Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 7 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 7 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 7 Ngày soạn 14/10/2022 Unit 4. Period 13. 4. In the bedroom – Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter D/d and the words duck, dog, door, desk and the phrases a duck and a dog and a door and a desk in a chant. - listen and identify the phrases A duck and a dog; A door and a desk. - trace the letter D/d. II. INPUT Language: - Sound /d/ - Vocabulary: duck, dog, door, desk - Phrases: A duck and a dog; A door and a desk Resources/Material: - Student’s book p. 18 - Sachmem.vn - Teacher’s guide pp. 40-42 - Computer, projector III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look and trace - Homelink Classroom Procedure Teaching and learning activities manageme nt Warm-up 5 minutes - Greet the class and introduce yourself, saying: Whole Hi. I’m + name. Encourage pupils to greet and class introduce their names, e.g. Hi, I’m Hoa. - Option 1: Invite a few pupils to point to the picture/poster and pronounce the sound of the letter D/d and say the words duck, dog, door, desk. - Option 2: Ask a group of four to play Red words, green words with the target vocabulary they have learnt. - Option 3: Have pupils do the project, page 12 (Workbook) in pairs or groups. - Get pupils to open their books and look at Lesson 2, p. 18 (saying Open the books and look at lesson 2, please!). 3. Listen and chant 10 minutes Step 1: Books open or Sachmem access. Have pupils look at Whole the chant. Say Look at the chant, please! Draw class
2. pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter D/d and the words duck, dog and the phrase A duck and a dog. Check comprehension. Step 2: Play the recording for pupils to listen and to get familiarized with the tune, saying Listen to the Individuall verse, please! Then play the recording again, ask y pupils to listen and repeat, line by line, saying Listen Step 3: again and repeat, please! After that, play the recording for them to listen and repeat until they feel confident. Give further support to those pupils who Whole find it difficult to do the task. Step 4: class and Follow the same procedure with the second verse. individual Show pupils how to chant and clap their hands. work Correct pronunciation, if necessary. Step 5: Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen and chant, please! Groups Step 6: Put the class into two groups to practise chanting work and clapping. Each of the groups should sing one verse of the chant. Extension: Invite some groups to the front of the class to chant Whole and clap their hands. The rest of the class may clap class their hands along to the rhythm. Say Excellent! when they perform well. For a better class, help pupils change some lines of the chant and sing it in front of the class. E.g. D, d, a dug. D, d, a dog. D, d, a desk. D, d, a door. A duck and a dog. A desk and a door. 4. Listen and tick 7 minutes Step 1: Books open or Sachmem access. Have pupils point Whole to the pictures of Question 1 and say what they can class see, saying Point and say, please! Can you see a dog? Can you see a duck? Yes. I can see a dog. I can see a duck. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite some pupils to point to the pictures and say the Step 2: words in front of the class, saying Point to the pictures and say, please! E.g. 1a: a dog, 1b: a duck. Individual Play the recording of the first sentence for pupils to work Step 3: listen several times, if necessary, and to tick the box.
3. Ask pupils to say what they have heard and ticked. Individual Step 4: Say What did you hear? If some pupils say “This is work a dog”. Let them tick the box a. If some pupils say Whole “This is a duck”? Let them listen to the recording class again until they give the correct answer. Follow the same procedure with question 2. Give further support to those pupils who find it difficult to Step 5: do the task. Call a few pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. Whole Step 6: This is a dog, 2. This is a desk. class 5. Look and trace 10 minutes Step 1: Sachmem access. Have pupils look at the letter D Whole (upper case) and the letter d (lower case). Say What class can you see? Point to the upper case D and say This is the upper case D. Then point to the lower case d and say and this is the lower case d. Ask some pupils to make sure if they recognize the two forms of the letter. Then have pupils look at Sachmem and identify how the letter D (upper case) and the letter d (lower case) is traced. Step 2: Tell pupils to trace the letter D/d, saying Now use your pencil to trace the letter D/d. You can Individual demonstrate by air tracing or tracing the broken lines work of the letter D/d. 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 feedback. Ask pupils to work in pairs and swap their Pair work answers, saying Now work in pairs and check the answer. Give pupils time to work. Go around and offer help, if necessary. Step 4: Ask some pupils to show what they have done. Praise them if they have done well, saying Well Whole Step 5: done! or You’ve done a good job! class If there is enough time, write the letter D/d in broken lines on the board and invite some pupils to trace them. Homelink 3 minutes Option 1: Pupils learn by heart the chant p. 18. Whole Option 2: Pupils trace the letter D/d on Page 13 (Workbook). class Option 3: Pupils point to the pictures in Listen and tick (p. 18) and say the sentences, e.g 1a: This is a dog, Option 4: 1b: This is a duck, Have a few pupils make their own chants.
4. Unit 4. Period 14. 4. In the bedroom – Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use This is a _____ to introduce things or animals. - sing a song with the structures This is a _____. It’s on/near _____. II. INPUT Language: Sentence patterns: This is a _____. It’s on/near the ___. Resources/Material: - Student’s book p. 19 - Poster for Unit 4 - Sachmem.vn - Teacher’s guide pp. 43-45 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing - Homelink Procedure Teaching and learning activities Classroom manageme nt Warm-up 7 minutes - Have pupils greet and introduce their names, Whole e.g. Hi, I’m Lan. class - Option 1: Have a group of pupils to sing the chant on Page 18 in front of the class. The class claps hands. - Option 2: Have a few pupil to point to the picture in Sachmem or Poster for Unit 4 and say the sentences, e.g. This is my dog. This is my desk. - Option 3: Let two or three pupil point to the pictures in Listen and tick (P18) and say the sentences, e.g 1a: This is a dog, 1b: This is a duck, - Get pupils to open their books and look at Lesson 3 p. 19 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat 5 minutes Step 1: Books open or sachmem access. Have pupils look at Whole the picture, saying Look at the picture, class please! What can you see? I can see a boy. I can see a dog. Yes. This is a dog. Explain the meaning of the sentence and how it is used. Check comprehension.
5. Step 2: Play the recording the first time for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Correct pronunciation, if Individual necessary. work Step 3: Play the recording several times for pupils to listen and repeat the sentence. Give support to those pupils who find it difficult to do the task. Individual work Step 4: Have pupils point to the dog and say the sentence in pairs or groups, saying Point to the dog and say, Pair or please! Go around and offer help, if necessary. group work Invite a few pupils to listen and repeat the Step 5: sentence “This is a dog.” in front of the class. Correct their pronunciation, if necessary or praise Whole them if they pronounced the sentence correctly, class saying Very well! 7. Let’s talk. 10 minutes Step 1: Have pupils look at the first picture in Student’s Whole book or in sachmem. Say Look at Picture a, class please! Point to the dog and ask them What is this? The pupils may answer “a dog”. Tell them to introduce a dog in English, saying “This is a Step 2: dog”. Point to Picture a and model, using the expression Whole in the bubble and the word in the picture. E.g. class Step 3: “This is a dog.” Ask pupils to point to Picture a and say the sentence This is a dog in chorus, saying Let’s point Individuall to Picture a and say “This is a dog”, please! y Step 4: Correct pronunciation, if necessary. Ask them to look at the pictures to identify the other things, saying Look at Pictures b, c, d, please! Then let them point to the pictures and say Individuall the words, saying Point and say, please! Check y Step 5: comprehension. Ask pupils to work in pairs or in groups to practise introducing things to each other, saying “This is a ____.” Give further support to those pupils who Step 6: find it difficult to do the task. Pair or Select some pairs of pupils to practise introducing group work things to each other in front of the class. Praise Extension: them, saying Excellent! if they performed well. If time allows or with better classes, have pupils hold Whole their things and introduce them, e.g. Nam: This is a class book. This is a bag. This is my hat.
6. 8. Let’s sing 10 minutes Step 1: Have pupils read the lyrics to get familiarized with Whole the first verse of the song, saying Now look at the class first verse, please! Check comprehension. Step 2: Have pupils look at the lines of the first verse. Explain the meaning of the structures “This is a Whole ____. It’s on the ____.” class Step 3: Play the recording several times for pupils to repeat the verse, line after line, to make sure that they can sing the verse correctly. Individuall Step 4: Follow the same procedure with the second and y the third verse of the lyrics. Step 5: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song, saying Now listen to the Whole whole song. class Step 6: Let pupils practise singing the whole song several times individually, and then in groups. The class Individuall claps their hands. Praise them when they perform y well. Extension: If there is time or with a better class, have pupils change some sentences in the lyrics of the song and perform it in front of the class. E.g. Pair of This is my bag. group work It’s on the desk. This is my book. It’s on the desk. This is my hat. It’s on the desk. Homelink 3 minutes Option 1: Pupils sing by heart the song on p. 19. Whole class Option 2: Pupils change some sentences in the lyrics of the Option 3: song and practice singing the song at home. Pupil point to the things they have (dog, cat, desk, bag, hat, book, ...) and introduce each of them, using This is a ___. GIÁO ÁN DẠY KHỐI 4 UNIT 05: CAN YOU SWIM? Period 25. Lesson 1: part 1, 2 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases related to the topic Things we can do, ask and answer questions about what someone can/ can’t do
7. II. Language focus: - New words: draw, dance, sing, skip, skate, cook, and swim - Structures: What can you do?-I can III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : 5’ Revise the verbs/ verb phrases to talk about Whole class activities pupils learnt in Tieng Anh 3, using flashcards 2.Look, listen and - Tell them that they are going to read a Whole class repeat: 10’ story in which Ps ask and answer questions about what they can or can not do - 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’s Individual this? What are they doing? Where are they? What are they talking about? - Play the recording and ask Ps to listen and repeat. Do choral and individual repetition - Call some pairs to read the story aloud, Whole class the rest of the class listen and give comments 3. Point and say - Tell pupils that they are going to practice Whole class :15’ asking and answering the question What can you do? Answers: I can - Teach new words: Skip, skate, cook, swim Whole class - Teach modal sentence: What can you do?-I can - 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 Pair work partner using: What can you do? I can _ - Go around to offer help when necessary - Call on some pairs to act the dialogue out Whole class - Listen and give comments
8. 4. Work in pairs. - Tell pupils that they are going to practice Whole class Ask your more asking and answering questions about partners what what they can do/ can not do you can do: 8’ - Ask Ps to work in pairs: one asks the question and the other gives the answer Pair work - Go around to offer help when necessary - Call some pairs to perform the dialogue - Listen and give marks 5.Home –link : 2’ - Do exercises in the workbook. Learn by Whole class heart the new words UNIT 05: CAN YOU SWIM? Period 26. Lesson 1: part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases related to the topic things we can do, ask and answer questions about what someone can do II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : 5’ Play the game : WHISPER Whole Class - Divide the class into groups - Choose the leader of each group - Explain the rule: The leader of each group Group work goes to the board and read the words which T gives in silence. After that they go back and whisper the words with their groups. The last person of each group will go to board and write all the words on the board - After finishing the game, the group writes down all correct words is a winner 2. Listen and - Tell pupils that they are going to listen to Whole class tick: 8’ three dialogues about what someone can or cannot do and tick the correct pictures - Ask them to look at the pictures and identify Individual the similarities and differences among them - Play the recording 2 times for Ps to listen and tick the pictures - Get them to swap their answers with their partner Pair work - Play the recording again and check the correct answers Whole class Key: 1.a 2. c 3. a
9. 2. Look and - Tell pupils that they are going to answer the Whole class write: 15’ questions about what someone can do using the picture cues - Give a few seconds for pupils to look at the pictures and read the text in silence - Ask Ps to do the task individually Individual - Go around to help when necessary - Get pupils to swap and check their answers Pair work before writing the correct answer on the board for pupils to copy down into their notebook - Call some Ps to ask and answer the Whole class questions to the front of the class Answer: 1.dance 2. Skate 3. Swim 4. cycle 4. Let’s play: - Tell pupils that they are going to play Whole class 10’ Guessing game - Stick a picture of a dog, a fish and a parrot on the board. Point to a picture and ask some questions about the animals (What’s this Whole class animal? What can it do? Can it swim?) - Divide them into groups of five. A pupil in one group says two sentences about one of the animals, using can and can’t, and then Group work asks what it is. The pupils of the other groups guess. The group that gives the right answer the quickest gets on point - The pupil in groups takes turns asking and answering the questions. The one that gets most points wins. Monitor the activities 5.Home –link : - Do exercises in the workbook. Learn by Whole class 2’ heart the new words. UNIT 05: CAN YOU SWIM? Period 27. Lesson 2: part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about whether someone can do something, using Can you .? Yes, I can. / No, I can’t. II. Language focus. - New words: play, table tennis, volleyball, piano, guitar - Structures: Can you .? Yes, I can. / No, I can’t. III. Resources: - Students’ book, puppets, recording. IV. Procedures: Content Teacher’s activities Student’s activities
10. 1.Warm up : Play the game: Slap the board Whole class 5’ Swim can Group work Play chess Cook Listen Piano 2. Look, - Tell them that they are going to read a Whole class listen and story in which Ps express their ability repeat: 10’ - 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’s this? What are they doing? Where are they? What are they talking about? Whole class - Play the recording and ask Ps to listen and repeat. Do choral and individual Individual repetition - Call some pairs to read the story aloud, the rest of the class listen and give comments 3. Point and - Tell pupils that they are going to Whole class say: 13’ practice asking and answering the question about someone’s ability - Teach new words: Play table tennis, play volleyball, play the piano, play the guitar - Teach modal sentence: Whole class Can you _____? Yes, I can. / No, I can’t. - 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 Individual times Do choral and individual repetition, using the pictures in the book. Pair work - Get Ps to work in pairs ask and answer partner using: Can you ____? Answers: Yes, I can. / No, I can’t - Go around to offer help when necessary - Call on some pairs to act the dialogue out - Listen and give comments 3. Let’s talk: - Tell pupils that they are going to revise Whole class
11. 10’ what they have learnt in Lessons 1 and 2 in real contexts. Remind Ps of the questions: What can you do? / Can you __? And how to respond to them. - Ask them to work in pairs and ask and answer the above questions. - Go around to offer help and correct the Pair work pronunciation, if necessary - Call a few pairs to act out the dialogue in front of the class. The rest of the class listen and give comments Whole class 5. Home –link - Do exercises in the workbook. Learn Whole class : 2’ by heart new words UNIT 05: CAN YOU SWIM? Period 28. Lesson 2: part 4, 5, 6 I. Objectives: By the end of the lesson Ps will be able to ask and answer questions about whether someone can do something II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. V. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : CHATTING Whole Class 5’ - Call some pairs of Ps to ask and answer Pair work about ability, using Can you .? 2. Listen and - Tell pupils that they are going to listen to Whole class number: 8’ four dialogues about ability and number the pictures - Ask them to look at the pictures and identify what the characters in each picture are doing - Play the recording 2 times for Ps to listen and number the pictures sIndividual - Get them to swap their answers with their partner Pair work - Play the recording again and check the correct answers Key: a. 2 b. 4 c. 3 d. 1 Whole class 3. Look and - Tell pupils that they are going to answer Whole class write: 15’ the questions about what the children can do, using the picture cues - Give a few seconds for pupils to look at
12. the four pictures to identify what the characters in each picture are doing. Then ask them to read the questions and write the answers - Ask Ps to do the task individually Individual - Go around to help when necessary - 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 Answer: 1.No, I can’t. Whole class 2. Yes, I can. 3. No, I can’t. 4. No, I can’t. 4. Let's sing: - Introduce the song “Can you swim?” 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. Whole class 2’ GIÁO ÁN DẠY KHỐI 5 UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Period 25. Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: will, think, - Sentence patterns: Where will you be ?-> I think I’ll be ... 2. Competences: + Remember and say some new words: will, think, + Look, listen and repeat the dialogue about asking and answeringabout questions about where someone will be.
13. + Asking and answeringabout questions about where someone will be. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answeringabout questions about where someone will be. 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:WEEKEND *Procedure: -T tells ss what they have to play game. -SS listen. -Have SS play game in whole class. - SS play game in whole class. -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 about where someone will be. + Where will you be ? -> I think I’ll be ... *Procedure: - Teach vocabulary: will, think, -SS listen and repeat newword, then - Check vocabulary: rub out and write on their notebook remember -SS play game. -Set the scene: we are going to listen to the dialogue in which the characters to -SS listen. ask and answer about questions about where someone will be - Ask students to look at the picture in -Look at the picture and answer the book and ask: + What are they taking? + Where are they? - Have Ss listen to the recording. -SS listen the recording.
14. -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. - SS read in pairs. - Call some pairs to read the dialogue in - SS read the dialogue. 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 dialogueabout about where someone will be. Activity 3: Point and say (8’) *Aim: help ss practise asking and answeringabout questions about where someone will be. + Where will you be ? -> I think I’ll be ... *Procedure: - Have SS look at pictures. Ask them to - SS listen and identify. identify the characters in the pictures . Who are in the pictures? What are they talking? -SS answer. - Sentence Pattern: Where will you be ?-> I think I’ll be ... - 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 - SS play game to ask and answer. the class. ( Play game: Lucky numbers) - T gets feedback *Outcome: SS can practise asking and answeringabout questions about where someone will be. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answeringabout questions about where someone will be. + Where will you be ? -> I think I’ll be ... *Procedure: -Tell ss that they are going to practise more with their friends to ask and
15. answer about questions about where -SS listen. someone will be - Elicit the words to fill in the gaps and have ss to repeat. -SS repeat. -Get ss to works in pairs to interact. -Call some pairs to act out in front of the -SS work in pairs to interact. class. -some pairs to act out in front of the - T corrects pronunciation, if necessary. *Outcome: SS can practise further class. asking and answeringabout questions about where someone will be. -SS listen. Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Period 26. 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 where someone will be. + Reading and matching about where someone will be. +Sing the song: where will you be? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to knowabout where someone will be. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
16. 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: will, think, where, mountain *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 where someone will be *Procedure: - Have SS look at pictures a, b, c and d. Elicit the identification of the -Look and listen. characters in the pictures and the characters’ words. - Guess the answer - Play the recording 2 times SS to listen - SS guess. and tick. - SS l isten and tick -Compare the answer with the partner. - Play the recording again ss check - SS compare. their answers. - SS check their answers. *Outcome: SS can improve listening *Keys: 1.c 2.a 3.b skill about where someone will be Activity 3: Read and match(10’) *Aim: help ss to improve writing skillsaboutwhere someone will be *Procedure: - Have SS open their books. Get Ss to read the text. Tell SS that they are going to read and get the information to - SS look and listen. match - SS read individually silently and complete the dialogues. - Pair works. SS give their answers for - SS do the task. correction. - Ask some SS to read their answers - Work in pairs aloud to the class. - T checks and corrects. - SS read their answers aloud to the
17. *Outcome: SS can improve writing class. skillsaboutwhere someone will be *Keys: 1.c 2.d 3.a 4.b Activity 4: Let’s sing (9’) *Aim:help ss practise singing the song: where will you be? *Procedure: - Introduce the song: “where will you be?” - Play the recording for ss to listen to the song. - SS listen. - Play the recording again for SS to sing each line of the rhythm. - Group work. SS practise singing and - Repeat each line of the rhythm. doing the actions in groups. - Call on one group to perform the song at the front of the class. The rest of the - SS practise singing and doing the class clap the rhythm. actions in groups. *Outcome: SS can practise singing the - SS perform the song at the front of the song: where will you be? class. The rest of the class clap the Activity 5: Consolidation (2’) rhythm. *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. -Ss to retell the contents of this lesson Activity 6. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -SS listen. UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Period 27. Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: explore, cave,build sandcastles, boat - Sentence patterns:What will you do ? -> I think I’ll /I don’t know. I may . 2. Competences: + Remember and say some new words: explore, cave,build sandcastles, boat + Look, listen and repeat the dialogue about what someone will do.
18. + Asking and answering about questions about what someone will do. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answering about questions about what someone will do. 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: weekend, swim, island, beach *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 what someone will do. + What will you do ? -> I think I’ll ->I don’t know. I may . *Procedure: - Elicit the character and have Ss guess -Guess and answer. what they are saying. - Set the scene: we are going to ask and -SS listen. answer about questions about questions about what someone will do. - Have Ss listen to the recording then asks they read the lines in the speech -Listen and repeat bubbles
19. -Divide the class into two groups to -Read in groups. read the dialogue. - T asks ss to read the dialogue in - SS read in pairs. pairs. - Call some pairs to read the dialogue -Perform. in 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 dialogueabout what someone will do. Activity 3: Point and say (8’) *Aim: help ss practise asking and answering about questions about what someone will do. + What will you do ? -> I think I’ll ->I don’t know. I may . *Procedure: Teach vocabulary: explore, cave,build sandcastles, boat -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 address and what it like in - SS listen and identify. the pictures . - Elicit the sentence Pattern: What will you do ? -> I think I’ll /I don’t -SS answer. know. I may . - -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. - Invite ss to ask and answer in front of the class. T gets feedback - SS ask and answer. *Outcome: SS can practise asking and answering about questions about what someone will do. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answering about questions about what someone will do. + Where will you be next week? -> I think I’ll + What will you do there? -> I don’t know. I may
20. *Procedure: - Tell ss that they are going to practise more with their friends to ask and answer about questions about about questions about what someone will do. -Ss listen. - Elicit the words to fill in the gaps and have ss to repeat. - Listen and repeat. -Get ss to works in pairs to interact. -Call some pairs to act out in front of the class. - Pairwork. -T corrects pronunciation, if necessary. - Act out. *Outcome: SS can practise further asking and answering about questions -SS listen. about what someone will do 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. UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Period 28. Lesson 2: Part 4, 5, 6 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and number the correct pictures about what someone will do. +Writing about what someone will do. +Play game: questions and answers 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about what someone will do. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES