Giáo án Tiếng Anh Khối Tiểu học - Week 7 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 7 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: October 10, 2022 Week: 7 Period: 13 Unit 4: In the bedroom Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter D/d and the words duck, dog, door, desk and the phrases a duck and a dog and a door and a desk in a chant. - listen and identify the phrases A duck and a dog; A door and a desk. - trace the letter D/d. II. INPUT Language: - Sound /d/ - Vocabulary: duck, dog, door, desk - Phrases: A duck and a dog; A door and a desk Resources/Material: - Student’s book p. 18 - Sachmem.vn - Teacher’s guide pp. 40-42 - Computer, projector III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look and trace - Homelink Classroom Procedure Teaching and learning activities manageme nt Warm-up 5 minutes - Greet the class and introduce yourself, saying: Hi. Whole class I’m + name. Encourage pupils to greet and introduce their names, e.g. Hi, I’m Hoa. - Option 1: Invite a few pupils to point to the picture/poster and pronounce the sound of the letter D/d and say the words duck, dog, door, desk. - Option 2: Ask a group of four to play Red words, green words with the target vocabulary they have learnt. - Option 3: Have pupils do the project, page 12 (Workbook) in pairs or groups. - Get pupils to open their books and look at Lesson 2, p. 18 (saying Open the books and look at lesson 2, please!). 3. Listen and chant 10 minutes Step 1: Books open or Sachmem access. Have pupils look at the Whole class chant. Say Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter D/d and
2. the words duck, dog and the phrase A duck and a dog. Check comprehension. Step 2: Play the recording for pupils to listen and to get Individually familiarized with the tune, saying Listen to the verse, please! Then play the recording again, ask pupils to listen and repeat, line by line, saying Listen again and Step 3: repeat, please! After that, play the recording for them to Whole class listen and repeat until they feel confident. Give further and support to those pupils who find it difficult to do the individual task. work Step 4: Follow the same procedure with the second verse. Show pupils how to chant and clap their hands. Correct pronunciation, if necessary. Step 5: Play the recording all the way through. Ask pupils to Groups listen and repeat the chant individually and in chorus, work saying Listen and chant, please! Step 6: Put the class into two groups to practise chanting and clapping. Each of the groups should sing one verse of the Whole class chant. Extension: Invite some groups to the front of the class to chant and clap their hands. The rest of the class may clap their hands along to the rhythm. Say Excellent! when they perform well. For a better class, help pupils change some lines of the chant and sing it in front of the class. E.g. D, d, a dug. D, d, a dog. D, d, a desk. D, d, a door. A duck and a dog. A desk and a door. 4. Listen and tick 7 minutes Step 1: Books open or Sachmem access. Have pupils point to the Whole class pictures of Question 1 and say what they can see, saying Point and say, please! Can you see a dog? Can you see a duck? Yes. I can see a dog. I can see a duck. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite some pupils to point to the pictures and say the Step 2: words in front of the class, saying Point to the pictures and Individual say, please! E.g. 1a: a dog, 1b: a duck. work Play the recording of the first sentence for pupils to Step 3: listen several times, if necessary, and to tick the box. Individual Ask pupils to say what they have heard and ticked. Say work Step 4: What did you hear? If some pupils say “This is a dog”. Whole class
3. Let them tick the box a. If some pupils say “This is a duck”? Let them listen to the recording again until they give the correct answer. Follow the same procedure with question 2. Give further support to those pupils who find it difficult to do the Step 5: task. Whole class Call a few pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. This is a Step 6: dog, 2. This is a desk. 5. Look and trace 10 minutes Step 1: Sachmem access. Have pupils look at the letter D (upper Whole class case) and the letter d (lower case). Say What can you see? Point to the upper case D and say This is the upper case D. Then point to the lower case d and say and this is the lower case d. Ask some pupils to make sure if they recognize the two forms of the letter. Then have pupils look at Sachmem and identify how the letter D (upper case) and the letter d (lower case) is traced. Tell pupils to trace the letter D/d, saying Now use your Step 2: pencil to trace the letter D/d. You can demonstrate by air Individual tracing or tracing the broken lines of the letter D/d. Then work let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs and swap their answers, Step 3: saying Now work in pairs and check the answer. Give Pair work pupils time to work. Go around and offer help, if necessary. Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or Step 4: You’ve done a good job! Whole class If there is enough time, write the letter D/d in broken Step 5: lines on the board and invite some pupils to trace them. Homelink 3 minutes Option 1: Pupils learn by heart the chant p. 18. Whole class Option 2: Pupils trace the letter D/d on Page 13 (Workbook). Option 3: Pupils point to the pictures in Listen and tick (p. 18) and say the sentences, e.g 1a: This is a dog, 1b: This is Option 4: a duck, Have a few pupils make their own chants. D. ADJUSTMENTS (if necessary): . .. ...
4. . .. . ... Week: 7 Period: 14 Unit 4: In the bedroom Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use This is a _____ to introduce things or animals. - sing a song with the structures This is a _____. It’s on/near _____. II. INPUT Language: Sentence patterns: This is a _____. It’s on/near the ___. Resources/Material: - Student’s book p. 19 - Poster for Unit 4 - Sachmem.vn - Teacher’s guide pp. 43-45 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing - Homelink Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - 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 18 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 4 and say the sentences, e.g. This is my dog. This is my desk. - Option 3: Let two or three pupil point to the pictures in Listen and tick (P18) and say the sentences, e.g 1a: This is a dog, 1b: This is a duck, - Get pupils to open their books and look at Lesson 3 p. 19 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat 5 minutes Step 1: Books open or sachmem access. Have pupils look at the Whole class picture, saying Look at the picture, please! What can you see? I can see a boy. I can see a dog. Yes. This is a dog. Explain the meaning of the
5. sentence and how it is used. Check comprehension. Step 2: Play the recording the first time for pupils to listen and repeat the sentence, saying Now listen and repeat, Individual work please! Correct pronunciation, if necessary. Play the recording several times for pupils to listen Step 3: and repeat the sentence. Give support to those pupils Individual work who find it difficult to do the task. Pair or group Have pupils point to the dog and say the sentence in work Step 4: pairs or groups, saying Point to the dog and say, please! Go around and offer help, if necessary. Invite a few pupils to listen and repeat the sentence Whole class “This is a dog.” in front of the class. Correct their Step 5: pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very well! 7. Let’s talk. 10 minutes Step 1: Have pupils look at the first picture in Student’s book Whole class or in sachmem. Say Look at Picture a, please! Point to the dog and ask them What is this? The pupils may answer “a dog”. Tell them to introduce a dog in English, saying “This is a dog”. Step 2: Point to Picture a and model, using the expression in Whole class the bubble and the word in the picture. E.g. “This is a dog.” Step 3: Ask pupils to point to Picture a and say the sentence Individually This is a dog in chorus, saying Let’s point to Picture a and say “This is a dog”, please! Correct pronunciation, if necessary. Step 4: Ask them to look at the pictures to identify the other Individually things, saying Look at Pictures b, c, d, please! Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. Ask pupils to work in pairs or in groups to practise Step 5: introducing things to each other, saying “This is a Pair or group ____.” Give further support to those pupils who find it work difficult to do the task. Select some pairs of pupils to practise introducing Step 6: things to each other in front of the class. Praise them, Whole class saying Excellent! if they performed well. If time allows or with better classes, have pupils hold their Extension: things and introduce them, e.g. Nam: This is a book. This is a bag. This is my hat. 8. Let’s sing 10 minutes Step 1: Have pupils read the lyrics to get familiarized with the Whole class
6. first verse of the song, saying Now look at the first verse, please! Check comprehension. Step 2: Have pupils look at the lines of the first verse. Explain Whole class the meaning of the structures “This is a ____. It’s on the ____.” Step 3: Play the recording several times for pupils to repeat Individually the verse, line after line, to make sure that they can sing the verse correctly. Step 4: Follow the same procedure with the second and the third verse of the lyrics. Whole class Step 5: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the Individually melody of the song, saying Now listen to the whole song. Step 6: Let pupils practise singing the whole song several times individually, and then in groups. The class claps Pair of group their hands. Praise them when they perform well. work If there is time or with a better class, have pupils Extension: change some sentences in the lyrics of the song and perform it in front of the class. E.g. This is my bag. It’s on the desk. This is my book. It’s on the desk. This is my hat. It’s on the desk. Homelink 3 minutes Option 1: Pupils sing by heart the song on p. 19. Whole class Option 2: Pupils change some sentences in the lyrics of the song Option 3: and practice singing the song at home. Pupil point to the things they have (dog, cat, desk, bag, hat, book, ...) and introduce each of them, using This is a ___. D. ADJUSTMENTS (if necessary): . .. ... . .. . ...
7. Grade 3 Preparing date: October 10, 2022 Week: 7 Period: 25 Unit 4: Our bodies Lesson 2 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use Open your ! and Touch your ........! to give instructions - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Our bodies”. - Vocabulary: touch, open, mouth, hair - Skills: speaking and listening 2. Competences: - Oral Communication: speak about names, ask and answer the questions - 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 - Diligence: complete learning tasks B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 55, 56, audio Tracks 39,40, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 30, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Review *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T says to Ss answer the parts of the body +We use ... for listening (pretend to listen to music) -Ss answer + We use ... for looking (pretend to wear glasses) + an ear + We use ... for smelling (pretend to smell something good) + an eye + We put makeup on a ... (pretend to put on makeup) + a nose + We hold something with ... (pretend to hold + a face heavy thing)
8. - Say “Open your book page 30” and look at “Unit 4, Lesson 2 (1,2,3)”. + a hand 2. Presentation (16’) Activity 1. Vocabulary. - Ss open their books *Aims: Ss will be able to know the vocabulary in front of starting the new lesson. *Procedure: -T elicits the new words + touch : chạm (situation) + open : mở / há (realia) +mouth :miệng (realia) + hair : tóc (realia) -Ss listen and answer - T models (3 times). - T writes the words on the board. - - Ss listen and repeat - Checking: Rub out and remember + Choral repetition (3 times). + Individual repetition (3 ss) Activity 2. Listen, point and repeat: - Ss take note *Aims: Ss will be able to understand and correctly - Ss look, remember and write repeat the sentences in two communicative contexts (pictures) focusing on giving instructions. *Procedure: - Have pupils 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: Ms Hoa says: Touch your nose! + In pucture b: The doctor says: Open your mouth! - Play the audio twice (sentence by sentence). Correct their pronunciation where necessary. - Have Ss to practice the dialogue - T invites a few pairs to the front of the class to practice. -Ss listen and repeat in chorus (twice) - T checks pronunciation for ss. -Ss work in pairs to practice
9. Activity 3 Listen, point and say. -Ss practice the dialogue *Aims: Ss will be able to correctly say the words and use Touch your ..! and Open your .! -Ss listen to give instructions. *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. -Have Ss repeat the model sentences. - Touch your nose! -Ss look at the picture and answer. - Open your mouth! -Ss listen 3.Practice: (7’) -Ss listen and repeat *Drill pictures - Elicit and check comprehension the actions and -Ss repeat to the actions and the body parts. the body parts. -Ss look at the picture and answer + In picture a: a girl touching her hair + In picture b: a boy touching his ears + In picture c: a boy opening his mouth + In picture d: a boy opening his eyes - Run through all the pictures. - Run through model sentences. - Have Ss to practise: + T says the first picture - Ss look, listen and repeat + Ss say the second picture + Group A say the third picture + Group B say the last picture. -Ss practice in chorus - Ask Ss to work in pairs to point and say the strucure Touch your .! Open your .! - T controls and corrects. - Invite a few pairs to point at the pictures and -Ss work in pairs to practice giving the instructions in front of the class. - Encourage Ss to practise speaking English. - T gives feedbacks. -Ss point and say 4.Production: (7’) -Ss listen. Activity 4. Let’s talk. -Ss listen
10. *Aims: Ss will be able to enhance the correct use of Touch your ..! and Open your ..! to give instructions *Procedure: - Have Ss look at the picture and answer the questions: +Who are they? + What are they doing? -Ss look at the picture and listen - T asks Ss look at the first speech bubble + A boy asks a girl to touch her hair and say Touch your ! +A doctor asks a boy to open his mouth. - Get Ss to repeat and give instructions -Ss look and answer several times in pairs. + hair - T models: Go around the classroom, -Ss say pointing to the parts of body and says Touch your ..! - Ss answer - Ask Ss work in pairs to give more instructions using the words that they have learnt (ex: nose, face, ear, ..). -Ss work in pairs - Invite some pairs to perform in front of the class. - Give feedbacks -Ss perform in front of the class. *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? +What are the core values of the lesson? (if the teacher can take from the lesson). -Ss answer the questions - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 5. Homework. (2’) - Learn the vocabulary and model sentences by - Ss listen heart - Prepare the new lesson: Unit 4, Lesson 2 (4,5,6). -Ss listen and clap their hands -Ss listen and take note
11. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 7 Period: 26 Unit 4: Our bodies Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Our bodies” - read and match the sentence halves to make complete instructions and read them aloud. - 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 56, 57, 58; audio Tracks 41; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 31, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Simon says *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T is the “Simon” and calls out the actions. Every student must follow and do the action, but only when - Ss listen they hear “Simon says ...”. -Ss play game - If teacher leaves out “Simon says” before giving
12. instruction, anyone who does the action is out. - Then, teacher can choose one or more students as the leader to continue a game. - Say “Open your book page 31” and look at “Unit 4, 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 instructions are given. *Procedure: - Elicit the actions of the characters in the pictures. - Point at the pictures respectively to explain the context. -Look at the pictures and say: + Picture a: a boy touching his nose + Picture b: a girl opening her mouth + Picture c: a boy opening his eyes + Picture d: a girl touching her hair - T ask Ss to guess the answers. + T writes Ss’guessing on the board. -Ss guess the answers - Listen to the tape: + Play the recording - Ss listen to the tape and write number + Play the recording again and get Ss to swap books with their partners. - Ss listen again, write and swap books with + Play the recording again to check answers together their partners. as a class. + Write the answers on the board for Ss to correct - Ss check their answers and guessing their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. -Ss listen and repeat. Key: 1. b 2. d 3. a 4. c Activity 2. Look, match and read. *Aims: Ss will be able to correctly match the sentence halves to make complete instructions and read them aloud.
13. *Procedure: - Get Ss to look at the pictures and identify the actions of the characters. -Ss look at the pictures and say -Ss listen and answer - Have Ss look at the first picture and incomplete sentence. -Ss read and match - T models with sentence 1 + Ask Ss to read and match. When Ss answer correctly (Touch your face!) + Tell them to draw a line to match the two sentence halves -Ss complete the sentence -Have Ss work in groups and match the sentence 2, 3 and 4. -Ss read aloud - Ask a few Ss to stand up and read the matched instructions aloud. -T gives feedbacks. Key: 1. b 2. d 3. a 4. c Activity 3. Let’s play. *Aims: Ss will be able to practise using target sentence patterns by playing the game Touch your hair! *Procedure: - Elicit the language that Ss need to give -Ss listen instructions (Touch your ! and Open your ..!). When Ss answer correctly, write the language on the board. -Ss look at the picture and play the game - Have Ss look at the picture. Get them to say how to play the game. Explain the rules of the game again: + A boy / girl standing in the centre gives an instruction and other Ss have to follow it. + If a pupil does not follow the instruction, he
14. or she will be "out". + Check Ss’ understanding by getting one Ss -Ss play the game to repeat what they have to do. - Have the whole class play the game. Ask one or two Ss to be the observer(s) of the game. Give out the instructions and monitor -Ss listen to the teacher. Ss while they play the game. Ss who cannot follow the rules of the game will be “out” and become the observers. - Divide the class into four teams. Each team plays the game. Ss are eliminated if they do not perform the correct actions. Give stars/ points to the winner. *Consolidation -Ss answer the questions *Aims: Ss will be able consolidate and wrap up the 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? +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 take note 3. Homework. (3’) - Practice about the pictures on page 31. - Prepare the new lesson: Unit 4, Lesson 3 (1,2,3). D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 7 Period: 27 Unit 4: Our bodies Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge:
15. - correctly pronounce the sounds of the letters air and ear in isolation, in the words hair and ears, and in the sentences Touch your hair! and Touch your ears! - listen and circle the correct words. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - Sociability: Talk to each other, say good words to others. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 58, 59; audio Tracks 42, 43; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 32, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: I want to see ... *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into 10 groups (4 Ss/ group). - T calls out “I want to see ... 4 hands!” - Ss listen -Ss must show only 4 hands (other hands can be hidden behind their backs). - T calls out “I want to see ... 6 eyes!” - Ss show only 6 eyes (other eyes can be closed). - T calls out “I want to see ... 1 mouth!” - Ss show only 1 opened mouth (other mouths can be covered). - T calls out “I want to see ... 3 faces!” - Ss show only 3 faces (other mouth can be covered by hand). - T calls out “I want to see ... 2 noses!” - Ss show only 2 noses (other noses can be covered by hand). - Say “Open your book page 32” and look at “Unit 4, - Ss open their books Lesson 3 (1,2,3)”. 2. Presentation(9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly pronounce the sounds of the letters air and ear in isolation, in the words hair and ears, and in the sentences Touch your
16. hair! and Touch your ears! with correct pronunciation and intonation. *Procedure: - T gives instruction to the letter air and ear, hair and - Ss recognize the differences about color of ears, and in the sentences Touch your hair! and letter Touch your ears! - Play the recording for the letter air, ear. - - 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 - Ss listen again and repeat and repeat. - Do this several times until Ss feel confident. -Ss listen again and repeat - T calls some Ss to practice. -Ss practice - T gives feedbacks. -Ss listen 3.Practice: (19’) Activity 2. Listen and circle. *Aims: Ss will be able to identify the target words hair and ears while listening. *Procedure: - Elicit the sentences and the gap-fill options. -Ss listen and say: - T ask Ss to guess the answers. + Number 1: Touch your .! + T writes Ss’guessing on the board. + Number 2: Touch your ..! - Listen to the tape: -Ss guess the answers + Play the recording - Ss listen to the tape and circle + Play the recording again and get Ss to swap books with their partners. - Ss listen again, circle and swap books with + Play the recording again to check answers together their partners. as a class. + Write the answers on the board for Ss to correct their - Ss check their answers and guessing answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the -Ss listen and repeat. class to listen and repeat in chorus. - Invite one or two Ss to stand up and read the completed sentences. -Ss read the sentences Key: 1.c 2.b 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.
17. - Ss look and listen. - Play the recording for Ss to listen to the -Ss listen to the chant whole chant. + Have them repeat the title and lyrics line by - Ss listen and repeat line by line without clap line. their hands -Ss note the sounds, words + Ask Ss to attend to the sounds of the letters air and ear and the words hair and ears. - Play the recording all the way through for Ss -Ss listen to melody of the chant to listen to pronunciation and melody. - Play the recording line by line for Ss to listen - Ss listen and chant line by line. and repeat - Ss chant and clap along. - Ss work in groups (two groups) to chant - Play the recording for Ss to chant and clap -Ss perform in front of the class. along. -Ss listen - Ask Ss to practice chant and clap along in pairs or groups. - Invite groups to the front of the classroom to perform the chant -T gives feedback. *Consolidation -Ss answer the questions *Aims: Ss will be able consolidate and wrap up the 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? +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 take note 4. Homework. (2’) - Practice the chant more. - Prepare the new lesson: Unit 4, Lesson 3 (4,5,6).
18. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 7 Period: 28 Unit 4: Our bodies Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read and write about parts of the body and instructions; - make flashcards of the body parts and present 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 60, 61; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 33, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: “Chant” *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - Ask Ss chant and do the actions in Unit 4, Lesson 3 page 32 in groups. - Ss listen and chant - Give point for the groups and encourage them. - Say “Open your book page 33” and look at “Unit 4, Lesson 3 (4, 5, 6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and match:
19. *Aims: Ss will be able to read the four sentences/ exchanges on the left and match them with the pictures on the right correctly. *Procedure: - T models with sentence 1. + Get Ss to read Sentence 1 + Ask Ss to read the first exchange and draw a line - Ss look at the pictures and answer to match. -Ss read and match -Have Ss work in pairs and match the sentences 2, 3, -Ss work in pairs and match 4. - Tell Ss to swap books with a partner, then check -Ss swap books and check answers together as a class. - Write the correct answers on the board for pupils to -Ss check the correct their answers correct their answers. -Ss role play - Invite pairs of Ss to stand up and role play -Ss listen -T gives feedbacks. Key: 1. d 2. c 3. b 4. a 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be able to read, understand and complete four target sentences / exchanges with picture cues. *Procedure: -Ss look at the pictures and say: - Have Ss read the sentences and ask some + It’s a hand questions: + It’s an eye + What’s this? + A girl touches her nose + What’s that? + A boy opens his mouth. + What are they doing? -Ss listen to the teacher - Check their comprehension and remind Ss to write their personal information. -Ss write - Give Ss time to write the answers to the questions independently -Ss swap books and check their answers
20. - Get Ss to swap books with a partner, then check the -Ss role play answers together as a class. -Ss listen - Ask a few Ss to stand up and role play the dialogue in front of the class. -T gives feedbacks. Key: 1. a hand 2. an eye 3. nose 4. Open Activity 3. Project. *Aims: Ss will be able to revise the target vocabulary items by making flashcards of the body parts pupils have learnt and presenting them to the class. *Procedure: - Ss listen and note - Ask Ss to look at the picture of an eye in the book. Demonstrate how to make a flashcard of an eye. Draw an eye on a card -Ss listen to the teacher and write the word eye under the picture. - Show Ss your flashcard of an eye. Tell them to pass it around so that they can see -Ss make flashcards of the body parts what they are going to make. - Put Ss into groups and give each group a -Ss continute to make the flashcards set of materials for making flashcards of the -Ss present the flashcards body parts. - Give Ss enough time to make flashcards. Encourage them to decorate their flashcards. - When Ss have finished making their flashcards, give them time to present the flashcards to their -Ss listen classmates. Go around the classroom to monitor and -Ss write as fast as they can. offer support. Game: Who is the fastest writer? - T asks 6 - 8 Ss to join this game. - T says out loud a word (twice). *Consolidation *Aims: Ss will be able consolidate and wrap up the -Ss answer the questions content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? -Ss listen and clap their hands +What are the core values of the lesson? (if the teacher can take from the lesson).