Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 14

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 14

1. GIÁO ÁN DẠY TIẾNG ANH 2 TUẦN 14 Period 27 Unit 7 –Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter G/g and the words garden, girl, goat, gate and the phrases a goat and a gate, a girl and a garden in a chant. - listen and identify the sentences: There’s a gate. There’s a girl. - trace the letter G/g. II. INPUT Language: - Sound /g/ - Vocabulary: garden, girl, goat, gate - Phrases: a goat and a gate, a girl and a garden - Sentence pattern: There’s a ___. Resources/Material: - Student’s book p.32 - sachmem.vn - Teacher’s guide pp. 75-77 - 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, Whole class saying: Hi. I’m + name. Encourage pupils to greet and introduce their names, e.g. Hi, I’m Hoa. - Option 1: Invite a few pupils to point to the picture/poster and pronounce the sound of the letter G/g and say the words garden, girl, goat, gate. - Option 2: Ask a group of four to play Bang! with the target vocabulary they have learnt. - Option 3: Have pupils do the project, page 21 (Workbook) in pairs or groups. - Get pupils to open their books and look at Lesson 2, p.32 (saying Open the books and look at Lesson 2, please!). 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant in their books or Whole class on sachmem. Say Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning (as mentioned in Input in Teacher’s guide). Ask them to pay attention to the letter G/g and the words goat, gate, the Step 2: phrase A goat and a girl. Check Individual work comprehension. Play the recording of the first verse for pupils to listen and to get familiarized with the tune, saying Listen to the first line, please! Then
2. have them listen again and repeat the verse, line by line, individually and in chorus, saying Step 3: Listen and repeat, please! If they chanted Individual work well, praise them, saying Well done! Follow the same procedure with the second Individual work Step 4: verse. Correct pronunciation, if necessary. Show them how to chant and clap hands. Play the recording all the way through again for pupils to listen and do choral and individual repetition, saying Listen and Groups work repeat, please! Then play the recording for Step 5: them to listen and repeat until they feel confident, saying Now listen to the recording Whole class and repeat, please! Step 6: Put the class into two groups to practise chanting and clapping. Each group should sing one verse of the chant, saying Chant in groups, please! Encourage some pupils to go to the front of Extension: the class to chant and clap their hands. The rest of the class may clap along to the rhythm. If they chanted well, praise them, saying Well done! or Very good! If time allows, ask pupils to look at the picture in Activity 3 and find the words (garden, gate, girl, goat) that are in the chant. With better classes, help pupils change some lines of the chant and sing it in front of the class. E.g. G, g, goat. It’s a goat. G, g, gate. It’s a gate. G, g, girl. It’s a girl. G, g, garden. It’s a garden. 4. Listen and tick. 7 minutes Step 1: Open books or access sachmem. Have pupils Whole class point to the pictures of Question 1, saying Point and say, please! Ask them to describe the pictures. Draw pupils’ attention to the boxes next to the letters a and b. Check Step 2: comprehension. Individual work Have pupils look at the pictures of Question 1, saying Look at the pictures in Question 1, please! What is this? It’s a garden and what is this? It’s a gate. and ask them to repeat, Individual work Step 3: saying It’s a garden. It’s a gate. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite some pupils to point to the pictures and say the words first, then the sentences in Step 4: front of the class, saying Point to the pictures and say, please! Eg: 1a: a garden, It’s a garden. 1b: a gate, It’s a gate. Individual work Play the recording of the first sentence for Step 5: pupils to listen and tick. Say Now listen to the Whole class recording and tick, please! Play the recording
3. of the first sentence several times, if Step 6: necessary, for pupils to tick, saying Listen and tick, please! Follow the same procedure with Question 2. Give further support to those pupils who find it difficult to do the task. Call some pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. There’s a gate. 2. There’s a girl. If they said correct words, praise them, saying Well done! or Very good! 5. Look and trace. 10 minutes Step 1: Access sachmem. Have pupils look at the Whole class letter G (upper case) and the letter g (lower case). Say What can you see? Point to the upper case G and say This is the upper case G. Then point to the lower case g and say and Step 2: this is the lower case g. Ask some pupils to make sure if they recognize the two forms of Individual work Step 3: the letter. Have pupils look at sachmem and identify Pair work how the letter G (upper case) and the letter g Step 4: (lower case) is traced. Tell pupils to trace the letter G/g, saying Now trace the letter G/g with your pencil. Give Whole class further support to those pupils who find it Step 5: difficult to do the task. Ask pupils to work in pairs, swap and check their answers, saying Now work in pairs and check the tracing. Give pupils time to work. Go around and offer help, if necessary. Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good job! Homelink 3 minutes Option 1: Pupils learn by heart the chant (p.32). Whole class Option 2: Pupils trace the letter G/g on page 22 (Workbook). Option 3: Pupils point to the pictures in Listen and tick (p.32) and say the sentences, e.g 1a: There’s a garden. 1b: There’s a gate. Option 4: Select a few pupils change some lines to make their own chants. Period 28 Unit 7 –Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use There’s a _____ to introduce a thing. - sing a song with the structure There’s a ___ in the _____. II. INPUT Language: Sentence patterns: There’s a ___ in the _____. Resources/Material: - Student’s book p.33 - Poster for Unit 7
4. - sachmem.vn - Teacher’s guide pp.77-79 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing –Homelink Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - Have pupils greet and introduce their Whole class names, e.g. Hi, I’m Lan. - Option 1: Have a group of pupils to sing the chant on page 32 in front of the class. - Option 2: Have a few pupil to point to the picture in sachmem or Poster for Unit 7 and say the sentences, e.g. There’s a ___. - Option 3: Let two or three pupils point to the pictures in Listen and tick (p.32) and say the sentences, e.g 1a: There’s a garden. 1b: There’s a gate. - Get pupils to open their books and look at Lesson 3 p.33 (saying Open the books and look at Lesson 3, please!). 6. Listen and repeat. 5 minutes Step 1: Open books or access sachmem. Have pupils Whole class look at the picture, saying Look at the picture, please! What can you see? I can see a garden. It’s a garden. Yes, there’s a garden. Explain the meaning of the sentence and how it is Step 2: used. Check comprehension. Individual work Play the recording the first time for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Correct Pair or group Step 3: pronunciation, if necessary. work Play the recording several times for pupils to listen and repeat the sentence in pairs or groups. Give support to those pupils who Step 4: find it difficult to do the task. Have pupils point to the garden and say the sentence in pairs or groups, saying Point to the garden and say There’s a garden, Whole class Step 5: please!. Go around and offer help, if necessary. Invite a few pupils to listen and repeat the sentence “There’s a garden.” in front of the class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very well! 7. Let’s talk. 10 minutes Step 1: Have pupils look at the first picture in Whole class Student’s book or in sachmem. Say Look at Picture a, please! Point to the garden and ask them What is this? A garden? Yes. There’s a garden. Explain
5. Step 2: the meaning of the sentence and how it is Whole class used. Check comprehension. Have pupils look at the first picture. Say Look at Picture a, please!. Point to the garden and ask them What is this? The Step 3: pupils may answer. Tell them to introduce a Individual work garden, saying “There’s a garden”. Ask pupils to point to Picture a and say “There’s a garden” in chorus, saying Let’s Step 4: point to Picture a and say, please! Correct Individual work pronunciation, if necessary. Ask them to look at the pictures to identify the other things, saying Look at Pictures b, c, d, please!. Then let them point to the Step 5: pictures and say the words, saying Point and Pair or group say, please! Check comprehension. work Ask pupils to work in pairs or in groups to point to the pictures and the structure in the Step 6: bubble and say the sentences. Give further Whole class support to those pupils who find it difficult to do the task. Extension: Select some pairs of pupils to practise introducing animal/things to each other in front of the class. Praise them, saying Excellent! if they performed well. If there is time or with better classes, have pupils work in groups, pointing to the things on the desks and say, e.g. There’s a book (on the desk). 8. Let’s sing. 10 minutes Step 1: Have pupils read the first verse to get Whole class familiarized themselves with the lyrics. Say Now read the first verse, please! Explain the meaning of the sentence and how it is used. Step 2: Check comprehension. Individual work Play the recording several times for pupils to repeat the verse, line after line, to make sure that they can sing the verse correctly. Individual work Correct pronunciation and the tune, the Step 3: rhythm and the melody of the song, if Pair of group Step 4: necessary. work Follow the same procedure with the second verse. Have pupils listen to and practice singing the whole song in groups, drawing their Whole class attention to the pronunciation, the stress and Step 5: the melody of the song. Say Now listen and sing the whole song, please! Praise them when they perform well, saying Excellent!. Invite some pupils to sing the song in front of the class. The rest of the class sings along Extension: and claps their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. With a better class, have pupils change some lines of the lyrics and perform the song in
6. front of the class. E.g. There’s a girl. There’s a girl in the classroom. There’s a book. There’s a book on the desk. Homelink 3 minutes Option 1: Pupils sing by heart the song on p.33. Whole class Option 2: Pupils change some sentences in the lyrics Option 3: and practice singing the song at home. Option 4: Pupil point to the things they have in the bedroom (pen, pencil, bag, hat, dog, cat, book, ...) and introduce each of them, using There’s a ___ in the bedroom. Pupils do the project on page 24 in Workbook. GIÁO ÁN KHỐI 4 UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? Period 53. Lesson 3: part 4, 5, 6 I. Objectives: By the end of the lesson Ss will be able to ask and answer about school subjects II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Student’s activities 1.Warm up : 5’ Read the chant: Whole Class What subjects do you have today?s 2. Read and - Tell pupils that they are going to read Whole class complete: 8’ the text about Nga and complete the timetable - Give a few seconds for pupils to read the text in silence. Check their comprehension - Give pupils time to do the task Individual individually - Go around to offer help when Whole class necessary Pair work - Get them to swap their answer with their partner - Call some Ps to read the answer Whole class aloud - Correct the answer - Do choral about the subjects Answer: 1. Vietnamese 2. Maths 3. Science 4. Art
7. 3. Write about - Tell Ps that they are going to Whole class you and your complete some sentences about subjects: 15’ themselves and their school subjects - Give Ps a few seconds to read the Individual text in silence. Check comprehension and give feedback - Ask Ps to work in groups to discuss Group work what words they are going to fill the gaps. And then they are going write the complete text on the poster - Get Ps time to do the task. Go around to offer help, if necessary Whole class - Call on some groups to go and show the poster and read the text aloud. T listens and gives marks 2. Project: 10’ - Tell Ps that they are going to Whole class interview a friend in another class about his her timetable and tell the class about it - Give each of them a small piece of paper and ask them to copy the table in the Ss’ Book on the paper Whole class - Write the model of the timetable on the board and how to introduce their friend’s timetable: Here is my friend’s timetable. Her name is Mai. She is in Class 4A. She has Maths and Vietnamese on Mondays, Tuesdays, Wednesdays .. Pair work - Ask Ps to work in pairs to ask about the timetable using the questions which they learnt - Go around to offer help if necessary - Call some Ps to tell the class about the timetable Whole class - Tell them to ask a friend in another class about his/her timetable during break time and tick the table 5.Home –link : 2’ - Do exercises in the workbook. Whole class Draw experiences ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................
8. UNIT 9: WHAT ARE THEY DOING? Period 54. Lesson 1: Part 1, 2 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases related to the topic classroom activities, ask and answer questions about what someone is doing, using What’s he/she doing?-He’s/She’s II. Language focus: - New words: great idea, video, writing a dictation, reading a text, watching a video - Structures: What’s he/she doing?-He’s/She’s III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Student’s activities 1.Warm up : 5’ Call some Ps to tell about their friend’s time Whole class table 2.Look, listen and - Tell them that they are going to read a Whole class repeat: 10’ story in which Ps ask and answer questions about what someone is doing in the classroom - Ask Ps to look at the pictures and read the Whole class text in silence - Get them to identify the characters and the Individual content of the story by asking Who’s this? What are they doing? Where are they? What are they talking about? - Remind Ps of the meaning of be + verb - ing - Play the recording and ask Ps to listen and Whole class repeat. Do choral and individual repetition - Call some pairs to read the story aloud, the rest of the class listen and give comments 3. Point and say - Tell pupils that they are going to practice Whole class :15’ asking and answering the question What is he/she doing? Answers: He/ She is - Teach new words: great idea, video, writing a dictation, Whole class reading a text - Teach modal sentence: What’s he/she doing?-He’s/She’s - Point to each picture and elicit the meaning of new words. Point to the first picture and elicit the word to fill the gap. Put the question and answer on the board and have Ps repeat them a few times Do choral and individual repetition, using the pictures in the book.
9. - Get Ps to work in pairs ask and answer Pair work partner using: What’s he/she doing?- He’s/She’s - Go around to offer help when necessary Whole class - Call on some pairs to act the dialogue out - Listen and give comments 4. Work in pairs. - Tell pupils that they are going to practice Whole class Ask your partners more asking and answering questions about what one of your what one of their classmates is doing in the classmates is classroom doing in the - Ask Ps to work in pairs: one asks the Pair work classroom: 8’ question and the other gives the answer - Go around to offer help when necessary - Call some pairs to perform the dialogue - Listen and give marks 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words Draw experiences ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ UNIT 9: WHAT ARE THEY DOING? Period 55. Lesson 1: Part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases related to the topic classroom activities, ask and answer questions about what someone is doing, using What’s he/she doing?-He’s/She’s II. Language focus: Revision of: New words and structures III. Resource: Students’ book, puppet, cassette, recording IV. Procedures: Content Teacher’s activities Student’s activities 1.Warm up : 5’ Play the game : WHISPER Whole Class - Divide the class into groups - Choose the leader of each group - Explain the rule: The leader of each Group work group goes to the board and read the words which T gives in silence. After that they go back and whisper the words with their groups. The last person of each group will go to board and write all the words on the board - After finishing the game, the group writes down all correct words is a
10. winner 2. Listen and - Tell pupils that they are going to Whole class tick: 8’ listen to three dialogues about what someone is doing and tick the correct pictures Individual - Ask them to look at the pictures and identify the similarities and differences among them - Play the recording 2 times for Ps to listen and tick the pictures Pair work - Get them to swap their answers with their partner Whole class - Play the recording again and check the correct answers Key: 1.b 2. c 3. a 3. Look and - Tell pupils that they are going to Whole class write: 15’ answer the questions about what someone is doing using the picture cues - Give a few seconds for pupils to look at the pictures and read the text Individual in silence - Ask Ps to do the task individually Pair work - Go around to help when necessary - Get pupils to swap and check their answers before writing the correct answer on the board for pupils to copy Whole class down into their notebook - Call some Ps to ask and answer the questions to the front of the class Answer: 1.He’s reading a book 2.She’s writing a dictation 3.He’s listening to music 4. She’s watching TV. 4. Let’s play: 10’ - Tell pupils that they are going to Whole class play Charades - Divide them into groups of three. Group work Pupil 1 mimes a classroom activity without making any sounds or lip movements. Pupil 2 points to pupil 1 Whole class and asks What’s he/ she doing? Pupil 3 answers. - The pupil in groups takes turns asking and answering the questions. Monitor the activities - Call some groups to perform in front of the class. The rest of the class listen and give remarks 5.Home –link : 2’ - Do exercises in the workbook. Learn Whole class
11. by heart the new words. Draw experiences ................................................................................................................................................ ................................................................................................................................................ UNIT 9: WHAT ARE THEY DOING? Period 56. Lesson 2: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases replated to the topic classroom activities, ask and answer questions about what people are doing, using What are they doing? They’re II. Language focus. - New words: make, paper boat, painting mask, puppet, plane - Structures: What are they doing? They’re III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Students’ activities 1.Warm up : 5’ Play the game: Slap the board Whole class Swimmingn Like Group work gt Playing chess Cooking Listening Collecting 2. Look, listen - Tell them that they are going to read a Whole class and repeat: 10’ story in which Ps ask and answer questions about what pupils are doing in the classroom - Ask Ps to look at the pictures and read the text in silence - Get them to identify the characters and the content of the story by asking Who’s Whole class this? What are they doing? Where are they? What are they talking about? Individual - Introduce new words: Draw ; make paper boat; make a kite - Play the recording and ask Ps to listen and repeat. Do choral and individual repetition - Call some pairs to read the story aloud, the rest of the class listen and give comments 3. Point and - Tell pupils that they are going to Whole class say: 13’ practice asking and answering the
12. question What are they doing? Answers: They are - Teach new words: make, paper boat, painting mask, puppet, plane Whole class - Teach modal sentence: What are they doing? They’re - Point to each picture and elicit the meaning of new words. Point to the first picture and elicit the word to fill the gap. Put the question and answer on the board and have Ps repeat them a few Individual times Do choral and individual repetition, using the pictures in the book. Pair work - Get Ps to work in pairs ask and answer partner using: What are they doing? Answers: They are - Go around to offer help when necessary - Call on some pairs to act the dialogue out - Listen and give comments 4. Let’s talk: - Tell pupils that they are going to revise Whole class 10’ what they have learnt in Lessons 1 and 2 in real contexts. Remind Ps of the questions: Where is he/she? Where are they? What are they doing? What is she/ he doing? And how to respond to them. - Ask them to work in pairs and ask and Pair work answer the above questions. - Go around to offer help and correct the pronunciation, if necessary - Call a few pairs to act out the dialogue Whole class in front of the class. The rest of the class listen and give comments 5. Home –link : - Do exercises in the workbook. Learn Whole class 2’ by heart the chant Draw experiences GIÁO ÁN KHỐI 5 UNIT 8:WHAT ARE YOU READING ? Period 53. Lesson 3: Part 4, 5, 6,7 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and tick Yes, or Noabout what the character in a story like. +Writing about the favoutite book .
13. + Do project by interviewing three of their classmates about their favourite books and characters. + Colour the stars to remark the ability. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about what the character in a story like. 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: comic book, main, free time, favourite *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. -SS listen. - T links to the new lesson. - SS play game in two teams. Activity 2:Read and tick Yes (Y) or No (N) ( 8’) *Aim: help ss to improve reading skill by reading and and tick Yes, or No about what the character in a story like. *Procedure: Tell Ss that they are going to read and tick Yes or No -Have ss to read the sentences individually and check their prediction. -Have time for Ss to do the task . - Have Ss trade the answers in pairs for correction - Call on some Ss to read their answers. - T checks and corrects. *Outcome: SS can improve reading skill by reading and - SS listen. and tick Yes, or No about what the character in a story like. -SS guess. Activity 3: Write about their favoutite book (8’) - Read and do the task. *Aim: help ss to improve writing skill by writing about - Work in pairs to trade. what the character in a story like by filling the missing words of the sentences. - SS read the answer. *Procedure: * Keys: 1.Y 2.N 3.Y 4.N. 5.Y - Have Ss look at the sentences. - Guide Ss to write about their favourite book. - Give them time to read the gapped and write the first draft - Ask ss to do the task in pairs. - Call on some students to report the answerto the class. - Check and correct. *Outcome: SS can improve writing skill by writing about what the character in a story like by filling the missing words of the sentences. - Look and listen. Activity 4: Project (8’) *Aim: help ss to do project by interviewing three of their classmates about their favourite books and characters. -read and write. *Procedure: - Do the task in pairs.. Tell the class that they are going to interview three of their classmates about their favourite books and characters. - some students to report the answerto the class. - Allow Ss time to carry out the project in class. *Key: SS’ answer. - Call individual Ss to the front of the class to present their project.
14. *Outcome: SS can do project by interviewing three of their classmates about their favourite books and characters. Activity 5: Colour the stars (4’) *Aim: help ss to remark their ability about addresses and hometowns. *Procedure: - Have ss to read the statements and check their comprehension. - SS listen. - Have ss time to colour the stars and call some ss to read the statements aloud. - Do the task. - Give further support to ss to find it difficult to achieve - SS present certain objectives. - T gets feeback. *Outcome: SS can remark their ability about addresses and hometowns Activity 6: 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 read the statements -SS ss time to colour the stars and call some ss to read Activity 7. Homelink. 1’ the statements aloud. - Practice more at home. - Prepare for the next lesson. -SS listen. -Ss to retell the contents of this lesson -SS listen. IV. COMMENT UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 54. Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary:elephant, tiger, monkey, python, crocodile, peacock, gorilla. - Sentence patterns: What did you do at the zoo? -> I saw ... 2. Competences: + Remember and say some new words: elephant, tiger, monkey, python, crocodile, peacock, gorilla. + Look, listen and repeat the dialogue about animals in a zoo. +Asking and answeringthe questions about animals in a zoo. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about asking and answeringthe questions about animals in a zoo. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game : hangman (5’) *Aim:help ss to be eager and happy to begin the new lesson. -Vocabulary:ZOO
15. *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -SS listen. -T counts the points for each team, announces the winner and - SS play game in two teams. 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 animals in a zoo. + What did you do at the zoo? -> I saw ... *Procedure: - Teach vocabulary: elephant, tiger, monkey, python, crocodile, peacock, gorilla. - Check vocabulary: rub out and remember -Set the scene: we are going to listen to the dialogue in which the characters to ask and answer questions about animals in a -SS listen and repeat newword, then write on their notebook zoo -SS play game. - Ask students to look at the picture in the book and ask: + What animal is it? -SS listen. + Where is it? - Have Ss listen to the recording. -Look at the picture and answer -Play the recording again for Ss to repeat each sentence. -Divide the class into two groups to read the dialogue. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in front of the class. -SS listen the recording. -T corrects pronunciation if necessary -SS listen and repeat. *Outcome: SS can find out new words; understand the context of the dialogue and role play the dialogueabout animals in a - SS read in groups. zoo. Activity 3: Point and say (8’) - SS read in pairs. *Aim: help ss practise asking and answeringthe questions about animals in a zoo. - SS read the dialogue. + What did you do at the zoo? -> I saw ... *Procedure: -- Have SS look at pictures. Ask them to identify the animals in the pictures . - Elicit sentence Pattern: What did you see at the zoo? -> I saw ... - T models with a student.Then asks ss practice in pairs - Have Ss work in pairs to practise and corrects pronunciation if necessary. - Invite ss to ask and answer in front of the class. ( Play game: magic circle) - T gets feedback *Outcome: SS can practise asking and answeringthe - SS listen and identify. questions about animals in a zoo. -SS answer. Activity 4: Let’s talk (7’) - Model.Then practise. *Aim:help ss practise further asking and answeringthe questions about animals in a zoo. + What did you do at the zoo? - Practise in pairs. -> I saw ... *Procedure:
16. Tell ss that they are going to practise more with their friends - SS play game to ask and answer. to ask and answer questions about animals in a zoo - Elicit the words to fill in the gaps and have ss to repeat. -Get ss to works in pairs to interact. -Call some pairs to act out in front of the class. - T corrects pronunciation, if necessary. *Outcome: SS can practise further asking and answeringthe questions about animals in a zoo. 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 listen. - T gets feedback and corrects pronunciation if necessary. Activity 6. Homelink. 1’ -SS repeat - Practice more at home. -SS work in pairs to interact. - Prepare for the next lesson. -Some pairs to act out in front of the class. -Ss to retell the contents of this lesson -SS listen. IV. COMMENT UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 55. 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 answeringthe questions about animals in a zoo. + Reading and completing about animals in a zoo by filling the missing words of the text. +Sing the song: What did you see at the zoo?. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about asking and answeringthe questions about animals in a zoo. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES 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: elephant, tiger, monkey, python, crocodile, peacock, gorilla. *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -SS listen.
17. -T counts the points for each team, announces the winner - SS play game in two teams. and gives compliment. - T links to the new lesson. Activity 2:Listen and tick ( 8’) *Aim: help ss to improve listening skill about animals in a zoo. *Procedure: - Have sslook at the pictures. Tell ss that they are going to listen to the recording and tick the correct pictures. - Play the recording 2 times. - Indentify and guess the answer - Play the recording again sscheck their answer - Ask some questions to ensure ss’ comprehension of the listening text. - Ss listen &tick the correct answer. Check their guess. *Outcome: SS can improve listening skill about animals - Listen and check in a zoo. *Keys: 1.b 2.a 3.b Activity 3: Read and complete (10’) *Aim: help ss to improve writing skillsaboutanimals in a zoo. *Procedure: - Have SS open their books. Get Ss to read the text. Tell SS that they are going to read and get the information to complete. - SS read individually silently and complete the - Look and listen. dialogues. - Pair works. SS give their answers for correction. - Ask some SS to read their answers aloud to the class. - T checks and corrects. - Do the task. *Outcome: SS can improve writing skill about animals in a zoo. - Work in pairs - Read. Activity 4: Let’s sing (9’) *Keys: 1.like 2.gorillas *Aim:help ss practise singing the song: What did you 3. intelligent 4.do 5. elephants see at the zoo? *Procedure: - Tell ss about the song: “What did you see at the zoo?” - Have them read each line of the lyrics. - Play the recording, ask ss to repeat chorally and individually line by line. - SS listen. - Have ss sing the song in groups. - Call some group to sing in front of the class. - SS read. *Outcome: SS can practise singing the song: What did you see at the zoo? - Listen and repeat. Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - Sing the song in groups.. - T gets feedback and corrects pronunciation if -some group to sing in front of the class. necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. -SS listen. - Prepare for the next lesson. IV. COMMENT
18. UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 56. Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: roar, slowly, panda, the past simple form of the verbs: roar, move, eat - Sentence patterns:What did the do when you were there? -> They 2. Competences: + Remember and say some new words: roar, slowly, panda, the past simple form of the verbs: roar, move, eat + Look, listen and repeat the dialogue about what animals did in the zoo. + Asking and answeringquestion about what animals did in the zoo. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about asking and answeringquestion about what animals did in the zoo. 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: hello, hi, meet, you, *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -T counts the points for each team, announces the winner -SS listen. and gives compliment. - SS play game in two teams. - 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 what animals did in the zoo. + What did the do when you were there? -> They *Procedure: - Elicit the character and have Ss guess what they are saying. - Set the scene: we are going to ask and answer questions about what animals did in the zoo. - Have Ss listen to the recording then asks they read the lines in the speech bubbles -Divide the class into two groups to read the dialogue. -Guess and answer. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in front of the -SS listen. class. -T corrects pronunciation if necessary. *Outcome: SS can find out new words ; understand the -Listen and repeat context of the dialogue and role play the dialogue about what animals did in the zoo. -Read in groups. Activity 3: Point and say (8’) *Aim: help ss practise asking and answeringquestion - SS read in pairs. about what animals did in the zoo. -some pairs to read the dialogue in front of the class.
19. + What did the do when you were there? -> They *Procedure: Teach vocabulary: The past simple form of the verbs: roar, move, eat/ slowly, panda - Check vocabulary: Matching. - Have SS look at pictures. Ask them to identify the animals in the pictures . - Elicit the sentence Pattern: What did the do when you were there? -> They - T models with a student.Then asks ss practice in pairs - Have Ss work in pairs to practise and corrects pronunciation if necessary. - Invite ss to ask and answer in front of the class. T gets -SS listen and repeat newword, then write on their feedback notebook *Outcome: SS can practise asking and answeringquestion about what animals did in the zoo. -SS play game. - SS listen and identify. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and -SS answer. answeringquestion about what animals did in the zoo. - Model.Then practise. + What are your favourite animals at the zoo? -> They’re . - Practise in pairs. + What did the do when you were there? - SS ask and answer. -> They *Procedure: - T ask ss to ask and answerquestions : What are your favourite animals at the zoo?->They’re ; What did the do when you were there?->They ”. - T makes model with a student. - Aks ss to work in pairs to ask and answerthe question. - Call on some pairs to perform their task at the front of the class. *Outcome: SS can practise further asking and -SS listen. answeringquestion about what animals did in the zoo. -SS model . Activity 5: Consolidation (2’) - Ss work in pair ask & answer *Aim: help ss focus on the contents of this lesson. -Some pairs to perform their task at the front of the -T calls ss to retell the contents of this lesson class. - T gets feedback and corrects pronunciation if necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. -SS listen. - Prepare for the next lesson. IV. COMMENT