Giáo án Tiếng Anh Khối Tiểu học - Tuần 19 - Năm học 2020-2021 - Phan Thị Thanh Huyền

Nội dung tài liệu: Giáo án Tiếng Anh Khối Tiểu học - Tuần 19 - Năm học 2020-2021 - Phan Thị Thanh Huyền

1. Khối 1 Ngày soạn: 17/01/2021 UNIT 4: MY BODY Lesson 1 I. Objectives: By the end of this lesson, students will be able to identify body parts and follow simple instructions. II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student books, notebooks, workbooks. III. Languages focus: Vocabulary: head, leg, arm Structure : • Touch your (head). IV. Procedures: Organizatio Time Steps/Activities n Warm-up Option 1: Slap • Teacher – - Split the class into four teams. whole - Place pictures of flowers on the board. class/ - Have four students come to the board to face off. teamwork/ - Call out the sentence (e.g.” It’s a red flower.”) and have students run to the board then slap the picture and repeat the individuals sentence. The winner is the student who slaps the picture at first. 5’ Option 2: Bang! - Students work in groups. - Give each group a box with many pieces of paper in it. Write a sentence on the paper ( E.g. It’s a pink flower./ It’s a white • Teacher – flower./ .) and fold it in half. - Add a few cards that say "BANG!". whole - Students take turns picking up a card from the box. If they read class/ the sentence correctly, they get to keep it. If they draw a individuals BANG! Card, they yell BANG! and then return all their cards (except the BANG! card) to the box.
2. New lesson A- Listen and point. Repeat. • Teacher – CD1- Track 50 whole - Use flashcards to introduce the new words: head, leg, arm class/ pair - Have students listen to each new word. work/ - Have students listen to each new word and repeat all together individuals and individually. Correct student’s pronunciation if it’s necessary. - Arrange the flashcards on the board. Play audio and have students listen and point to the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed. - Have students work in pairs, one of them points to the picture in the book and the other says the word. - Have students point to parts of body and say the words aloud. Optional activities: • Teacher- Option 1: Do as I say whole - Teacher says a word about parts of body and touch his/ her part class of body. (E.g. Teacher says “head” and touches his/ her head (or 25’ leg/ arm). - Have students listen carefully and touch their parts of body (Their movement must match teacher’s word. E.g. Students touch their heads when they hear “head”.). Option 2: Pass the envelope - Divide the class into groups. • Teacher- - Give each group an envelope with the word cards of body parts. whole - Play a song as background music. Children pass the envelope to class/ a classmate as the music plays. individuals - Stop the music randomly. The student holding the envelope opens it and takes out one card. The student reads it aloud and points to his or her body part. - Continue the game until there are no more cards left in the envelope. B- Listen and point. CD1- Track 51 - Introduce the situation. E. g. Teacher says, “ Touch your head.” and touch his / her head. Have students listen, say and do the • Teacher- same. - Play audio and have students look at the picture. whole class/ - Demonstrate the activity by pointing to the new vocabulary individuals/ items. pair work
3. - Play audio. Have students listen and point. - Have students work in pairs. One says the command and one acts out. Swap the roles and continue. C- Sing. CD1- Track 52 • Teacher- - Have students turn to page 68. whole - Read the lyrics as a whole class. - Play audio and have students listen. class/ - Play audio again and have students listen, sing along and act individual out. s Wrap-up Option 1: Quick pointing • Teacher – - Divide children into groups. whole - Call out one body word. class/ - Children point to their body parts as fast as possible and say the groupwork words. - Groups that say the words correctly and point correctly win 5’ points. Option 2: Who is faster? • Teacher – - Divide the class into groups. whole - Arrange the flashcards on the board. - Invite a student from each group to go to the board. class/ - Say a word and have students run to tap the correct card. groupwork Khối 3 Ngày soạn: 17/01/2021 UNIT 11: THIS IS MY FAMILY. Lesson 1: Part 1-2-3 I. Objectives: 1. Knowledge: By the end of the lesson Ps will be able to: identify family members. 2. Skills: - Develop Ss speaking and listening skills 3. Language focus: - Sentence Partners: Who’s that?- He’s my father./ She’s my mother. - Vocabulary: man, next to, him, father, mother, young, nice, sister, brother, grandmother, grandfather, he, she II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: - Greeting
4. - Checking for the students' attendance. 2. Oral test: - Have pupils answer T’s questions. 3. New lesson Teacher’s actions Students’ actions Warm up: Chatting Pair works 1. Look, listen and repeat. Ask Ss to identify the characters in the picture on Look at the pictures in the book page 6 and what they are saying. Set the scene “you are going to listen to Linda and Mai identify family members. Play the recording and asks Ss to listen to the tape. T asks Ss to listen and repeat in chorus two times. Listen and repeat Call on one pair. One repeats Linda’s part, the other repeats Mai’s part. Have whole class repeat all the phrases a few times to reinforce their pronunciation. 2. Point and say - Have pupils look at pictures on Page 6. Elicit the characters in the pictures and their names. Teach vocabulary: man next to father mother young nice sister brother grandmother grandfather he she check vocab: slap the board Look and find out the model Model sentence: Who’s that? sentences - He’s my father./ She’s my mother. Ask pupils to guess and complete the speech bubbles. - Model: Call on a pair. Allocate the parts of the characters the boy and the girl to the pupils. Ask them Point the pictures and practise to point the pictures and act out the dialogues. Using the pictures in their books. Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. - Call on some pairs to perform their task at the fron of the class. The rest of the class observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3 Let’s Talk Ask students to look at the pictures in the book. Ask Pactise in pairs them to identify the characters in the pictures. Ask Ss work in pairs. Call some pairs to act out Correct their pronunciation
5. 4.Consolidation Summary the lesson Do exercises in the workbook 5.Homework - Do exercises in workbook, learn by heart the new words UNIT 11: THIS IS MY FAMILY. Lesson 1: Part 4-5-6 I. Objectives: 1. Knowledge: By the end of the lesson Ps will be able to identify family members. 2. Skills: - Develop Ss reading and listening skills 3. Language focus: - Sentence Partners - Vocabulary: photo, woman, girl, boy, her, family II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: - Greeting - Checking for the students' attendance. 2. Oral test: - Have pupils greet and introduce their names. 3. New lesson: Teacher’s actions Students’ actions Warm up Ask and answer about Ss’ name Greeting 4. Listen and tick - Have pupils look at pictures 1, 2 and 3 on page 7 of the Student Book. Elicit the identification of the characters in Indentify the characters in the pictures and the characters’ words. Tell pupils that each picture they are going to listen to the recording and tick the pictures they hear. Guess the answer - Play the recording 2 times pupils to listen and tick the boxes. Check their guess. Compare the answer with the Listen and tick partner. - Play the recording again pupils check their answers. T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text. 5. Read and complete - Have pupils open their books to Page 7. Get Ss to identify the characters in the pictures and who they are in Indentify the characters in the photo. each picture Teach vocabulary: Photo woman
6. Girl boy Her family Happy of Check vocab: what and where Work individually - Tell Ss that they are going look the photo and read the sentences to get information to write the missing words. - Ss read silently and complete the dialogues. - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: 1. Father 2. Mother 3. brother - Make some questions to check Ss’ comprehension of the reading text. Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 6. Let’s sing Listen and sing - Introduce A happy family song, Page 7. - Play the recording and listen to A happy faamily song - Play the recording again for pupils to sing each line of the rhythm. - Call on a group of six to the front of the class and do the actions. The others clap their hands after the song - Group work. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors. - Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm. - Have class sing the song again to reinforce their pronunciation. 4.Consolidation Asking Ps to focus on the structure once again. - Retell the content of the lesson. 5. Homework Do exercises in the workbook. Learn by heart the new Do exercises in the workbook words and structures. UNIT 11: THIS IS MY FAMILY. Lesson 2: Part 1- 2-3 I. Objectives: 1. Knowledge: - By the end of this lesson, Students will be able to talk about the ages of family members. 2. Skills: - Develop Ss speaking and listening skills. 3. Language focus:
7. - Sentence Partners: How old is your brother? – He is seven. - Vocabulary: eleven, twelve, thirteen, fourteen, fifteen, seventeen, eighteen, nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: - Greeting - Checking for the students' attendance. 2. Oral test: - Ask Ss to greet to each other 3. New lesson: Teacher’s actions Students’ actions Warm up: Sing A happy family song Sing the song 1. Look, Listen and repeat. Have Ss to look at the book at page 8. Look at the pictures in the book Elicit the character and have Ss guess what they are saying. Set the scene: we are going to learn new phrases Have Ss listen to the recording as they read the lines in the speech bubbles Play the recording again for Ss to repeat the lines in Listen and repeat the speech bubbles two times. Divide the class into two groups. One repeat Mai’s part and the other repeat Linda’s part. Play the recording again for the whole class to repeat Read in pairs each line in the speech bubbles to reinforce their pronunciation. - Teach vocabulary: Eleven twelve Thirteen fourteen Fifteen seventeen Eighteen nineteen Twenty thirty Forty fifty Sixty seventy Eighty ninety one hundred Check vocab: rub out and remember - Elicits the structures How old is your brother? – He is seven 2. Point and say Look at 4 pictures Have Ss look at the pictures on page 8 Elicit the characters in the pictures and their names. Ask Ss to guess and complete the speech bubbles. T models/ allocates the parts of characters the boy
8. and the girl to Ss Ask them to act out the dialogue. Repeat the step with some other pairs for pictures Point to the pictures and Have Ss practice acting out the dialogue in pairs, practise using the pictures. Monitor the activity and offer held. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. Call on some pairs to perform the task at the front of Play role and speak out. the class. The others observe and give comments. Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 3 - Let’s talk: Show picture and give task. Talk about the age of Nam’s family Work in pair practice talking: Have Ps work in pair. - Display in class, others comment Listen and correct. Have Ps practise 4.Consolidation Summary the lesson Do exercises in the workbook 5.Homework - Do exercises in workbook, learn by heart the new words UNIT 11: THIS IS MY FAMILY. Lesson 2: Part 4-5-6 I. Objectives: 1. Knowledge: - By the end of this lesson, Students will be able to talk about the age of family members. 2. Skills: - Develop Ss reading, writing and listening skills 3. Language focus: - Sentence Partners: - Vocabulary: picture, years old II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: - Greeting - Checking for the students' attendance. 2. Oral test: - Have pupils introduce their family members. 3. New lesson
9. Teacher’s actions Students’ actions Warm up: Talk about the age of family members. 4. Listen and number Practise in pairs - Have pupils look at pictures a, b, c and d on page of the Student Book. Elicit the identification of the characters in the pictures and the characters’ words. Look at the pictures in the Tell pupils that they are going to listen to the book recording and match the information they hear to the pictures. They should number the boxes. - Play the recording 2 times pupils to listen and number the boxes. Check their guess. Compare the answer with the partner. Listen and number - Play the recording again pupils check their answers. T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text. 1. Read and complete Ps answer Ask Ss to identify the characters in the pictures on page 9. Set the scene: “you are going to read the paragraph Look at 3 pictures to get the information in order to fill the ages of Quan’s family members Have a revision of the language Ask Ss to read the dialogues and do the task (match the sentence with a appropriate picture.) Monitor the activity and offer help when necessary Work Individually Have Ss trade the answers in pairs for correction Call on some Ss to report their answers. Others listen Read the paragraph and comment. Make a few questions to check Ss’ comprehension of the sentences. Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: Quan-10; His father-forty-four; His mother-thirty-nine; His brother-fourteen 6. Write about your family - Have pupils open their books to Page 9. Get Ss to answer the ages of their family members - Pupils practice in pairs and complete the dialogues. - Pair works. Pupils give their answers for correction. Practise in pairs - Ask some pupils to read their answers aloud to the Do exercises in the class. The rest of the class listen and give comments. workbook - Make a few questions to check pupils’ comprehension of the reading text. - Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. 4.Consolidation
10. Summary the lesson 5.Homework - Do exercises in workbook, learn by heart the new words Khối 4 Ngày soạn: 17/01/2021 Unit 11:WHAT TIME IS IT? Lesson 1: 1 - 2 I. Objectives: After the lesson Ss will be able to: - Ask and answer questions about the time. Listen for specific information. Develop listening, speaking skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: have (breakfast, lunch, dinner), go home, go to bed,.... - Sentence patterns: - What time is it? - It’s seven o’clock III. Teaching methods: - Communicative approach. - Techniques: Ask and answer (say individually);Work in pairs/ groups;Discuss.. IV. Resources: CD and radio, students’ book V. Procedure: Teacher’s work Students’ activities Warm up - Play the game. play the game: Table tennis Say about numbers from one to sixty. - Give the comment. - Read aloud all numbers they have revised. 1. Look , listen and repeat - Introduce the dialogue - Ss look at the picture and identify the characters and what they are doing. - Play the CD for the ss. - Look and listen to the tape. - Ss listen and repeat, focus on some words. - Listen and repeat in pair. - Represent the way to ask - Listen and note down: questions about the time and - What time is it? - It is six.. how to answer. - Read and check. 2. Look and say - Ss look at the picture and identify the time in
11. - Give the meaning of new each picture. words. - Note down. Seven seven fifteen seven thirty - Call some ss to read. seven twenty-five seven forty-five - Check ss’understanding by - Ss read aloud the new words in chorus. a game: What and where - Read before the class. - Look & rewite the new words on the right places. - Do the task with a student. - Listen and pay attention. - What time is it? - It is seven o’clock. - Check and corect. - Ss practice speaking in pairs about time. - 4-5 pairs say in front of the class . The rest of Reinforcement and the class listen and give comments. homelink: - Ss do A,B at home.. Unit 11:WHAT TIME IS IT? Lesson 1: 4-5-6 I. Objectives: After the lesson, students are able to: - Pronounce correctly the sound of the letters “oo”. Develop listening and writing skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Phonics: the letters “ oo”. III. Teaching methods: - Communicative approach. - Techniques: Ask and answer (say individually);Work in pairs/ groups;Discuss.. IV. Resources: - CD and radio, student’s book , Workbook V. Procedure: Teacher’s work Students’ activities Warm up Play game in 3 groups. - Have ss play the Network game. - Check. get up Daily rountines go to school 1. Listen and repeat. - Read in chorus.
12. - Guiding Ss to produce the sound of the letter “oo”. - Ss pay attention to the letters coloured differently - Ss learn to produce the sound of the letters “ oo”. - Check some ss. - Ss repeat each line of the text in chorus. 2. Listen and write. Then - Ss read in groups/ in pairs. say aloud. - Guide Ss to listen & write. - Pupils look at the sentences, read and guess the words to write. - Listen to the tape twice and write the words in the - Check and correct. blank. Compare the answer with the partner. - Listen to the tape again & check their answers. 3. Let’s chant (p10) - Pupils give the key. The rest of the class write in the - Introduce the Chant : notebooks. What time do you go to - Ps listen to the tape and repeat the chant school? - Ps chant in group and individual. -Teacher reinforce their - Ps chant and do the action pronunciation - Check in pairs. Homelink: - Ss do exercises in C, D (WB) at home. Unit 11:WHAT TIME IS IT? Lesson 2: 1 - 2 - 3 I. Objectives: After the lesson, students are able to: Asking and answering these q the questions about daily rountines. Develop listening, speaking skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: Have(breakfast, lunch, dinner), get up, at.... - Sentence patterns: - What time do you go to school? - I go to school at seven o’clock. III. Teaching methods: - Communicative approach. - Techniques: Ask and answer (say individually);Work in pairs/ groups;Discuss.. IV. Resources: - CD and radio, student’s book , Workbook V. Procedure Teacher’s work Students’ activities Warm up: - Work in groups to play the game. Ss draw a clock. - play the game: drawing and say the time. S1: It is seven. S2: it is eight fifteen. S3: ..........
13. 1. Look, listen and - Ss look at the picture and identify the characters and what repeat. they are doing. - Introduce the dialogue - Ss listen to the dialogue. - Explain new the phrase - Listen and repeat each line of the dialogue. 2. Point and say - The class read into two groups to play roles. - Present some more new - 4 Ss Read in pairs, the others listen & give comment words of activities after - Ss look at the picture and identify the characters and the revising some they have activities of them. learnt. - Listen and repeat. - Check ss’ understanding by slap Get up Go to school Go to bed Have lunch the board game. Have breafast Have dinner Watch TV - Do picture a as a - Read all words in chorus. model. - Read before the class. T:What time do you ....? - Play the game in 2 teams. 3. Let’s talk - Practice asking and answering the questions about the time Asking Ss to talk of daily rountines in pairs. - What time is it? - Listen and repeat: S: - I .... at ....... - What time do you...? - Act it out and correct. - Correct. - Some pairs to say in front of the class. Homelink: - Pactice in pair. - Some pairs to talk in front of the class. Others give comments. - Ss do Ex in Part E (WB). Unit 11:WHAT TIME IS IT? Lesson 2: 4-5-5 I. Objectives: After the lesson, students are able to: Asking and answering these q the questions about daily rountines. Develop listening, wrinting skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: Have(breakfast, lunch, dinner), get up, at.... - Sentence patterns: - What time do you go to school? - I go to school at seven o’clock. III. Teaching methods: - Communicative approach. - Techniques: Ask and answer (say individually);Work in pairs/ groups;Discuss.. IV. Resources: - CD and radio, student’s book , Workbook
14. V. Procedure Teacher’s work Students’ activities Warm up: - Play recording the song: What time is it? - Listen and sing. 4. Listen and tick - Guiding Ss to look the - Ss look at the picture in part 3 (p. 7) & identify the time pictures, listen and tick. of each the clock. Then guess - Listen to the tape twice & tick. Check their guess - Call some Ss to report the - 4-5 Ss. The rest of the class compare the answer with key. the partner. - Check and correct. - Listen once again and check the answer. Retell what they have heard. 5. Look and write - Look at the sentences, the pictures, draw the time and - Guide ss to complete the write about themselves. exercise. - Complete the excercise in individual. - Call on some Ss to report - 4 Ss write the sentences they have written. 6-7 Ss read the answers . aloud. The rest of the class give comments. - Check and correct. - Look at the sentences and the pictures (p11) to find the suitable words to fill. 5. Let’s write. - Complete the excercise in individually. - Guide ss to complete the - Check and compare the answer with the partner. exercise. - 6-7 Ss read aloud the answers. The rest of the class - Call on some Ss to report listen and give comments the answers . - Ss do part E(workbook) at home. - Check and correct. Reinforcement and homelink: Khối 5 Ngày soạn: 17/01/2021 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 1-2-3 I. Objectives: 1. Knowledge: By the end of this unit, pupils can: • use the words and phrases related to the topic Common health problems. • ask and answer questions about common health problems, using What’s the matter with you? I have ...
15. 2. Skills: - Develop Ps speaking and listening skills 3. Language focus: - Sentence Partners: What’s the matter with you?I have ... - Vocabulary: a toothache, an earache, a headache, a sore throat, a stomach ache II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: 2. Oral test: - Have pupils write the new words. 3. New lesson Teacher’s activities Students’ activities I. Warm up: Play “jumbled letters” game - Play the game II. New lesson: 1. Look, listen and repeat. - Look at 2 pictures and answer: - Tell Ps that they are going to learn to ask and + In Picture a, Tony is in bed answer questions about someone’s job. and he tells his mum he can’t - Ask Ps to identify the characters in 4 pictures on have breakfast. page 12 and ask: + In Picture b, his mum asks Who’s this? What’s the matter with you? and he answers I don’t feel well. I Who’s he/she talking with? have a Where’s he/she? headache. What are they talking about? + In Picture c, his mum says + Teacher read first as a model and ask the Ps to Oh, you have a fever, too. repeat + In Picture d, Tony’s father + Have the Ps repeat in groups and individuals asks - Open the tape and have the Ps listen the sound of What’s the matter with Tony? the words. and his mother says He has a - Play the recording a few times for pupils to listen fever. I’ll take him to the doctor and repeat. Do choral and individual repetition, after pointing to the characters speaking breakfast.) - Instruct Ps to translate the dialogue into - Listen and copy Vietnamese. + Listen and repeat 2. Point and sayTell the class that they are going to + Groups, individuals practise asking and answering questions about commonhealth problems, using What’s the matter - Listen with you? I have ...
16. 3. • Get them to practise the answers before - Listen and repeat introducing the question. Point to the pictures for pupils to repeat the words under them and check their understanding. Explain the meanings, if necessary. Then ask pupils to practise the complete answers. - Listen • Ask the question What’s the matter with you? for the class to answer chorally. • Have them practise the question and answers in - Do as directed pairs. Monitor the activity and offer help, if necessary. • Invite one or two pairs to speak to check how well - Practise in pairs they have practised the question and answers. Correct their pronunciation, if necessary. 3. Let’s talk -Tell the class that they are going to practise further by asking and answering questions about common health problems. • Get them to imagine they have certain health problems and use the question and answers in + Ask and answer questions their books. about health problems • Set a time limit for them to practise. Monitor the activity and offer help, if necessary. + Practise in pairs • Invite two or three pairs to act out their conversations. - Listen to the teacher III. Consolidation - Recall - Recall the main content. - Remember V. Homework: - Do exercises in workbook, learn by heart the new words UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: Part 4-5-6 I. Objectives: 1. Knowledge: By the end of this unit, pupils can: • use the words and phrases related to the topic Common health problems. • ask and answer questions about common health problems, using What’s the matter with you? I have ... 2. Skills:
17. - Develop Ps speaking and listening skills 3. Language focus: - Vocabulary and structures: review II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: 2. Oral test: - Have pupils write the new words. 3. New lesson Teacher’s activities Students’ activities I. Warm up: Play the game “jumbled letters” - Play the game II. New lesson: 4. Listen and tick Tell pupils that they are going to listen to the recording - Listen to the tape and tick the problem of each character. - Listen and tick • Play the recording all the way through for pupils to - Answer the question. listen. Play it again for them to do the task. • Get them to compare their answers before checking as a class. Give explanations for answers which pupils find difficult. Play the recording again to confirm the answers. Key: Nam: toothache Peter: stomach ache Linda: headache Tony: sore throat 5. Read and complete Tell the class that they are going to read the text and fill the gaps with earache, sore throat, stomach ache, fever and toothache. Remind them to focus on the context to select the appropriate words from the box. - Listen to the teacher • Get pupils to swap and compare their answers in pairs before checking as a class. - Individually Key: 1 toothache 2 fever 3 earache 4 stomach ache 5 sore throat - Work in pairs 6. Let’s sing - Tell the class that they are going to sing What’s the matter with you? Have them read the lyrics. - Listen to the teacher Check their comprehension. - Read each line of the • Play the recording all the way through for pupils to listen lyrics and follow in their books. Play it again for them to repeat - Listen to the tape
18. line by line. When they are familiar with the melody, ask them to sing along with the music before practising doing - Listen and repeat each actions. line • Invite one or two groups to sing the song and do actions - The whole class in front of the class - Practice in groups III. Consolidation - The whole class - Retell the content of the lesson. - Retell IV. Homework - Remember - Do exercises in the workbook. Prepare the next period. UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 2: Part 1-2-3 I. Objectives: 1. Knowledge: By the end of this unit, pupils can • use the words and phrases related to the topic Common health problems. • give and respond to advice on common health problems, using You should/shouldn’t ... Yes, I will./Ok, I won’t. 2. Skills: - Develop Ps speaking and listening skills. 3. Language focus: - Vocabulary: dentist, doctor, rest, sweet - Structures: You should/shouldn’t ...Yes, I will./Ok, I won’t. II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: 2. Oral test: - Have pupils write the new words. 3. New lesson Teacher’s activities Students’ activities I. Warm up: Spend a few minutes revising the previous - Sing the song lesson by having the class sing What’s the matter with you? II. New lesson: 1. Look, listen and repeat - Tell the class that they are going to read a story.
19. Check their comprehension by pointing at each picture - Look at the pictures and to elicit their answers to these questions: answer: Who’s this? Mai, Quan and Nam are at the Who’s he/she talking with? gym. What’s the matter with him? In Picture a, Mai asks Quan Where’s he? where Nam is. In Picture b, Nam says I don’t feel well. I Who’s with him? have a • Play the recording all the way through for them to backache. In Picture c, Mai listen and follow in their books. Play it again for them says You should go to the to repeat the lines in the bubbles. Finally, point at doctor now, Nam. and Nam each bubble and ask the class to say the words aloud. replies OK, I 2. Point and say will. Thanks, Mai. In Picture d, - Tell the class that they are going to practise giving Nam is at the doctor’s and the advice on common health problems and responding, doctor says to him You should using You should/shouldn’t ... Yes, I will./OK, I take won’t. a rest and shouldn’t play sports • Have them practise giving advice. Point at each for a few days and Nam replies picture and say the words under it for pupils Thank you, doctor.) to repeat once or twice. Then have them practise - Listen and copy giving advice and responding with Yes, I will. - Do as directed Thanks. or OK, I won’t. Thanks. • Ask them to work in pairs. Monitor the activity and - Listen offer help, if necessary. - Listen and copy Invite one or two pairs to perform the task. - Do as directed 3. Let’s talk: - Tell the class that they are going to practise further by giving advice on health problems and responding. Get them to act out different illnesses and use the phrases in their books. • Set a time limit for them to practise. Monitor the activity and offer help, if necessary. • Invite two or three pairs to act out their - Listen conversations. Then give feedback. - Work in pairs III. Consolidation: - Summary the lesson - Some pairs perform in front of IV. Homework: class - Do exercises in workbook, learn by heart the new - Listen to the teacher words - Remember
20. UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 2: Part 4-5-6 I. Objectives: 1. Knowledge: By the end of this unit, pupils can • use the words and phrases related to the topic Common health problems. • give and respond to advice on common health problems, using You should/shouldn’t ... Yes, I will./Ok, I won’t. 2. Skills: - Develop Ss reading, writing and listening skills 3. Language focus: - Vocabulary: Review II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, pictures, cassette. 2. Students’: books, notebooks, workbooks. III. Teaching processes: 1. Class organization: 2. Oral test: - Have pupils write the new words. 3. New lesson Teacher’s activities Students’ activities I. Warm up: Play the game: Order the words - Play game II. New lesson: 4. Listen and complete •Tell the class that they are going to listen and complete - Listen to the teacher the table. Ask them to read the information and guess the - Listen to the tape advice. - Listen and complete • Play the recording all the way through for them to listen. Play it again for them to complete the table. • Get them to compare their answers before checking as a - Answer the T’s questions class. Key: 1 Quan: should go to the doctor 2 Tony: shouldn’t go to school 3 Phong: shouldn’t eat ice cream 4 Mrs Green: shouldn’t carry heavy things 5. Read and complete. Then say aloud. • Tell the class that they are going to read the text and complete the conversations. Tell them to read and guess