Giáo án Tiếng Anh Khối Tiểu học - Week 6 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 6 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: October 6, 2022 Week: 6 Period: 11 Unit 3: In the street market Lesson 3 I.OBJECTIVES By the end of the lesson, pupils will be able to: - use I have a _____ to introduce things. - sing a song with the structures Hi, I’m + name and This is my _____. II. INPUT Language: - Sentence pattern: This is my _____. Resources/Material: - Student’s book p. 16 - Poster for Unit 3 - Sachmem.vn - Teacher’s guide pp. 34-36 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing - Homelink Classroom Procedure Teaching and learning activities managemen t Warm-up 7 minutes - Have pupils greet and introduce their names, e.g. Whole class Hi, I’m Lan. - Option 1: Have a group of pupils to sing the chant on page 15 in front of the class. The class claps hands. - Option 2: Have a few pupil to point to the picture in sachmem or Poster for Unit 3 and say the sentences, e.g. The cat is on the hat; The hat is in the bag; The can is on the table. - Option 3: Invite one or two pupils to write the letter A/a on the board. - Get pupils to open their books and look at Lesson 3 p. 16 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat 5 minutes Step 1: Open books or access sachmem. Have pupils look at Whole class the picture, saying Look at the picture, please! What’s in her hand? Yes, it’s a bag. She introduces her bag. She says “This is my bag.” Explain the meaning of the sentence and how it is used. Check comprehension. Step 2: Play the recording the first time for pupils to listen and Individual
2. repeat the sentence, saying Now listen and repeat, please! work Correct pronunciation, if necessary. Step 3: Play the recording several times for pupils to listen and Individual repeat the sentence, saying Now listen and repeat, work please! Give support to those pupils who find it difficult to do the task. Step 4: Have pupils point to the bag and say the sentence in Pair or pairs or groups, saying Point to the bag and say, group work please! Go around and offer help, if necessary. Step 5: Invite a few pupils to listen and repeat the sentence Whole class “This is my bag.” in front of the class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very well! 7. Let’s talk 10 minutes Step 1: Show a real bag (or a flashcard of a bag) and ask pupils Whole class to look at it, saying Look at the bag, please! and say This is my bag. Let them listen and repeat the sentence several times until they feel confident, saying Listen and repeat, please! Step 2: Have pupils look at the bubble (This is my ____.) to understand how the language is used. Explain the Individually meaning of the sentence, if necessary. Step 3: Ask them to look at the pictures to identify the things Individually they may possess. Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. Step 4: Point to Picture a and model the task, using the expression in the bubble and the word in the picture. E.g. This is my bag. Then ask pupils to say the sentence Pair or This is my bag in chorus and individually. Correct group work pronunciation, if necessary. Whole class Step 5: Follow the same procedure with Pictures b, c, d by getting pupils to point to the pictures and say what they have. Give further support to those pupils who find it difficult to do the task. Step 6: Have pupils point to the pictures and say the sentences in pairs or groups. Go around and offer help, if necessary. Step 7: Invite some pupils to point to the pictures and say the sentences in front of the class, saying Well done! if they performed the task well. Extension: If time allows or with better classes, have pupils hold their things and introduce them, e.g. Nam: This is my bag. This is my book. This is my hat. 8. Let’s sing 10 minutes
3. Step 1: Open books or access sachmem. Have pupils read the Whole class lyrics to familiarize themselves with the first verse of the song, saying Now look at the first verse, please! Check comprehension. Step 2: Play the recording several times for pupils to repeat the Individually verse, line after line, to make sure that they can sing the verse correctly. Step 3: Follow the same procedure with the second verse of Whole class the lyrics. Individually Step 4: Have pupils listen to and sing the whole song, drawing Pair of their attention to the pronunciation, the stress and the group work melody of the song, saying Now listen and sing the whole song, please! Step 5: Let pupils practise singing the song in pairs of groups. Whole class Go around and offer help, if necessary. Step 6: Have a few groups sing the whole song and clap their hands to reinforce the tune, the rhythm and the melody in front of the lass. Praise them when they performed well. Extension: If there is time or with a better class, have pupils change some sentences in the lyrics of the song and perform it in front of the class. E.g. Hi, hi, hi. Hi, I’m Mai. I’m Mai. I’m Mai. I’m Mai. This is my hat. This is my bag. This is my book. This is my can. Homelink 3 minutes Option 1: Pupils sing the song on p. 16 by heart. Whole class Option 2: Pupils create their own lyrics and sing the song at Option 3: home. Pupil collect things they have (hat, bag, can, cat,...) and introduce each of them, using This is my ___. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 6 Period: 12
4. Unit 4: In the bedroom Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter D/d. - say the words duck, door, dog, desk. II. INPUT Language: - Sound /d/ - Vocabulary: duck, door, dog, desk Resources/Material: - Student’s book p. 17 - Sachmem.vn - Flashcards for Unit 4 - Poster for Unit 4 - Teacher’s guide pp. 37-40 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat – Point and say – Game - Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes - Greet the class and introduce your name. Have Whole class pupils greet and introduce themselves. - Option 1: Have one group of pupils sing the song on p. 16 in front of the class. The class claps their hands. - Option 2: Invite one pupil to sing the song with his/her own lyrics. - Option 3: Give pupils some flashcards (of a hat, bag, apple, can, car, cup) and let him/her introduce them, e.g. This is my bag. - Option 4: You may ask some pupils to show and introduce things they have in the classroom, e.g. This is my bag. This is my book. - Have pupils open the books and look at Unit 4, Lesson 1 p. 17, saying Open the books and look at Unit 4, Lesson 1 (Page 17). 1. Listen and repeat 10 minutes Step 1: Open books or access sachmem. Have pupils look at the Whole class picture, saying Look at the picture, please! and answer some questions such as What can you see? Can you see a dog? Yes, this is a dog. Draw pupils’ attention to the words next to the things/pets and the colour of the letter D/d (as mentioned in Input in Teacher’s guide). Check
5. comprehension. Ask pupils to point to the letter D/d, saying Look at Step 2: letter D/d. Have them listen and repeat the sound of the Individual work letter D/d, saying Listen and repeat, please! more than once, if necessary. Individual work Step 3: Tell pupils to point to the door and the word door, saying Point to the door/the word “door”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for pupils to do choral and individual repetition. Whole class, Repeat the same procedure with the words desk, dog individually Step 4: and duck. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Pair/group work In pairs or groups, play the recording again and have Step 5: them listen, point to the letter D/d and the words desk, dog, door, duck and repeat until they feel confident. Whole class Play the recording again and call a few pupils to say the sound of the letter D/d and the words desk, dog, door, duck in front of the class, saying Well done! when they Step 6: performed well. 2. Point and say 10 minutes
6. Step 1: Open books or access sachmem, or poster stick on the Whole class board. Have pupils look at the picture/poster again, saying Look at the picture/poster, please! Ask them to describe the picture. Draw their attention to the letter D/d and the things/pet, if necessary. Get them to point to the letter D/d and say it, saying Step 2: Point to the letter D/d and say, please! Individual work Ask them to point to the door and say the word door, saying Point to the door and say “door”, please! Give Step 3: further support to those pupils who find it difficult to do the task. Follow the same procedure with other things. Go around and correct pronunciation, if necessary. Step 4: Ask pupils to work in pairs or in groups to look at the picture, point to the letter D/d, the things/pet and say the sound of the letter D/d and the words. Go around, offer help and correct pronunciation, if necessary. Pair or group Step 5: Invite some pupils to point to the picture and say the work sound of the letter and the words in front of the class. If they performed well, praise them, saying Well done! Whole class Step 6: Fun corner Red words, green words 7 minutes Step 1: Place all of the vocabulary cards face down in two lines Whole class between the two teams. Each team has three representatives. Step 2: Tell pupils how the game is played: Divide the class into two teams. Each team has three pupils. There are two rows of word cards in green and red. The words in Unit 4 are red and the words in the previous units are green. Pupils take turn to take cards and read the words. They only win when pronouncing the words correctly and keep the cards. The team with the most cards is the winner. Check comprehension. Say Can you see the cards? OK, now let’s play the game. The first player picks a card from the top of the line. If Step 3: the card is green and the player can read the word, Group work he/she holds the card and picks another card. If the player can’t read the green word, you may offer help. The player repeats the word and places the card on the bottom of the line. Then, it’s the next player’s turn. Players continue picking the cards and reading the words until a red card is turned up. If the player can read Step 4: the word in the red card, he/she keeps all of the cards Group work
7. that are read. If the word in the red card can’t be read correctly, all of the cards that the player has read on that turn are placed to the bottom of the line. Invite another group of three pupils to play the game. The game ends when there are no more cards to read. The team that holds most of the cards will be the Group work Step 5: winner. With a better class, after the pupils become experts at Extension: the game, ask pupils to play the game on sachmem. Homelink 3 minutes Option 1: Pupils practise pronouncing the sound of the letter D/d Whole class and saying the words door, duck, dog, desk (using Student’s books or sachmem). Option 1: Pupils play Red words, green words in sachmem. Pupils do the project on page 15 in Workbook. Option 1: D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: October 6, 2022 Week: 6 Period: 21 Unit 3: Our friends Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly pronounce the sounds of the letters th (voiced) and th (unvoiced) in isolation, in the words this and that, and in the sentences That’s Lucy and Thank you. - identify the target words that and thank, and the sentences Thank you, Bill and That’s Lucy while listening. - say the chant with the correct rhythm and pronunciation. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Listening: listen and recognize someone, then repeat - Co-operation: ready to help friends in pair work/ group work.
8. - 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 47, 48; audio Tracks 32, 33, 34; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 26, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Find and circle the words *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: T H A T E R S C B T H C T H N O H C I H C L U A A L A O L I L E L N N U T S L N A A W K E C O E O K S N J Z R Y I I P B S R O E E T V C A H S T H I S R S D A Y D T S S R I O T S M - Divide class into 2 groups - Ask Ss to find and circle the words and - Ss listen characters that they learnt. - Which groups find the best correct words is -Ss listen the rules winner. - Give Ss time to play the game. - Ss play the game Rows: that, this Columns: thank, Lucy, Bill -T checks who’s winner? - Say “Open your book page 26” and look at “Unit 3, Lesson 3 (1,2,3)”. - Ss open their books 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly repeat the sounds of the letters th (voiced) and th (unvoiced) in isolation, the words that and
9. thank, and the sentences That’s Lucy. and Thank you. with correct pronunciation and intonation. *Procedure: - T gives instruction to the letter th (voiced) and th (unvoiced) in isolation, the words that and - Ss recognize the differences about color thank, and the sentences That’s Lucy. and of letter Thank you. - Play the recording for the letter th (voiced) and th (unvoiced) - - Ss listen - Encourage Ss to point at the letter/ word/ sentence while listening. - Ss listen and point - Play the recording again and encourage Ss to listen and repeat. - Do this several times until Ss - Ss listen again and repeat feel confident. - T calls some Ss to practice. -Ss listen again and repeat - T gives feedbacks. -Ss practice -Ss listen 3.Practice: (19’) Activity 2. Listen and tick. *Aims: Ss will be able to identify the target words that and thank while listening. *Procedure: - Elicit the sentences and check comprehension about three sentence options - T ask Ss to guess the answers. -Ss listen and say + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording -Ss guess the answers + Play the recording again and get Ss to swap books with their partners. - Ss listen to the tape and tick + Play the recording again to check answers - Ss listen again, tick and swap books with together as a class. their partners. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Ss check their answers and guessing - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. -Ss listen and repeat. - Invite one or two Ss to stand up and read the sentences. -Ss read the sentences Key: 1.b 2.a
10. Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct rhythm and pronunciation. *Procedure: - Introduce the title and lyrics of the chant. - Ss look and listen. - Play the recording for Ss to listen to the whole chant. + Have them repeat the title and lyrics line by -Ss listen to the chant line. + Ask Ss to attend to the sounds of the letters th - Ss listen and repeat line by line without and the words that and thank. clap their hands - Play the recording all the way through for Ss -Ss note the sounds, words to listen to pronunciation and melody. - Play the recording line by line for Ss to listen -Ss listen to melody of the song and repeat - Play the recording for Ss to chant and clap - Ss listen and chant line by line. along. - Ss chant and clap along. - Ask Ss to practice chant and clap along in pairs or groups. - Ss work in groups (two groups) to chant - Invite groups to the front of the classroom to -Ss perform in front of the class. perform the chant -Ss listen -T gives feedback. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: - T asks ss to answer the following questions: -Ss answer the questions + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher can take from the lesson).
11. - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to - Ss listen try more. -Ss listen and clap their hands 4. Homework. (2’) - Practice the chant more. - Draw and colour three pictures of your friends. - Prepare the new lesson: Unit 3, Lesson 3 (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 6 Period: 22 Unit 3: Our friends Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read and match four target sentence patterns with four pictures - read, understand and complete three sentences by writing the target words in the gaps. - draw three pictures of their friends and introduce them to the class. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: self-introduce - 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 49, 50, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 27, notebooks, workbooks, school things.
12. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: “Chant” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Ask Ss chant and do the actions in Unit 3, Lesson 3 page 26 in groups. - Ss listen and chant - Give point for the groups and encourage them. - Say “Open your book page 27” and look at “Unit 3, 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 four target sentence patterns with four pictures. *Procedure: - Ask Ss some questions: + Who are they? - Ss look at the pictures and answer My name's Nam - T models with sentence 1. + Get Ss to read Sentence 1 -Ss read and match + Have Ss look at the pictures and match the sentences with the correct picture. -Have Ss work in pairs and match the sentences 2, 3, 4. -Ss work in pairs and match - Tell Ss to swap books with a partner, then check answers together as a class. -Ss swap books and check - Write the correct answers on the board for pupils to correct their answers. -Ss check the correct their answers - Invite pairs of Ss to stand up and role play -T gives feedbacks. -Ss role play -Ss listen
13. Key: 1. d 2. c 3. a 4. b 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be able to read, understand and complete three sentences by writing the target words in the gaps. *Procedure: - Write the first incomplete sentence on the board and encourage Ss to say the answer. -Ss look at the sentence and say the 1.This .. my friend, Mai. answer: - Give Ss time to write the answer in their +This is my friend, Mai. notebooks. - Ask Ss to write the answers to the sentences 2 -Ss write the answer and 3. - Get Ss to swap books with a partner, then check -Ss write the answers together as a class. -Ss swap books and check their answer - Ask a few Ss to stand up and read the sentences -Ss read the sentences in front of the class. -T gives feedbacks. -Ss listen Key: 1. Is 2. This is my 3. That’s my teacher Activity 3. Project. *Aims: Ss will be able to draw three pictures of their friends and use them to practise talking to their classmates. *Procedure: - Ask Ss to draw three pictures of their friends as - Ss drew and coloured draw three homework at the beginning of Unit 3 -Lesson 3 pictures of their friends at home. (4,5,6) - Show the pictures of his/ her friends and model -Ss listen to the teacher with This is my friend, Hoa. - T asks ss to work in groups and show the
14. pictures of their friends to talk to the groups such -Ss work in groups as This is my friend, (name). - T calls some Ss to the front of the class to present their friends, and saying Hello. My -Ss present their pictures name’s . I’m .years old. This is my friends, - Have Ss to stick their pictures on the wall of the - Ss stick their pictures on the wall of the classroom classroom. - Create a class display using the pictures and vote for the most creative. -Ss vote - T gives feedback. -Ss listen *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? -Ss answer the questions +What are the core values of the lesson? (if the teacher can take from the lesson). - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss listen and clap their hands 4. Homework. (3’) - Prepare the new lesson: Unit 4, Lesson 1 (1,2,3). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 6 Period: 23 Unit 4: Our bodies Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words ear, eye, face, hand, nose in relation to the topic “Our bodies” - understand and correctly repeat the sentences in two communicative contexts (pictures) to talk about their body parts.
15. - use What’s this? – It’s . to identify parts of the body. - Vocabulary: face, hand, ear, eye, nose - Skills: speaking and listening 2. Competences: - Critical Thinking: self-introduce - 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 51, 52, audio Tracks 35, 36, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 28, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Sing: My body song *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. - Ss sing and dance the song wluA - Ask pupils to listen, sing and dance the song. - Say “Open your book page 28” and look at “Unit 4, 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 + face : khuôn mặt (realia) + eye :con mắt (realia) -Ss listen and answer + ear :tai (realia) + nose : mũi (realia) + hand :bàn tay (realia) - - Ss listen and repeat
16. - T models (3 times). + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Checking: Rub out and remember - Ss take note - Ss look, remember and match Activity 2. 1. Listen, point and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on identifying parts of the body. *Procedure: - Have Ss look at Pictures a and b and identify the characters in the pictures. -Look at the pictures and get to know the characters in the pictures. + In picture a: Bill says: Let’s play a game! And Mai says: OK + In picture b: Bill asks: What’s this. And Mai answers: It’s a nose. - 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 2. Listen, point and say. *Aims: Ss will be able to correctly say the words and use What’s this? – It’s .. to identify parts of the body. *Procedure: * Model sentences: - T asks Ss look at picture b and helps Ss know the structure from the dialogue. - T introduces new structure for Ss. - T explains, models and gives meaning.
17. -Have Ss repeat the model sentences. -Ss look at the picture and answer. A: What’s this? -Ss listen B: It’s a nose. -Ss listen and repeat 3.Practice: (7’) -Ss repeat to parts of the body. *Drill pictures - Elicit and check comprehension the parts of the body. - Ss look, listen and answer +Picture a: a face + Picture b: a hand - Run through all the pictures. + Picture c: an ear - Run through model sentences. + Picture d: an eye - Have Ss to practise: + T asks the first picture, Ss answer + Ss asks the second picture, T answers -Ss listen and repeat + Group A asks the third picture, group B answers -Ss practice in chorus + Group B asks the last picture, group A answers. - Ask Ss to work in pairs. - T controls and corrects. - Invite a few pairs to come to the front of the classroom, point at the pictures, and say the -Ss work in pairs to practice questions and answers in front of the class. - T gives feedbacks. -Ss point and say 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct -Ss listen. use of What’s this? and It’s . to identify parts of the body in context. *Procedure: - Have Ss look at the two bubbles and picture to understand how the question and answer are used. +What’s this? It’s .. -Ss look at the bubbles and picture and answer + It’s ..
18. - T fills the gaps and writes the sentences on the board. -Ss note - T models - Ss answer - T asks Ss to ask and answer the parts of body (groups of four) -Ss work in groups - Have Ss point at their body parts and ask and answer questions about them using the -Ss perform in front of the class. structures learnt. - Give feedbacks *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? -Ss answer the questions +What are the core values of the lesson? (if the teacher can take from the lesson). - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to - Ss listen try more. -Ss listen and clap their hands 5. Homework. (2’) - Learn the vocabulary and model sentences by heart - Prepare the new lesson: Unit 4, Lesson 1 -Ss listen and take note
19. (4,5,6). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 6 Period: 24 Unit 4: Our bodies 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 Ss ask and answer the question to identify parts of the body - read and complete the sentences correctly. - sing the song “Parts of the body” with the correct pronunciation and melody. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: self-introduce - 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 53, 54; audio Tracks 37, 38; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 29, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Who is faster? *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into 2 big groups: Boys and Girls. - Ss listen to the rule - Have two Ss stand back to back. Give them
20. each a different flashcard to hold facing out and away from them. - Ss play game - When teacher says Go, they walk three steps, turn to face each other and say what the other Ss has. - The faster one will get a point. - Say “Open your book page 29” and look at -Ss listen “Unit 4, 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 to identify parts of the body *Procedure: - Elicit the names of the body part in each picture. -Look at the pictures and say: + Picture 1a: a hand + Picture 1b: an eye + Picture 2a: an ear + Picture 2b: a nose - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording -Ss guess the answers + Play the recording again and get Ss to swap books with their partners. + Play the recording again to check answers - Ss listen to the tape and tick together as a class. - Ss listen again, tick and swap books + Write the answers on the board for Ss to correct with their partners. their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for - Ss check their answers and guessing the class to listen and repeat in chorus. Key: 1.a 2.a -Ss listen and repeat. Activity 2. Look, complete and read. *Aims: Ss will be able to complete four target