Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 16

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 16

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 16 Period 31 Unit 8 –Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “Touch your _____.” to express a command. - sing a song with the structure “Touch your _____.” II. INPUT Language: - Touch your _______. Resources/Material: - Student’s book p. 36 - sachmem - Teacher’s guide pp. 85-87 - Workbook p. 27 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Whole class - Have pupils listen to the recording, then sing the chant on page 35. - Select some better pupils to sing the chant in front of class. The class listens to them and claps handsalong. Option 2: - Show pupils pictures/slides of the things/animal they have learnt in Lesson 1. - Ask them to recall and name the things/animal, pointing to the pictures/slides. Whole class Option 3: - Invite one or two pupils write the letter H/h on the board. Individual - Get pupils to say words that contain the sound of the work letter H/h. 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture of a girl touching her Whole class hair, saying Look at the picture, please. Then ask pupils to look at the sentence, saying Look at the sentence “Touch your hair.”, please! Explain the meaning of the sentence and how it is used. Check comprehension. Whole class Play the recording several times for pupils to listen and Step 2: repeat the sentence in chorus, saying Now listen and repeat, please! Invite a few pupils to listen and repeat the sentence “Touch your hair”. in front of the class. Correct Individual Step 3: pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying That’s OK! work or That’s right! Ask pupils to work in pairs, point to and repeat the sentence “Touch your hair.” Go around and correct pronunciation to make sure pupils can repeat the Pair work Step 4: sentence correctly.
2. 7. Let’s talk. 10 minutes Step 1: Step 1: Have pupils look at the first picture. Say Look Whole class at Picture a, please! Point to the girl’s hair and ask them, saying What’s this? Tell them that it is hair, saying It’s hair. Follow the same procedure with other pictures in the activity. Ask pupils to use the structure in the bubble “Touch Step 2: your _____.” and Picture a (hair) to express a Whole class command, e.g. Touch your hair. Get them to repeat the sentence several times individually and in chorus. Check comprehension. Follow the same procedure with the other pictures in Step 3: this activity. Make sure pupils understand the structure Pair or group “Touch your _____.” and say it with the right work pronunciation and intonation. Encourage pupils to use gestures, face expressions, when saying the sentence. Ask pupils to work in pairs or in groups to practise Step 4: expressing a command, saying Now look at the picture and say, please! Give further support to those pupils Whole class who find it difficult to do the task. Select some pairs of pupils to practise expressing a Step 5: command in front of the class. Praise them, saying Group work Fantastic! or Superb!, if they performed well. Devide class into four groups. Have pupils play Simon Extension: says Game, using the commands “Touch your 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get familiarized Whole class themselves with the first verse of the song. Say Now look at the lyrics of the first verse, please! Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly, saying Listen and repeat, please! Check comprehension. Have pupils look at the lyrics to get familiarized Step 2: themselves with the second verse of the song. Play the Whole class recording several times for pupils to repeat to make sure that they can sing the verse correctly. Check comprehension. Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress, and the Step 3: melody of the song. Whole class Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them to Step 4: sing the whole song. If there is time, let them sing the Group work song several times until they feel confident. Select some groups to the front of the class to sing the Individual song or ask some pupils to sing the song individually. work Step 5: The class may sing along and clap hands. Praise them when they performed well, saying You have done Extension: well! or Not bad! Group work
3. Practise two-part singing. Devide the class into two groups and ask each group to sing one part of the song. 5 minutes Homelink - Revise the main teaching point of the lesson - the Whole class structure Touch your ____. to express a command. Option 1: Individual - Ask pupils to draw a picture of a girl or a boy and work label some parts of the body that they have learnt (hair, head, hand). Pair/Group - Have pupils to work in pairs/groups: one says a work command using Touch your ______, the others do the action. Option 2: Have pupils do Activity 6, Unit 8 in their Individual workbooks. work Option 3: Show pupils the lyrics of the song with some missing words, e.g.: Individual Your head and your ______. work Your _____ and your hair. _______ your head. _______ your hair. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. Period 32 REVIEW 2 (Tiết 1) I. OBJECTIVES By the end of the lesson, pupils will be able to: - repeat and understand a short story. - identify and say the words they have learnt. II. INPUT Language: - Sounds /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h) - Vocabulary: chips, fish, milk, chicken bell, pen, pencil, red garden, gate, girl, goat hair, hand, head, horse - Structures: I like ____. (talking about hobbies) It’s a red ____. (introducing something) There’s a ____. (introducing something/someone) Touch your ____. (using the imperatives) Resources/Material: - Student’s book p. 37 - Teacher’s guide pp. 88-90 - Website sachmem.vn - Flashcards with letters i, e, g and h - Flashcards with the pictures of the words from III. PROCEDURE Warm-up – Listen and repeat. – Look and circle.
4. Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - Remind pupils of the names of the topics they Whole class have learnt from Unit 5 to Unit 8. - Then: Option 1: Revising the sounds and words Whole class - Show flashcards of the letters i, e, g and h. Individual work Have pupils say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Unit 5 to Unit 8 on the board. Write the words on the board. Have pupils match. Option 2: Playing games Whole class - Have pupils play a game (e.g. Slap the board, Group work Mystery or Pass the word) with the words they learnt in the previous units. - Have them open the books and look at the story Phil and Sue, saying Open your books and look at the strong Phil and Sue, please! 1. Listen and repeat. 15 minutes Step 1 Have pupils look at the pictures. Ask them some Whole class questions, such as Who are in the pictures? What are they doing?... Then have pupilsguess the content of the story. Step 2 Have pupils look at Picture 1 (saying Look at Whole class Picture 1, please!)and describe the picture. Draw Individual work pupils’ attention to the boy (Phil), the girl(Sue) and the bubbles. Step 3 Play the recording several times for pupils to listen Whole class and repeatthe sentences in the bubbles of picture 1, saying Now listen, point to the sentences and repeat, please! Step 4 Repeat the same procedure with Pictures 2, 3 and Whole class 4. Correctpronunciation, if necessary. Give further support to those pupils whofind it difficult to do the task. Step 5 Play the recording of the whole story several times Whole class and havepupils listen, point to the speech bubbles and repeat until they feelconfident. Go around and offer help, if necessary. Step 6 Play the recording again and invite some pairs of Whole class pupils to listento the recording and repeat the story Pair work
5. in front of the class, saying Well done! when they performed well. Encourage them to use gestures, faceexpressions,... when they repeat the story. Step 7 Have pupils work in pairs to look at the book and Pair work read the story aloud. Encourage them to use gestures, face expressions, Observe and support pupils when needed. Extension: After pupils have remembered the story, have Whole class them role play it. Model with one pupil and ask Pair work other pupils to observe. Ask pupils to work in pairs to act out without looking at the book. Encourage them to use gestures, face expressions Move around to observe and offer help. Invite some pairs to go to the board and role play. 2. Look and circle. 8 minutes Step 1 Explain to pupils that they are going to look at the Whole class four pictures and circle the words. These words all appear in the story (in the sentences or in the pictures). Step 2 Ask them to identify the thing/animals, saying Whole class What can you seein the pictures? Can you see the Individual work bag? Yes, it is the bag. Say the word, please! Ask pupils to repeat the words several times, saying Repeat, please! Tell pupils to circle the bag. Step 3 Ask pupils to look at the other pictures and circle Individual work the words in the chain,saying Now use your pencil to circle the words. Give pupils time to work. Give further support to those pupils who find it difficult to do the task. Step 4 Invite some pupils to show what they have done. Individual work Praise them if they have done well, saying Whole class Excellent! or Great job! Have the class say all of the words they have circled. Extension: After the pupils have finished circling the words, ask Individual work them to look at the story again and circle the bag, the Whole class goat, the ball and the gate in the pictures of the story. Then ask them what things they can see in the pictures and have them circle these things (in the pictures there are some things that pupils have learnt: cat, head, hand, etc ). Have pupils read all of the names of the things they have circled. It is a good way for them to revise the vocabulary items they have learnt. This activity can be held as a competition game where groups of pupils find the words included in
6. the pictures. The group with the most words is the winner. Homelink 5 minutes - Ask pupils some questions about the story such Whole class as How many people are there? What are their Individual work names? ... Teacher can ask in Vietnamese. - Then: Option 1: Show flashcards of the words that appear in the story and have pupils say the words. Option 2: Use sachmem to show the pictures of the story and have pupils tell the story from their memory. - Tell pupils to practise telling the story at home. GIÁO ÁN DẠY KHỐI 4 UNIT 10: WHERE WERE YOU YESTERDAY? Period 61. Lesson 1: part 3, 4, 5 I. Objectives: By the end of the lesson Ps 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’ CHATTING Whole Class - Calls some pairs to the front of the class to ask and answer the question using ‘Where were you yesterday? - I was 2. Listen and - Tell pupils that they are going to listen to Whole class tick: 8’ three dialogues about where the characters were and tick the correct pictures - 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 Individual - Get them to swap their answers with their
7. partner Pair work - Play the recording again and check the correct answers Key: 1.c 2. b 3. a Whole class 3. Look and - Tell pupils that they are going to answer Whole class write: 15’ the questions about where the characters were yesterday, using the picture cues - Give a few seconds for pupils to look at the three pictures to identify where the characters were in each picture. Then ask them to read the questions and the incomplete answers and to identify the missing words they need to compete the answers - Ask Ps to do the task individually - Go around to help when necessary Individual - Get pupils to swap and check their answers Pair work - Call some Ps to write the answers on the board - Correct the answers and call some Ps to read questions and answers Key: 1.at home/in the kitchen 2.in the Whole class library/at school 3.on the beach 2. Let's sing: - Introduce the song “Where were you Whole class 10’ yesterday?” - Ask Ps to read each line of the lyrics aloud Whole class and check their comprehension - Play the recording all the way through and ask Ps to do choral and individual repetition of the song line by line - Ask them to repeat after T a few times - Ask Ps to work in groups to sing the song Group work - Go around to offer help when necessary - 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 Whole class 5.Home –link : - Do exercises in the workbook. Whole class 2’ UNIT 10: WHERE WERE YOU YESTERDAY? Period 62. Lesson 2: Part 1, 2, 3 I. Objectives:
8. By the end of the lesson Ss will be able to ask and answer questions about what someone did in the past, What did you do yesterday? I +verb-ed II. Language focus: - New words: did, water, flower - Structures: What did you do yesterday? I +verb-ed III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Students’ activities 1.Warm up : 5’ Play the game: Charades Whole class - Divide the class into 2 teams Group work - Show the first team a vocabulary item. They must act out. If the second team can guess the correct word, they get a point - Switch the teams and let the second team act out a word while the first team guesses - The team get highest point will be a winner 2.Look, listen and - Tell them that they are going to read a Whole class repeat: 10’ story where Ps ask and answer questions about what they did in the past - Ask Ps to look at the pictures and read the text in silence Whole class - Get them to identify the characters and the content of the story by asking Who are they? What are they doing? Where are they? What are they talking about? - Play the recording and ask Ps to listen and repeat. Do choral and individual repetition Individual - Call some pairs to read the story aloud, the rest of the class listen and give Whole class comments 3. Point and say: - Tell pupils that they are going to practice Whole class 13’ asking and answering the question What did you do yesterday? Answers: I + verb-ed - Teach new words: did, water, flower - Teach modal sentence: Whole class What did you do yesterday? I +verb-ed - 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
9. and have Ps repeat them a few times Do choral and individual repetition, using the pictures in the book. - Get Ps to work in pairs ask and answer Pair work partner using What did you do yesterday? I +verb-ed - Go around to offer help when necessary - Call on some pairs to act the dialogue out - Listen and give comments 4. Let’s talk: 10’ - Tell pupils that they are going to revise Whole class what they have learnt in Lessons 1 and 2 in real contexts. Remind Ps of the questions: What did you do? I +verb-ed; Where were you yesterday? 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 Whole class - Call a few pairs to act out the dialogue in front of the class. The rest of the class listen and give comments 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words Draw experiences UNIT 10: WHERE WERE YOU YESTERDAY? Period 63. Lesson 2: Part 4, 5, 6 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about what someone did in the past,using What did you do yesterday? I +verb-ed 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’ CHATTING Whole Class Call few pairs to ask and answer questions about what they did in the past 2. Listen and - Tell pupils that they are going to listen Whole class
10. number: 8’ to three dialogues about where Linda was and what she did, and number the pictures - Ask them to look at the pictures - Play the recording 2 times for Ps to Individual listen and number the pictures - Get them to swap their answers with Pair work their partner - Play the recording again and check the Whole class correct answers Key: a. 3 b. 1 c. 2 3. Look and - Tell pupils that they are going to Whole class write: 15’ complete the answers to the questions about where the characters were and what they did, using the picture cues - Give a few seconds for pupils to look at the three pictures to identify where the characters were and what they did. Then ask them to read the questions and the incomplete answers and find appropriate words to fill the gaps - Ask Ps to do the task individually Individual - Go around to help when necessary Pair work - Get pupils to swap and check their answers - Call some Ps to write the answers on Whole class the board - Correct the answers and call some Ps to read questions and answers Answer: 1.in the garden, watered the flowers 2. in the bedroom, watched TV 3. on the beach, played football. 4. Let’s play: -Tell Ps that they are going to play Whole class 10’ Pelmansim - Divide them into groups of three Group work - Prepare two sets of cards for each group, one with activities in the present tense and the other with the same activities in the past tense - First, one player in each group shuffles the cards and lays them face down on the table. Each player in turn selects two cards and turns them over. If the cards show the same activity in the present and past tenses, that player wins the pair and goes on to turn them face down again
11. and the next player has a turn. The game ends when all the cards are gone. The winner is the player with the most pairs - Monitor the activity and offer help if necessary - Call on one group to act out the game in Whole class front of the class 5.Home –link : - Do exercises in the workbook. Learn by Whole class 2’ heart the new words. Draw experiences UNIT 10: WHERE WERE YOU YESTERDAY? Period 64. 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 ed in the words played, watched and painted 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’ Have the class sing the song “Where Whole class were you yesterday?” 2. Listen and - Tell pupils that they are going to Whole class repeat: 10’ practice saying the letter, words and sentence in the book. - Put the phonics letter ed in the words played, watched and painted on the board and say them a few times. Ask pupils to repeat after T - Play the recording a few times and let Whole class Ps say the words and the sentences - Do choral and individual repetition of Individual the sounds, words and sentences - Get some Ps to say the sentences in front of the class. Correct the pronunciation if necessary - Note: ed in verbs ending with voiced sounds (m, n,l) is pronounced /d/; ed in verbs ending with voiceless sounds (s, x,sh, ch) is pronounced /t/; ed in verbs
12. ending with t or d is pronounced /id/ 3. Listen and - Tell pupils that they are going to listen Whole class tick. Then say and tick the correct boxes aloud: 13’ - Give them a few seconds to read the sentences in silence and guess how the verbs played, watched and painted are pronounced - Play the recording three times for Individual pupils to listen and do the task - Have Ps swap their answers before Pair work checking as a class - Play the recording again and check the correct answers - Ask pupils to say the sentences aloud Key: 1. /d/ 2. /t/ 3./id/ 4. Let’s chant: - Introduce the chant: What did he do Whole class 10’ yesterday? - Ask Ps to read the chant and check comprehension - Play the recording for Ps to listen Individual - Do choral and individual repetition - Show them how to chant and do actions Group work - Get Ps to work in groups to practice Whole class chanting and doing actions - Go around offering help if necessary - Call two groups of three to the front of the class to chant and do actions. The rest of the class claps along to the rhythm 5. Home –link : - Do exercises in the workbook. Learn Whole class 2’ by heart the chant Period: 61 UNIT 10: WHEN WILL SPORTS DAY BE? Lesson 1: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences:
13. + Listen and match the correct pictures about school events. + Reading and matching about school events. +Sing the song: When will Sports Day be? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about school events. 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:Sports Day, Independence Day, gym, will *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 match ( 8’) *Aim: help ss to improve listening skill about school events. . *Procedure: - Have sslook at the pictures. Tell ssthat - Indentify and guess the answer they are going to listen to the recording and draw lines to match pictures 1-3 with pictures a-c. - Ss listen &draw lines.Check their - Play the recording 2 times. guess. - Play the recording again sscheck their - Listen and check answer *Keys:1.c; 2.a; 3.b - Ask some questions to ensure ss’ comprehension of the listening text. *Outcome: SS can improve listening skill about school events. . Activity 3: Read and match (10’) *Aim: help ss to improve reading
14. skillaboutschool events. *Procedure: - Have SS look at pictures a, b, c and d. Elicit the identification of the characters -Look and listen. in the pictures and the characters’ words. - Guess the answer - Play the recording 2 times SS to listen and match - SS guess. -Compare the answer with the partner. - SS listen and match - Play the recording again SS check their answers. - SS compare. *Outcome: SS can improve reading skillaboutschool events. - SS check their answers. *Keys:1. c 2. a 3 .b Activity 4: Let’s sing (9’) *Aim:help ss practise singing the song: When will Sports Day be? *Procedure: - Tell ss about the song: “When will sports day be?” - Have them read each line of the lyrics. - SS listen. - Play the recording, ask ss to repeat chorally and individually line by line. - SS read. - Have ss sing the song. - Listen and repeat. *Outcome: SS can practise singing the - Sing the song. song: When will Sports Day be? Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. Activity 6. Homelink. 1’ -Ss to retell the contents of this lesson - Practice more at home. - Prepare for the next lesson. -SS listen. Period: 62 UNIT 10: WHEN WILL SPORTS DAY BE? Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge:
15. - Vocabulary:Play against, only, sports ground - Sentence patterns:What are you going to do on Sports Day? ->I’m going to 2. Competences: + Remember and say some new words: Play against, only, sports ground + Look, listen and repeat the dialogue about what someone is going to do/play on. + Asking and answering questions about what someone is going to do/play on Sports Day. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about what someone is going to do/play on. 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: school, do, play, football, going *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Look, listen and repeat ( 12’) *Aim: help Ss to find out new words ; understand the context of the dialogue and role play the dialogue about what someone is going to do/play on. + What are you going to do on Sports Day? -> I’m going to *Procedure: - Elicit the character and have Ss guess
16. what they are saying. -Guess and answer. - Set the scene: we are going to ask and answer questions about what someone is -SS listen. going to do/play on Sports Day. - Have Ss listen to the recording then asks they read the lines in the speech bubbles -Listen and repeat -Divide the class into two groups to read the dialogue. -Read in groups. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in - SS read in pairs. front of the class. -some pairs to read the dialogue in -T corrects pronunciation if necessary. front of the class. *Outcome: SS can find out new words ; understand the context of the dialogue and role play the dialogue about what someone is going to do/play on. Activity 3: Point and say (8’) *Aim: help ss practise asking and answering questions about what someone is going to do/play on Sports Day + What are you going to do on Sports Day? -> I’m going to *Procedure: -Teach vocabulary: Play against, only, sports ground - Check vocabulary: What and where -SS listen and repeat newword, then - Have SS look at pictures. Ask them to write on their notebook identify the festival in the pictures . -SS play game. - Elicit the sentence Pattern: What are you - SS listen and identify. going to do on Sports Day? I’m going to .. -T models with a student.Then asks ss -SS answer. practice in pairs - Have Ss work in pairs to practise and - Model.Then practise. corrects pronunciation if necessary. - Invite ss to ask and answer in front of - Practise in pairs. the class. T gets feedback *Outcome: SS can practise asking and - SS ask and answer answering questions about what someone is going to do/play on Sports Day Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answering questions about what someone
17. is going to do/play on Sports Day. + What are you going to do on Sports Day? -> I’m going to . *Procedure: - Tell ss that they are going to practise more with their friends to ask and answer questions about what someone is going to do/play on Sports Day, using What are you going to do on Sports Day? I’m going -Ss listen. to .. - 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. - Listen and repeat. -T corrects pronunciation, if necessary. *Outcome: SS can practise further asking - Pairwork. and answering questions about what - Act out. someone is going to do/play on Sports Day. -SS listen Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects -Ss to retell the contents of this pronunciation if necessary. lesson Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 63 UNIT 10: WHEN WILL SPORTS DAY BE? Lesson 2: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review
18. - Sentence patterns:review 2. Competences: + Listen and number the correct pictures about what someone is going to do/play on Sports Day. +Writing about what you are going to do/play on Sports Day. + Play game: Pass the secret 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate ss to know about what someone is going to do/play on Sports Day and love English song. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES 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: Play against, only, sports ground *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 number ( 9’) *Aim: help ss to improve listening skill about what someone is going to do/play on Sports Day *Procedure: - Tell the class that they are going to listen - Look and listen. and number the pictures. - Ask them to lool at the pictures and help - Look and understand. them to identify the meanings of the symbols in the pictures. - Play the recording twice and ask Ss to - Listen and number. listen and number. - Play the recording again and ask Ss to - Check . listen and check their answer - Give the answer - Have Ss give the answerand correct.
19. *Outcome: SS can improve listening skill *keys: 1.d/2.b /3.c/ 4.a. about what someone is going to do/play on Sports Day Activity 3: Write about you (9’) *Aim: help ss to improve writing skill about what someone is going to do/play on Sports Day *Procedure: -Tell ss that they are going to read and write about them. - SS listen -Give ss time to do the task in pairs and go around to offer help, if necessary. - SS do the task. - Get ss to swap and check their answer before checking as a class. -SS check. - Device class into groups and get them to read aloud the text. - T checks and corrects. -SS read aloud. *Outcome: SS can improve writing skill *Keys: Ss’ answer. about what someone is going to do/play on Sports Day Activity 4: Let’s play (9’) *Aim: help ss to play game: Pass the secret *Procedure: - Tell ss that they are going to play the game: Pass the secrect! - Introduc how to play game. - SS listen. - Ask ss to play game. *Outcome: SS can play game: Pass the - Play game. secret Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 64 Date of teaching: / / 2021 UNIT 10: WHEN WILL SPORTS DAY BE? Lesson 3: Part 1, 2, 3
20. 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 someone is going to do/play on Sports Day + Listen and read the chant: What are they going to do? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate ssto know about what someone is going to do/play on Sports Day. 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: Sport Day, Sunday, going, will *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and repeat ( 10’) *Aim: help Ss to repeat sentence stress correctly. *Procedure: - Let Ss pay attention to word stress. - Pay attention. - Have Ss learn to read the right word stress. - Play the tape and ask Ss to listen. - Listen. - Play the tape again and ask Ss to repeat - Listen and repeat.