Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 19 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 19 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 19 Planning date: 8/1/2023 Period 37 - Lesson 3 – Unit 9 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use How many ___? to ask and answer questions about number of things. - sing a song with the structure There are ___. II. INPUT Language: Sentence pattern: There are ___. Resources/Material: - Student’s book p. 42 - Poster for Unit 9 III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing - Homelink Classroom Procedure Teaching and learning activities management Warm-up 7 minutes - Have pupils greet and introduce their names, Whole class e.g. Hi, I’m Lan. - Option 1: Have a group of pupils to sing the chant on page 41 in front of the class. - Option 2: Have a few pupil to point to the picture in sachmem or poster for Unit 9 and say the sentences, e.g. There are ___. - Option 3: Let two or three pupils point to the pictures in Listen and tick (P41) and say the sentences, e.g 1a: There are four clocks.1b: There are three mops. - Get pupils to open their books and look at Lesson 3 p. 42 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat. 5 minutes Step 1: Open books or access sachmem. Have pupils Whole class look at the picture, saying Look at the picture, please! What can you see? How many clocks? Two? Yes. Two clocks. Explain the meaning of the question and the answer and how they are used. Check comprehension. Step 2: Get pupils to point to the first bubble, listen to Individual the questions and repeat, saying Listen and work
2. repeat, please! “How many clocks?” Then have them point to the second bubble and repeat the answer, saying Listen and repeat, please! Step 3: “Two.” Pair or group Play the recording several times for pupils to work listen and repeat the exchange, saying Now listen and repeat, please! Give more support to Step 4: those pupils who find it difficult to do the task. Whole class Divide the class into two groups, one group listens and repeats the question and the other does the answer. Correct their pronunciation, if necessary or praise them if they pronounced the Step 5: exchange correctly, saying Well done! Invite a few pairs to act out the exchange in front of the class. Go around and praise them if they performed well, saying Well done! 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubbles to understand Whole class how the structure is used (How many _____? - _____.). Explain the meaning of the question and the answer. Step 2: Have pupils point to Picture a. Say Look at Picture a, please! Point to the clocks on the left and ask them How many clocks? Tell them that there are two, saying Two. Step 3: Ask the class to say the question How many Individual clocks? and the answer Two several times. If work they said the sentences correctly, praise them Well done! Correct pronunciation, if necessary. Step 4: Follow the same procedure with the rest of the Pair work pictures by getting pupils to point to the pictures, asking and answering the questions individually and then in pairs. Give further support to those pupils who find it difficult to do the task, if necessary. Step 5: Invite some pairs to point to the pictures and act Whole class out the exchanges in front of the class. Praise them, saying Excellent! if they performed well. Extension: If there is time or with a better class, have pupils work in pairs, pointing to the things in the classroom, asking and answering questions about numbers. E.g. How many books? Three. 8. Let’s sing. 10 minutes Step 1: Have pupils read the first, the third, the fifth and Whole class the seventh lines of the lyrics. Explain the meaning of the numbers (as mentioned in Input
3. in Teacher’s guide). Check comprehension. Ask pupils to point to the first line. Play the Step 2: recording for them to listen and repeat (saying Individual Point to the first line, listen and repeat, please!) work for several times. Follow the same procedure with the third, the Step 3: fifth and the seventh lines of the lyrics. Check Individual pronunciation, the tune and the melody of the work lines, if necessary. Have pupils point to the second line. Play the Step 4: recording for them to listen and repeat individually and in chorus. Explain the structure ”There are _____.” if necessary. Follow the same procedure with the fourth, the Pair of group Step 5: sixth and the eighth lines. Play the recording for work them to listen and repeat individually and in pairs or groups. Check pronunciation, the tune and the melody of the line, if necessary. Play the recording all the way through for class Whole class Step 6: to sing the song and clap their hands. Go around and offer help, if necessary. Then select some pupils to the front of the class to sing the song. The class may sing along and clap their hands. With a better class, have pupils change some Extension: lines of the lyrics with the things in the classroom and perform the song in front of the class. E.g. One, two. One two. There are two books. Two, three. Two, three. There are three pens. Homelink 3 minutes Option 1: Pupils sing by heart the song on p. 42. Whole class Option 2: Pupils change some sentences in the lyrics and practice singing the song at home. Pupil point to the things they have in the Option 3: bedroom (pen, pencil, bag, hat, dog, cat, book, ...) and say about number, using There are ___ in the bedroom. Option 4: Pupils do the project on page 30 in Workbook.
4. Period 38. Lesson 1. Unit 10 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter M/m in isolation. - say the words mango, monkey, mother, mouse. II. INPUT Language: - Sound /m/ - Vocabulary: mango, monkey, mother, mouse III. PROCEDURE Warm-up – Listen and repeat. – Point and say – Fun corner – Homelink Classroom Procedure Teaching and learning activities manageme nt Warm-up 5 minutes Option 1: Singing the song in Unit 9, Lesson 3. Whole class - Ask pupils to sing the song in Unit 9, Lesson 3 and make the gesture (e.g. showing fingers when singing about numbers). - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands. Option 2: Reviewing. Whole class - Ask some pupils to count from one to five. Pair work - Get some pairs of pupils to practise asking and answering about quantity of things in the classroom, using How many ___? - ____. Option 3: Talking. Whole class - Show pupils some pictures/slides of popular animals in the world (monkey, tiger, elephant, snake, goat, cow, dog, cat, ). - Ask pupils some questions about the animals (in Vietnamese), e.g. Have you ever seen ? Do you like ? What animal can you see at the zoo? 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 M/m, the words next to the person, the things/animals and the colour of the letter M/m. Check comprehension. Step 2: Individual Ask pupils to point to the letter M/m. Have them
5. listen and repeat the sound of the letter M/m, saying work Point to the letter M/m, listen and repeat, please! more than once, if necessary. Step 3: Tell pupils to point to the mango and/or the word Whole class mango, saying Point to the mango and the word “mango”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! Step 4: Repeat the same procedure with the monkey, the Whole class mother and the mouse. Correct pronunciation, if necessary. Step 5: Play the recording again and have them listen, point Whole class to the letter M/m and the words mango, monkey, mother and mouse and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary. Play the recording again and call a few pupils to say Step 6: the sound of the letter M/m and the words mango, Individual monkey, mother and mouse in front of the class, work saying Excellent! when they performed well. For better pupils, using the new and learnt in the Extension: previous units vocabulary and have the pupils make Individual labels for the animals (cat, dog, duck, goat, horse, work monkey, mouse). Ask them to attach the cards to the corresponding animals and practise saying the words. 2. Point and say. 7 minutes Step 1: Have pupils look at the picture again. Ask them to Whole class describe the picture. Draw their attention to the letter M/m, the person/thing/animals, if necessary. Step 2: Get them to point to the letter M/m and say it, saying Whole class Point to the letter M/m and say, please! Step 3: Let them point to the mango in the picture and say Individual the word mango as a model, saying Point to the work mango and say “mango”, please! Remind them of the sound of the letter m in the word mango. Follow the same procedure with other animals/ Step 4: person. Go around and correct pronunciation, if Whole class necessary. Give further support to those pupils who find it difficult to do the task. Have pupils work in pairs or in groups to look at the Step 5: picture, point to the letter M/m, the person and Group/Pair thing/animals, say the sound of the letter and the work
6. words. Say Point to the picture and say, please! Go around and offer help or correct pronunciation, if necessary. Invite a few pupils to point to the picture and say the Individual Step 6: sound of the letter and the words in front of the work class. If they performed well, praise them, saying Good work! Fun corner: Find the odd one out 8 minutes Step 1: Explain how to play the game, saying Now look at Whole class the flashcards/ pictures, find the odd one out and say it, please! Step 2: Divide the class into four groups. Put three Group work cards/pictures on the board, one of which is obviously different from the others, for example, a dog, a cat and a bag. Step 3: Call the first group to go to the board. Ask the pupils Group work to point to the odd one out in the first set of the flashcards/pictures. The pupil who points to the correct word (bag) then says it correctly gets one point for that group. If the pupil has difficulty, ask other pupils in the group to help him/her. Step 4: Put the flashcards/pictures on the board and continue Group work the game in the same way with other groups Homelink 5 minutes - Revise the main teaching point of the lesson: the Whole class sound of the letter m and the words mango, monkey, mother, mouse. Option 1: Using sachmem, have pupils look at the things in the Whole class picture and repeat the words after the recording. Option 2: Using Poster for Unit 10, ask pupils to point to the things in the picture and say the words. For better Individual pupils, teacher may cover the words and ask them to work point to the things and say the words aloud. Option 3: Using pictures and flashcards, get some pupils to match the words mango, monkey, mother, mouse and the pictures. Then ask the class to say the words Individual aloud. work
7. Period 71. UNIT 11: WHAT TIME IS IT? 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 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 Individual are they talking about? - Play the recording and ask Ps to listen and Whole class repeat. Do choral and individual repetition - Call some pairs to read the story aloud, the rest of the class listen and give comments 3. Point and say: - Tell pupils that they are going to practice Whole class 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
8. 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 Period 72. UNIT 11: WHAT TIME IS IT? 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 Pair work their partner
9. - 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 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 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. Learn by Whole class 2’ heart the new words. Period 73. UNIT 11: WHAT TIME IS IT? Lesson 2: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about daily routines, What time do you ..? I .at + (time) II. Language focus: - New words: Have (breakfast, lunch, dinner), get up, at.
10. - Structures: What time do you get up? I get up at six o’clock. III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ - Call some Ps to the front of the class to Whole class sing the song “What time is it?” - Ask the rest of the class to sing together, clapping hands 2.Look, listen and - Tell them that they are going to read a Whole class repeat: 10’ dialogue where Ps ask and answer questions about daily routines - 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 dialogue by asking Who are they? What are they talking about? - Play the recording and ask Ps to listen and repeat. Do choral and individual repetition - Call some pairs to read the dialogue Individual aloud, the rest of the class listen and give comments Whole class 3. Point and say: - Tell pupils that they are going to practice Whole class 13’ asking and answering the question What time do you ? Answers: I .at . . - Teach new words: Get up go to bed Have breakfast have dinner Whole class Have lunch - Teach modal sentence: What time do you ..? I at .. . - 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 Pair work the pictures in the book. - Get Ps to work in pairs ask and answer partner using What time do you ..? I .at . - Go around to offer help when necessary Whole class - Call on some pairs to act the dialogue out - Listen and give comments
11. 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 time is it? What time do you ? And how to respond to them. - Ask them to work in pairs and ask and answer the above questions. Pair work - Go around to offer help and correct the pronunciation, if necessary - Call a few pairs to act out the dialogue in Whole class 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 Period 74 UNIT 11: WHAT TIME IS IT? Lesson 2: part 4, 5, 6 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about daily routines, What time do you ..? I .at + (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’ SLAP THE BOARD Whole Class -Write 7 words on the board: run, time, late, get up, breakfast, dinner, lunch - Call 2 Ps to the front of the class - Ask them to slap the word when T acts it out as fast as possible. The pupil can slap the most words will be a winner 2. Listen and - Tell pupils that they are going to listen to Whole class draw the time: Tom’s daily routine and draw the hands of 10’ the clocks - Ask them to look at the pictures and discuss with them what Tom does every day. Then tell them to look at the clock in each picture and explain that they have to draw the hands to show the time - Play the recording 2 times for Ps to listen Individual
12. and draw the time - Get them to swap their answers with their Pair work partner - Play the recording again and check the Whole class correct answers Key: b. 7.30 c. 8.15 d. 8.00 e. 9.00 2. Draw and - Tell pupils that they are going to draw the Whole class write the time and write about their own daily time: 13’ routines - Give a few seconds for pupils to look at the questions and identify what daily routines they are going to write about. Then have them draw the hands of the clocks to show the times they usually do these activities. Finally, get them to write the answers to the questions, using the clocks they have just drawn - Ask Ps to do the task in groups with a time Group work limit. Ask them to prepare a paper and a pen - Go around to help when necessary Whole class - Get pupils to swap and check their answers - Call some groups to show the paper and talk about their daily routines - Correct the answers and call some Ps to read questions and answers 4. Let’s play: -Tell Ps that they are going to play Pass the Whole class 10’ secret - Divide class into 3 groups Group work - Choose each leader of each group and call them to the front of the class. T will whisper one sentence: I go to school at 6 o’clock and then they come back and whisper it with their teams. The group that says the sentence correctly in the shortest time will win the game Whole class 5.Home –link : - Do exercises in the workbook. Learn by Whole class 2’ heart the new words. Period: 71 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 1, 2, 3
13. 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 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:
14. -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: + What are they taking? -Look at the picture and answer + Where is it? - Have Ss listen to the recording. -Play the recording again for Ss to repeat -SS listen the recording. each sentence. -SS listen and repeat. -Divide the class into two groups to read the dialogue. - SS 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. -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 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
15. 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 -SS listen. with their friends to ask and answerquestions about common health problems. - Elicit the words to fill in the gaps and -SS repeat. have ss to repeat. -Pairs workto interact. -Get ss to works in pairs to interact. -Call some pairs to act out in front of the -Act outin front of the class.. class. -SS listen. - T corrects pronunciation, if necessary *Outcome: SS can practise further asking and answeringquestions about common health problems. 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. - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 72. UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge:
16. - 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: -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 they are going to listen to the recording and - Indentify and guess the answer tick the problem of each character. - Play the recording 2 times. - Play the recording again sscheck their answer - Ss listen &tick the correct - Ask some questions to ensure ss’ answerCheck their guess. comprehension of the listening text. - Listen and check *Outcome: SS can improve listening skill *Keys: Nam: toothache; Peter:
17. about common health problems. Stomach ache; Linda: Headache; 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 and fill the gaps with earache, sore throat, - Look and listen. stomach ache, fever,toothache. -Give ss time to do the task independently. - Ask ss to give their answer - Do the taskindependently.. - Call some ss read aloud the complete - Give the answer answer -Ss read aloud the complete answer *Outcome: SS can improve writing *Keys:1. toothache. / 2. fever / 3. skillsaboutcommon health problems. earache / 4. stomach ache / 5. sore Activity 4: Let’s sing (9’) throat. *Aim:help ss practise singing the song: What‘s the matter with you ? *Procedure: - Tell ss about the song: “What’s the matter with you?” - Have them read each line of the lyrics. - SS listen. - Play the recording, ask ss to repeat - SS read. chorally and individually line by line. - Have ss sing the song. - Listen and repeat. *Outcome: SS can practise singing the song: - Sing 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 lesson - T gets feedback and corrects pronunciation if necessary. -Ss to retell the contents of this Activity 6. Homelink. 1’ lesson - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT .
18. Period:73 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: dentist, take a rest, sweet, carry, backache, karate - Sentence patterns:You sould/ shouln’t ..-> Yes, I will./ Ok, I won’t . 2. Competences: + Remember and say some new words:dentist, take a rest, sweet, carry, backache, karate + Look, listen and repeat the dialogue about giving and responding to advice on common health problems. + giving and responding to advice on common health problems. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about giving and responding to advice on 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: What and where (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: hello, hi, meet, you, *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -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.
19. 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 giving and responding to advice on common health problems. + You sould/ shouln’t .. -> Yes, I will./ Ok, I won’t . *Procedure: -- Elicit the character and have Ss guess -Guess and answer. what they are saying. - Set the scene: we are going to give and -SS listen. respond to advice on common health problems. - Have Ss listen to the recording then asks -Listen and repeat they read the lines in the speech bubbles -Divide the class into two groups to read -Read in groups. the dialogue. - T asks ss to read the dialogue in pairs. - SS read in pairs. - Call some pairs to read the dialogue in -Some pairs to read the dialogue in front of the class. front of the class. -T corrects pronunciation if necessary *Outcome: SS can find out new words ; understand the context of the dialogue and role play the dialogue about giving and responding to advice on common health problems. Activity 3: Point and say (8’) *Aim: help ss practise giving and responding to advice on common health problems. + You sould/ shouln’t .. -> Yes, I will./ Ok, I won’t . *Procedure: Teach vocabulary: dentist, take a rest, sweet, carry, backache, karate. -SS listen and repeat newword, then - Check vocabulary: What and where write on their notebook - Have SS look at pictures. Ask them to -SS play game. identify the pictures . - SS listen and identify. - Elicit the sentence Pattern: You sould/ shouln’t ..-> Yes, I will./ Ok, I won’t . -SS answer. -T models with a student.Then asks ss practice in pairs - Model.Then practise. - Have Ss work in pairs to practise and corrects pronunciation if necessary. - Practise in pairs.
20. - Invite ss to ask and answer in front of the class. T gets feedback - SS ask and answer. *Outcome: SS can practise giving and responding to advice on common health problems. Activity 4: Let’s talk (7’) *Aim:help ss practise further giving and responding to advice on common health problems. + I have a/ an . + You should/shouldn’t . ->Yes, I will . Thanks -> Ok, I won’t. thanks. *Procedure: - T ask ss to ask and answerquestions : What’s the matter with you/ him/ her/ them?->I have a/an ; He/she has a/an .; - Listen. they have a/an.. ”. - T makes model with a student. - Aks ss to work in pairs to ask and answerthe question. - SS model - Call on some pairs to perform their task at - Ss work in pair ask &answer the front of the class. -Some pairs to perform their task at *Outcome: SS can practise further giving the front of the class. and responding to advice on common health problems. 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 Activity 6. Homelink. 1’ lesson - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 74 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 2: Part 4, 5, 6