Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 15 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 15 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH TUẦN 15 LỚP 2 Planning date: 11/12/2022 Period 29 Unit 8 –Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter H/h in isolation. - say the words hair, hand, head, horse. II. INPUT Language: - Sound /h/ - Vocabulary: hair, hand, head, horse Resources/Material: - Student’s book p. 34 - Teacher’s guide pp. 80-82 - Workbook p. 24 - Sachmem.vn III. PROCEDURE Warm-up – Listen and repeat – Point and say – Fun corner – Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Singing the song in Unit 7, Lesson 3. - Ask pupils to sing the song in Unit 7, Lesson 3 and make some gesture of a girl and a goat when singing. - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands. Option 2: Review of Unit 7. Pair work - Ask pupils open their workbooks on page 24. - Have them do Activity 7, Unit 7 in pairs. Then select some pupils and ask them to show their colouring and say the words aloud. Option 3: Game Pass the Card. - Place pupils in 4 rows. Group work - Hand out picture cards of a goat, a girl, a garden and a gate to the first pupil in each row. - Have pupils in each row name the item/ person on each card as they pass the card to the classmate behind them. 1. Listen and repeat. 10 minutes Step 1: Have pupils look at the picture, saying Look at the Whole class picture, please! and describe the picture. Draw pupils’ attention to the letter H/h, the words next to the animal, parts of the body and the colour of the letter H/h. Check comprehension. Ask pupils to point to the letter H/h. Have them listen Step 2: and repeat the sound of the letter H/h (saying Listen and
2. repeat, please!) more than once, if necessary. Tell Individual pupils to point to the girl’s hair and the word hair work (saying Point to the hair and the word “hair”!. Ask them to listen and repeat the word (saying Listen and repeat, please!). Follow the same procedure with the hand, the head and the horse. Correct pronunciation, if necessary. Give Step 3: further support to those pupils who find it difficult to do the task. Play the recording again and have them listen, point to the letter H/h and the words hair, head, hand and horse Whole class and repeat until they feel confident. Correct Step 4: pronunciation, if necessary. Play the recording again and call a few pupils to say the letter H/h and the words hair, hand, head and horse in Individual front of the class, saying Well done! when they performed well. work Step 5: For better pupils, let them play Jumbled letters using the new vocabulary. Then ask them say the words Whole class aloud. For better pupils, let them play Jumbled letters using the new vocabulary. Then ask them say the words aloud. Individual Step 6: work Extension Individual work 2. Point and say. 7 minutes Step 1: Have pupils look at the picture again, saying Look at Whole class the picture, please! Ask them to describe the picture. Draw their attention to the letter H/h and the animal, parts of the body in the picture. Step 2: Get them to point to the letter H/h and say it, saying Individual Point to the letter H/h and say, please! work Step 3: Let them point to the girl’s hair and say the word hair Individual (saying Point to the hair and say “hair” please!). work Remind them of the sound of the letter h in the word hair. Then ask one pupil to point to the hair and to say the word hair in front of the class. Check Step 4: comprehension. Follow the same procedure with the horse and other Whole class parts of the body. Give further support to those pupils who find it difficult to do the task, if necessary. Step 5: Ask pupils to work in pairs or in groups to point to the letter, the horse and parts of the body in the picture and Group/Pair say the sound of the letter H/h and the words (saying work Work in pairs, point and say, please!). Go around and correct pronunciation, if necessary. Invite a few pupils to point to the picture and say the sound of the letter and the words in front of the class. If Whole class Step 6:
3. they performed well, praise them, saying Nice work! or Great job! Fun corner: Word Game 8 minutes Step 1: Explain how to play the game, saying Listen to the Whole class teacher saying a sound and choose the words that contain that sound. Step 2: Divide the class into four groups and give each group Group work five cards with the words that pupils have learnt. Ask pupils in each group to hold the flashcards. Each Step 3: pupil holds one card, the other pupils in the group Group work observe and help them, if necessary. Say one sound, for example /g/. The pupils who hold Step 4: the cards with the words containing the sound /g/ (for Whole class example: girl, goat, gate, ...) run to the board and show them to the class. Follow the same procedure with other sounds. Step 5: Have the class look at the words and announce the winner. Homelink 5 minutes - Revise the main teaching point of the lesson: the Whole class sound of the letter h and the words hair, hand, head, horse. Option 1: Using sachmem, have pupils look at the things in the Individual picture and repeat the words after the recording. work Option 2: Using Poster for Unit 8, ask pupils to point to the picture and say the words. For better pupils, teacher may cover the words and ask them to point to the parts Individual of the body/animal and say aloud the words. work Option 3: Using pictures and flashcards, get some pupils to match the words hair, hand, head, horse and the pictures. Individual Then ask the class to say the words aloud. work Period 30 Unit 8 –Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter H/h, the words hand, head, hat, hair and the phrases containing /h/ and hand, head, hat, hair in a chant. - listen and identify the words hand, horse.
4. - trace the letter H/h. II. INPUT Language: - Sound /h/ - Vocabulary: hair, hand, head, horse, hat - Phrases with the sound /h/ and the words hair, hand, head, hat, horse Resources/Material: - Student’s book p. 35 - sachmem.vn - Teacher’s guide pp. 83-85 - Workbook p.25-26 - Computer, projector III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look and trace – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Individual work 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 H/h and the words hair, hand, head and horse. Option 2: Whole class Have pupils play The Word Game again, using the words learnt in the previous lessons. Option 3: Get pupils to play What’s Missing Game, using the pictures and flashcards with the incomplete words Whole class _air, _and, _ead and _orse. Pupils should guess the missing letter and say the words correctly. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant, saying Look at the Whole class chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter H/h and the words Hoa, head, hair. Check comprehension. Step 2: Play the recording of the first verse for pupils to Whole class listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen again and repeat, please! Show pupils how to chant and clap their hands. Step 3: Follow the same procedure with the second verse. Correct pronunciation, if necessary. Step 4: Play the recording all the way through. Ask pupils Individual work to listen and repeat the chant individually and in
5. chorus, saying Listen and repeat, please! Give further support to those pupils who find it difficult to do the task. Individual work Select some pupils to the front of the class to chant Step 5: and clap their hands. The rest of the class may sing the chant and clap their hands along. If they sang the chant well, praise them, saying Fantastic! or Really good! For better pupils, cover or omit some letters/words Extension: in the chant and have them guess and say all the lines aloud, e.g.: H, h, h. _____ and hair. Hoa’s head. Hoa’s _____. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures and say what they Whole class can see, saying Look at the pictures in Question 1, please! What can you see? Can you see a head and a hand? Yes, a head and a hand. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Step 2: Invite some pupils to point to the pictures and say the Individual work words in front of the class, saying Point to the pictures and say, please! E.g.: 1a. a head, 1b. a hand. Before playing the recording, saying Are you ready? Whole class Step 3: OK, now listen to the recording, please! Play the recording twice or more if needed, ask pupils to listen and tick the correct boxes. Pair work Step 4: Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary. Individual work Step 5: Call a few pupils to the front of the class to point to the pictures and say what they have heard. Audio script: 1. It’s a hand. 2. It’s a horse. Answers: 1. b 2. a. 5. Look and trace. 8 minutes Step 1: Have pupils look at the letter H (upper case) and h Whole class (lower case). Write the letter upper case H and the lower case h on the board. Point to the upper case H and say This is the upper case of the letter h. Then point to the lower case h and say And this is the lower case of the letter h. Make sure pupils recognize the two forms of the letter. Write the letter upper case H and the lower case h in broken lines on the board, saying Look at the board. Step 2: What can you see now? Yes, you can see the upper Whole class
6. case H. Can you see the lower case h? Check to make sure pupils understand the letters written in solid lines and those in broken lines. Tell pupils to use their pencils to trace the letter H/h. You can demonstrate by air tracing or tracing the broken line of the letter H/h on the board. Then let Step 3: pupils do the tracing. Give further support to those Individual work pupils who find it difficult to do the task. Ask pupils to work in pairs and swap their tracing, saying Now work in pairs and check each other’s answer. Give Pair work Step 4: 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 did very well! Step 5: - For weaker pupils, have them do Activity 3, Unit 8 in their workbooks. Individual work Extension: - For better pupils, have them do Activity 4, Unit 8 in their workbooks. Individual work Homelink 5 minutes Option 1: Have pupils listen to the recording, then Whole class say the chant again. Option 2: Ask pupils to look at the pictures in Whole class 4. Listen and tick. and say about them, e.g. a hand, a head, a hat, ... Encourage advanced pupils to use learnt structures e.g. It’s a hand; I have a hat., ... Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 8 in their workbooks. Individual work KHỐI 4 UNIT 9: WHAT ARE YOU DOING? Period 57. Lesson 2: Part 4, 5, 6 I. Objectives: By the end of the lesson Ps will be able to use the words and phrases related to the topic classroom activities, ask and answer questions about what people are doing, using What are they doing? They’re II. Language focus. Revision of: - New words: - 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’ CHATTING Whole Class
7. - Call some pairs of Ps to ask and answer about what people are doing, using What are they doing? They are . 2. Listen and - Tell pupils that they are going to Whole class number: 8’ listen to four dialogues about what some pupils are doing at break time and number the pictures - Ask them to look at the pictures and identify what the characters in each picture are doing - Play the recording 2 times for Ps to sIndividual listen and number the pictures - Get them to swap their answers Pair work with their partner - Play the recording again and check the correct answers Whole class Key: a. 2 b. 4 c. 3 d. 1 3. Look and write: - Tell pupils that they are going to Whole class 15’ answer the questions about what the children are doing, using the picture cues - Give a few seconds for pupils to look at the four pictures to identify what the characters in each picture are doing. Then ask them to read the questions and write the answers Individual - Ask Ps to do the task individually - Go around to help when necessary - Get pupils to swap and check their Pair work answers - Call some Ps to write the answers on the board - Correct the answers and call some Ps to read questions and answers Whole class Answer: 1.They’re painting a mask 2. They’re making a kite. 3. They’re making paper plane. 4. They’re making paper house. 2. Let's sing: 10’ - Introduce the song “What are they Whole class doing?” - Ask Ps to read each line of the Whole class lyrics aloud and check their comprehension
8. - Play the recording all the way through and ask Ps to do choral and individual repetition of the song line by line Group work - Ask them to repeat after T a few times - Ask Ps to work in groups to sing the song - Go around to offer help when necessary Whole class - Call on 2 groups to perform the song in the front of the class. The rest of the class listen and give comments - Ask the whole class to sing the song and clap their hands 5.Home –link : 2’ - Do exercises in the workbook. Whole class Draw experiences ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. UNIT 9: WHAT ARE THEY DOING? Period 58. Lesson 3: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to pronounce the sound of the letters sk and xt in the words mask and text respectively II. Language focus: - New words: - Structures III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Students’ activities 1.Warm up : 5’ Have the class sing the song “What are Whole class they doing?”
9. 2.Listen and - Tell pupils that they are going to practice Whole class repeat: 10’ saying the letter, words and sentence in the book. - Put the phonics letter sk and xt on the board and say them a few times. Ask Whole class pupils to repeat after T - Put the words mask, text and the sentences on the board - Play the recording a few times and let Ps say the words and the sentences Individual - Do choral and individual repetition of the sounds, words and sentences Whole class - Get some Ps to say the sentences in front of the class. Correct the pronunciation if necessary 3. Listen and tick. - Tell pupils that they are going to listen Whole class Then write and and tick the correct boxes say aloud: 13’ - Give them a few seconds to read the sentences in silence and guess the words to fill the gaps - Play the recording three times for pupils to listen and do the task Whole class - Have Ps swap their answers before checking as a class - Play the recording again and check the correct answers - Ask pupils to say the sentences aloud Key: 1. a 2. a 3.a 4.b 4. Let’s chant: - Introduce the chant: What is he doing? Whole class 10’ - Ask Ps to read the chant and check comprehension - Play the recording for Ps to listen - Do choral and individual repetition Individual - Show them how to chant and do actions - Get Ps to work in groups to practice Group work chanting and doing actions - Go around offering help if necessary - Call two groups of three to the front of Whole class the class to chant and do actions. The rest of the class claps along to the rhythm 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words Draw experiences .................................................................................................................................
10. ................................................................................................................................. ................................................................................................................................. UNIT 9: WHAT ARE THEY DOING? Period 59. Lesson 3: Part 4, 5, 6 I. Objectives: By the end of the lesson Ss will be able to pronounce the sound of the letters sk and xt in the words mask and text respectively. II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Students’ 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 Group work 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 winner Key: playing badminton, listening to music, playing tennis, playing basketball 2. Read and - Tell pupils that they are going to read the Whole class tick: 8’ text about what the pupils are doing and tick T for true statements or F for false statements - Give a few seconds for pupils to read the text in silence. Check their comprehension - Give pupils time to do the task individually - Go around to offer help when necessary - Get them to swap their answer with their Individual partner - Call some Ps to read the answer aloud - Correct the answer Pair work - Do choral about the subjects Answer: 1 F 2.F 3.F 4.T 5.F Whole class 3. Write about - Tell Ps that they are going to write a short Whole class the picture: paragraph to describe what the pupils are 15’
11. doing in their Art lesson, using the picture and word cues - Give Ps a few seconds to read the given words and guess what they are going to write. Then ask them to look at the picture and find out what the teacher, the girls and the boys are doing Group work - Ask Ps to work in groups to discuss what words they are going to fill the gaps. And then they are going write the complete text on the poster Whole class - Get Ps time to do the task. Go around to offer help, if necessary - Call on some groups to go and show the poster and read the text aloud. T listens and gives marks Key: The teacher is drawing a mask on the board. The girls are making puppets and painting masks. The boy are making a kite and painting house. 4. Project: 10’ - Tell Ps that they are going to choose a photo Whole class of their family and describe what each of the family members is doing in the photo Group work - Ask them to look at their photos and find out what each person is doing. Then they should think of the words needed to describe the Whole class picture and make notes e.g. mum – cooking, kitchen; dad – reading; living room, sister – learning English, living room - Give Ps time to do the task - Go around to offer help if necessary Individual - Call some Ps to the front of the class to describe their photos. The rest of the class Whole class listen and give comments 5.Home –link : - Do exercises in the workbook. Learn by Whole class 2’ heart the new words. Draw experiences ................................................................................................................................. ................................................................................................................................. .................................................................................................................................
12. UNIT 10: WHERE WERE YOU YESTERDAY? Period 60. 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 past activities, ask and answer questions about where someone was in the past, using Where were you yesterday? - I was II. Language focus. - New words: was, were, where, on the beach - Structures: Where were you yesterday? - I was III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Students’ activities 1.Warm up : 5’ Call some Ps to the front of the class to tell Whole class what their family members are possibly doing at the moment 2. Look, listen - Tell them that they are going to find out Whole class and repeat: 10’ about how to ask and answer questions about where someone was yesterday - 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 are they? Where are they? What are they Whole class talking about? - Play the recording and ask Ps to listen and Individual 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 13’ asking and answering the questions about where someone was in the past - Teach new words: was, were, where, on the beach, at home - Teach modal sentence: Where were you yesterday? - I was Whole class - 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. Individual
13. - Get Ps to work in pairs ask and answer partner using: Where were you yesterday? Pair work Answers: I was - Go around to offer help when necessary - Call on some pairs to act the dialogue out - Listen and give comments 4. Work in - Tell pupils that they are going to practice Whole class pairs. Ask your more asking and answering questions about partners where where someone was in the past they were - Ask Ps to work in pairs: one asks the yesterday: 8’ question and the other gives the answer Pair work - Go around to offer help when necessary - Call some pairs to perform the dialogue - Listen and give marks Whole class 5. Home –link : - Do exercises in the workbook. Learn by Whole class 2’ heart the chant Draw experiences ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. KHỐI 5 UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period: 57. Lesson 2: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and circle a or b the correct pictures about what animals did in the zoo. +Write about your visit to the zoo . +Play game: Charades 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about what animals did in the zoo. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
14. Activity 1:Warm –up: Play game: Kim’s game (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: the past simple form of the verbs: roar, move, eat, visit *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and circle a or b: ( 9’) *Aim: help ss to improve listening skill about what animals did in the zoo. *Procedure: - - Have SS look at pictures a, b, c and d - Look at the pictures in the book of the Student Book. Give the identification of the characters in the - Listen and identify. pictures and the characters’ words. -Tell the class that they are going to -SS listen. listen and circle the correct answer. - Play the recording 2 times SS to listen and circle the correct answer. .Check their - Listen and circle guess. Compare the answer with the partner. - Play the recording again SS check their answers. - Check. - Get ss to swap and check their answer before checking as a class. *Keys: 1. a 2.b 3. b. *Outcome: SS can improve listening skill about what animals did in the zoo. Activity 3: Write about your visit to the zoo (9’) *Aim: help ss to improve reading skill about what animals did in the zoo. *Procedure: -SS listen -Tell ss that they are going to read and write about their visit to the zoo. - SS do the task. -Give ss time to do the task in pairs and go around to offer help, if necessary. -SS check.
15. - Get ss to swap and check their answer before checking as a class. -SS read aloud their writing. - Device class into groups and get them to *Keys: Ss’ answer. read aloud their writing. - T checks and corrects. *Outcome: SS can improve reading skill about what animals did in the zoo. Activity 4: Let’s play (9’) *Aim: help ss to play game: Charades *Procedure: - SS listen. - Tell ss that they are going to play the -Ss play game. game: Animals in actions? (Charades). - Introduc how to play game. - Ask ss to play game. *Outcome: SS can play game: Charades Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this -Ss to retell the contents of this lesson lesson - T gets feedback and corrects pronunciation if necessary. Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 58. Lesson 3: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Phonic: sentence stress - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and repeat sentence stress correctly. + Listen and underline the stressed words about what animals did in the zoo.
16. + Listen and read the chant: At the circus 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know 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: Slap the board (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: tigers, zoo, peacocks, circus *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: - Have Ss read the sentences in silence before listening. -SS listen. - Play the tape and ask Ss to listen. - Play the tape again and ask Ss to repeat the questions and answers they hear in -SS listen and repeat. chorus. - Have Ss read the question and the answer in pairs. -Ss read the question and the answer in - Teacher – class correct the mistakes pairs. *Outcome: SS can repeat sentence stress correctly. Activity 3: Listen and underline the stressed words. Then say the sentences aloud (8’) *Aim: help ss to improve listening skill about what animals did in the zoo.
17. *Procedure: - Have ss that they are going to listen and under the stressed words -Ask ss to read the sentences in silence before listen. -SS listen. - Play the recording 2 times ss to listen and under the stressed words .Check their guess. -SS read. Compare the answer with the partner. - Play the recording again ss to check their - SS listen and do the task. answers. - Have ss to practise saying aloud the sentences in pairs. -T checks and coreccts their pronunciation. -SS check. *Outcome: SS can improve listening skill -SS say aloud. about what animals did in the zoo. *Keys:1.What did you see at the zoo? Activity 4: Let’s chant (9’) -> I saw lots of animals. *Aim:help ss practise the chant: At the 2.What did the peacocksdo when you circus were there? -> They movedbeautifully *Procedure: - - Introduce the Chant: “ At the circus” -Have ss to read the chant and check their comprehension. -Play the recording a few time for ss to listen. SS listen. - Have ss to listen and repeat the chant line by line. -SS read. - Have ss to chant in group and individual. - Have ss to chant and do the action. -SS listen. -Teacher reinforce their pronunciation - SS listen and repeat. *Outcome: SS can practise the chant: At the circus -Group work. Activity 5: Consolidation (2’) -SS chant and do the action *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. -SS listen. - Prepare for the next lesson. IV. COMMENT
18. UNIT 9: WHAT DID YOU SEE AT THE ZOO? Period 59. Lesson 3: Part 4, 5, 6,7 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and matching with the correct answersabout what animals did in the zoo. + Writing about your last visit to the zoo. + Do project by drawing their dream zoo. + 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 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: rub out and remember (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: animals, saw, pandas, next *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, - SS play game in two teams. announces the winner and gives compliment. - T links to the new lesson. Activity 2:Read and match ( 8’) *Aim: help ss to improve reading skill reading and matching the questions with the answer about what animals did in the zoo. *Procedure: -Tell Ss that they are going to read and match - SS listen.
19. -Have ss to read the sentences individually and check their prediction. -SS guess. -Have time for Ss to do the task . - Have Ss trade the answers in pairs for correction - Read and do the task. - Call on some Ss to read their answers. - Work in pairs to trade. - T checks and corrects. *Outcome: SS can improve reading skill - SS read the answer. reading and matching the questions with the * Keys: 1.b 2.d 3.a 4.c answer about greeting and responding to greeting . Activity 3: Write about your last visit to the zoo (8’) *Aim: help ss to improve writing skill by reading and writing about your last visit to the zoo *Procedure: - Have Ss look at the sentences. - Guide Ss to write about their last visit to the zoo. - Give them time to read the gapped and - Look and listen. write the first draft - Ask ss to do the task in pairs. - Call on some students to report the -read and write. answerto the class. - Check and correct. - Do the task. *Outcome: SS can improve writing skill by - Reports the answer reading and writing about greeting and - Complete the excercise responding to greeting by filling the missing *Key: SS’ answer. words of the sentences. Activity 4: Project (8’) *Aim: help ss to do project by drawing their dream zoo. *Procedure: - Tell Ss that they’re going to draw their dream zoos - Allow Ss time to carry out the project in class. - Call individual Ss to the front of the class to - SS listen. present their project. Finally, tell Ss to stick their work on their notebook - Do the task. *Outcome: SS can do project by drawing their dream zoo. - SS present Activity 5: Colour the stars (4’)
20. *Aim: help ss to remark their ability about what animals did in the zoo. *Procedure: - Have ss to read the statements and check their comprehension. - Have ss time to colour the stars and call -SS read the statements some ss to read the statements aloud. - Give further support to ss to find it -SS ss time to colour the stars and difficult to achieve certain objectives. call some ss to read the statements - T gets feeback. aloud. *Outcome: SS can remark their ability about what animals did in the zoo. -SS listen. 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 to retell the contents of this lesson Activity 7. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT UNIT 10: WHEN WILL SPORTS DAY BE? Period 60. Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: Sports Day, Independence Day - Sentence patterns: When will ... be? ->It will be on ....... 2. Competences: + Remember and say some new words: Sports Day, Independence Day + Look, listen and repeat the dialogue about school events. + Asking and answeringquestions about school events. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about ask and answerquestions about school events. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: