Giáo án Tiếng Anh Lớp 1+4+5 - Tuần 10

Nội dung text: Giáo án Tiếng Anh Lớp 1+4+5 - Tuần 10

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 10 Date of preparing : 5/11/2022 Period 19. Unit 5. At the fish and chip shop Lesson 2 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter I/i, the words chicken, chips, fish, milk and the phrases containing /i/ and chicken, chips, fish, milk in a chant. - listen and identify the words fish, chicken. - trace the letter I/i. II. INPUT Language: - Sound /i/ - Vocabulary: chicken, chips, fish, milk - Phrases with the sound /i/ and the words chicken, chips, fish, milk Resources/Material: - Student’s book p. 24 - sachmem.vn - Teacher’s guide pp. 55-57 - Workbook p. 17 - Flashcards for Unit 5 to play games - Computer, projector III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look and trace – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Whole class Ask two or three pupils to look at the picture in Lesson 1 (Student’s book or sachmem) and say the sound of the letter I/i and the words chicken, chips, fish and milk. Option 2: Have pupils play The Matching Game again, using the words learnt in the previous lessons. Option 3: Get pupils to play What’s Missing Game, using the pictures and flashcards with the incomplete words ch_cken, ch_ps, f_sh and m_lk. Pupils should guess the missing letter and say the words correctly. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant, saying Look at the Whole class chant on page 24, please! Draw pupils’ attention to the first line and explain its meaning. Ask them to pay attention to the letter I/i and the word fish. Check comprehension. Play the recording of the first line for pupils to listen
2. Step 2: and to get familiarized with the rhythm, saying Whole class Listen to the first line, please! Play the recording again, ask pupils to listen and Step 3: repeat the first line. Say Listen again to the first line Whole class and repeat, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen to the recording and repeat, please! Follow the same procedure with the other lines in the Step 4: chant. Show pupils how to chant and clap their hands Individual along. Correct pronunciation, if necessary. work Play the recording all the way through. Ask pupils to Whole class listen and repeat the chant individually and in chorus, Step 5: saying Listen to the recording, chant and clap your Individual hands, please! Give further support to those pupils work who find it difficult to do the task. Whole class 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 their hands along. If they sing the Step 6: chant well, praise them, saying Excellent! or Perfect! Individual For better pupils, cover or omit some letters/words in work the chant and have them guess and say all the lines aloud. For example: I, i, fish. Extension: I, I, chips. Fish and ______. _____ and chips. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures of Question 1 and Whole class say what they can see, saying Look at the pictures in Question 1, please! What can you see? Can you see chips and fish? 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 Step 2: the words in front of the class, saying Point to the Individual pictures and say, please! E.g. 1a: chips, 1b: fish. work Before playing the recording, say Are you ready? OK, now listen to the sentence, please! Play the Step 3: recording twice or more if needed, ask pupils to Group work listen and tick the correct boxes. Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary. Step 4: Follow the same procedure with the pictures in Individual Question 2. work Call a few pupils to the front of the class to point to Step 5: the pictures and say what they have heard. Audio script: 1. This is fish. 2. This is chicken. Step 6: Answers: 1. b 2. a 5. Look and trace. 8 minutes Step 1: Have pupils look at the letter I (upper case) and i Whole class
3. (lower case). Write the letter upper case I and the lower case i on the board, saying Look at the board. What can you see? Yes, you can see the I (upper case) and the i (lower case). Point to the upper case I and say This is the upper case of the letter I. Then point to the lower case i and say And this is the lower case of the letter i. Make sure pupils recognize the two forms of the letter. Write the letter upper case I and the lower case i in Step 2: broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case I and the lower case i. Check to make sure pupils understand the letters written in solid lines and those in broken lines. Tell pupils to use their pencils to trace the letter I/i. Step 3: You can demonstrate by air tracing or tracing the Individual broken lines of the letter I/i on the board. Then let work pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Ask pupils to work in pairs and to swap their tracing. Give pupils time to work. Go around and offer help, if Step 4: necessary. Pair work Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a Step 5: good job! Individual - For weaker pupils, have them do Activity 3, Unit 5 in work their workbooks. Extension: - For better pupils, have them do Activity 4, Unit 5 in their workbooks. Homelink 5 minutes Option 1: Have pupils listen to the recording, then Whole class say the chant again. Option 2: Ask pupils to look at the pictures in 4. Listen and tick. and say about them, e.g. fish, chips. Encourage better pupils to use learnt structures e.g. I have fish.; This is fish., ... Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 5 in their workbooks. Period 20. Unit 5. At the fish and chip shop Lesson 3 – Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “I like _____.” to talk about someone’s favourite food/drinks. - sing a song with the structure “I like _____.” II. INPUT Language: - I like _______. Resources/Material: - Student’s book p. 25
4. - sachmem.vn - Teacher’s guide pp. 57-59 - Workbook p. 18 - 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 5 minutes Option 1: Whole class - Have pupils listen to the recording, then sing the chant on page 24. - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Option 2: - Show pupils pictures/slides of some food and drinks they have learnt. - Ask them to recall and name the food and drink items (e.g. apple, chips, fish, chicken, milk, ...). Encourage better pupils say more words if they can. Option 3: - Invite one or two pupils write the letter I/i on the board. - Get pupils to say words that contain the sound of the letter I/i (e.g. Bill, fish, chicken, ...). 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture of a boy holding a Whole class carton of milk. Explain the meaning of the sentence “I like milk.” in the bubble and how it is used. Check comprehension. Step 2: Play the recording several times for pupils to listen Whole class and repeat the sentence, saying Now listen and repeat, please! Step 3: Invite a few pupils to listen and repeat the sentence “I Individual like milk.” in front of the class. Correct their work pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying Great job! Ask pupils to work in pairs, point to and repeat the Step 4: sentence “I like milk.”. Go around and correct Pair work pronunciation to make sure pupils can repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Have pupils look at the first picture. Point to the Whole class carton of milk and ask them, saying What’s this? Tell them that it is milk, saying It’s milk. Follow the same procedure with other pictures in the activity. Ask pupils to use the structure in the bubble “I like
5. Step 2: _____.” and Picture 1 (milk) to talk about their Whole class favourite drink, e.g. I like milk. Get them to repeat the sentence several times individually and in chorus. Check comprehension. Follow the same procedure with the other pictures in Step 3: this activity. Make sure pupils understand the Pair or group structure “I like ____.” and say it with the right work pronunciation and intonation. Ask pupils to work in pairs or in groups to practise Step 4: talking about favourite food/drinks, saying Now Whole class practise talking about your favourite food/drinks, please! Go around and offer help or correct pronunciation if necessary. Select some pairs of pupils to practise talking about Step 5: favourite food/drinks in front of the class. Praise Group/Pair them, saying That’s right! or Superb!, if they work performed well. 1. Ask pupils to talk about what food/drinks they like. Extension: Encourage them to say as much as they can, e.g. Hi, Group work I’m ___. I Iike ____ and ____. 2. Play Memory game. Devide the class in four groups. Say an incomplete sentence, e.g. I like ___. and have pupils add a food/drink item to the chain, e.g. I like fish. → I like fish and milk. ... → I like fish and milk and chips. 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get familiarized Whole class with the first verse of the song. Say Now look at the lyrics of the first verse, please! Play the recording several times for pupils to repeat line after line to make sure that they can pronounce the verse correctly. Check comprehension. Step 2: Have pupils look at the lyrics to get familiarized Whole class themselves with the second verse of the song. Play the recording several times for pupils to repeat to make sure that they can pronounce the verse correctly. Check comprehension. Step 3: Have pupils listen to the whole song, drawing their Whole class attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song, please! Step 4: Let pupils practise singing the song. Help them sing Group work the song line by line first. Then help them sing the whole song. If there is time, let them sing the song several times until they feel confident. Select some groups to the front of the class to sing Step 5: the song or ask some pupils to sing the song Whole class individually. The class may sing along and clap their hands. Praise them when they performed well,
6. saying Fantastic! or Superb! Practise two-part singing. Devide the class into two Extension: groups and ask each group to sing one part of the Group work song. Homelink 5 minutes - Revise the main teaching point of the lesson - the Whole class structure I like ____. to talk about someone’s favourite food/drinks. Option 1: Ask pupils to draw a food/drink item, Individual show them to the class and say about their favourite work food/drink, using I like ___. Option 2: Have pupils do Activity 6, Unit 5 in their Individual workbooks. work Option 3: Show pupils the lyrics of the song with Individual some missing words, e.g.: work Fish and ______. Fish and ______ I _____ fish and chips. I _____ fish and chips. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. GIÁO ÁN DẠY KHỐI 4 UNIT 6: WHERE’S YOUR SCHOOL? Period 37. Lesson 1: part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about where a school is, using ‘Where’s your school? - It’s in + (place).’ II. Language focus. - New words: for a walk, way, early - Structures: Where’s your school? - It’s in Nguyen Du Street.’ III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : 5’ Call a few pupils to the front of the class to talk about their school Whole class
7. 2. Listen and - Ask Ps to look at the pictures on Whole class tick 10’ page 41 to identify the similarities and differences by saying what the schools are and where they are - Have them read aloud the names of Whole class the schools and their locations - Check Ps’ understanding - Ask Ps to listen to the recording and tick the correct pictures. Tell them not to worry if they cannot understand every word, and that they should focus on the names of the schools and their locations Pair work - Get Ps to swap their answers before you check as a class - Go around to offer help if necessary - Check and T gives the key: 1. c 2. a 3. c 3.Look and -Tell Ps that they are going fill the Whole class write: 15’ gaps of the sentences with different dates suggested in the pictures - Give Ps a few seconds to read the Whole class text in silence. Check comprehension and give feedback - Get Ps time to do the task Individual independently - Go around to offer help, if necessary Pairs - Get Ps to swap and check their answers before checking as a class. Write the correct answers on the board for Ps to copy down their notebooks. Whole class - Call some Ps to read sentences aloud Key: 1.Nguyen Trai Street 2.in Van Noi Village 3.is in South Street, London 2. Let’s sing: -Tell Ps that they are going to sing the Whole class 10’ This is the way song. - Have Ps look and read each line and check comprehension. - Sing each line and have Ps repeat it. - When Ps are familiar with the tune, ask them to sing and do the actions. - Ask groups of Ps to sit face to face Group work and practice singing and doing the actions. - Call a group of five to sing the song and do the actions. The rest of the class sings together, clapping hands Whole class - Have the whole sing the song and do
8. the actions 5.Home –link : - Do exercises in the workbook. Learn Whole class 2’ by heart the new words. Prepare for the next lesson Draw experiences UNIT 6: WHERE’S YOUR SCHOOL? Period 38. Lesson 2: part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about where a school is, using What class are you in?-I’m in class . II. Language focus. - New words: she, he - Structures: What class are you in? – I’m in class . III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : 5’ Slap the board Road 10 Ps Street Where South Village
9. 2. Look, listen - Tell Ps that they are going to read a story Whole class and repeat : 8’ in which pupils ask and answer questions about what class someone is, using What class are you in?-I’m in class . - Have Ps look at the three pictures and Whole class answer some questions such as: Who are they? Where are they? What are they saying? - Check comprehension and check the new words - Play the recording for Ps to listen and say along. Individually - Do choral and individual repetition, pointing to the characters speaking. - Have Ps repeat the text a few times. - Play the recording again for Ps to listen and repeat 3.Point and say: Vocabulary: She He Whole class 15’ Sentence Partners: What class are you in? I’m in class . What class is she/he in? Whole class She/He is in class . -Tell Ps that they are going to practice asking and answering questions about what class someone is. - Draw Ps’ attention to the bubbles and pictures to understand how the language is used in different contexts - Point to the first picture and asks Ss to ask What class are you in? Point to the rest of the pictures and asks Ss to ask What class is she/he in? - Get Ps to work in pairs. Pointing to the Pair work character speaking. - Call a few pairs to act out the dialogue in front of the class. - Check as a class and pronunciation, if Whole class any
10. 3. Let’s talk: -Tell Ps that they are going to revise what Whole class 10’ they have learnt in Lessons 1 and 2 in real contexts. - Remind Ps of the questions : What’s the name of your school?, Where is it?, What class are you in? And how to respond to them. - Ask them to work in pairs to ask and Pair work answer the above two questions. - Go around offering help and correcting the pronunciation, if necessary. - Call a few pairs to act out the dialogue in front of the class. The rest of class listen Whole class and give comments. 5.Home –link : - Do exercises in the workbook. Learn by Whole class 2’ heart the new words. Prepare for the next lesson Draw experiences UNIT 6: WHERE’S YOUR SCHOOL? Period 39. Lesson 2: part 4, 5, 6 I. Objectives: By the end of the lesson Ss will be able to can ask and answer questions about where a school is, using What class are you in?-I’m in class . II. Language focus: Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : 5’ Has Ps sing the song This is the way Whole class
11. 2. Listen and - Tell Ps that they are going to listen and Whole class number: 10’ number the pictures. Give a few seconds for Ps to look at the pictures. Whole class - Help Ps to identify the similarities and differences by explaining the names and locations of the schools and the names of the classes Pair work - Play the recording three times for Ps to listen and number the pictures. - Get Ps to swap and check their answers before checking as class. Key a.3 b.1 c.4 d.2 3.Look and -Tell Ps that they are going to look the Whole class write: 15’ pictures, read the text and fill the suitable words into the gaps. Give Ps a few seconds to read the text in silence. Whole class - Check Ps’ comprehension - Get Ps time to do the task individually Individual - Go around to offer help, if necessary - Get Ps to swap and check their answers Pairs before checking as a class. Write the correct answers on the board for Ps to copy down their notebooks. - Call some Ps to read questions and Whole class answers Answer: 1. Chu Van An Street 2.In South Street ,London 3.Class 4B 4. in Class 4C 4. Let’s play: - Tell Ps that they are going to play the Whole class 10’ game Pass the secret - Divide them into groups of six. Ask them to line up in rows. Then whisper the first student in each row a sentence. The first Group work pupil then whispers the sentence to the second one. The last pupil in row says aloud the sentence she/ he heard. The group that says the teacher’s sentence correct in the shortest time will win the game 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words. Prepare for the next
12. lesson Draw experiences UNIT 6: WHERE’S YOUR SCHOOL? Period 40. Lesson 3: part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to pronounce the sound of the letters Sch, sk and str in the words school, skipping and street respectively II. Language focus. Revision of : - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : 5’ - Prepare 5 pieces of paper which are Whole class written the names of the schools - Call some Ps to pick up one of them and ask them to talk about this school (its name and location) 2. Listen and - Tell Ps that they are going to practice Whole class repeat: 10’ saying the letters, words, sentences in the book. Put the phonics letters sch, sk and str in the word school, skipping and street the board and say them a few times. - Ask Ps to repeat after you. - Prompt Ps to say the words and Whole class sentences, paying attention to the target phonics letters. - Play the recording and ask Ps to say along - Do choral repetition of the words and sentences until Ps feel confident - Call some Ps to perform in front of the class. Check as a class and correct the pronunciation if necessary 3. Listen and - Tell Ps that they are going to listen to Whole class circle. Then the recording, circle the correct options write and say and then do a dictation. aloud: 15’ - Give Ps a few seconds to read the text Whole class
13. in the silence and guess the words to fill the gaps - Have PS listen to the recording and Individual circle the appreciate options individually. - Give Ps time to write the words in the gaps individually Pairs - Get Ps to swap and check their answers before checking as class. - Go around to offer help if necessary - Check and write the correct answers on Whole class the board for Ps to copy down their notebooks. - Get Ps practice saying sentences Answer 1. b 2. b 3.b 4.a 5.a 2. Let’s chant: - Tell Ps that they are going to say the Whole class 10’ School, school, school! chant - Say the chant and check comprehension. – Play the recording and have Ps repeat every line of the chant. When they are familiar with the rhythm, show them how to say the chant and do the actions. Group work - Divide the class into three groups to say the chant. - Get groups of Ps to sit face to face and practice chanting and doing the actions. - Get around and offer help, if necessary. - Call two groups to the front of the class to chant. The whole class claps along the rhythm. 5.Home –link : - Do exercises in the workbook. Learn Whole class 2’ by heart the new words. Prepare for the next lesson Draw experiences GIÁO ÁN DẠY KHỐI 5 UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Period 37. Lesson 1: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and tick the correct pictures about quantity with ‘how many’
14. + Reading and completing about quantity with ‘how many’ by filling the missing words of the text. +Sing the song: how many lessons do you have today? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about quantity with ‘how many’. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Brainstorming(5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: the subjects at school. *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and tick ( 8’) *Aim: help ss to improve listening skill about quantity with ‘how many’. *Procedure: - Have sslook at the sentences. Tell ssthat - Indentify and guess the answer they are going to listen to the recording and tick the timetable in their books. - Play the recording 2 times. - Ss listen &tick the correct - Play the recording again sscheck their pictures.Check their guess. answer - Listen and check - Ask some questions to ensure ss’ *Keys: comprehension of the listening text. Long: Maths, IT, Science *Outcome: SS can improve listening skill Minh: Science, Music, Art and IT about quantity with ‘how many’. Lan: Vietnamese, Maths, IT and PE Activity 3: Read and complete (10’) *Aim: help ss to improve writing skillsaboutquantity with ‘how many’. *Procedure:
15. - Tell ss that they are going to read the - Look and listen. text and fill the gaps with Art, four, lessons, Wednesday, and Tuesday.. -Give ss time to do the task - SS do the task. independently. - SS check the answer - Ask ss to check their answer - Call some ss read aloud the complete -Some ss read aloud the complete answer answer *Outcome: SS can improve writing *Keys: skillsaboutquantity with ‘how many’. 1. Tuesday 2. Lessons Activity 4: Let’s sing (9’) 3. Wednesday 4. four 5. Art *Aim:help ss practise singing the song: how many lessons do you have today? *Procedure: Introduce the song:“how many lessons do you have today?” - SS listen. - Play the recording for ss to listen to the song. - Play the recording again for SS to sing - Repeat each line of the rhythm. . each line of the rhythm. - Group work. SS practise singing and doing the actions in groups. - Group work. - Call on one group to perform the song at the front of the class. - One group to perform the song at the *Outcome: SS can practise singing the front of the class. The rest of the class song: how many lessons do you have clap the rhythm. today? 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 -Ss to retell the contents of this lesson pronunciation if necessary. Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT
16. UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Period 38. Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: once/twice a week, three/ four times a week - Sentence patterns:How often do you have ? -> I have it 2. Competences: + Remember and say some new words: once/twice a week, three/ four times a week + Look, listen and repeat the dialogue about asking and answeringquestion about how often someone has a subject. + Asking and answeringquestion about how often someone has a subject. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answeringquestion about how often someone has a subject. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: What and where (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: one/twice a week, three/ four times a week *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the 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 dialogue about how often someone has a subject. + How often do you have ? -> I have it
17. *Procedure: - Elicit the character and have Ss guess -Guess and answer. what they are saying. - Set the scene: we are going to ask and -SS listen. answer question about how often someone has a subject. - Have Ss listen to the recording then -Listen and repeat asks they read the lines in the speech bubbles -Divide the class into two groups to -Read in groups. read the dialogue. - T asks ss to read the dialogue in - SS read in pairs. pairs. - Call some pairs to read the dialogue -Perform. in front of the class. -T corrects pronunciation if necessary. *Outcome: SS can find out new words ; understand the context of the dialogue and role play the dialogue about how often someone has a subject. Activity 3: Point and say (8’) *Aim: help ss practise asking and answeringquestion about how often someone has a subject. + How often do you have ? -> I have it *Procedure: -Teach vocabulary: one/twice a week, -SS listen and repeat newword, then three/ four times a week write on their notebook - Check vocabulary: What and where -SS play game. - Have SS look at pictures. Ask them to - SS listen and identify. identify subjects in the pictures . - Elicit the sentence Pattern: How often do you have ? -> I have it -SS answer. --T models with a student.Then asks ss - Model.Then practise. practice in pairs - Have Ss work in pairs to practise and - Practise in pairs. corrects pronunciation if necessary. - Invite ss to ask and answer in front of - SS ask and answer. the class. T gets feedback *Outcome: SS can practise asking and answeringquestion about how often someone has a subject. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking
18. and answeringquestion about how often someone has a subject. + How many lessons do you have today ? -> I have .. + How often do you have ? -> I have it *Procedure: - T ask ss to ask and answerquestions : How many lessons do you have - Listen. today?How often do you have .?, I have it + frequency expression - T makes model with a student. - Aks ss to work in pairs to ask and - SS model. answerthe question. - Ss work in pair ask & answer - Call on some pairs to perform their task at the front of the class. -some pairs to perform their task at the *Outcome: SS can practise further front of the class. asking and answeringquestion about how often someone has a subject. 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 necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Period 39. Lesson 2: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and circle a or b about how often someone has a subject. +Writing about how often you have a subject. +Play game:slap the board 3. Attitude:
19. -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about how often someone has a subject. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: What and where (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: time, school, holiday, lesson *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and circle a or b( 9’) *Aim: help ss to improve listening skill about how often someone has a subject. *Procedure: - Ask them to look through all the - Look and listen. sentences and choices, tell the class that they are going to listen and listen a or b to complete the sentences - Play the recording twice and ask Ss to - Listen and circle. listen and circle. - Play the recording again and ask Ss to - Check . listen and check their answer - Give the answer - Have Ss give the answerand correct. *Keys: : 1.a /2.a /3.b/4.a *Outcome: SS can improve listening skill about how often someone has a subject. Activity 3: Write about you (9’) *Aim: help ss to improve writing skill by writing abouthow often they have a subject. *Procedure: Tell ss that they are going to write about them. - SS listen
20. -Give ss time to do the task in pairs and go around to offer help, if necessary. - SS do the task. - Get ss to swap and check their answer before checking as a class. -SS check. - Device class into groups and get them to read aloud the text. - T checks and corrects -SS read aloud. *Outcome: SS can improve writing skill *Keys: Ss’ answer. by writing abouthow often they have a subject. Activity 4: Let’s play (9’) *Aim: help ss to play game:slap the board *Procedure: - Tell ss that they are going to play the game: Slap the board. - Introduc how to play game. - Ask ss to play game. - SS listen. *Outcome: SS can play game:slap the - Play game. board 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 necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Period 40. Lesson 3: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Phonic: sentence stress - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and repeat sentence stress correctly. + Listen and circle about how often someone has a subject. + Listen and read the chant: How many lessons do you have ? 3. Attitude: