot, football Resources/Material: - Student’s book p. 66 - Sachmem.vn - Teacher’s guide pp.162-164 - Workbook p. 46-47 - Flashcards/pictures for Unit 15 to play Missing flashcard - Computer, projector III. Warm-up – Listen and chant. – Listen and tick. – PROCEDURE Look, trace and write. – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Ask two or three pupils to look at the picture in Lesson 1 Individual work (Student’s book or sachmem) and say the sound of the letter F/f and the words face, father, foot and football. Option 2: Have pupils play Missing flashcard again. Draw pupils’ attention to the words they have learnt in Lesson 1 or/and add Whole class more cards in the previous unit to the game. Option 3: Get pupils to play Listen and clap. In groups, ask them to stand up and clap when they hear “f” sound. Group work 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant and say Look at the chant and Whole class say, please!. Draw pupils’ attention to the first verse and explain its meaning. Check comprehension. Let them look at the first verse of the chant. Play the recording Step 2: of the first verse for pupils to listen and to get familiarized with Whole class the rhythm, saying Listen, please! Then play the recording for
2. them to listen again and repeat until they feel confident, saying Listen again and repeat, please! Follow the same procedure with the second and third verses. Correct pronunciation, if necessary. Step 3: Whole class Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen, chant Step 4: and clap your hands, please! Go around and offer help, if Group/ necessary. Individual work Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant and clap Step 5: their hands along. Individual work If they sang the chant well, praise them, saying Great work! For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud, e.g.: F, __, face. Extension: Bill has a lovely ______. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures, saying Look at Picture 1, 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 Step 2: the words in front of the class, saying Point to the pictures and Individual work say the words, please! E.g. 1a: a face, 1b: a foot. Play the recording of the first sentence for pupils to listen, saying Now listen, please! Say What did you hear? Did you Whole class Step 3: hear “It’s a foot.” or “It’s a face.”? Yes, it said “It’s a foot.”. You tick the box near the foot. If some pupils say “It’s a face.”, let them listen to the recording again, saying Now listen again, please! and play the recording and ask What did you hear? Did you hear “It’s a face.” or “It’s a foot.”? Yes, “It’s a foot.”. Tick the box b. So b is the correct answer. Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen to the recording please! Play the recording (several times if needed) for pupils to listen and tick the box. Whole class Step 4: Call a few pupils to the front of the class to point to the pictures and say what they have heard. If they said correct words/sentences, praise them, saying Well done! or Very good! Audio script: 1. It’s a foot. 2. That’s my father. Answers: 1. b 2. b Individual work Step 5:
3. 5. Look, trace and write. 8 minutes Step Have pupils look at the letter F (upper case) and f (lower case). Whole class 1: Point to the upper case F and say This is the upper case of the letter F. Then point to the lower case f and say And this is the lower case of the letter f. Make sure pupils recognize the two forms of the letter. Write the letter upper case F and the lower case f in broken lines on the board, saying Look at the board. What can you see Whole class Step 2: now? Yes, you can see the upper case F and the lower case f. Check to make sure pupils understand the letters written in solid lines and those in broken lines. You can demonstrate by air tracing or tracing the broken line letter F/f. Give pupils time to use their pencils to trace the letter F/f independently. Give further support to those pupils who find it difficult to do the task. Check the results of pupils’ tracing and give feedback. Ask Individual work Step 3: pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. Pair work Then have pupils look at the four pictures in the activity. Ask Step 4: some questions to help them identify the person and things in the pictures, e.g. What’s that?/Who’s that? What can you see in the pictures?. Use the first picture as an example, ask pupils to Whole class look at it, guess what letter is missing and complete the word. Step 5: 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. Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good job! or Great! Individual work - For weaker pupils, have them do Activity 3, Unit 15 in their workbooks. Step 6: - For better pupils, have them do Activity 4, Unit 15 in their workbooks. Individual work Individual work Step 7: Extension: Homelink 5 minutes Option 1: Have pupils listen to the recording, then say the Whole class chant again. Option 2: Ask pupils to look at the pictures in Whole class 4. Listen and tick. and say about them, e.g. a face, a foot, a mother, ... Encourage advanced pupils to use learnt structures e.g. It’s a face; I can see a foot., ... Option 3: To reinforce the vocabulary, get pupils to do Activity Individual work
4. 1, Unit 15 in their workbooks. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 31 Period: 62 Unit 15. At the football match Lesson 3 I. By the end of the lesson, pupils will be able to: OBJECTIVES - use “Point to your _____.” to express a command. - sing a song with the structure “Point to your _____.” II. INPUT Language: - Point to your _______. Resources/Material: - Student’s book p. 67 - sachmem - Teacher’s guide pp. 164-166 - Flashcards for Unit 15 - Workbook p. 48 - Computer, projector III. Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – Homelink PROCEDURE Option 1: - Have pupils listen to the recording, then sing the chant on Page Whole class 66. - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Option 2: - Show pupils pictures/slides of the things/person they have learnt in Lesson 1. - Ask them to recall and name the things/person, pointing to the Whole class pictures/slides. Option 3: - Invite one or two pupils to write the letter F/f on the board. - Get pupils to say words that contain the sound of the letter F/f. Individual work 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture of a boy pointing to his hand, Whole class saying Point to your hand. Then have pupils look at the sentence
5. “Point to your hand.” Explain the meaning of the sentence and how it is used. Check comprehension. Play the recording several times for pupils to listen and repeat Step 2: the sentence, saying Now listen and repeat, please! Whole class Play the recording again and invite a few pupils to repeat the sentence Point to your hand. in front of the class. Correct Step 3: pronunciation, if necessary or praise them when they Individual work pronounced the sentence correctly, saying You did very well! Ask pupils to work in pairs, point to the picture and repeat the sentence Point to your hand. Go around and correct pronunciation to make sure pupils can repeat the sentence Pair work Step 4: correctly. 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubble to understand how the structure Whole class “Point to your _____.” is used. Explain the meaning of the structure. Step 2: Have pupils look at Arrow a. Say Look at Arrow a, please! Point Whole class to the hand and ask them, saying What’s this? Tell them that it is a hand, saying It’s a hand. Ask pupils to use the structure in the bubble “Point to your Step 3: _____.” and Picture 1 (a hand) to express a command, e.g. Point Pair/Group work to your hand. Get them to repeat the sentence several times individually and in chorus. Check comprehension. Follow the same procedure with the other body parts in the picture. Make sure pupils understand the structure “Point to your Whole class Step 4: ____.” and say it with the right pronunciation and intonation. Give further support to those pupils who find it difficult to do the task, if necessary. Ask pupils to work in pairs and practise expressing a command, saying Now express a command, please! Go around and offer help or correct pronunciation if necessary. Pair work Step 5: Select some pupils to practise expressing a command in front of the class. Praise them, saying That’s right! or Superb! if they performed well. Divide class into four groups. Have pupils play Simon says Individual work Step 6: Game, using the commands “Point to your ____.” Group work Extension: 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get familiarized themselves Whole class with the first verse of the song. Explain the meaning of the structures “That’s your ____.”, “Point to your ____.” Play the recording several times for pupils to repeat line after line to make sure that they can say the verse correctly. Check comprehension. Follow the same procedure with the second verse. Correct
6. Step 2: pronunciation, if necessary. Have pupils listen to the whole song, drawing their attention to Whole class Step 3: the pronunciation, the stress, and the melody of the song. Say Now listen to the whole song, please! Whole class Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them sing the whole song. Step 4: If there is time, let them sing the song several times until they feel confident. Whole class Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they Step 5: performed well, saying Fantastic! or Excellent! Group/ Practise two-part singing. Divide the class into two groups and Individual work ask each group to sing one part of the song. Encourage pupils to make gesture when singing. Extension: Group work Homelink 5 minutes - Revise the main teaching point of the lesson: the structure Whole class Point to your ____. to express a command. Option 1: - Ask pupils to draw a picture of a girl or a boy and label some parts of the body that they have learnt. Individual work - Have pupils to work in pairs/groups: one says a command using Point to your ______, the other(s) do the action. Pair/Group work Option 2: Have pupils do Activity 6, Unit 15 in their workbooks. Individual work Option 3: Show pupils the lyrics of the song with some missing Individual work words, e.g.: That’s your face. That’s your ______. Point to your _______. Point to your foot. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: April 14, 2023 Week: 31 Period: 121 Unit 18: Playing and doing Lesson 2 (4, 5, 6)
7. A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand four communicative contexts in which pupils ask and answer questions about an action in progress and number the correct pictures. - complete four gapped dialogues with the help of picture cues. - sing the song What are you doing? with the correct pronunciation and melody. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: talk about activity - 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 227, 228; audio Tracks 79, 80; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 55, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Sing a song: “Matching pairs” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into two teams Tiger and Lion. Ask Ss to choose the matching pairs (words with pictures) - Ss listen and play the game - Ss come to the front and choose the pictures in order to match with the words. Who can make it will have points for the team. - Give points for the Ss. - Encourage the Ss join the activity. - Say “Open your book page 55” and look at “Unit 18, 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 pupils ask and answer questions about an action in progress and number the correct pictures.
8. *Procedure: - Have Ss look at the four picture cues and elicit the actions in progress. -Look at the pictures and say: + Picture a: a boy is playing basketball + Picture b: a girl is drawing picture + Picture c: a boy is watching TV + Picture d: a girl is listening to music -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 + Play the recording books with their partners. + Play the recording again and get Ss to swap books - Ss check their answers and guessing with their partners. + Play the recording again to check answers together -Ss listen and repeat. 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. b 3.a 4d Activity 2. Look, complete and read. *Aims: Ss will be able to complete four gapped dialogues with the help of picture cues. *Procedure: -Ss look at the pictures and say - Have Ss look at the pictures and identify the actions in the picture. -Ss listen and answer - T models with sentence 1.
9. + Have Ss look at the sentence. -Ss read and complete + Ask them what is missing in the answer (listening). + Have Ss complete the gap. + Have Ss read the completed sentence in chorus. -Ss work in pairs and do the task -Have Ss work in pairs and complete the sentences 2, 3 and 4. -Ss read aloud - Invite pairs of pupils to stand up and read aloud the sentences. - T gives feedbacks. Key: 1. listening 2. Watching 3. doing; drawing 4. are; playing Activity 3. Let’s sing. *Aims: Ss will be able to sing the song What are you doing? with the correct pronunciation and melody. *Procedure: - Ss listen - Introduce the title and lyrics of the song: “What are you doing?” -Ss listen to the song - Play the recording for Ss to listen to the whole song. - Ss listen and repeat line by line without + Have them repeat the title and lyrics line by line. the action. + Tell Ss to point at the pictures while singing. -Ss point to the pictures while singing - Play the recording all the way through for Ss to listen -Ss listen to melody of the song to pronunciation and melody of the song. - Play the recording line by line for Ss to listen, repeat - Ss listen and sing line by line. and point to the pictures - Play the recording for Ss to sing and do actions. - Ss sing and do actions. - Ask Ss to practice singing and doing actions in pairs or groups. + Ss work in groups (two groups) to sing. - Invite groups to the front of the classroom to perform -Ss perform in front of the class. the song -Ss listen -T gives feedback. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure:
10. - 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 -Ss listen and answer 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 18, Lesson 3 (1,2,3). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 31 Period: 122 Unit 18: Playing and doing 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 n and ng in isolation, the words listen and singing and the sentences We listen to music at break time. and I’m singing my favourite song. with the correct pronunciation and intonation. - identify the target words listen and singing 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 228, 229; audio Tracks 81, 82, 83; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 56, notebooks, workbooks, school things. C. PROCEDURES:
11. Teacher’s activities Students’ activities 1.Warm- up: (5’) 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 R T G E S E E D D X E H G E I Y Y E C Z A I R A N M F C C Y D N T A G N N R L S I K G L I S T E N W N B S R N W R C V T G H M M G K K C S E A Y D P P T R A I N S M A C E B F A Z Y W - Divide class into 2 groups - Ask Ss to find and circle the words that they learnt. - Ss listen - Which groups find the best correct words is winner. - Give Ss time to play the game. -Ss play game Rows: listen, train Columns: singing, reading, ten. -T checks who’s winner? - Say “Open your book page 56” and look at “Unit 18, Lesson 3 (1,2,3)”. - Ss open their books 2. Presentation(9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly pronounce the sounds of the letters n and ng in isolation, the words listen and singing and the sentences We listen to music at break time. and I’m singing my favourite song. with correct pronunciation and intonation. *Procedure: - T gives instruction to the letters n and ng in isolation, the words listen and singing and the - Ss recognize the differences about color of sentences We listen to music at break time. and I’m letter singing my favourite song - Play the recording for the letter n and ng - Encourage Ss to point at the letter/ word/ sentence while listening. - Play the recording again and encourage Ss to - - Ss listen
12. listen and repeat. - Do this several times until Ss feel confident. - Ss listen and point - T calls some Ss to practice. - T gives feedbacks. - Ss listen again and repeat -Ss listen again and repeat 3.Practice: (19’) -Ss practice Activity 2. Listen and circle. -Ss listen *Aims: Ss will be able to identify the target words listen and singing while listening. *Procedure: - Elicit the sentences and explain that they have to listen. - T ask Ss to guess the answers. + T writes Ss’guessing on the board. -Ss listen and say: - Listen to the tape: + Number 1: I .at break time + Play the recording + Number 2: I’m .a song. + Play the recording again and get Ss to swap books with their partners. -Ss guess the answers + Play the recording again to check answers together as a class. - Ss listen to the tape and circle + Write the answers on the board for Ss to correct - Ss listen again, circle and swap books with their answers. Then checks Ss’ guessing. their partners. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. - Ss check their answers and guessing - Invite one or two Ss to stand up and read the completed sentences. -Ss listen and repeat. Key: 1.a 2.a Activity 3. Let’s chant -Ss read the sentences *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.
13. -Ss listen to the chant - Ss listen and repeat line by line without clap their hands - Play the recording for Ss to listen to the whole -Ss note the sounds, words chant. + Have them repeat the title and lyrics line by line. + Ask Ss to attend to the sounds of the letters n and -Ss listen to melody of the chant ng and the words listen and singing. - Play the recording all the way through for Ss to - Ss listen and chant line by line. listen to pronunciation and melody. - Ss chant and clap along. - Play the recording line by line for Ss to listen and - Ss work in groups (two groups) to chant repeat -Ss perform in front of the class. - Play the recording for Ss to chant and clap along. - Ask Ss to practice chant and clap along in pairs or -Ss listen groups. - Invite groups to the front of the classroom to -Ss listen. perform the chant -T gives feedback. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: -Ss answer the questions - 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 and clap their hands - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 4. Homework. (2’) - Practice the chant more. - Prepare two photos or pictures for the project. - Prepare the new lesson: Unit 18, Lesson 3 (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary):
14. . .. ... Week: 31 Period: 123 Unit 18: Playing and doing Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read and match the pupils with the activities that they are doing. - write a paragraph about what they are doing. - present their photos and tell their friends what they are doing in the photos. - 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 230, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 57, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Who’s faster? *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - Tell Ss that they are going to look at the cards in 60 seconds, memorise the words (listening to music, - Ss listen singing a song, watching TV, playing football, playing volleyball, drawing a picture) then remember as many -Ss play game of the words as possible. - Put the cards on a desk or stick them on the board. Then cover them with a piece of cloth. -Ss play game - Divide the class into 2 or 4 groups. - Remove the cloth and show the cards for 60 seconds. Then cover them again. - In their groups, Ss try to say as many of the words as they can remember. - Have the groups say the names of the things aloud.
15. - For each correct word, give them a star or a point. - The group with the most stars / points wins. - Say “Open your book page 57” and look at “Unit 18, Lesson 3 (4,5,6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and match: *Aims: Ss will be able to read and match the pupils with the activities that they are doing. *Procedure: - Ask Ss to attendto the icons for listening, reading and drawing and elicit the words. -Ss listen and answer - Tell Ss about the activity. Give Ss time to read and match. - Get S to swap books with a partner. Then check the answers as a class. -Write the correct answers on the board for Ss to check and correct their answers. -Ss read and match - Invite Ss to read the texts aloud -T gives feedbacks. -Ss swap books and check Key: 1.b 2.a 3.c - Ss check their answer 3.Production: (19’) Activity 2. Let’s write -Ss read aloud *Aims: Ss will be write a paragraph about what they -Ss listen are doing. *Procedure: - Tell the class the goal of this activity - Have Ss fill in the first gap together as an example. - Ask Ss to look at the first gap, ask What do you write here? and elicit their names (My name is .). - Let Ss write down the word in the gap. - Repeat the same procedure with the other incomplete -Ss listen sentences. - Give Ss time to write the answers in their notebooks. -Ss read and answer - Invite a few Ss to read aloud the paragraph they have completed in front of the class.
16. Key: Pupils’ own answers -Ss listen and answer Activity 3. Project. -Ss write down *Aims: Ss will be able to present their photos and tell My name is I’m in the . their friends what they are doing in the photos. I’m I like *Procedure: What about you? - Point at the prompt drawing and explain what they should do to complete the project. -Ss read aloud - Prepare two photos to share with Ss. Take a piece of paper and write the captions for the photos. Point at one photo and say: In this photo, I’m . and point at the other photo and say: And in this photo, I’m . - Have Ss show the photos or pictures that they have prepared for the project. - Give the Ss time to practise their presentations by themselves. - Invite some Ss to present in front of the class. -Ss listen and note *Consolidation *Aims: Ss will be able consolidate and wrap up the -Ss listen content of the lesson. *Procedure: - T asks ss to answer the following questions: -Ss show the photos + What have you learnt from the lesson today? - T praises some Ss who are hardworking / active/ -Ss practise their presentation good . as well as encourage others to try more. -Ss perform in front of the class. 4. Homework. (3’) - Prepare the new lesson: Unit 19- Lesson 1 (1,2,3). -Ss answer the questions -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary):
17. . .. ... . .. . ... Week: 31 Period: 124 Unit 19: Outdoor activities Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words play badminton, run, paint, walk in relation to the topic “Outdoor activities” - use He’s / She’s .. to talk about what someone is doing; - enhance the correct use of He’s / She’s to ask and answer questions about what someone is doing - Vocabulary: playing badminton, running, painting, walking - Model sentences: He’s/ She’s painting. - Skills: speaking and listening 2. Competences: -Critical Thinking: talk about friends. - 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 231, 232, audio Tracks 84, 85, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 58, 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 58” and look at “Unit
18. 19, Lesson 1 (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 + playing badminton : chơi cầu lông (mime) -Ss listen and answer + running : chạy (mime) + painting :tô màu (mime) + walking : đi bộ (mime) - T models (3 times). - - Ss listen and repeat + Choral repetition (3 times). - T writes the words on the board. + Individual repetition (3 ss) - Checking: Matching - Ss take note - 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 what someone is doing. *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: Lucy says: Look! Nam is running. Mai says: Yes, he is. + In picture b: Lucy says: Look! Linh is painting. and Mai says: Yes, she is
19. - Play the audio twice (sentence by sentence). Correct their pronunciation where necessary. -Ss listen and repeat in chorus (twice) - Have Ss to practice the dialogue - T invites a few pairs to the front of the class to -Ss work in pairs to practice practice. -Ss practice the dialogue - T checks pronunciation for ss. -Ss listen Activity 3 Listen, point and say. *Aims: Ss will be able to correctly use He’s / She’s .to talk about what someone is doing. *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. - T explains, models and gives meaning. -Ss look at the picture and answer. -Have Ss repeat the model sentences. -Ss listen He’s/ She’s painting. -Ss listen and repeat -Ss repeat 3.Practice: (7’) *Drill pictures - Elicit and identify the character (a boy or a girl) in each picture. - Ss look, listen and answer + Picture a: a girl is playing badminton. + Picture b. a boy is running. + Picture c. a boy is painting. + Picture d. a girl is walking - Run through all the pictures. - Run through model sentences. - Have Ss to practise: -Ss listen and repeat - Ask Ss to work in pairs. - T controls and corrects. -Ss practice in chorus - Invite a few pairs to come to the front of the -Ss work in pairs to practice classroom and point at the pictures and say the questions and answers in front of the class. -Ss point and say - T gives feedbacks.
20. -Ss listen. 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of He’s / She’s .to ask and answer questions about what someone is doing. *Procedure: - Have Ss look at the picture and tell them about the activity. -Ss look at the picture and listen - Put Ss into groups of four. - Ask Ss to say using He’s / She’s .. - Invite some Ss to the front of the class to say -Ss look and answer about the activity. *Consolidation -Ss perform in front of the class. *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 review the vocabulary and model sentences. -Ss answer the questions - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 5. Homework. (2’) - Learn the vocabulary and model sentences by - Ss listen heart - Prepare the new lesson: Unit 19, Lesson 1 (4,5,6). -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . ..