Giáo án Tiếng Anh Khối Tiểu học - Week 33 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 33 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: April 28, 2023 Week: 33 Period: 65 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: 33 Period: 66 REVIEW 4 LESSON 1 I. By the end of the lesson, pupils will be able to: OBJECTIVES - repeat and understand a short story. - identify and say the words they have learnt. II. INPUT Language: - - Sounds /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w) - - Vocabulary: bananas, noodles, nuts, teddy bear, tiger, top, turtle face, father, foot, football wash, water, window - - Exchanges and structures: - - He’s/ She’s having _____. (describing what a person is eating) I can see _____. (saying what you can see) Point to _____. (using the imperatives) How many _____ can you see? - I can see _____. (asking and answering questions about the number of things) Resources/Material: - - Student’s book p. 71 - - Teacher’s guide pp. 174-175 - - Website sachmem.vn - - Flashcards with letters n, t, f, w - - Flashcards with the pictures of the words from Unit 13 to Unit 16 - - Computer, projector - III. Warm-up – Listen and repeat. – Look and circle. – PROCEDURE Homelink Classroom Procedure Teaching and learning activities management Warm-up 7 minutes
5. - Remind pupils of the names of the topics they have learnt Whole class from Unit 13 to Unit 16. - Then: Option 1: Revising the sounds and words Whole class - Show flashcards of the letters o, m, u and l. Have pupils say Individual work the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Unit 13 to Unit 16 on the board. Write the words on the board. Have pupils match. Option 2: Playing games - Have pupils play a game (e.g. Slap the board, Mystery bag Whole class or Pass the word) with the words they learnt in the previous Group work units. - Have them open the books and look at the story Phil and Sue, saying Open your books and look at the story Phil and Sue, please! 1. Listen and repeat. 15 minutes Step 1 Have pupils look at the pictures. Ask them some Whole class questions, such as Who are in the pictures? What are they doing?... Then have pupils guess the content of the story. Step 2 Have pupils look at Picture 1, saying Look at Whole class Picture 1, please! and describe the picture. Draw Individual pupils’ attention to the boy, the girl and work the bubbles. Step 3 Let pupils listen to the recording, point to the Whole class sentence in the speech bubble and repeat, saying Now listen, point to the sentence and repeat, please! Step 4 Follow the same procedure with Pictures 2, 3 and Whole class 4. Correct pronunciation, if necessary. Give further support to those pupils who fnd it difcult to do the task. Step 5 Play the recording of the whole story several Whole class times and have pupils listen, point to the speech bubbles and repeat until they feel confident. Go around and offer help, if necessary. Step 6 Play the recording again and invite some pairs of Whole class pupils to listen to the recording and repeat the Pair work story in front of the class. Praise pupils when they perform well. Encourage them to use gestures, face expressions,... when they repeat the story. Step 7 Have pupils work in pairs to look at the book and Pair work read the story aloud. Encourage them to use gestures, face expressions, Observe and support pupils when needed. Extension After pupils have remembered the story, have Whole class : them role play it. Model with one pupil and ask
6. other pupils to observe. Ask pupils to work in Pair work pairs to act out without looking at the book. Encourage them to use gestures, face expressions Move around to observe and offer help. Invite some pairs to go to the board and role play. 2. Look and cirle. 8 minutes Step 1 Explain to pupils that they are going to look at Whole class the four pictures and circle the words. These words all appear in the story (in the sentences or in the pictures). Step 2 Ask them to identify the parts of body/ things, Whole class saying What can you see in the pictures? Can you Individual see the teddy bear? Yes, it is the teddy bear. work Say the words, please! Step 3 Ask pupils to look at the other pictures and circle Individual the words, saying Now use your pencil to circle work the words. Give pupils time to work. Give further support to those pupils who find it difficult to do the task. Step 4 Ask pupils to swap the answers with a classmate Pair work before checking as a class. Step 5 Invite some pupils to show what they have done. Individual Praise them if they have done well. Have the work class say all of the words they have circled. Whole class Extension Have pupils look at the pictures and the story Individual : again to circle other words in exercise 2. work After the pupils have finished circling the words, Whole class have pupils read all of the words they have circled. It is a good way for them to revise the vocabulary items they have learnt. This activity can be held as a competition game where groups of pupils find the words included in the pictures/story. The group with the most words is the winner. Homelink 5 minutes - Ask pupils some questions about the story such as How Whole class many people are there? What are their names? ... Teacher can ask in Vietnamese. - Then: Individual work Option 1: Show flashcards of the words that appear in the story and have pupils say the words. Option 2: Use sachmem to show the pictures of the story and have pupils tell the story from their memory. - Tell pupils to practise telling the story at home.
7. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: April 28, 2023 Week: 33 Period: 129 Unit 19: Outdoor activities Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read a passage and answer the questions about what someone is doing outdoors. - complete a paragraph about what a pupil and his/her friend are doing outdoors. - trace and colour the friends, then tell the class where they are and what they are doing. - 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 240, 241, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 63, 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 (playing volleyball, - Ss listen flying a kite, skating, running, cycling, skipping) then remember as many of the words as possible. -Ss play game
8. - Put the cards on a desk or stick them on the board. Then cover them with a piece of cloth. - Divide the class into 2 or 4 groups. - Remove the -Ss play game 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. - For each correct word, give them a star or a point. - The group with the most stars / points wins. - Say “Open your book page 63” and look at “Unit 19, Lesson 3 (4,5,6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and answer: *Aims: Ss will be able to read a passage and answer the questions about what someone is doing outdoors. *Procedure: - Ask Ss to attend to four questions and his / her outdoor activity in the passage. - Have Ss work individually. -Ss listen and answer - Set a time limit for Ss to read and answer the questions. -Ss read the text silently - Tell Ss to swap the answers with a partner, then -Ss read and answer check answers as a class. - Write the answers on the board. -Ss swap books and check - Invite Ss to read the texts aloud -T gives feedbacks. Key: 1. They’re in the park. - Ss check their answer 2. She’s cycling. -Ss read aloud 3. He’s flying a kite. -Ss listen 4. He’s playing football. 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be complete a paragraph about what a pupil and his / her friend are doing outdoors. *Procedure: - Tell the class the goal of this activity -Ss listen
9. -Ss read and answer - Have Ss fill in the first gap together as an example. -Ss listen and answer - Ask Ss to look at the first gap, ask What do they like? -Ss write down and elicit the words (sports and games) Lucy and Nam are my friends. They like - Let Ss write down the word in the gap. Lucy is - Repeat the same procedure with the other incomplete sentences. Nam is .. I like - Give Ss time to write the answers in their notebooks. I’m What are you doing? - Invite a few Ss to read aloud the paragraph they have -Ss read aloud completed in front of the class. Key: Pupils’ own answers Activity 3. Project. *Aims: Ss will be able to trace and colour the friends, then tell the class where they are and what they are doing. -Ss work in groups *Procedure: - Have pupils work in groups. -Ss listen - Model by saying: Look at this boy. He is Bill. I’ll trace and colour him. Then trace and colour the character (Bill) in different colours. - Finally, describe the character. -Ss listen + For example: Look! This is my friend Bill. He’s in the Central Park now. He’s skating -Ss practise - Hand out copies of the picture to pupils and coloured pencils. -Ss work in groups - Give time for all groups to do their task. -Ss perform in front of the class. - Invite some Ss to present in front of the class tell the class about the characters they have traced and coloured, then describe where and what they are
10. doing. *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: -Ss listen and clap their hands + What have you learnt from the lesson today? - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss listen and take note 4. Homework. (3’) - Prepare the new lesson: Unit 20- Lesson 1 (1,2,3). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 33 Period: 130 Unit 20: At the zoo Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words tiger, monkey, elephant, horse, peacock, parrot in relation to the topic “At the zoo”. - correctly use What can you see? – I can see .. to ask and answer questions about what animals someone can see at the zoo. - Vocabulary: tiger, monkey, elephant, horse, peacock, zoo, see - Model sentences: A: What can you see? B: I can see a tiger. - 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:
11. - Teacher: Teacher’s guide Pages 242, 243, audio Tracks 94, 95, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 64, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Sing: If you’re happy and you know *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. - Ss listen - Ask Ss to listen, sing and dance the song. - Ss sing a song - Say “Open your book page 64” and look at “Unit 20, 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 -Ss listen and answer + tiger : con hổ (visual) + horse : con ngựa (visual) + monkey :con khỉ (visual) + peacock : con công (picture) + elephant :con voi (visual) + zoo: sở thú (translation) + see : nhìn thấy (translation) - - Ss listen and repeat - T models (3 times). + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - 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) to ask and answer questions about what animals someone can see at the zoo. *Procedure: - Have Ss look at Pictures a and b and identify names of
12. the speakers in the pictures. -Look at the pictures and say + In picture a: Bill calls and asks Mai: Where are you, Mai? Mai answers: I’m at the zoo. + In picture b: Bill continues asking Mai: What can you see? Mai answers: I can see a tiger. -Ss listen and repeat in chorus (twice) - Play the audio twice (sentence by sentence). Correct -Ss work in pairs to practice their pronunciation where necessary. -Ss practice the dialogue - Have Ss to practice the dialogue -Ss listen - 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 use What can you see? – I can see .. to ask and answer questions about what animals someone can see at the zoo. *Procedure: -Ss look at the picture and answer. * Model sentences: - T asks Ss look at picture a, b and helps Ss know the -Ss listen structure from the dialogue. -Ss listen and repeat - T introduces new structure for Ss. - T explains, models and gives meaning. -Ss repeat -Have Ss repeat the model sentences. A: What can you see? B: I can see a tiger. 3.Practice: (7’) - Ss look, listen and answer *Drill pictures + Picture a: a tiger - Elicit elicit the names of the animals in each picture. + Picture b. a horse. + Picture c. a monkey. + Picture d. a peacock
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 + Group A ask, group B answer picture c -Ss point and say + Group B ask, group A answer picture d - Ask Ss to work in pairs. - T controls and corrects. -Ss listen. - 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 What can you see? – I can see to ask and answer -Ss look at the picture and listen questions about what animals someone can see at the zoo. *Procedure: - Have Ss look at the picture and tell names of the animals. -Ss look and answer -Ss perform in front of the class. - Put Ss into groups of four. - Ask Ss to say using What can you see? I can see .. - Invite some Ss to the front of the class to say about the
14. activity. *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: - Ss listen + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher -Ss listen and clap their hands can take from the lesson). - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss listen and take note 5. Homework. (2’) - Learn the vocabulary and model sentences by heart - Prepare the new lesson: Unit 20, Lesson 1 (4,5,6). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Lesson plan: Grade 5 Preparing date: April 28, 2023 Week: 33 Period: 129 UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT? Lesson 3: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and doing the tasks about someone’s opinions about a place. + Write about your last summer holiday. + Do project by finding a picture of their favourite place, show them to the class and talk about it. + Colour the stars to remark the ability. 3. Attitude:
15. - Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about someone’s opinions about a place and love doing project about themselves. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: rub out and remember (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: yesterday, think, interesting, met *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -SS listen. -T counts the points for each team, announces - SS play game in two teams. the winner and gives compliment. - T links to the new lesson. Activity 2:Read and do the tasks ( 8’) *Aim: help ss to improve reading skill reading and doing the tasks about someone’s opinions about a place. *Procedure: 2.1. Complete the passage: - Tell the class that they are going to read the passage and complete the gapped passage with -SS listen. the words from the box. -Ask students to read the text in the book and find information to answer - Read the text individually and do the task. - Give them time to do the task independently. - Get them to compare their answerin pairs before annoucing the answerto the class. 2.2. answerthe questions: - Tell the class that they are going answerthe questions about the text. - Ss compare the answer -Ask students to read the text in the book and * Keys:1. pagoda; 2.Centre; 3.Beautiful; 4.A find information to answer lot of; 5. Friends - Give them time to do the task independently. - Get them to compare their answerin pairs - SS listen before annoucing the answerto the class. *Outcome: SS can improve reading skill reading - Read the text. and doing the tasks about someone’s opinions - SS answer about a place. - SS compare. * Keys: 1 .Tom visited it yesterday. Activity 3: Write about your last summer 2. It’s on an island in the middle of West holiday.(8’) Lake.
16. *Aim: help ss to improve reading and writing 3. It is more beautiful than he expected. skills by reading and writing about greeting and 4. They learnt more about the history of Ha responding to greeting by filling the missing Noi after the visit. words of the sentences. *Procedure: - Tell the class that they are going to write about their last summer holiday. - Have them work in pairs to discuss their ideas. - Ask ss to do the task independently. - Call on some students to report the answerto the class. - Check and correct. *Outcome: SS can improve reading and writing - Look and listen. skills by reading and writing about greeting and - Discuss responding to greeting by filling the missing - Do the task. words of the sentences. - Reports the answer - Complete the excercise Activity 4: Project (8’) * Keys: SS’s answer. *Aim: help ss to do project by finding a picture of their favourite place, show them to the class and talk about it. *Procedure: - Have SS work in groups and finf a picture of their favourite place, show them to the class and talk about it. - Ask them to work in groups. - Set a time limit for them to dicuss and write notes. - Have ss to report the result. *Outcome: SS can do project by finding a picture of their favourite place, show them to the - SS listen class and talk about it. Activity 5: Colour the stars (4’) - SS work in group. *Aim: help ss to remark their ability about - SS dicuss and write notes.. someone’s opinions about a place. *Procedure: - Report the result. - Have ss to read the statements and check their comprehension. - Have ss time to colour the stars and call some ss to read the statements aloud. - Give further support to ss to find it difficult to achieve certain objectives. - T gets feeback.
17. *Outcome: SS canremark their ability about -SS read the statements someone’s opinions about a place. -SS ss time to colour the stars and call some ss to read the statements aloud. Activity 6: Consolidation (2’) *Aim: help ss focus on the contents of this -SS listen. lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. Activity 7. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -Ss to retell the contents of this lesson -SS listen. D. ADJUSTMENTS (if necessary): . .. ... . .. . Week: 33 Period: 130 UNIT 20: WHICH ONE IS MORE EXCITING, LIFE IN THE CITY OR LIFE IN THE COUNTRYSIDE? Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: big – bigger, small – smaller, large – larger, noisy – noisier - Sentence patterns: Which one is ..., ... or ...? I think ... 2. Competences: + Remember and say some new words: big – bigger, small – smaller, large – larger, noisy – noisier + Look, listen and repeat the dialogue about asking and answeringquestions to compare places. + Asking and answeringquestions to compare places. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answeringquestions to compare places. II. TEACHING AIDS:
18. - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game : hangman (5’) *Aim:help ss to be eager and happy to begin the new lesson. -Vocabulary:COUNTRYSIDE *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -SS listen. -T counts the points for each team, announces the - SS play game in two teams. winner and gives compliment. - T links to the new lesson. Activity 2:Look, listen and repeat ( 12’) *Aim: help Ss to find out new words; understand the context of the dialogue and role play the dialogueabout asking and answeringquestions to compare places. + Which one is ..., ... or ...? ->I think ... *Procedure: - Teach vocabulary: big – bigger, small – smaller, large – larger, noisy – noisier.... - Check vocabulary:matching -SS listen and repeat newword, then write -Set the scene: we are going to listen to the on their notebook -SS play game. dialogue in which the characters to ask and answer -SS listen. questions to compare places - Ask students to look at the picture in the book and identify. - Have Ss listen to the recording. -Look at the picture and answer -Play the recording again for Ss to repeat each sentence. -SS listen the recording. -Divide the class into two groups to read the -SS listen and repeat. dialogue. - T asks ss to read the dialogue in pairs. - SS read in groups. - Call some pairs to read the dialogue in front of the class. -T corrects pronunciation if necessary - SS read in pairs. *Outcome: SS can find out new words; understand the context of the dialogue and role play the - SS read the dialogue. dialogueabout asking and answeringquestions to compare places. Activity 3: Point and say (8’)
19. *Aim: help ss practise asking and answeringquestions to compare places. + Which one is ..., ... or ...? ->I think ... *Procedure: -- Have pupils look at pictures. Ask them to identify the characters in the pictures. - Elicit sentence Pattern: Which one is ..., ... or ...? I - SS listen and identify. think ... - T models with a student.Then asks ss practice in -SS answer. pairs - Have Ss work in pairs to practise and corrects - Model.Then practise. pronunciation if necessary. - Invite ss to ask and answer in front of the class. ( - Practise in pairs. Play game: Lucky numbers) - T gets feedback - SS play game to ask and answer. *Outcome: SS can practise asking and answeringquestions to compare places. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answeringquestions to compare places. + Which one is ..., ... or ...? ->I think ... *Procedure: -Tell ss that they are going to practise more with their friends to ask and answer questions to -SS listen. compare places - Elicit the words to fill in the gaps and have ss to repeat. -SS repeat. -Get ss to works in pairs to interact. -SS works in pairs to interact. -Call some pairs to act out in front of the class. -Some pairs to act out in front of the class. - T corrects pronunciation, if necessary. *Outcome: SS can practise further asking and answeringquestions to compare places. Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if -Ss to retell the contents of this lesson necessary. Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen.
20. D. ADJUSTMENTS (if necessary): . .. .. .. ..