Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 20 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 20 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 20 Planning date: 27/1/2023 Period 39 - Lesson 2 – Unit 10 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter M/m, the words mango, mother, monkey, mouse and the phrases/sentences containing /m/ and mango, mother, monkey, mouse in a chant. - listen and identify the words monkey, mango. - trace the letter M/m and complete the words _ango, _other, _onkey, _ouse. II. INPUT Language: - Sound /m/ - Vocabulary: mango, monkey, mother, mouse - Phrases/sentences with the sound /m/ and the words mango, monkey, mother, mouse III. PROCEDURE Warm-up – Listen and chant. – Listen and tick. – Look, trace and write. – Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Whole class Ask two or three pupils to look at the picture in Lesson 1 (Student’s book or sachmem) and say the sound of the letter M/m and the words mango, mother, monkey and mouse. Option 2: Ask the class to play Find the odd one out Whole class again, using the words in Lesson 1, Unit 10 and those in the previous units, saying Now let us play Find the odd one out! Option 3: Get pupils to play What’s Missing Game, using Whole class the pictures and flashcards with the incomplete words _ango, _onkey, _other and _ouse. Pupils should guess the missing letters and say the words correctly 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant, saying Look at Whole class the chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them
2. to pay attention to the letter M/m and the words monkey, mouse. Check comprehension. Step 2: Play the recording of the first verse for pupils Whole class to listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen again and repeat, please! Step 3: Follow the same procedure with the second Whole class verse. Correct pronunciation, if necessary. Step 4: Play the recording all the way through. Ask Whole class pupils to listen and repeat the chant Individual individually and in chorus, saying Listen, work chant and clap your hands, please! Go around and offer help, if necessary. Step 5: Select some pupils to the front of the class to Individual chant and clap their hands. The rest of the work class may sing the chant and clap their hands Whole class along. If they have sung the chant well, praise them, saying Great work! Extension: For better pupils, cover or omit some letters/ Individual words in the chant and have them guess and work say all the lines aloud. For example: Whole class M, m, m. M is for ________. M is for mouse. Monkey and _______. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures in Question 1 Whole class and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite some pupils to point to the pictures in Question 1 and say the words in front of the class. Say Point to the pictures and say the words, please! E.g. 1a: a Step 2: monkey, 1b: a mouse. Individual Play the recording of the first sentence for work pupils to listen, saying Now listen, please! Ask pupils what they have heard and ticked, saying What did you hear? Did you hear “There’s a monkey” or “There’s a mouse”? Yes, it said “There’s a monkey”. You tick the box a. If some pupils say “There’s a mouse”, let them listen to
3. the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “There’s a monkey” or “There’s a mouse”? Yes, “There’s a monkey”. Tick the box a. So a is the correct answer. Individual Step 3: Follow the same procedure with the pictures in Question 2. Before playing the recording, say work Are you ready? OK, now listen, please! Play the recording (several times if needed) for pupils to listen and tick the correct box. Step 4: Call a few pupils to the front of the class to Individual point to the pictures and say what they have work heard. If they said correct words, praise them, saying Well done! or Very good! 5. Look, trace and write. 8 minutes Step 1: Have pupils look at the letter M (upper case) Whole class and m (lower case). Remind them how to trace . Step 2: Give pupils time to trace the letter M/m Individual independently, saying Now trace the letter M/m work with your pencil. You can demonstrate by air tracing or tracing the broken lines of the letter M/m on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 3: Check the results of pupils’ tracing and give Pair work feedback. Ask pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. Step 4: Then have pupils look at the four pictures in the Whole class activity. Ask some questions to help them identify the person and things in the pictures (e.g. What’s/Who’s that? What can you see in the pictures?). Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word. Step 5: Give pupils time to complete the words Individual independently, saying Look at the pictures and work complete the words, please! Go around and offer help, if necessary. Step 6: Ask some pupils to show what they have done. Whole class Praise them if they have done well, saying Individual You’ve done a good job! work Extension: - For weaker pupils, have them do Activity 3, Unit 10 in their workbooks. - For better pupils, have them do Activity 4
4. Homelink 5 minutes Option 1: Have pupils listen to the recording, Whole class then say the chant again. Whole class Option 2: Ask pupils to look at the pictures in 4. Listen and tick and say about them, e.g. monkey, mouse. Encourage better pupils to use learnt structures e.g. It’s a monkey; It’s a Individual mouse; ... work Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 10 in their workbooks. Period 40 - Lesson 3– Unit 10 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use “That’s a _____.” to identify someone or something. - sing a song with the structure “That’s a _____.” II. INPUT Language: - That’s a _______. Resources/Material: - Student’s book p. 45 - Sachmem.vn III. PROCEDURE Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class - Have pupils listen to the recording, then sing the chant on page 44. - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Whole class Option 2: - Show pupils pictures/slides of some animals they have learnt. - Ask them to recall and name the animals (e.g. horse, duck, goat, monkey, ...). Encourage Individual work
5. better pupils say more words of animals if they can. Option 3: - Invite one or two pupils write the letter M/m on the board. - Get pupils to say words that contain the sound of the letter M/m (e.g. mop, monkey, mother,) 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture of a girl and her Whole class mother looking at a monkey. The mother says “That’s a monkey”. Explain the meaning of the sentence and how it is used. Check Step 2: comprehension. Whole class Play the recording several times for pupils to listen and repeat the sentence, saying Now Step 3: listen and repeat, please! Individual Invite a few pupils to listen and repeat the work sentence That’s a monkey in front of the class. Correct their pronunciation, if necessary or praise them when they pronounced the Step 4: sentence correctly, saying You did very well! Ask some pupils to point to and repeat the Pair work sentence That’s a monkey. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubble to understand Whole class how the structure is used. Explain the meaning of the structure. Step 2: Have pupils look at the first picture. Say Look Whole class at Picture 1, please! Point to the monkey and ask them, saying What’s that? Tell them that it is a monkey, saying That’s a monkey. Step 3: Ask pupils to use the structure “That’s a Individual _____.“ in the bubble and Picture 1 (a work/Whole monkey) to identify something, e.g. That’s a class monkey. Get them to repeat the sentence several times individually and in chorus. Check Step 4: comprehension. Whole class Follow the same procedure with the other pictures. Make sure pupils understand the structure “That’s a ____.“ and say it with the
6. right pronunciation and intonation. Give further support to those pupils who find it Step 5: difficult to do the task, if necessary. Group/Pair Ask pupils to work in pairs/groups, using work Step 6: “That’s a ____.” with the picture cues. Individual Select some pupils to practise identifying work someone/something in front of the class. Praise them, saying That’s right! or Superb! if they Extension: performed well. Individual Have pupils point to and identify things/people work in the classroom. Encourage them to say as much as they can, e.g. That’s a pen ___.”; “That’s a desk.” 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get Whole class familiarized with the first verse of the song. Explain the meaning of the sentence That’s a monkey. Say Now look at 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. Check Step 2: comprehension. Whole class Follow the same procedure with the second and third verses. Correct pronunciation and the Step 3: melody of the song, if necessary. Whole class Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Say Now listen to Step 4: the whole song. Group work Let pupils practise singing the song. Help them Individual sing the song sentence by sentence first. Then work help them to sing the whole song. If there is time, let them sing the song several times until Step 5: they feel confident. Group work Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they Extension: performed well, saying Fantastic! or Excellent! Practise three-part singing. Devide the class into three groups and ask each group to sing one part of the song. Homelink 5 minutes
7. - Revise the main teaching point of the lesson: Whole class the structure That’s a ____ to identify someone or something. Option 1: Ask pupils to draw an animal or a Individual pet/a fruit, show them to the class and identify work them, using That’s a ___. Option 2: Have pupils do Activity 6, Unit 10 Individual in their workbooks. work Option 3: Show pupils the lyrics of the song Individual with some missing words, e.g.: work Monkey, monkey. That’s a ______. Mango, mango. That’s a ______. Then ask some advanced pupils to guess the missing words and sing the complete song aloud. Period 77. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: Part 1, 2 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about someone’s job, What does your father do? He’s a teacher. II. Language focus: - New words: pair, interview, partner, job, member, nurse, student, farmer, uncle, driver, factory worker - Structures: What does your___________ do? He’s / She’s _________ III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Unscramble Whole class -Write the letters on the board which is not in order: afther, thermo, lymifa, therbro, ceni, tawh - Call 2 pupils to go the board and ask them to write the meaningful words. - The pupil can write the most words will be a winner
8. 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 someone’s job - 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? Do you know the word “interview? - Play the recording and ask Ps to listen and repeat. Do choral and individual repetition Individual - Call some pairs to read the dialogue 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 does your do? Answers: He’s/ She’s . . - Teach new words: Nurse Student Uncle Driver Farmer Factory worker Whole class - Teach modal sentence: What does your ..do? He’s/She’s . . - Point to each picture and elicit the meaning of new words. Point to the first picture and elicit the word to fill the gap. Put the question and answer on the board and have Ps repeat them a few times Do choral and individual repetition, using the pictures in the book. - Get Ps to work in pairs ask and answer partner Pair work using What does your .do? He’s/ She’s - Go around to offer help when necessary - Call on some pairs to act the dialogue out - Listen and give comments Whole class 4. Work in pairs. - Tell pupils that they are going to revise what Whole class Ask your partners they have learnt in real contexts. Remind Ps of about the jobs of the questions: What does your father/ mother/ their family brother/ sister do? members: 10’ And What’s his / her job? And how to respond to them. - Ask them to work in pairs and ask and answer Pair work the above questions.
9. - 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 heart Whole class the new words Period 78. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: Part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about some one’s job. 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: nurse, pupil, student, teacher, farmer, factory worker, driver - 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 tick: 10’ an interview between Nam and Quan about Quan’s family and tick the correct boxes - Ask them to look at the pictures and point to each character and ask What does he/she do? - Play the recording 2 times for Ps to listen and tick the boxes Individual - Get them to swap their answers with their partner Pair work - Play the recording again and check the correct answers Whole class Key: father: factory worker; mother: teacher; sister: nurse
10. 3.Look and write: - Tell pupils that they are going to complete Whole class 13’ the sentences for someone’s works, using the picture cues - Give a few seconds for pupils to look at the six pictures to identify the jobs shown in each picture. Then ask them to read the incomplete sentences and to identify the missing words they need to complete them. - Ask Ps to do the task individually - Go around to help when necessary Individual - Get pupils to swap and check their answers - Call some Ps to write the answers on the Whole class board - Correct the answers and call some Ps to read questions and answers Key: 1.family 2.farmer 3.is a nurse 4.is a driver 5. Is a factory worker 6. a pupil 4. Let’s sing: 10’ - Introduce the song “My family” Whole class - Ask Ps to read each line of the lyrics aloud and check their comprehension - Play the recording all the way through and Individual 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 : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words. Period 79. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: Part 1, 2, 3 I.Objectives: By the end of the lesson Ss will be able to ask and answer about places to work I. Language focus: - New words: factory, field, hospital, office, turn - Structures: Where does a . work? A .. works ..
11. III. Resources: V. Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ - Sing the song: My family - Have the class sing the song Whole class - Call on a few pairs to ask and answer Pair work questions about the jobs of their parents 2. Look, listen - Tell them that they are going to find out Whole class and repeat: 10’ about a game played by Nam and Mai - Ask Ps to look at the pictures and read the text in silence - Get them to identify the characters and the content of the story by asking Who are they? What is the name of the game Mai and Nam are playing? Where does the doctor work? Whole class - 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 comments Pair work 3. Point and say: - Tell pupils that they are going to practice Whole class 13’ asking and answering the questions about where someone works, using Where does a ___ work? A __ works in + place of work - Teach new words: Hospital, field, factory, office - Teach modal sentence: Individual What does a __ work? A ___ works in + place of work. - Point to each picture and elicit the meaning of new words. Point to the first picture and elicit the word to fill the gap. Put the question and answer on the board and have Ps repeat them a few times Do choral and individual repetition, using the pictures in the book. - Get Ps to work in pairs ask and answer partner using What does a ___ work? A __ Pair work works in place of work - Go around to offer help when necessary - Call on some pairs to act the dialogue out - Listen and give comments Whole class 4. Let’s talk: - Tell pupils that they are going to revise Whole class
12. 10’ what they have learnt in Lessons 1 and 2 in real contexts. Remind Ps of the questions: What does your father/ mother/ brother/ sister do?; Where does he/ she work? Individual 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 : - Do exercises in the workbook. Learn by Whole class 2’ heart the new words Period 80. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: Part 4, 5, 6 I.Objectives: By the end of the lesson Ps will be able to use the words and phrases related to the topic daily routines, ask and answer questions about time. I. Language focus Revision of: - New words: - Structures: II. Resources: - Students’ book, puppets, recording. III. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Matching -Prepare 4 pictures about jobs: teacher, doctor, worker, farmer; 4 pictures about Whole Class places of work: hospital, field, school, factory - Call some Ps to front of the class - Ask them to take turns to match the correct pictures Group work - Who can match and finish the shortest time is a winner 2. Listen and - Tell pupils that they are going to listen to Whole class number: 10’ four dialogues about someone’s job, and number the pictures - Ask them to look at the pictures and Whole class check comprehension by eliciting pupils’ answers to questions: What can you see? What does she/ he do? What’s her/ his job?
13. Where does she/ he work? - Play the recording 2 times for Ps to listen Individual and number 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: a. 2 b. 4 c. 1 d. 3 3. Look and - Tell pupils that they are going to read the Whole class write: 13’ incomplete sentences and fill the gaps, using the picture cues - Give a few seconds for pupils to look at the pictures to identify where the characters are and what their jobs are. Then ask them to read the texts and find appropriate words to fill the gaps - Ask Ps to do the task individually Individual - Go around to help when necessary - Get pupils to swap and check their Pair work answers - Call some Ps to write the answers on the board Whole class - Correct the answers and call some Ps to read questions and answers Answer: 1.a doctor/ a nurse, in a hospital 2. a farmer, in a field 4.Let’s play: 10’ -Tell Ps that they are going to play Whole class Pelmansim - Divide them into groups of three - Prepare two sets of cards for each group, one with jobs and the other with Whole class workplaces - 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 Group work same job and the same workplace, that player wins the pair and goes on to turn them face down again 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 Whole class - Call on one group to act out the game in
14. front of the class 5.Home –link : 2’ - Do exercises in the workbook. Whole class Period: 77 UNIT 12:DON’T RIDE YOUR BIKE TOO FAST! Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: matches, run down the stairs, climb - Sentence patterns: Don’t ! Ok, I won’t. 2. Competences: + Remember and say some new words: matches, run down the stairs, climb, . + Look, listen and repeat the dialogue about expressing and responding to concerns about possible accidents at home + Expressing and responding to concerns about possible accidents at home. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about expressing and responding to concerns about possible accidents at home. 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:BIKE *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.
15. 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 expressing and responding to concerns about possible accidents at home. + Don’t ! Ok, I won’t. *Procedure: - Teach vocabulary: matches, run down the -SS listen and repeat newword, then stairs, climb, . write on their notebook - Check vocabulary: rub out and remember -SS play game. -Set the scene: we are going to listen to the dialogue in which the characters to express -SS listen. and respond to concerns about possible accidents at home. -Look at the picture and answer - Ask students to look at the picture in the book and ask: + What are they taking? + Where is it? -SS listen the recording. - Have Ss listen to the recording. -SS listen and repeat. -Play the recording again for Ss to repeat each sentence. - SS read in groups. -Divide the class into two groups to read the dialogue. - T asks ss to read the dialogue in pairs. - SS read in pairs. - Call some pairs to read the dialogue in front of the class. - SS read the dialogue. -T corrects pronunciation if necessary. *Outcome: SS can find out new words; understand the context of the dialogue and role play the dialogueabout expressing and responding to concerns about possible accidents at home. Activity 3: Point and say (8’) *Aim: help ss practise expressing and responding to concerns about possible accidents at home. +Don’t ! Ok, I won’t. *Procedure: - Have SS look at pictures. Ask them to - SS listen and identify. identify the characters in the pictures . - Elicit sentence Pattern:Don’t ! Ok, I -SS answer.
16. won’t. - 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 answer in front of the - SS play game to ask and answer. class. ( Play game: Magic circle) - T gets feedback *Outcome: SS canss practise expressing and responding to concerns about possible accidents at home. Activity 4: Let’s talk (7’) *Aim:help ss practise further expressing and responding to concerns about possible accidents at home. +Don’t ! Ok, I won’t. *Procedure: Tell ss that they are going to practise more with their friends to express and respond to -SS listen. concerns about possible accidents at home. - Elicit the words to fill in the gaps and have ss to repeat. -Get ss to works in pairs to interact. -SS repeat. -Call some pairs to act out in front of the -Pairs work. class. -SS act out in front of the class. - T corrects pronunciation, if necessary. *Outcome: SS can practise further expressing and responding to concerns about possible accidents at home. 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 -Ss to retell the contents of this lesson if necessary. Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 78
17. UNIT 12:DON’T RIDE YOUR BIKE TOO FAST! Lesson 1: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and tick the correct pictures about expressing and responding to concerns about possible accidents at home. + Reading and completing about expressing and responding to concerns about possible accidents at home by filling the missing words of the text. +Sing the song: Don’t do that! 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about expressing and responding to concerns about possible accidents at home 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: Vietnamese whispers (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: matches, run down the stairs, climb *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 expressing and responding to concerns about possible accidents at home.
18. *Procedure: - Have sslook at the pictures. Tell ssthat - Indentify and guess the answer they are going to listen to the recording and tick the correct pictures. - Play the recording 2 times. - Ss listen &draw lines.Check their - Play the recording again sscheck their guess. answer - Listen and check - Ask some questions to ensure ss’ *Keys:1.b; 2.c; 3.a,4.b comprehension of the listening text. *Outcome: SS can improve listening skill expressing and responding to concerns about possible accidents at home. Activity 3: Read and complete (10’) *Aim: help ss to improve reading skillaboutexpressing and responding to concerns about possible accidents at home. *Procedure: - Look and listen. - Have SS open their books. Get Ss to read the text. Tell SS that they are going to read and get the information to complete. - Do the task. - SS read individually silently and complete the dialogues. - Work in pairs - Pair works. SS give their answers for correction. - Read their answers aloud to the - Ask some SS to read their answers aloud class. to the class. *Keys:1.room 2.cooking - T checks and corrects. 3. answered 4.run 5. won’t *Outcome: SS can improve reading skillaboutexpressing and responding to concerns about possible accidents at home. Activity 4: Let’s sing (9’) *Aim:help ss practise singing the song: Don’t do that! *Procedure: - Tell ss about the song: “Don’t do that!?” - 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 - Sing the song. song: Don’t do that! Activity 5: Consolidation (2’)
19. *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this -Ss to retell the contents of this lesson lesson - T gets feedback and corrects pronunciation if necessary. Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 79 UNIT 12:DON’T RIDE YOUR BIKE TOO FAST! Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: cut yourself, get a burn, fall off your bike, break your arm - Sentence patterns:Why shouldn’t I .? Because you may 2. Competences: + Remember and say some new words: cut yourself, get a burn, fall off your bike, break your arm + Look, listen and repeat the dialogue about accident prevention. + Asking and answeringquestions about accident prevention. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answeringquestions about accident prevention. 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: doing, should, climb, play
20. *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 accident prevention. + Why shouldn’t I .? ->Because you may *Procedure: -Have ss look at the picture and identify - Identify the characters. the characters and what they are doing. -Elicit some new words. -Introduce the dialogue. -Play the recording for the ss. -SS listen. -Play again, have ss listen and repeat. - SS listen and repeat. -Have ss read the dialogue in pairs or -SS read the dialogue in pairs or groups. groups. -Check some pairs or groups. -some pairs or groups perform. *Outcome: SS can find out new words ; understand the context of the dialogue and role play the dialogue about accident prevention. Activity 3: Point and say (8’) *Aim: help ss practise asking and answeringquestions about accident prevention. + Why shouldn’t I .? ->Because you may *Procedure: -Teach vocabulary: cut yourself, get a -SS listen and repeat newword, then burn, fall off your bike, break your arm write on their notebook - Check vocabulary: What and where -SS play game. - Have SS look at pictures. Ask them to - SS listen and identify.