Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 1 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 1 - Năm học 2022-2023

1. Planning date: 3/9/2022 GIÁO ÁN LỚP 2 Unit 1. In the school playground Lesson 1. Period: 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter B/b in isolation. - say the words Bill, bike, book, ball. II. INPUT Language: - Sound /b/ - Vocabulary: ball, bike, book Resources/Material: - Student’s book p. 6 - Sachmem.vn - Flashcards for Unit 1 - Poster for Unit 1 - Teacher’s guide pp. 7-9 - Computer, projector III. Warm-up – Listen and repeat – Point and say – PROCEDURE Game - Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Greet the class by saying Hi. Whole class - Introduce your name I’m + name. - Encourage pupils to say their names and where they come from (in Vietnamese). - Introduce (in Vietnamese) Tiếng Anh 1 - Sách học sinh (the number of units, the number of lessons in one unit, and the number of activities in each unit). - Have pupils open the books and look at Unit 1, Lesson 1 (Page 6). 1. Listen and repeat 10 minutes Step 1: Open books or access sachmem.vn. Have pupils Whole class look at the picture, saying Look at the picture, please! and describe it (in Vietnamese). Draw pupils’ attention to the letter B/b, the word next to
2. Bill and other words next to the things and the colour of the letter B/b (as mentioned in Input). Step 2: Ask pupils to point to the letter B/b. Have them Individual work listen and repeat the sound of the letter B/b (saying Listen and repeat, please!) more than once, if Whole class necessary. Step 3: Tell pupils to point to Bill and the word Bill (saying Point to Bill and the word Bill). Ask them to listen and repeat the word, saying Listen and repeat, please! Step 4: Repeat the same procedure with the ball, the bike and the book. Give further support to those pupils who find it difficult to do the task. Individual work Step 5: Play the recording again and have them listen, point to the letter B/b and the ball, bike and book and repeat until they feel confident. Correct Whole class pronunciation, if necessary. Step 6: Play the recording again and call some pupils to say the letter B/b and the words Bill, ball, bike and book in front of the class (saying Well done! when they Extension: performed well). With a better class, have pupils look again at the picture and find the pictures of the birds, bees (or/and butterfly). Teach the words bee, bird (or/and) butterfly. 2. Point and say 7 minutes Step 1: Have pupils look at the picture again (Student’s Whole class book, p. 6 or Sachmem) or at Poster for Unit 1, saying Look at the picture on Page 6, please! Ask them to describe the picture again (in Vietnamese). Draw their attention to the letter B/b, Bill and the things, if necessary. Step 2: Get them to point to the letter B/b and say it, Individual work saying Point to the letter B/b and say, please! Individual work Let them point to Bill and say his name, saying Step 3: Individual work Point to Bill and say, please! Give further support to those pupils who find it difficult to do the task. Follow the same procedure with other things. Give Step 4: Pair or group further support to those pupils who find it difficult work to do the task. Step 5: Ask pupils to work in pairs or in groups to point to the picture and say the sound of the letter B/b and Whole class
3. the words. Go around and offer help or correct pronunciation, if necessary. Invite two or three pupils to point to the picture Step 6: and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Well done! Fun corner Slap the board 10 minutes Step 1: Write four words Bill, ball, bike and book or stick Whole class the flashcards with these words on the board. Tell pupils to look at the board, saying Look at the board, please! What words can you see? OK, now let’s play the game. Step 2: Tell pupils how the game is played, saying This Whole class game is played in a group of four people. When I say, for example, Bill, you will run as quickly as possible to the board and touch/slap your hand on the word/flashcard. The one who is the quickest to touch/slap the correct word/flashcard gets one point. Ask pupils to listen to four words and touch/slap Step 3: Whole class the flashcards/words as correctly and quickly as possible, saying Are you ready? Now listen to me and let’s play the game. Step 4: Have pupils play the game in groups of four. The pupil who gets the highest score will be the Group work winner. Step 5: Invite four pupils to play the game in front of the class, if there is time. Whole class Homelink 3 minutes Option 1: Pupils use Student’s books: Whole class - to pronounce the sound of the letter B/b. - to point to Bill and the things in the picture on page 6 and say the words Bill, bike, ball, book. Option 2: Pupils may use sachmem: - to listen and pronounce the sound of the letter B/b. - to listen and say the words Bill, bike, ball, book.
4. Pupils play Slap the board with the words bike, book, ball in sachmem. Option 3: Pupils use pencils or colour pencils to: - draw and colour the pictures of the bike, the ball and the book in the notebooks. - then to point to the the bike, the ball and the book and say the words bike, ball, book. Unit 1. In the school playground I. OBJECTIVES Lesson 1. Period: 2 By the end of the lesson, pupils will be able to: - say the letter B/b and the words bike, ball, book and the phrases a ball, a book, a bike in a chant. - listen and identify the words bike, ball, book. - trace the letter B/b. II. INPUT Language: - Sound /b/ - Vocabulary: ball, bike, book - Phrases: a book, a bike, a ball Resources/Material: - Student’s book p. 7 - Sachmem.vn - Teacher’s guide pp. 9-12 - 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 - Greet the class and introduce yourself, saying: Whole class Hi. I’m + name. - Option 1: 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 B/b and the words Bill, bike, book and ball. - Option 2: Have a group of four pupils play Slap the board in front of the class with the words bike, book and ball.
5. - Option 3: Invite two or three pupils to show the pictures (drawn at home as homelink) and say the words/phrases (e.g. bike/A bike, ball/a ball, book/a book). - Get pupils to open their books and look at Lesson 2, p. 7 (saying Open the books and look at lesson 2, please!). 3. Listen and chant 10 minutes Step 1: Have pupils look at the chant on p. 7 in their books Whole class or on sachmem. Say Look at the chant, please! Draw pupils’ attention to the first line and explain its meaning (as mentioned in Input). Ask them to pay attention to the letter B/b and the word ball. Check comprehension. Step 2: Play the recording of the first verse for pupils to Individual work listen and to get familiarized with the tune, saying Listen to the first verse, please! Step 3: Play the recording again, ask pupils to listen and Individual work repeat the first line, saying Listen again and repeat, please! Then play the recording for them to listen and repeat until they feel confident, saying Now listen and repeat, please! Follow the same procedure with the other verse. Step 4: Show pupils how to chant and clap their hands. Whole class Correct pronunciation, if necessary. Play the recording all the way through. Ask pupils Step 5: Individual work to listen and repeat the chant individually and in chorus, saying Listen and chant, please! Give further support to those pupils who find it difficult to do the task. Select some pupils to the front of the class to chant Step 6: Whole class and clap their hands. The rest of the class may sing the chant along and clap their hands. If they sang the chant well, praise them, saying Very good! With better classes, help pupils change some line in the chant and sing it in front of the class. E.g. Extension: B, b, a ball. B, b, a book. B, b, a bike. A, ball, a book, a bike.
6. 4. Listen and tick 7 minutes Step 1: Have pupils look at the first two pictures (saying Whole class Look at the pictures, please!) and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Encourage some pupils to point to the pictures and Step 2: say the words in front of the class (saying Point to Individual work the pictures and say, please!). E.g. 1a: A ball, 1b: A bike. Play the recording of the first phrase for pupils to Step 3: listen. Before playing the recording, say Now look Whole class at the pictures in Question 1. You can see a ball and a bike? Yes, a ball and a bike. Now listen to the recording, please! Play the recording of the first phrase for pupils to hear. Say Did you hear “a ball” or “a bike”? Yes, it said “a bike”. Point to the tick √ and say It’s a tick. You tick the box b, you give the right answer. Ask pupils to look at the last two pictures and listen. Step 4: Say Now look at the pictures in Question 2. Listen Individual work and tick the correct box. Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording (several times, if necessary) for pupils to listen and tick the box. Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “a ball” or Step 5: “a book”? If some pupils say “a ball”, let them Whole class listen to the recording again, saying Now listen again, please! and play the recording. Ask What did you hear? Did you hear “a ball” or “a book”? then say Yes, “a book”. So tick the box b. Key: 2. b. 5. Look and trace 10 minutes Step 1: Have pupils look at the letter B (upper case) and b Whole class (lower case). Use sachmem to show how the upper case B and the lower case b are traced. Ask pupils to make sure if they recognize the two forms of the letter. Step 2: Tell pupils to trace the letter B/b, saying Now use Individual work your pencil to trace the letter B/b. You can demonstrate by air tracing or tracing the broken
7. lines of the letter B/b on the board. Then 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 Step 3: feedback. Ask pupils to work in pairs and swap Pair work their answers, saying Now work in pairs and check the answer. Give pupils time to work. Go around and offer help, if necessary. Ask some pupils to show what they have done. Step 4: Praise them if they have done well, saying Well Whole class done! With a better class, write the letter B/b in broken Extension: lines on the board and invite some pupils to trace Individual work them. Homelink 3 minutes Option 1: Pupils learn by heart the chant p. 7. Whole class Option 2: Pupils trace the letter B/b in their workbooks. Option 3: Pupils point to the pictures in Listen and tick (p. 7) and say the phrases, e.g 1a: A ball, 1b: A bike, 2a: A ball, 2b: A book. GIÁO ÁN LỚP 4 Period 1. Unit 1: NICE TO SEE YOU AGAIN! Lesson 1: Part 1, 2 I. Objectives: By the end of this lesson the ss will be able t: + use the words and phrases related to the topic Meeting people + greet and respond to greetings formally, using Good morning / Good afternoon / Good evening and nice to see you again II. Language focus: - Vocabulary: Good morning / Good afternoon / Good evening and nice to see you again - Grammar: Nice to see you again III. Teaching aids: books, notebooks, cassette, rulers, pens and rubbers. IV. Procedures: Content Teacher’s activities Student’s activities 1. Warm up: -Encourage pupils to greet each other in Whole class pairs. Have the whole class sing the song “Hello”
8. -Get pupils to open their books on page 6 and read the title. Ask them to look at the first four pictures and explain the context. 2.Look, listen - Tell ps that they are going to learn to Whole class and repeat: greet and respond to greeting formally. - Point to the first picture and elicit the character names and answer the questions. Who are they? / Where are they? What are they talking about? Repeat Whole class the procedure with the second picture. - Do choral and individual repetition, Individual pointing to the characters speaking. - Play the recording for Ss to listen and say along. 3.Point and say: -Tell ps that they are going to practice Whole class 13’ greeting and responding to each other Nice to see you formally by using Good morning / again is used Good afternoon / Good evening. when people -Have them look at the pictures to meet again. understand how the language is used in different contexts. Hello/Hi is used -Point to each character and elicit to greet each his/her name. Point to the picture and other in an ask Ss to fill the gaps. Put all the informal way. sentences on the board and have Ss Whole class Good morning / repeat each sentence. Good afternoon / -Do choral and individual repetition, Good evening is using the character’s names. used to greet -Get Ss to work in pair .Check as a each other class. Pair work formally 4. Greet your - Tell the ss that they are going to Whole class teachers in the practice more with their friends using classroom or at Good morning or Good afternoon school: 10’ - Ask some pupils to act out the Individual greetings with you 5. Home link: 2’ Practice greetings at home Whole class
9. Period 2. Unit 1: NICE TO SEE YOU AGAIN Lesson 1: Part 3, 4, 5 I. Objectives: - Ss will be able to listen and tick to the correct picture, fill in the gap with correct words and sing the song well. II. Language focus: - Grammar: Review - Vocabulary: Review III. Teaching aids: Books, notebooks, cassette and CDs IV. Procedures: Student’s Content Teacher’s activities activities 1. Warm up: 5’ Spend a few minute revising Good Whole class morning/ Good afternoon/ good night and Nice to see you again Individual Get individuals or pairs to act out the greetings and responds in front of the class. 2.Listen and - Tell the class that they are going to listen Whole class tick: 10’ and tick the correct boxes under the pictures. - Ask the ss to look at the picture to identify the similarities and differences. Check understanding - Play the CDs 3 times - Tell the ss not to worry if they cannot understand every word and that they should pay attention to who Miss Hien is talking Individual to, when they are speaking and to whom Mai says goodbye - Ask the SS to swap and check the answer Whole class before checking a class Keys: 1b, 2 a, 3 a
10. 3.Look and - Tell the SS that they are going to fill in Whole class write: 13’ the gaps with morning, afternoon or bye - Ask the ss to read the text in silent Individual - Check the SS´ understanding. - Elicit the words filling the gaps - Allow the ss time to write independently - Go round for help. - Ask the SS to change their book to correct Individual for their friend - Write the correct answer on the board - Ask the SS to copy if necessary. Whole class - Call some pairs to read the exchanges aloud Keys: 1 morning , 2 afternoon, 3 bye 4.Let’s sing: 10’ -Tell the ss that they are going to sing the Whole class song Good morning to you. - Hang the poster with the song on the board - Teaching the song: read the lyrics and check comprehension. Play the recording all the way through. - Have the SS do choral and individual Group work repetition of the song line after line. Individual 5. Home link: 2’ Sing the song at home and do exercises on Whole class workbook Period 3 Unit 1: NICE TO SEE YOU AGAIN Lesson 2 Part 1, 2, 3 I. Objectives: - Ss will be able to greet each other and answer the question: How are you? II. Language focus: - New words: fine, thank you - Structures: How are you? III. Teaching aids: Ss’ book, recording, fresh cards IV. Procedures: Student’s Content Teacher’s activities activities 1. Warm up: 5’ - Sing the song Good morning to you Whole class
11. 2.Look, listen - Tell them that they are going to learn Whole class and repeat: 10’ to say and respond to goodbye. - Ask ps look at the picture and listen to the dialogue in their books - Point to the P1 and Ask ps look at the text in speech bubbles. Use a poster or two character puppets to present the situation. - Explain the meaning of the language practiced. - Play the recording all the way through Individual for pupils to listen, and point to the appropriate line in their books. - Play the recording again for pupils to repeat the lines in the speech bubbles. Repeat the step a few times. - Practice with Ss. Group work and - Divide the class into 2 groups. Asks pair work practice in pairs. - Go round and check Ss can repeat and understand the dialogue. 3.Point and say: - Tell ps that you are going to practise Whole class 13’ saying and responding to goodbye. - Point to each character in the picture. - Write the whole sentences on the board. - Ask ps work in pairs, pointing to the Pair work characters speaking. - Call some pairs practice in front of the class. - Check ss’ mistake when necessary. - Call on some pairs to perform the task at the front of the class. The rest of the class observe and give comments if possible. Whole class - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation.
12. 4.Let’s talk: 10’ - Tell ps that they are going to revise Whole class what they have learnt in lesson 1 & lesson 2. - Get one pupil to act as a teacher. He/ Individual She greet the others formally, - Fill the gaps and write the sentences on the board. - Get ps to repeat the sentences a few times. - Call a few pairs practise in front of Pair work the class. - Check ss’ pronunciation. 5. Homelink: 2’ Review how to greet each other Whole class Period 4 Unit 1: NICE TO SEE YOU AGAIN Lesson 2 Part 4, 5, 6 I. Objectives: - By the end of the lesson Ps will be able to say and respond to goodbye, using Goodbye/ bye/ Good night/ See you tomorrow/ See you later II. Language focus: - New words: Review - Structures: Review III. Teaching aids: Ss’ book, recording, fresh cards IV. Procedures: Content Teacher’s activities Student’s activities 1. Warm up: 5’ - Call few pairs of pupils to greet Pair work other 2.Listen and - Tell Ss that they are going to listen Whole class number:8’ and number the correct boxes. Give a few seconds for Ps to look at the pictures. Elicit the names of the characters and what they might say. Give feedback. - Play the recording two times for Ps to listen, do the task and check their answers. Pair work
13. - Get Ss to swap and check their answers with their partner before checking as a class. - Play the recording again pupils check their answers. T give the answer: Key : 1c 2a 3d 4b 3.Look and - Tell ps that they are going to read Whole class write: 10’ and fill the gaps with the appropriate words. - Give ps few seconds to read the text in silence. - Check comprehension and give feedback. Individual - Give ps time to do the task and go around and offer help if necessary - Get ps to work in pairs. Pair work - Get ps to swap and check their answers before checking as a class. - Divide the class into two groups and Group work get them to read aloud each character’s lines respectively. Key: 1. Vietnam, Tom 2.Mr.Loc, good morning/ Hello/ Hi 3.Good night, Good night 4.Let’s play:15’ - Tell Ps that they are going to play Whole class the game Bingo. - Stick a large sheet of paper with the bingo grid to the board. Tell pupils that there are nine words in the grid. Ask them to draw a grid and put the Individual nine words in the boxes in random Pair work order. Check comprehension. - When everything is ready, call out the words, one at a time. Pupils should put a cross on the word you say. Continue calling until there is a pupil getting three words in a straight line crossed out and calling Bingo. 5. Home link:2’ Do exercise at home and learn by Whole class heart new words GIÁO ÁN LỚP 5 Period :1 UNIT 11:WHAT’S THE MATTER WITH YOU? Lesson 1 Duration: 2 periods
14. I-Objectives: By the end of the lesson, students will be able to ask and answer questions about common health problems. II-Language contents: 1)Vocabulary : a headache,a toothache,an earache, a sore throat, a stomachache,a fever 2)Structures: what’s the matter with you? I have a headache. 3)Skills:Listening ,Speaking, Reading and Writing - Focus on: listening and speaking III Techniques and teaching aids: -Techniques :Pair work; Group work; role play -Teaching aids: Book, board, pictures -Method: communicative approad PERIOD 1:Lesson 1 (1,2,3) I-Time :35 minutes II-Procedures: 1> Warm up: 5 minutes 2> Presentation: 30 minutes T CONTENT TEACHER’SACTS STUDENTS’ACT S 5’ WARM UP:TPR - Gets students play the - Join into the game Sing and do the action game -Follow the T’s ‘open your fingers - Introduces the game guides Close them -Congratulate the Open. - Giving introdution of winners( claps the Close them. the text ( set the sence) hands). Put them on your - Checks -listen carefully (hair)/feet/head/face - Follows the techniques 8’ of eliciting new words -listening PRESENTATION: - Get Ss to read all the Copy down * Pre- teach: vocabulary. new words, in groups, -a headache:đau đầu then individual. -a toothache:đau răng -an earache:đau tai - Checks - a sore throat:đau họng - Elicits SS to guess a - a stomachache:đau bao tử situation of the picture -Follow the T’s -a fever :nóng,sốt cao - Monitors guides - T reads the dialogue, - Work in groups first or listen to the tape. - Write the words 5’ - T asks Ss to repeat in - Check * Checking vocabulary: slap chorus three times. - Choral repetition the board - Let Ss do pairwork to - Individual 1. Look,listen and repeat practice the dialogue. repetition - Copy in notebooks
15. - Get some pairs to read - Check it aloud. - Guess a situation - T elicits Ss to pick out of the picture the model sentence: - Practice the * Presenting new structure: - Gives the form on the dialogue board (?)what’s the matter with - Explains the form - Copy the form in you? meaning and use notebooks 1 I’ve got a headache. 0’ - Runs through - Try to remember * Meaning: - The first part of the (?)Bạn bị sao thế? exchange form,meaningand Tôi .. - 2nd ..................... use. - 3rd ................. *Use: Dùng để hỏi/đáp các - last ........... - Teacher and vấn đề về sức khỏe của bạn - Asks ss work in pairs students PRACTICE: * Picture cue - Elicits ss how to role - Students and drill play. teacher 2. Point and say - Ask Ss to work in - Opened pairs a/ an earache pairs. - Close pairs 5’ c/ a toothache - Call some pairs to say d/a sore throat aloud. Others remark. e/ a stomachache - Ss discuss in - Work in pairs pairworks. - Monitors - Role play PRODUCTION: MIME - Call some pairs to say. - Check 3.LET’ TALK Others remark. Calls ss go to the board and - Checks - Give the answer practice the form by mime - Asks SS to retell the some commom health content of the lesson problems. - Asks SS learn by heart - Say the consolidation and the new words and ask Ss to read the part 1 again. model sentences. . Giving the comments Cosolidation: HOMEWORK: Ask ss to practice drawing a simple picture of the body and 2’ name the body parts they have learnt
16. UNIT 11:WHAT’S THE MATTER WITH YOU? PERIOD 2:Lesson 1 (4,5,6/page 7) I-Time :35 minutes II-Procedures: 1> Warm up: 5 minutes 2> Presentation: 30 minutes T CONTENT TEACHER’S ACTS STUDENTS’ACTS 5’ WARM UP: Mime - ask ss to mime their health - look and clap hands S 1:mime problem. Whole class :what’s the matter with you?: -T asks some question S1:I have such as: 4.LISTEN AND - guess. TICK: - T asks Ss to work in pairs 10’ Pre- listening: Open to guess. prediction - T gets feedback from Ss - listen T: Who are they? and write Ss’ ideas on the S: board. - After the second T:what’s the matter listening , Ss share with him/her/them? their ideas with the While- listening:( partners. KEYS) - T asks Ss to listen the 1 2 3 dialogue 4 twice. GUESS - T asks Ss to listen again - Work in pairs to ask LISTEN c a b and c check their predictions( and answer questions work in pairs or groups). about the characters - T gives feedback ( answer - Some pairs to keys) demonstrate the task Post- listening: Devided into 4 groups 5’ -Ss work in pairs, . asking and answering - Asks students to work in - Ss to discuss about the following questions: groups/pairs to ask and the pictures and then (?) What’s the matter answer questions about the say about someone with petter/ characters where they are from. /Linda/Mary? - Calls some pairs to -Congratulate the 10’ demonstrate the task in winner ( claps the -He /she has got . front of the class hands). 5.READ AND -Play the Cd for ss to listen COMPLETE then sing -practise the song What’s the matter with 5’ Nam/Mai/Quan/Linda? She/ He has . 6.LET’S SING
17. what’s the matter with you? HOMEWORK: Ask ss to practice the model sentences they have learnt Period :3 UNIT 11:WHAT’S THE MATTER WITH YOU? Lesson 2 Duration: 2 periods I-Objectives: By the end of the lesson, students will be able to express common health problems and give response;and to advice on a health problem. II-Language contents: 1)Vocabulary :should, shouldn’t,take a rest,carry heavy things 2)Structure: I have a sore throat You should/shouldn’t . Yes,I will.Thanks/OK,I won’t.Thanks. 3)Skills:Listening ,Speaking, Reading and Writing - Focus on: listening and speaking III Techniques and teaching aids: -Techniques :Pair work; Group work; role play -Teaching aids: Book, board, pictures,tape recording -Method: communicative approad PERIOD 1:Lesson 2 (1,2,3/Page 8) I-Time :35 minutes II-Procedures: 1> Warm up: 5 minutes 2> Presentation: 30 minutes T CONTENTS TEACHER’S ACTS STUDENTS’ACT S 5’ WARM UP:Slap the board - Gets students play the - Join into the game game slap the board (2 GROUPS) Sore throat cold backache -Follow the T’s guides stomachache Sore eyes - T sets the sence -Congratulate the - Giving introdution of the winners( claps the headache toothach text ( set the sence) hands). e - Checks -listen carefully 8’ - Follows the techniques of - Choral repetition eliciting new words PRESENTATION - Get Ss to read all the new -listening words, in groups, then Copy down 1/LOOK,LISTEN AND individual. REPEAT
18. Vocabulary: - Checks -should: nên - Elicits SS to guess a -shouldn’t: không nên situation of the picture -take a rest:nghỉ ngơi - Monitors -Follow the T’s -carry heavy things: mang vật - T reads the dialogue, first guides nặng or listen to the tape. - Work in groups 1 *Check: ROR - T asks Ss to repeat in - Write the words 5’ chorus three times. - Check PRACTICE : picture cue - Let Ss do pairwork to - Choral repetition practice the dialogue. - Individual 2/POINT AND SAY - Get some pairs to read it repetition I have a sore throat aloud. - Copy in notebooks ()You should . - T elicits Ss to pick out the - Check ()You shouldn’t model sentence: - Gives the form on the - Guess a situation Yes,I will.Thanks. board of the picture OK,I won’t.Thanks. - Explains the form meaning - Practice the and use dialogue - Runs through - The first part of exchange - 2nd ..................... - Copy the form in - 3rd ................. notebooks - last ........... - Try to remember theform,meaning - Asks ss work in pairs and use. - Elicits ss how to role play. - Ask Ss to work in pair. - Teacher and - Call some pairs to say students aloud. Others remark. - Students and - Ss discuss in pairworks. teacher - Monitors -group A-group B - Call some pairs to say. - Opened pairs Others remark. - Close pairs 5’ - Checks PRODUCTION: roleplay - Asks SS to retell the 3.LET’S TALK: content of the lesson - Work in pairs I have a /an . You should . 2’ You shouldn’t - Role play - Check Yes, ..Thanks. OK, ...Thanks. - Give the answer
19. HOMEWORK: Write 2 common health problems and give response;and to advice on a health problem. Period :4 UNIT 11:WHAT’S THE MATTER WITH YOU? Lesson 2 PERIOD 2:Lesson 2 (4,5,6/page 9) I-Time :35 minutes II-Procedures: 1> Warm up: 5 minutes 2> Presentation: 30 minutes T CONTENTS TEACHER’S ACTS STUDENTS’ACTS 5’ WARM UP: CHARADES -T asks ss toexpress a -listen and answer SS1: Express a health problem health problem Look at and guess The other: What’s the matter - T sets the sence you are with you? going to listen and Ss1:I’ve got [ a headache] complete the table The other: you should/ - T asks Ss to work in shouldn’t pairs to guess. -read the information - T gets feedback from in the table.guess Ss and write Ss’ ideas on -listen to the tape 10’ 4.LISTEN AND the board. -compare COMPLETE: -Play the CD -correction -Ask ss to share the Pre- listening: Open answer prediction -give feedback What are common health problems? While- listening: Answers: - Asks students to read the context and all the sentence. Then do the - Work in pairs to Should Shouldn’t task. guess where Quan go to the - Asks students to theyareand what doctor exchange their answers about the characters with their partners
20. Tony go to - T gives feedback ( - Read the context school answer keys)and and all the sentence. Phong eat ice explanations Then do the task cream Mrs carry Green heavy things - Exchange and 8’ compare their Post- listening: answers with their correction partners 5.READ AND COMPLETE - saying the short answer Pre- reading: Open -have ss to play the game - Say their answers prediction Read the dialogue then guess 10’ the complete words While- reading: - Read and complete Answers: the messages 1. Matter 2. Has - Asks students to review 3. Doctor the lesson at home and 4. Stomach prepare the next lesson 3’ 5. Rest Post- reading: - Review the lesson Correction at home and prepare the nextlesson 6.LET’S PLAY Game : charades (one ss to express a health proplem : a headache, ..the other give an advice : you should/shouldn’t .) - Asks students to point to the character - Asks students to work in pairs - Calls some pairs to demonstrate the task in front of the class