Giáo án Tiếng Lớp 1+4+5 -Tuần 23 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Lớp 1+4+5 -Tuần 23 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 23 Planning date: 18/2/2023 Period 45. Unit 11 – Lesson 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: - use ____’s running to talk about what someone is doing at the moment. - sing a song with the structures It’s a ____ and The boy is ____ II. INPUT Language: Sentence pattern: There are ___. Resources/Material: - Student’s book p. 50 - Poster for Unit 11 - Sachmem.vn - Teacher’s guide pp. 121-123 - Computer, projector 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 - Option 1: Have a group of pupils to sing Whole class the chant on page 49 in front of the class. - Option 2: Have a few pupil to point to the picture in sachmem or poster for Unit 11 and say the sentences, e.g. Look at ___. - Option 3: Let two or three pupil point to the pictures in Listen and tick (p. 49) and say the sentences, e.g 1a: Look at the bus. 1b: Look at the truck. - Option 4: Invite one pupil who has changed some lines of the chant and chant it in front of the class. - Get pupils to open their books and look at Lesson 3 p. 50 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat. 5 minutes
2. Step 1: Open books or access sachmem. Have Whole class pupils look at the picture, saying Look at the picture, please! What can you see? Can you see a boy? Yes. He’s running. Can you see a girl? Yes. She’s running. Explain the Step 2: meaning of the sentences and how they are Individual work used. Check comprehension. Have pupils point to the first sentence, listen and repeat, saying Listen to the recording and repeat, please! “He’s running”. Play the Step 3: recording several times for pupils to listen and repeat. Give more support to those pupils who find it difficult to do the task. Invite a few pupils to listen and repeat He’s Pair or group Step 4: running in front of the class. Correct work pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very good! Repeat the same procedure with She’s Whole class running. Go around and offer help, if Step 5: necessary. Play the recording again and let pupils listen and repeat He’s running and She’s running in pairs or groups. Encourage some pupils to repeat the sentences in front of the class. Go around and praise them if they performed well, saying Well done! Correct pronunciation to make sure pupils can repeat correctly the two sentences. 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubble. Explain Whole class how the structure _____’s running is used (to talk about someone who is running at the moment of speaking). Step 2: Have pupils look at the first picture. Say Individual work Look at Picture a, please! Then point to the bubble and say She’s running. Pair work or Step 3: Ask pupils to say She’s running in chorus group work and individually, and then in pairs or groups (Now, point to Picture a and say “She is running”). If they said the
3. sentence correctly, praise them Well done! Step 4: Correct pronunciation, if necessary. Repeat the same procedure with Pictures b, c and d. Give further support to those Step 5: pupils who find it difficult to do the task, if Whole class necessary. Select some pupils to say the sentences in front of the class. Praise them, saying Excellent!, if they performed well. Period 46. Unit 12. At the lake - Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter L/l in isolation. - say the words Lucy, lake, leaf, lemons correctly. II. INPUT Language: - Sound /l/ - Vocabulary: lake, leaf, lemons III. Warm-up – Listen and repeat – Point and say – PROCEDURE Game - Homelink Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Option 1: Access sachmem. Have one pair of Whole class pupils sing the chant on page 49 (Student’s book). - Option 2: Invite one group of pupils to sing the song on page 50 (Student’s book) - Option 3: Ask a few pupils to do the project on page 36 (Workbook). - Have pupils open the books and look at Unit 12, Lesson 1 p. 51, saying Open the books and look at Unit 3, Lesson 1 (page 51). 1. Listen and repeat. 10 minutes Step 1: Open books or access sachmem. Have pupils look Whole class at the picture and answer some questions, such as Who are they? Where are they? What are they doing? and Can you see the lake? Can you see the leaf? Can you see the lemons? Draw pupil’s attention to the letter L/l, the words next to the character and things, and the colour of the letter L/l
4. (as mentioned in Input). Check comprehension. Have pupils point to the letter L/l, listen to the Step 2: recording and repeat the sound of the letter L/l. Say Individual Point to the letter L/l, listen and repeat, please! work Play the recording several times for pupils to listen and repeat the sound of the letter. Have them point to the lake and/or the word lake, Step 3: listen to the recording and repeat the word lake, Individual saying Point to the lake, listen and repeat, please! work Then play the recording again, if necessary, for pupils to listen and repeat individually and in chorus. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! Repeat the same procedure with Lucy, the leaf and Step 4: the lemons. Correct pronunciation, if necessary. Individually Have pupils point to the letter L/l, the pictures, Step 5: listen to the recording again and say the sound of Pair or group the letter and the words again in pairs or groups. work Give further support to those pupils who find it Step 6: difficult to do the task, if necessary. Whole class Play the recording again and invite a few pupils to say the letter L/l and the words Lucy, lake, leaf, lemons in front of the class. 2. Point and say. 10 minutes Step 1: Have pupils look at the picture again and explain Whole class the situation in which the language is used, saying Look at the picture and describe it, please! E.g. Lucy is drinking. The mother is eating. The father is reading. Draw their attention to the letter L/l and the words they have learnt in Activity 1. Tell pupils to point to the letter L/l and say its sound, saying Point to the letter L/l and say it, please! Step 2: Let them point to the lake and say the word lake as Individual a model. Say Point and say, please! Remind them work of the sound of the letter l in the word lake. Step 3: Then ask one pupil to point to the lake and say the Individual word lake in front of the class. Check work comprehension. Step 4: Follow the same procedure with other things. Pair or group Correct pronunciation, if necessary. Give further work support to those pupils who find it difficult to do the task. Step 5: Get pupils to work in pairs or groups, one pupil Pair or group points to the character and things in the picture and work
5. the other one says the words. Go around to offer help or correct pronunciation, if necessary. Select some better pupils or some pairs to point to the picture and say the sound of the letter and the words in front of the class. Correct pronunciation, if necessary. Fun Kim’s game 10 minutes corner Step 1: Tell pupils that they are going to look at the Whole class flashcards/objects (the leaf, lemon, bus, truck, car, book, bag, box, ....) for 60 seconds and then write down the names of the objects as quickly and correctly as possible. Explain how the game is played. Check comprehension. Step 2: Arrange the flashcards/objects on the desk and cover them with a piece of cloth. Do not let pupils see what are beneath the piece of cloth. Divide the class into groups. Do not allow pupils to write anything down. Step 3: Show the flashcards/objects under the piece of Group work cloth for 60 seconds. Then cover them again. In their groups, the pupils try to write down the name of as many objects as they can remember. Step 4: Have the groups swap their answers and count the Group work number of items they have written with correct spelling. Groups get a point for one correct item. Extension: When pupils become experts of the game, reduce the time to 50 seconds for pupils to look at the flashcards/objects before writing down their names. Homelink 3 minutes Option 1: Pupils practise pronouncing the sound of the letter Whole class L/l and saying the words Lucy, lake, leaf and lemons (in Student’s books or sachmem). Option 2: Pupils play Kim’s game in sachmem. Option 3: Pupils point to poster and say imperative sentences with the structure: Look at the lake. Look at the lemons.
6. 8. Let’s sing. 10 minutes Step 1: Have pupils look at the first verse of the Whole class lyrics. Explain the meaning of the word sunny and the sentences It’s a sunny day. It’s sunny today. Check comprehension. Step 2: Have pupils point to the first line of the first Individual verse, listen to the recording and repeat work individually and in chorus, saying Point to the first line, listen and repeat, please! Step 3: Follow the same procedure with other lines Individual of the fist verse. Correct pronunciation and work the melody of the song, if necessary. Step 4: Repeat the same procedure with the second verse. Give further support to those pupils who find it difficult to do the task. Step 5: Play the recording all the way through for Pair/ group the class to sing and do actions along, in work pairs and in groups. Go around and offer Step 6: help, if necessary. Whole class Select some pupils to go to the front of the class to sing the song. The class may sing Extension: along and do actions. With a better class, have pupils change some lines in the second verse of the lyrics and perform the song in front of the class. E.g. The girl is running. The girl is running. The girl is running in the sun. Homelink 3 minutes Option 1: Pupils sing by heart the song on page 50. Whole class Option 2: Pupils change some lines in the second verse of the lyrics and practice singing the Option 3: song at home. Pupils do the project on page 36 in their workbooks. GIÁO ÁN KHỐI 4 UNIT 14: WHAT DOES HE LOOK LIKE? Period 89. Lesson 1: Part 1, 2 Objectives: By the end of the lesson Ss will be able to ask and answer questions about physical appearance.
7. II. Language focus: - New words: tall, short, slim, old, young - Structures: What does he look like? - He’s tall. III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Chatting - Call few pupils to front of the class to Whole class answer some questions: What’s your father/ mother’s name? How old is your father/ mother? What does your father/ mother do? Where does your father/ mother do? 2.Look, listen and - Tell them that they are going to read a Whole class repeat: 10’ dialogue in which Phong asks Linda questions about her brother. - 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 Individual repeat. Do choral and individual repetition - Call some pairs to read the dialogue 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 13’ asking and answering questions about someone’s physical appearance. - Ask them to look at the pictures and the words under them - Teach new words: Tall short Whole class slim old young - Teach modal sentence: What does he look like? - He’s tall. - Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the words under the picture - Get Ps to work in pairs - Go around to offer help when necessary Pair work - Call on some pairs to act the dialogue out - Listen and give comments Whole class
8. 4. Work in pairs. - Tell pupils that they are going to ask and Whole class Ask your answer questions about the appearance of partners about their classmates’ family members, using their family What does your father/ mother/ brother/ members: 10’ sister look like? And He’s/ She’s ... - 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 UNIT 14: WHAT DOES HE LOOK LIKE? P. 90. Lesson 1: Part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about physical appearance. II. Language focus. Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ MATCHING Whole Class - Divide the class into 2 groups: A &B - Group A keep the five cards of physical Group work appearance: tall, short, slim, old, young. Group B keep the five pictures about these words - Explain the rules of game: When group A show a card, group B match the picture. If group B match the correct picture, they get 1 point. And then group B show the picture and group A match the card. Take turns until finishing the game, the group gets the highest points will be a winner
9. 2. Listen and - Tell pupils that they are going to listen to Whole class tick: 10’ three dialogues about people’s appearance and tick the correct pictures - Ask them to look at the pictures and identify the appearance of the people - Play the recording 2 times for Ps to listen and Individual tick the pictures - Get them to swap their answers with their Pair work partner - Play the recording again and check the Whole class correct answers Key: 1.c 2. c 3. a 3.Look and - Tell pupils that they are going to read the Whole class write: 13’ questions and answer them about someone’s appearance, using the picture cues - Give a few seconds for pupils to look at the pictures to identify the physical appearance of the person/ people in each picture. 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. He’s tall/ slim 2. She’s short/ young. 3. They’re old. 4. They’re young/tall. 4. Let’s play: -Tell Ps that they are going to play Find Whole class 10’ someone who using the words related to people’s physical appearance. - Divide the class into groups of five - Say to pupils Find someone who - The group which is the quickest to point to a Group work classmate who fits that description and says the correct sentence gets a point. The group that gets most points wins 5.Home –link : - Do exercises in the workbook. Learn by heart Whole class 2’ the new words. UNIT 14: WHAT DOES HE LOOK LIKE?
10. P 91. Lesson 2: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to make comparisons. II. Language focus: - New words: Review - Structures: Who’s taller? My brother is. III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ FIND SOME ONE WHO . -Tell Ps that they are going to play Find Whole class someone who using the words related to people’s physical appearance. - Divide the class into groups of five Group work - Say to pupils Find someone who - The group which is the quickest to point to a classmate who fits that description and says the correct sentence gets a point. The group that gets most points wins 2. Look, listen - Ask Ps to look at the pictures and elicit the Whole class and repeat: 10’ characters and what they are doing - Have Ps listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ps to repeat the Individual lines in the speech bubbles two times - Divide the class into two groups. They Group work repeat 2 boy’s parts - Do choral and individual repetition Whole class 3. Point and - Have Ps look at the pictures on page 14 Whole class say: 13’ - Elicit the characters in the pictures - Give Ps a few seconds to look at the pictures and read the words under them - Have the class read the words few times Individual - Teach the structure: Who’s ____? ___ is ___ - Ask Ps to complete the speech bubbles. - Point to the first picture and elicit the word to fill the gap. Put the sentence on the board. Have Ps repeat it a few times Whole class - Have Ps work in pairs to ask and answer the question who’s ___? __ is __. - Monitor the activity and offer help if necessary. Correct pronunciation errors Pair work
11. (stress, assimilation of sounds, intonation) when necessary. - Call some pairs to act the dialogue out in front of the class - Have the whole class repeat all the phrases Whole class in chorus to reinforce their pronunciation 4. Let’s talk: - Tell Ps that they are going to practice asking Whole class 10’ and answering questions about their classmates’ appearance and making comparisons, using What does he/she look like?; Who’s taller/ shorter/ older? Individual - Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. - Get Ps to work in pairs to do the task Pair work - Go around and offer help when necessary Whole class - Call some pairs to act out the dialogue in 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 chant UNIT 14: WHAT DOES HE LOOK LIKE? P 91. Lesson 2: Part 4, 5, 6 Objectives: By the end of the lesson Ps will be able to make comparisons I. Language focus Revision of: - New words: - Structures: II. Resources: - Students’ book, puppets, recording. III. Procedures: Steps Learning activities Modes 1.Warm up : 5’ CHATTING Call some pairs of pupils to ask and answer Pair work questions to compare the appearance of their classmate 2. Listen and - Tell pupils that they are going to listen to Whole class circle: 10’ Nam’s description of his family and circle the correct answers. - Ask pupils to look at the four incomplete sentences and guess the possible answers to each sentence Individual - Play the recording 2 times pupils to listen and circle the answers. Check their guess. Compare Pair work the answer with the partner.
12. - Play the recording again pupils check their answers. T give the answer: Whole class - Ask some questions to ensure pupils’ comprehension of the listening text. Key: 1.a 2. a 3. b 4. b 3. Look and -Tell Ps that they are going to write the answers Whole class write: 13’ to the questions to make comparisons of people’s appearance, using the picture cues. - Ask them to look at the four pictures to identify the difference in appearance between the family members in each picture. Explain the meaning of the new word strong. Remind them that we use than when making comparisons. Whole class Then ask them to read the questions and write the answers - Give pupils time to do the task independently - Go around offering help, if necessary. - Get Ps to swap and check their answers before Individual checking as a class. - Call few pairs of pupils to act out the dialogues - The class listen and give comments Key: 1. The brother is slimmer than the father. 2. The mother is shorter than the father. Pair work 3. The sister is older than the brother. 4. The brother is stronger than the father. 4.Let’s sing: - Introduce the song “What do they look like?” Whole class 10’ - Ask Ps to read each line of the song and check their comprehension. - Play the recording few times for Ps’ listening - Ask Ps to sing each line of the song and have Ps repeat it a few times - Show Ps how to sing the song and do the Whole actions class - Ask Ps to work in groups to practice singing and doing the actions - Go around to offer help when necessary Group work - Call some groups to perform the song in front of the class. The rest of the class listen and give Group work comments
13. - Have the whole class sing the song to reinforce learning 5.Home –link : - Do exercises in the workbook. Whole class 2’ GIÁO ÁN KHỐI 5 UNIT 14: WHAT HAPPENED IN THE STORY? P 89. Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: watermelon, delicious, King,far away, seeds, exchange,order - Sentence patterns: What happened in the story? -> First, .Then, ..Next, .In the end, . 2. Competences: + Remember and say some new words: watermelon, delicious, King,far away, seeds, exchange,order + Look, listen and repeat the dialogue about what happened in a story. + Asking and answering questions about what happened in a story. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about what happened in a story and love learning English. 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:STORY *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
14. 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 happened in a story. + What happened in the story? -> First, .Then, ..Next, .In the end, . *Procedure: - Teach vocabulary: watermelon, -SS listen and repeat newword, then write on their notebook delicious, King,far away, seeds, exchange,order -SS play game. - Check vocabulary: rub out and remember -SS listen. -Set the scene: we are going to listen to the dialogue in which the characters to ask and answer questions about what happened in a story. -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. -Divide the class into two groups to read - SS read in groups. the dialogue. - SS read in pairs. - T asks ss to read the dialogue in pairs. - SS read the dialogue. - Call some pairs to read the dialogue in front of the class. -T corrects pronunciation if necessary.class. *Outcome: SS can find out new words; understand the context of the dialogue and role play the dialogueabout what happened in a story. Activity 3: Point and say (8’) *Aim: help ss practise asking and answering questions about what happened in a story. + What happened in the story?
15. -> First, .Then, ..Next, .In the end, . *Procedure: - SS listen and identify. - Have SS look at pictures. Ask them to identify the characters in the pictures . Who are in the pictures? What are -SS answer. they talking? - Sentence Pattern: What happened in the story? -> First, .Then, ..Next, .In the end, . - Model.Then practise. - T models with a student.Then asks ss practice in pairs - SS practise in pairs. - Have Ss work in pairs to practise and corrects pronunciation if necessary. - SS play game to ask and answer . - Invite ss to ask and answer in front of the class. ( Play game: Who’s fastest?) - T gets feedback *Outcome: SS can practise asking and answering questions about what happened in a story. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answering questions about what happened in a story. + What happened in the story? -> First, .Then, ..Next, .In the end, . *Procedure: -Tell ss that they are going to practise more with their friends to ask and answer SS listen. questions about what happened in a story. - Elicit the words to fill in the gaps and -SS repeat. have ss to 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. - T corrects pronunciation, if necessary. -Some pairs to act out in front of the *Outcome: SS can practise further asking class. and answering questions about what happened in a story. Activity 5: Consolidation (2’) *Aim: help ss focus on the contents of
16. 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 UNIT 14: WHAT HAPPENED IN THE STORY? P 90. Lesson 1: Part 4, 5, 6 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and number the correct pictures about asking and answering questions about what happened in a story. + Reading and completeing aboutasking and answering questions about what happened in a story by filling the missing words of the story. +Sing the song: Once upon a time, . 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about what happened in a story 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: watermelon, delicious, King,far away, seeds, exchange,order *Procedure:
17. -T tells ss what they have to play game. -SS listen. -Have SS play game in two teams. - SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2:Listen and number ( 8’) *Aim: help ss to improve listening skill about what happened in a story. *Procedure: - Have SS look at pictures a, b, c and d. Elicit the identification of the characters in -SS look and listen. the pictures and the characters’ words. - Guess the answer - Play the recording 2 times SS to listen and complete. - SS guess. -Compare the answer with the partner. - SS listen and complete - Play the recording again SS check their answers. - SS check their answers. *Outcome: SS can improve listening skill about what happened in a story. *Keys: 1.b 2.d 3.e 4.a 5.c Activity 3: Read and complete (10’) *Aim: help ss to improve writing skillsaboutwhat happened in a story. *Procedure: - Have SS open their books. Get Ss to read the text. Tell SS that they are going to read - SS look and listen. and get the information to complete. - Have SS read individually silently and complete the dialogues. - Pair works. SS give their answers for - SS read individually silently and correction. complete the dialogues. - Ask some SS to read their answers aloud to the class. - Some SS to read their answers aloud - T checks and corrects. to the class. *Outcome: SS can improve writing skill *Keys: 1. princess 2. legs about what happened in a story. 3. apple 4. got up 5.In the end Activity 4: Let’s sing (9’) *Aim:help ss practise singing the song:
18. Once upon a time, . *Procedure: - Introduce the song: “ Once upon a time, .” - Play the recording for ss to listen to the SS listen. song. - Play the recording again for SS to sing - SS listen. each line of the rhythm. - Group work. SS practise singing and doing the actions in groups. - Call on one group to perform the song at -SS sing the song. the front of the class. The rest of the class clap the rhythm. -SS perform. *Outcome: SS can practise singing the song: Once upon a time, . 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 UNIT 14: WHAT HAPPENED IN THE STORY? P 91. Lesson 2: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: greedy, intelligent. - Sentence patterns:What do you think of ? -> I think 2. Competences: + Remember and say some new words: greedy, intelligent. + Look, listen and repeat the dialogue about someone’s opinions of a book /story/character. + Asking and answering questions about someone’s opinions of a book /story/character.
19. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answering questions about someone’s opinions of a book /story/character.; love learning English. 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: think, what, do, brother *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. 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 someone’s opinions of a book /story/character. + What do you think of ? -> I think *Procedure: - Elicit the character and have Ss guess what they are saying. - SS guess and answer. - Set the scene: we are going to ask and answer questions about someone’s -SS listen. opinions of a book/story/character. - Have Ss listen to the recording then asks they read the lines in the speech bubbles -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.
20. - Call some pairs to read the dialogue in - SS read in pairs. front of the class. - Some pairs to read the dialogue in -T corrects pronunciation if necessary front of the class. *Outcome: SS can find out new words ; understand the context of the dialogue and role play the dialogue about someone’s opinions of a book /story/character. Activity 3: Point and say (8’) *Aim: help ss practise asking and answering questions about someone’s opinions of a book /story/character. + What do you think of ? -> I think *Procedure: Teach vocabulary: greedy, intelligent. - Check vocabulary: What and where -Read and check. - Have SS look at pictures. Ask them to identify the address and what it like in the - Identify the characters. pictures . - Elicit the sentence Pattern: What do you - Answer. think of ? -> I think - -T models with a student.Then asks ss practice in pairs - Repeat new words. - Have Ss work in pairs to practise and corrects pronunciation if necessary. - Ss work in pair ask & answer. - Invite ss to ask and answer in front of the -Perform. class. T gets feedback *Outcome: SS canpractise asking and answering questions about someone’s opinions of a book /story/character. Activity 4: Let’s talk (7’) *Aim:help ss practise further asking and answering questions about someone’s opinions of a book /story/character. + What do you think of ? -> I think *Procedure: - Tell ss that they are going to practise more with their friends to ask and answer -Ss listen. questions about someone’s opinions of a book/story/character.