Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 18 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 18 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 18 Planning date: 1/1/2023 Period 34 REVIEW 2 LESSON 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - recognize the sounds they have learnt. - recognize the words they have learnt. - listen for specific sounds and words. II. INPUT Language: - Sounds /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h) - Vocabulary: goat, gate, pen, pencil, hand, head, bell, fish, girl, pen - Structures: I like ____. (talking about hobbies) I have a red ____. (introducing what you have) There’s a ____. (introducing something/someone) Touch your ____. (using the imperatives) III. PROCEDURE Warm-up – Listen and tick. – Listen and circle. Listen and tick or cross. – Homelink Teaching and learning Procedure Classroom management activities Warm-up 5 minutes Option 1: Whole class Use sachmem to show the Pair work pictures of the story in Lesson 1 Review 2. Ask pupils to retell the story in pairs from their memory. Option 2: Whole class Have pupils play Mystery bag or Hot seat to revise the sounds and words they learnt in previous units. Lead to Activity 1, Self check, Review 2. 1. Listen and tick. 8 minutes Step 1 Have pupils look at the pictures of Whole class question 1, saying e.g. Look atPicture 1, Individual work please! What can you see? Can you see a goat and a gate? and say what they can see, e.g. a goat, a gate. Draw pupils’ attention to the boxesnext to the letters a and b. Step 2 Invite some pupils to point to the Individual work pictures and say the words infront of the class, saying Point to the pictures and
2. say, please! (e.g. 1a: a goat, 1b: a gate). Step 3 Before playing the recording, say Are Whole class you ready? OK, now listenand tick, Individual work please! Play the recording twice or more if needed. Ask pupils tolisten and tick the correct box. Give further support to those pupils whofind it difficult to do the task. Step 4 Follow the same procedure with the Whole class pictures of question 2. Goaround and Individual work offer help, if necessary. Step 5 Set a time limit for pupils to swap and Pair work check the answers. Correct the answers, Whole class if necessary. Step 6 Invite some pupils to the front of the Individual work class to point to the pictures and say what they have heard. Audio: 1. a gate 2. a pen 3. a hand Key: 1. b 2. b 3. a Extension: Write incomplete words on the board and Individual work have some pupils to write letters to complete them. E.g. _ oat , _ ate, _en, _encil, _and, _ead 2. Listen and circle. 7 minutes Step 1 Have pupils look at the pairs of letters Whole class and practice saying the letter names and Pair work letter sounds in pairs. Invite some pupils to say the letters and the sounds in front of the class. Step 2 Explain the task, saying Listen to the Whole class sound and circle the letter. Step 3 Play the recording, ask pupils to listen Whole class and circle the letters of the sounds. Have Individual work pupils listen at least twice. Step 4 Ask pupils to swap and check the Pair work answers. Play the recording again for Individual work them to check, if necessary. Invite some pupils to say the sounds they have heard. Confirm the correct answers. Audio script: 1. i 2. e 3. g 4. h Key: 1. i; 2.e; 3. g; 4. h Extended activity: Whole class
3. Say the letters aloud and have pupils write down the letters on their small boards. 3. Listen and tick or cross. 10 minutes Step 1 Have pupils look at Picture 1 (saying Whole class Look at Picture 1, please!) and say what Individual work they can see, (saying What can you see? Can you see a bell? Yes, a bell). Follow the same procedure with the other three pictures. Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! (e.g. 1. a bell, 2. fish ). Step 2 Draw pupils’ attention to the box under Whole class Picture 1. Before playing the recording, Individual work say Are you ready?. Play the first sentence and have pupils do the task, saying OK, now listen and tick or cross, please! Step 3 Follow the same procedure with the Whole class other three pictures. Play the recording Individual work twice or more if needed, ask pupils to listen and put a tick or a cross. Give further support to those pupils who find it difficult to do the task. Step 4 Set a time limit for pupils to swap and Pair work check the answers. Correct the answers, if necessary. Step 5 Invite some pupils to the front of the Individual work class to point to the pictures and say what they have heard. Audio script: 1. There’s a bell. 2. I like chips. 3. Touch your hair. 4. I have a red pen. Key: 1. 2. x 3. 4. x Extension: Extended activity: Whole class Show flashcards of other words and have Individual work pupils say a sentence with a word. For a more able class, encourage pupils to use other structures (I have a _____.; This is my _____.; This is a ______.) Homelink 5 minutes
4. Period 35 - Lesson 1 – Unit 9 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter O/o. - say the words locks, clocks, pots, mops. II. INPUT Language: - Sound /ɒ/ - Vocabulary: locks, clocks, pots, mops Resources/Material: - Student’s book p. 40 - Sachmem.vn - Flashcards for Unit 9 III. PROCEDURE Warm-up – Listen and repeat – Point and say – Game - Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Have pupils greet and introduce themselves. Whole class - Option 1: Access sachmem. Have one pair of pupils point to the pictures and read Phil and Sue in sachmem. - Option 2: Invite one group of pupils to sing the song p. 36 (Student’s book) - Option 3: Ask a few pupils to do the project p. 27 (Workbook). - Have pupils open the books and look atUnit 9, Lesson 1p. 40, saying Open the books and look atUnit 9, Lesson1 (Page 40). 1. Listen and repeat. 10 minutes Step 1: Open books or access sachmem. Have pupils look at Whole class the picture and describe it, saying Look at the picture and describe it, please! Draw pupils’ attention to the words next to the things and the colour of the letter O/o (as mentioned in Input in Teacher’s guide). Check comprehension. Step 2: Ask pupils to point to the letter O/o, listen to the Individual recording and repeat the sound of the letter O/o, work saying Point to the letter O/o, listen and repeat, please! Step 3: Have them point to the locks and/or the word locks, Individual listen to the recording and repeat the word locks. Say work Point to the locks, listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Draw their
5. attention to the sound s at the end of the words. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! Repeat the same procedure with the words clocks, Step 4: mops and pots. Correct pronunciation, if necessary. Individual Play the recording again, let pupils point to the letter work O/o, the things in the picture and say the sound of Step 5: the letter and the words again. Repeat the step, if necessary. Give further support to those pupils who Group work find it difficult to do the task, if necessary. If time allows, call a few pupils to point to the letter O/o, the picture and say the sound of the letter O/o and the words locks, clocks, mops and pots in front Step 6 of the class, saying Well done! when they performed Whole class 2. Point and say. 10 minutes Step 1: Have pupils look at the picture or poster for Unit 9, Whole class saying Look at the picture/poster, please! Ask them to describe the picture. Draw their attention to the letter O/o, the letter s at the end of the words and the things and the colour of the letter o in the words, if necessary. Step 2: Get them to point to the letter O/o and say it aloud, Individual saying Point to the letter O/o and say, please! work Individually, let pupils point to the locks in the picture and say the word locks as a model, saying Point to the locks and say, please! Remind them of the sound of the letter o in the word locks and s at the end of the word. Then ask one pupil to point to the locks and say the word locks in front of the class. Check comprehension. Step 3: Follow the same procedure with other things and Individual correct pronunciation, if necessary. Give further work support to those pupils who find it difficult to do the task. Pair or group Step 4: Have pupils work in pairs or in groups to look at the work picture, point to the letter O/o, the things and say the sound of the letter and the words aloud, saying Point to the picture and say, please! Go around to offer help or correct pronunciation, if necessary. Invite some pupils to point to the picture and say the Whole class Step 5: sound of the letter and the words in front of the class. If they performed well, praise them, saying Very good! Fun Slap the board 7 minutes corner
6. Step 1: Write four words (clocks, locks, mops and pots) on Whole class the board. Tell pupils to look at the board, saying Can you see the words clocks, locks, mops and pots?OK, now we will start the game. Step 2: Tell pupils how the game is played, saying This Group work game is played in a group of four pupils. When I say, for example, “clocks”, you will run as quickly as possible to the board and touch/slap your hand on the word. The one who is the quickest to touch/slap the correct word gets one point. Step 3: Call two groups (four pupils per group) to the front Group work of the board. Ask the pupils in one group to say one of the words on the board. Have pupils in the second group listen to the word and touch/ slap it. The pupil Step 4: who is the quickest to touch/slap the correct word Group work gets one point. Invite another two groups to play the game. Extension: With better class, stick four flashcards with these words on the board. Have two groups of four to play the game. You may let them play Slap the board on sachmem. Homelink 3 minutes Option 1: Pupils practise pronouncing the sound of the letter Whole class O/o and saying the wordslocks, clocks, pots, Option 2: mops(in Student’s books or sachmem). Option 3: Pupils play Slap the board in sachmem. Pupils do Activity 6, Page 39 (Student’s book). GIÁO ÁN DẠY KHỐI 4 - UNIT 11: WHAT TIME IS IT? Period 71. Lesson 1: part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to: + Ask and answer questions about the time. + Listen for specific information II. Language focus: - New words: have (breakfast, lunch, dinner), go to school, go to bed, get up.... - Structures: What time is it? - It’s seven o’clock III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Play the game: Numbers Whole class -T says the first number: five and then choose one pupil who will say the next number: ten. That pupil chooses another pupil to say the
7. next number. Continue until fifty- five 2.Look, listen and - Tell them that they are going to read a story Whole class repeat: 10’ where Ps ask and answer questions about time - 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 Individual repeat. Do choral and individual repetition - Call some pairs to read the story aloud, the Whole class 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 question What time is it? Answers: It is + time - Teach modal sentence: What time is it? It is + time - Point to each picture and say the words. Whole class 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. - Get Ps to work in pairs to ask and answer Pair work partner using What time is it? It is + time - Go around to offer help when necessary - 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 more asking and answering questions about partners where time 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 Whole class - Listen and give marks 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words
8. UNIT 11: WHAT TIME IS IT? Period 72. Lesson 1: part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to: + use words and phrases related to the topic Daily routines + ask and answer questions about time II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording IV. Procedures Steps Learning activities Modes 1.Warm up : 5’ DRAWING Whole Class - Divide the class into groups - Ask Ps to work in groups and draw a clock and then say the time using It’s + Group work time 2. Listen and - Tell pupils that they are going to listen to Whole class tick: 8’ three dialogues about times and tick the correct pictures - Ask them to look at the pictures and identify the time - Have them say the times aloud Individual - Play the recording 2 times for Ps to listen and tick the pictures - Get them to swap their answers with their Pair work partner - Play the recording again and check the Whole class correct answers Key: 1.b 2. b 3. a 3. Look and - Tell pupils that they are going to answer Whole class write: 15’ the questions about the time, using the picture cues - Give a few seconds for pupils to look at the clock and the answer 1. And then have them look at the other clocks and use the appropriate words to write 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
9. board - Correct the answers and call some Ps to read questions and answers Whole class Key: 2. It’s ten twenty 3. It’s ten thirty 4. It’s eleven fifty 4. Let's sing: - Introduce the song “What time is it?” Whole class 10’ - Ask Ps to read each line of the lyrics aloud and check their comprehension Whole class - 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 - Go around to offer help when necessary Group work - 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. Learn by Whole class 2’ heart the new words. GIÁO ÁN DẠY KHỐI 5 Period:69. REVISION 2 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and matching about knowledge that ss learnt. +Reoder the words to make the correct sentences with knowledge that ss learnt. +Talking about you with knowledge that ss learnt. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to be studious and obedient students and love English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
10. 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: fishing, twice, went, home, did *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: Read and match (9’) *Aim: help ss to improve reading skills about knowledge that ss learnt A 1.How often do you have Music? 2. Why do you learn English? 3. What are you reading? 4. What did you see at the zoo? 5. When will Sport Day be? e.I go to school on Fridays. B a.It’ll be on Saturday. b.I’m reading short story. c.I have it tice a week d.Because I want to sing English song. e.I saw some elephants. *Procedure: - T gives each groups a handout about exercise : read and match - T tells ss what they have to do in this - SS listen. task. - Ss read the questions and match with - Have Ss read the questions and match the correct answers for 3 minutes in with the correct answers for 3 minutes in groups of four. groups of four. -T goes around and offer help, if necessary. -Call Some ss write their answer on the - Some ss write their answer on the board. board. - Others ss look and comment. -T gets feedback.
11. - Call Some pairs read in front of the - Some pairs read in front of the class. class. *Keys: 1.c 2.d 3.b 4.e -T corrects pronunciation errors if 5.a necessary. *Outcome: SS can reading skills about knowledge that ss learnt Activity 3: Reoder the words to make the correct sentences (9’) *Aim: help ss to improve writing skills about knowledge that ss learnt 1. like/ Snow White/ What’s/? 2. story/ I’m/ of/ Mai An Tiem/ reading/the/. 3.moved/ The/ beautifully/ peacocks/. 4. football/ going/ I’m/ to/ play/. 5. some/ at/ the/ saw/ I/ tigers/ zoo/. *Procedure: - T gives each groups a handout about exercise : reoder the words to make the correct sentences - T tells ss what they have to do in this - SS listen. task. - Ss do the task for 4 minutes in pairs. -Have Ss do the task for 4 minutes in pairs. -T goes around and offer help, if necessary. - Have Some ss write their answer on - Some ss write their answer on the board. the board. - Others ss look and comment. -T gets feedback. - Call SS read the completed sentences - SS read the completed sentences - T corrects pronunciation * Keys: *Outcome: SS can improve writing skills 1.What’s Snow White like? about knowledge that ss learnt 2. I’m reading the story of Mai An Tiem. 3. The peacocks moved beautifully. Activity 4: Talk about you (9’) 4. I’m going to play football. *Aim: help ss to improve speaking skills 5. I saw some tigers at the zoo. about knowledge that ss learnt + How many lessons do you have today? + How do you practise listening/ speaking/ reading/ writing English? +What are you reading? + What are you going to do on Sport
12. Day? *Procedure: - T shows the questions on the board. - T tells ss what they have to do in this task. - Have Ss practise asking ans answering about them in pairs for 3 minutes. - SS look and listen. -T goes around and offer help, if necessary. - Ss practise asking ans answering about - Call Some ss practice in front of the them in pairs for 3 minutes. class. - T gets feedback and corrects pronunciation if necessary. - Some ss practice in front of the class. *Outcome: improve speaking skills - Others ss look and comment. about knowledge that ss learnt 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. -SS listen. - Prepare for the next lesson. IV. COMMENT Period: 70 THE FIRSTTERM TEST I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review unit 1 to unit 10 - Sentence patterns:review unit 1 to unit 10 2. Competences: +Listening, reading and writing about knowledge that ss learnt. 3. Attitude: - Educating ss to be studious and obedient students and love English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
13. *Aim: help ss to improve listening, reading and writing about knowledge that ss learnt. *Procedure: - T introduces about the test. - Ss listen - T give test for students. - T plays the recording 2 times. - SS write information on the test. - SS do the test. - SS read though all the test. -T goes around and offer help, if -SS listen and do the test. necessary. - SS do the test. - T collects the test at the end of time. *Outcome: SS canimprove listening, reading and writing about knowledge that ss learnt. IV. COMMENT Period: 71. UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: toothache, earache, sore throat, stomach ache,fever, matter - Sentence patterns: What ‘s the matter with you ?-> I have . 2. Competences: + Remember and say some new words: toothache, earache, sore throat, stomach ache, fever, matter + Look, listen and repeat the dialogue about common health problems. + Asking and answeringquestions about common health problems. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answeringquestions about common health problems. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
14. Activity 1:Warm –up: Play game : hangman (5’) *Aim:help ss to be eager and happy to begin the new lesson. -Vocabulary: *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 dialogueabout common health problems. + What ‘s the matter with you ? -> I have . *Procedure: -Teach vocabulary: toothache, earache, sore throat, stomach ache,fever, matter -SS listen and repeat newword, then - Check vocabulary: matching write on their notebook -Set the scene: we are going to listen to the -SS play game dialogue in which the characters to ask and answerquestions about common health -SS listen. problems. - Ask students to look at the picture in the book and ask: -Look at the picture and answer + What are they taking? + Where is it? - Have Ss listen to the recording. -SS listen the recording. -Play the recording again for Ss to repeat -SS listen and repeat. each sentence. -Divide the class into two groups to read - SS read in groups. the dialogue. - T asks ss to read the dialogue in pairs. - Call some pairs to read the dialogue in - SS read in pairs. front of the class. -T corrects pronunciation if necessary - SS read the dialogue. *Outcome: SS can find out new words; understand the context of the dialogue and role play the dialogueabout common
15. health problems. Activity 3: Point and say (8’) *Aim: help ss practise asking and answeringquestions about common health problems. + What ‘s the matter with you ? -> I have . *Procedure: - Have sslook at pictures. Ask them to identify the characters in the pictures . - SS listen and identify. Who are in the pictures? What are they talking? - Sentence Pattern: What ‘s the matter with you ?-> I have . -SS answer - T models with a student.Then asks ss - Model.Then practise. practice in pairs - Have Ss work in pairs to practise and - Practise in pairs. corrects pronunciation if necessary. - Invite ss to ask and answerin front of the - SS play game to ask and answer class. ( Play game: Who’s fastest?) - T gets feedback *Outcome: SS can practise asking and answeringquestions about common health problems. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answeringquestions about common health problems. + What ‘s the matter with you ? -> I have . *Procedure: -Tell ss that they are going to practise more with their friends to ask and -SS listen. answerquestions about common health problems. - Elicit the words to fill in the gaps and -SS repeat. have ss to repeat. -Get ss to works in pairs to interact. -Pairs workto interact. -Call some pairs to act out in front of the -Act outin front of the class.. class. - T corrects pronunciation, if necessary -SS listen. *Outcome: SS can practise further asking and answeringquestions about common health problems.
16. Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects -Ss to retell the contents of this lesson pronunciation if necessary. Activity 6. Homelink. 1’ - Practice more at home. -SS listen. - Prepare for the next lesson. IV. COMMENT Period: 72 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and tick the correct answer about asking and answeringquestions about common health problems. + Reading and completing about common health problems by filling the missing words of the sentences. +Sing the song: What‘s the matter with you ? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about common health problems. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Brainstorming (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: toothache, earache, sore throat, stomach ache,fever, *Procedure:
17. -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and tick ( 8’) *Aim: help ss to improve listening skill about common health problems. *Procedure: - Have sslook at the pictures. Tell ssthat - Indentify and guess the answer they are going to listen to the recording and tick the problem of each character. - Play the recording 2 times. - Play the recording again sscheck their - Ss listen &tick the correct answer answerCheck their guess. - Ask some questions to ensure ss’ - Listen and check comprehension of the listening text. *Keys: Nam: toothache; Peter: *Outcome: SS can improve listening skill Stomach ache; Linda: Headache; about common health problems. Tony: Sore throat. Activity 3: Read and complete (10’) *Aim: help ss to improve writing skillsaboutcommon health problems. *Procedure: - Tell ss that they are going to read the text - Look and listen. and fill the gaps with earache, sore throat, stomach ache, fever,toothache. -Give ss time to do the task independently. - Do the taskindependently.. - Ask ss to give their answer - Give the answer - Call some ss read aloud the complete -Ss read aloud the complete answer answer *Keys:1. toothache. / 2. fever / 3. *Outcome: SS can improve writing earache / 4. stomach ache / 5. sore skillsaboutcommon health problems. throat. Activity 4: Let’s sing (9’) *Aim:help ss practise singing the song: What‘s the matter with you ? *Procedure: - Tell ss about the song: “What’s the matter - SS listen. with you?” - SS read. - Have them read each line of the lyrics. - Play the recording, ask ss to repeat - Listen and repeat.
18. chorally and individually line by line. - Sing the song. - Have ss sing the song. *Outcome: SS can practise singing the song: What‘s the matter with you ? 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. -SS listen. - Prepare for the next lesson. IV. COMMENT