Giáo án Tiếng Anh Lớp 1+4+5 - Tuần 24 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 1+4+5 - Tuần 24 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 1 TUẦN 24 Planning date: 26/2/2023 Period 47. Unit 12. At the lake - Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the sound of the letter L/l, the words lake, lemons, Lucy, the structure Look at ___ in a chant. - listen and identify the sentences: Look at the lemons. Look at the lake. - trace the letter L/l and write the letter L/l in the words Lucy, lake, leaf, lemons. II. INPUT Language: - Sound /l/ - Vocabulary: lake, leaf, lemons - Sentence pattern: Look at ___. 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: Invite a few pupils to point to the Whole class picture/poster and pronounce the sound of the letter L/l, the words lake, lemons, leaf, Lucy. - Option 2: Ask a group of four to play Kim’s game with the words they have learnt (e.g. lake, lemons, leaf, Lucy, truck, bus, sun, ...) - Option 3: Have pupils point to the flashcards (of the lake, lemons, leaf, truck, bus, sun, ...) and say imperative sentences with the structure: Look at the ___. - Get pupils to open their books and look at Lesson 2, p. 53 (saying Open the books and look at lesson 2, please!). 3. Listen and chant. 10 minutes Step 1: Have pupils look at the first verse of the chant, Whole class saying Look at the first verse of the chant, please! Draw their attention to the letter L/l in the words Lucy, lake and lemons. Let them look at the second verse of the chant, saying Look at the second verse of the chant, please! Explain the meaning of each
2. line (imperative sentences) Check comprehension. comprehension. Step 2: Play the recording of the first verse for pupils to Individual listen and repeat, saying Listen to the first verse, work listen and repeat, please! Step 3: Get pupils to point to the second verse. Play the Individual recording, ask pupils to listen and repeat the work second verse. Show them how to chant and clap their hands. Step 4: Play the recording again (more than once, if Group work necessary) for pupils to listen and repeat the chant individually and in chorus. Give further support to those pupils who find it difficult to do the task. Select one or two groups to the front of the class to chant and clap their hands. The rest of the class may clap along to the rhythm. Extension: With better classes, encourage pupils change some Whole class lines of the chant and sing the chant in front of the class. E.g. L, l, Lucy. Look at Lucy. L, l, lake. Look at the lake. L, l, leaf. Look at the leaf. L, l, lemons. Look at the lemons. L, l, locks. Look at the locks. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures and say Whole class imperative sentences, saying Point to the pictures and say, please! Pupils may point to the lemons and say, e.g. Look at the lemons. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Select a few pupils to point to the pictures in Individual Step 2: Question 1 and express commands/say the work imperative sentences/comands in front of the class. Say Point to the pictures and say the sentences, please! E.g. 1a: Look at the lemons, 1b: Look at the apples. Play the recording of the first sentence for pupils Individual Step 3: to listen and tick, saying Now listen to the work recording and tick, please! Play the recording of the first sentence again for pupils to listen and tick. Ask pupils to say what they have heard and ticked. Individual Step 4: Follow the same procedure with the pictures in
3. Step 5: Question 2. Before playing the recording, say Are work you ready? OK, now listen to the recording and tick, please! Play the recording (several times if needed) for pupils to listen and tick the correct box. Call a few pupils to the front of the class to point to the pictures and say what they have heard. If Whole class Step 6: they said correct words or sentences, praise them, saying Very good! 5. Look, trace and write. 10 minutes Step 1: Have pupils look at the letter L (upper case) and l Whole class (lower case). Use sachmem to explain how L and l are traced. Ask some pupils to make sure if they recognize the two forms of the letter. Step 2: Tell pupils to trace the letter L/l, saying Now use your pencil to trace the letter L/l. You can Individual demonstrate by air tracing or tracing the broken work lines of the letter L/l on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Have pupils look at the pictures and the Individual Step 3: incomplete words __ucy, __ake, __eaf and work __emons. Explain how to complete the words. Check comprehension. Draw pupil’s attention to the letter L (upper case) in the word Lucy. Give pupils time to complete the words Step 4: independently, saying Look at the pictures and complete the words, please! Go around and offer help, if necessary. Check the results of pupils’ tracing and give Pair work Step 5: feedback. Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer. Give pupils time to work. If there is enough time, invite some pupils to point to the letter L/l and say its sound. Say Point to the Whole class Step 6: letter and say, please! Then let them point to the pictures and say the complete words aloud, saying Point to the pictures and say the words, please! Homelink 3 minutes Option 1: Pupils learn by heart the chant (p. 52). Whole class Option 2: Pupils trace the letter L/l, Page 37 (Workbook). Option 3: Pupils point to the pictures in Listen and tick (p. 52) and express commands, e.g 1a: Look at the lemons 1b: Look at the apple.
4. Option 4: Pupils point to the flashcards of the vocabulary items and express a command. E.g. Look at the locks. Unit 14: WHAT DOES HE LOOK LIKE? Lesson 3: Part 1.2.3 I. Objective: Ss will be able to practice the phonics. II. Language focus: th this, that thin, thick IV. Resources: Ss’book, recording, computer&board, ...... V. Procedure: Steps Learning activities Language focus Modes 1.Warm-up - Sing the song. groups 2. Listen - Now Ss we are going to learn the and repeat pronunciation of the letter: th this, that thin, thick - Play the tape twice, listen Whole class, - Play the tape, listen and repeat. th this, that individuals, thin, thick pairs,groups 3. Listen - Look at the words and guess. and tick... - Play the tape, listen and tick. - Check: - Write and say aloud - Ask to look at the picture with the chant from page 28 written on it on the board. 4. Let’s -Play the recording all the way Whole class, chant through for Ss to listen as they individuals, read.clap the syllables. pairs,groups, - Play the recording again for Ss to repeat each line of the chant and clap the syllables. - Ask Ss to work in group. - Ask to chant . 5. Home- Ask to chant at home Whole class link
5. Unit 14: WHAT DOES HE LOOK LIKE? Period 94. Lesson 3: Part 4.5.6 I. Objective: Ss will be able to read and write + topic (about email) II. Language focus: Revision: old, young, big, small, slim, strong, tall, short, thick, thin IV. Resources: Ss’book, recording, computer&board, ...... V. Procedure: Steps Learning activities Language focus Modes 1.Warm-up -Sing the chant. groups 2. Read and - Now Ss we are going to learn about write the email. - Look at the email and questions. - Read and write. - Check: 1.He’s a teacher. 2. He’s tall and slim. old, young, big, 3. She’s very beautiful small, slim, strong, Whole class, 4. Her brother tall, short, thick, individuals, 5. Marie thin pairs,groups - Ask to look at the sentences page 3. Write 29 written on it on the board. - Tell to do - Write - Ask Ss to read aloud. Eg: - Ha - Trang, ten - four - tall and strong Whole class, - slim individuals, - Show the sentences. pairs,groups, 4. Project - Bring a photo of your family. - Describe . - Ask and answer questions about someone’s job and places to work 5. Home- link Whole class Unit 15: WHEN’S THE CHILDREN’S DAY?
6. Period 95. Lesson 1: Part 1.2.3 I. Objective: Ss will be able to ask and answer questions about when a festival is. II. Language focus: New words: Tet, New Year, Children’s Day, Teachers’Day, Christmas, featival Structures/functions: When is + (festival)? It’s on the .............. IV. Resources: Ss’book, recording, computer&board,...... V. Procedure: Steps Learning activities Language focus Modes 1.Warm-up - Ask and answer questions about Whole class favourite food and drink. 2. Look, - Look at the picture a, b, c, d ask listen and and answer the questions sugges: repeat who, what, where, ...... - Asking and answering questions Whole class, about when a festival is individuals, appearance. pairs,groups, - Look, listen and repeat: play the record, listen and repeat. - Listen and repeat. Tet, New Year, Children’s Day, 3. Point - How we are going to learn the Teachers’Day, individuals, and say words and the funtions of Christmas, featival pairs,groups, When is + (festival)? It’s on the .............. Structures/function - Look at the pictures: s: When is + ?Who ask who? (festival)? - Look point and say words. - Look point and say sentences. It’s on the .............. individuals, 4. Let’s talk - Ask your partners about pairs,groups, holidays and festivals in Viet Nam and other countries. Eg: When is New Year? It’s on the .first of January. - Ask to present. 5. Home- -Ask and answer questions about Whole class link when a festival is Unit 15: WHEN’S THE CHILDREN’S DAY? Period 96. Lesson 1: Part 4.5.6
7. I. Objective: Ss will be able to listen to dialogues about someone’s physical appearance. and tick. II. Language focus: Revision of sentence patterns & vocabulary: Tet, New Year, Children’s Day, Teachers’Day, Christmas, featival Structures/functions: When is + (festival)? It’s on the .............. IV. Resources: Ss’book, recording, computer&board, .a clock..... V. Procedure: Steps Learning activities Language focus Modes 1.Warm-up -Ask and answer questions about Pairs when a festival is. 2. Listen - Look at the pictures 1,2,3, ask and Whole class, and tick answer the questions sugges: who, individuals,p what, when.... airs,groups, - Listen and tick: play the record, perform listen and tick. -Check: - Play the record, listen and repeat Tet, New Year, individuals, 3. Look and - How we are going to write the Children’s Day, pairs,groups, write words and the funtions of when a Teachers’Day, festival is. Christmas, featival - Look at the picture. - Look and write. Structures/functions - Check: 1. the twenty-fifth of : When is + December. (festival)? 2. the twentieth of November.. 3. the first of June. It’s on the .............. - Ask to read. Whole class 4. Let’s - Show the song on the board. individuals, sing - Tell sts that they are going to sing pairs,groups, - Play the tape - Ask sts to sing in group, pairs, individual. - Have the whole class sing the song again to reinforce their pronunciation. 5. Home- link -Sing the song at home Whole class Period 48. Unit 12. Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use Look at ___ to express a command.
8. - sing a song with the structures Look at _____ and She’s/It’s _____. II. INPUT Language: Sentence patterns: Look at _____ and She’s/It’s _____. 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 - Option 1: Have a group of pupils to sing the Whole class chant on page 52 in front of the class. - Option 2: Invite a few pupil to point to the picture in sachmem or poster for Unit 12 and say the structure, e.g. Look at ___. - Option 3: Select one pupil who has changed some lines of the chant and chant it in front of the class. - Get pupils to open their books and look at Lesson 3 page 53 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture, saying Look at Whole class the picture, please! Ask them who the girl is, saying Who is she? Is she Lucy? Yes, she’s Lucy. Then let them point to Lucy and say Look at Lucy. Play the recording several times for pupils to listen and repeat the sentence. Explain the meaning of the sentence and how it is used (as mentioned in Input). Step 2: Invite a few pupils to listen and repeat Look at Individual work Lucy in front of the class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very good! Step 3: Repeat the same procedure with Look at the lemons. Go around and offer help, if necessary. Pair or group Play the recording again and let pupils listen Step 4: work and repeat Look at Lucy and Look at the lemons in pairs or groups. Correct
9. pronunciation to make sure pupils can repeat correctly the two sentences. Whole class Step 5: Encourage some pupils to repeat the sentences in front of the class. Go around and praise them if they performed well, saying Well done! 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubbles. Explain the Whole class difference between Look at + name of people and Look at the + name of things. Check Step 2: comprehension. Individual work Point to Picture a and model the task, using the expression in the bubble and the picture cue. Pair work or Step 3: For example, Look at Lucy. group work Ask pupils to say Look at Lucy in chorus and individually. Correct pronunciation, if necessary. Get pupils to work in pairs or in groups to point to the pictures (a and b) and give Whole class Step 4: commands, saying Point to the pictures and say, please! Go around and offer help, if Extension: necessary. Repeat the same procedure with the second structure ”Look at the _____.” With better classes, let some pupils point to their friends and things in the classroom and say the sentences in front of the class. E.g. Look at Mai. Look at the book. 8. Let’s sing. 10 minutes Step 1: Have pupils look at the first three sentences Whole class Look at Lucy of the first verse of the lyrics. Explain their meaning. Check comprehension. Step 2: Play the recording for pupils to listen and Individual work repeat three sentences, saying Listen and repeat, please! Show them how to sing and Individual work Step 3: clap their hands or do actions. Ask pupils to look at the sentence She’s running round the lake. Explain its meaning. Check comprehension. Then play the recording for pupils to listen and repeat She’s Step 4: running round the lake. Correct pronunciation, if necessary. Pair of group work
10. Step 5: Repeat the same procedure with the second verse of the lyrics. Play the recording all the way through and ask pupils to do choral and individual repetition of Whole class the song. Then have them sing the song in Step 6: pairs or groups, saying Listen and sing the song, please! Go around and offer help, if necessary. Extension: Select some pairs or groups to the front of the class to sing the song. The class may sing along and clap their hands or do actions. With a better class, have pupils change some lines in the second verse of the lyrics and perform the song in front of the class. E.g. Look at the leaf. Look at the leaf. Look at the leaf. It’s falling to the ground. Look at the leaf. Look at the leaf. Look at the lemons. They’re falling to the ground. Homelink 3 minutes Option 1: Pupils sing by heart the song on page 53. Whole class Option 2: Pupils change some lines in the second verse of the lyrics and practice singing the song at Option 3: home. Pupils do the project on page 39 in their workbooks. GIÁO ÁN KHỐI 5 UNIT 14: WHAT HAPPENED IN THE STORY? Period 94. Lesson 3: Part 1,2,3 I. OBJECTIVES 1. Language focus/ Knowledge: - Phonic: sentence stress - Vocabulary: review - Sentence patterns:review 2. Competences: + Listening and repeat sentence stress correctly. + Listening and circle a or babout what happened in a story.
11. + Listening to the story 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about what happened in a story ; love learning English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Slap the board (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: story, characters, like, what *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 repeat (10’) *Aim: help Ss to repeat sentence stress correctly. *Procedure: - Let Ss pay attention to intonation. - SS pay attention. - Have Ss learn to practising saying -Ss learn to practising saying questions and answerwith the correct questions and answerwith the correct intonation. intonation. - Play the tape and ask Ss to listen. - SS listen. - Play the tape again and ask Ss to repeat - SS listen and repeat each line of the each line of the text in chorus. text in chorus. - Have Ss read in groups/ in pairs. - Read in groups./ in pairs. *Outcome: SS can repeat sentence stress correctly. Activity 3: Listen and circle a or b. Then
12. say the sentences aloud (8’) *Aim: help ss to improve listening skill about what happened in a story. *Procedure: - SS listen. - Have ss that they are going to listen and circle correct answer. -SS read in silence. -Ask ss to read the text in silence before listen. - SS listen and write. - Play the recording 2 times ss to listen and circle correct answer. Check their guess. Compare the answer with the partner. - SS check their answers. - Play the recording again ss to check their answers. - SS practise saying aloud the - Have ss to practise saying aloud the sentences in pairs. sentences in pairs. *Keys: 1.b 2.b 3.a 4.a -T checks and coreccts their pronunciation. *Outcome: SS can improve listening skill about what happened in a story. Activity 4: Listen to the story (9’) *Aim:help ss to improve listening skill about listening to the story. *Procedure: - Tell the class that they are going to listen - Ss listen and read. to the story The Fox and the Crow. -Turn on the tape. - Ss listen and repeat. - Ss listen to the tape and repeat each line of the story. - Ss tell the story and do the action. - Let SS work in groups to practise telling the story and doing actions *Outcome: SS can improve listening skill about listening to the story. Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson -Ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. Activity 6. Homelink. 1’
13. - Practice more at home. -SS listen. - Prepare for the next lesson. IV. COMMENT UNIT 14: WHAT HAPPENED IN THE STORY? P. 95. Lesson 3: Part 4, 5, 6,7 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and writing with the correct answer about what happened in a story. +Writingabout the charaters in your favourite story + Do project by telling a story and say what they think of the characters. + Colour the stars to remark the ability. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about what happened in a story and love doing project about themselves. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Passing the ball (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: The fox and the crow, Tam and Cam, The story of Mai An Tiem, *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in whole class - SS play game in whole class -T counts the points for each team, announces the winner and gives
14. compliment. - T links to the new lesson. Activity 2:Read and write ( 8’) *Aim: help ss to improve reading and writing skills by reading and writingwith the correct answer about what happened in a story. *Procedure: - Tell the class that they are going to read -SS listen. the passage and answerthe questions. - SS read the text individually and do -Ask students to read the text in the book the task. and find information to answer - Give them time to do the task independently. - Get them to compare their answerin pairs - Ss compare the answer before annoucing the answerto the class. * Keys: *Outcome: SS can improve reading and 1. She like reading folk tales; 2. She writing skills by reading and writingwith think they are .... and interesting; the correct answer about what happened in 3.She thinksthe characters....stupid; 4. a story. She thinks the fox....was not.;5. Because each ...life Activity 3: Write about the charaters in your favourite story (8’) *Aim: help ss to improve writing skill by writing about the charaters in your favourite story. *Procedure: - Tell the class that they are going to write - SS look and listen. about the characters in their favourite story. - Have them read the gapped sentences and - SS read and think about the think about the characters in their favourite characters in their favourite story. story. - Give them time to read and do the task. - Ask ss to do the task independently. - SS do the task independently. - Call on some students to report the - Reports the answer answerto the class. - Complete the excercise - Check and correct. * Keys: SS’s answer *Outcome: SS can improve writing skill by
15. writing about the charaters in your favourite story. Activity 4: Project (8’) *Aim: help ss to do project by telling a story and say what they think of the characters. *Procedure: - Tell the class that they are going to tell a story and say what they think of the - SS listen. characters. - Allow Ss time to carry out the project in class. - Do the task. - Call individual Ss to the front of the class to present their project. Finally, tell Ss to stick their work on their notebook - SS present *Outcome: SS can do project by telling a story and say what they think of the characters. Activity 5: Colour the stars (4’) *Aim: help ss to remark their ability about what happened in a story. *Procedure: - Have ss to read the statements and check -SS read the statements their comprehension. - Have ss time to colour the stars and call -SS ss time to colour the stars and call some ss to read the statements aloud. some ss to read the statements aloud. - Give further support to ss to find it difficult to achieve certain objectives. -SS listen. - T gets feeback. *Outcome: SS can remark their ability about what happened in a story. Activity 6: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson -Ss to retell the contents of this lesson - T gets feedback and corrects
16. pronunciation if necessary. Activity 7. Homelink. 1’ -SS listen. - Practice more at home. - Prepare for the next lesson. IV. COMMENT UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? P 96. Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: pilot, architect, writer. - Sentence patterns: what would you like to be in the future? I’d like to be a/an 2. Competences: + Remember and say some new words: pilot, architect, writer. + Look, listen and repeat the dialogue about what someone would like to be in the future. + Ask and answerquestions about what someone would like to be in the future. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know ask and answerquestions about what someone would like to be in the future II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game : rub out and remember(5’) *Aim:help ss to be eager and happy to begin the new lesson. -Vocabulary:would, like, what, be *Procedure: -T tells ss what they have to play game. -SS listen.
17. -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 dialogueabout what someone would like to be in the future + What would you like to be in the future? ->I’d like to be a/an *Procedure: - Teach vocabulary: pilot, architect, -SS listen and repeat newword, then writer. write on their notebook - Check vocabulary: rub out and -SS play game. remember -Set the scene: we are going to listen to -SS listen. the dialogue in which the characters to ask and answer questions about what someone would like to be in the future, - Ask students to look at the picture in the book and ask: -Look at the picture and answer + What are they taking? + Where is it? - Have Ss listen to the recording. -Play the recording again for Ss to repeat -SS listen the recording. each sentence. -SS listen and repeat. -Divide the class into two groups to read the dialogue. - SS read in groups. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in - SS read in pairs. front of the class. -T corrects pronunciation if necessary. - SS read the dialogue. *Outcome: SS can find out new words; understand the context of the dialogue and role play the dialogueabout what someone would like to be in the future Activity 3: Point and say (8’)
18. *Aim: help ss practise asking and answeringquestions about what someone would like to be in the future. + What would you like to be in the future? ->I’d like to be a/an *Procedure: -Have ss look at the picture and identify the characters and what they are doing. - Identify the characters. - T elicits the sentence pattern. What would you like to be in the future?- - SS answer I’d like to be a/an . - T elicits some newwords. - T makes model with a student. - SS repeat new words. - Aks ss to work in pairs to ask and answer - 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 asking and front of the class. answeringquestions about what someone would like to be in the future. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answeringquestions about what someone would like to be in the future. + What would you like to be in the future? ->I’d like to be a/an *Procedure: -Tell ss that they are going to practise more with their friends to ask and answer -SS listen. questions about what someone would like to be in the future, - Elicit the words to fill in the gaps and have ss to repeat. -SS repeat. -Get ss to works in pairs to interact. -Call some pairs to act out in front of the -SS work in pairs to interact. class. -Some pairs to act out in front of the - T corrects pronunciation, if necessary. *Outcome: SS can practise further asking
19. and answeringquestions about what class. someone would like to be in the future. 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 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? P 97. 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 asking and answeringquestions about what someone would like to be in the future. + Writing about what someone would like to be in the future. +Sing the song: What would you like in the future? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about what someone would like to be in the future and love English song. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
20. Activity 1:Warm –up: Play game: Vietnamese whispers (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: pilot, architect, writer. *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 what someone would like to be in the future. *Procedure: - Have SS look at pictures a, b, c and d. -Look and listen. Elicit the identification of the characters in the pictures and the characters’ words. - Guess the answer - Play the recording 2 times SS to listen - SS guess. and tick. - SS listen and tick -Compare the answer with the partner. - Play the recording again SS check their - SS check their answers. answers. *Keys: 1.b 2.a 3.c *Outcome: SS can improve listening skill about what someone would like to be in the future. Activity 3: Look and write (10’) *Aim: help ss to improve writing skillsaboutwhat someone would like to be in the future. *Procedure: - Have pupils open their books. Get Ss to -SS look and listen. read the text. Tell pupils that they are going to read and get the information to