Giáo án Tiếng Anh Khối Tiểu học - Tuần 23 - Năm học 2020-2021 - Phan Thị Thanh Huyền

Nội dung tài liệu: Giáo án Tiếng Anh Khối Tiểu học - Tuần 23 - Năm học 2020-2021 - Phan Thị Thanh Huyền

1. Khối 1 Ngày soạn: 21/02/2021 UNIT 5: ANIMALS Lesson 3 I. Objectives: By the end of this lesson, students will be able to say the names of some animals using “This is a ” II. Teaching aids: Teacher’s aids: student’s and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: books, notebooks, workbooks. III. Languages focus: Vocabulary: monkey, snake, bear Structure: • This is a (monkey). IV. Procedures: Time Steps/Activities Organization Warm-up - Option 4: Review. Listen and jump or clap. • Teacher – Play audio CD-73. Have students jump when they hear whole class “g” sound and clap when they hear the “h” sound. - Option 2: Review. Look and say. • Teacher holds the flashcards “girl” and “hop”. • Teacher says “g g..” then have students say the word “girl”. • Teacher says “h h..” then have students say the word “hop”. • Teacher points to the “girl” flashcard and says “This is a ” then have students say the word “girl”. • Individuals • Teacher points to the “hop” flashcard and says “I can ” then have students say the word “hop”. • Teacher – 5’ • Teacher can say or point faster to challenge the whole class students. • Invite some students to hold the flashcards to do the same. - Option 3: Review. Look and say. • Teacher holds the flashcards “cat”, “dog” and “bird”. • Use a paper to cover the flashcards and reveal each one slowly. • Students say the name of the animal in the flashcard. • Teacher can says “I like ” when revealing the flashcard. • Have students to say “ I like ”. - Option 4: Review. Use games on i-ebook to review.
2. New lesson New words- Listen and point. Say (10’) • Teacher – 1. Arrange the flashcards on the board, play audio CD-74, whole class and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times. 2. Play audio again and have students listen, repeat, and point to the pictures in their books. • Individuals 3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed. • Students in Activities: groups/ Option 1: Play "Guess." individuals • Arrange the flashcards on the board and write a number under each card. • Have students look at the flashcards and remember its position for 5 seconds. • Ask students to head down/ close their eyes. • Turn the flashcards over to face the board. • Teacher – • Call out a number and have students take turns to guess whole class the face-down card. Turn the card over after each guess. Option 2: TPR practice • Say the word and all together make the gestures/ sound according to the word (Ex: monkey- kec kec, use hands 25’ to do actions like a monkey). • Teacher can make the gestures and have students guess what animal is. • Or Teacher can say an animal and have students make • Teacher – the gestures. whole class Option 3: Game on i-ebook Listening- 1. Listen and point. (5’) 1. Have students call out the things they can see in this part. 2. Have students listen and follow. • Teacher – 3. Play audio CD- 75 and demonstrate pointing to the animals. whole class 4. Play audio again. Have students listen and point to the animals. Listening- 2. Listen and repeat. (5’) 1. Have students look at the useful language box. 2. Play audio CD-76. Have students listen to the useful • Teacher – language. whole class 3. Have students practice the useful language when pointing to the picture of the animals. Activities: (optional) Option 1: Look, listen and say “Yes” or “No”. • Teacher holds a flashcard and says a sentence “ This is a ”. The animal in the flashcard and the animal in the sentence the teacher said maybe the same or different. • Teacher – • Students say “Yes” if the animal in the flashcard and whole class
3. the animal in the sentence the teacher said are the same. • Students say “No” if the animal in the flashcard and the animal in the sentence the teacher said are different. • Invite some students to hold the flashcards and say. Option 2: Look and say. • Students in • Teacher holds a flashcard (the pictures face to the pairs teacher) and quickly reveal each one. • Students say “This is a ” according to the animal they saw in the flashcard. Option 3: Game on i-ebook Speaking- Play “Stepping stones”. (5’) 1. Divide the class into pairs. • Individuals 2. Have Student A start at A and say the first sentence, using “This is a ”. 3. Have Student B start at B and say the first sentence. 4. Have students take turns saying the sentences and go all the way round. Activities: (optional) Option 1: Listen and stand up. • Give 6 flashcard (cat, dog, bird, snake, bear, monkey) to 6 students in the class. • Invite 1 student to stand up and hold the flashcard up high and say a sentence, using “I like or This is a ” with name of an animal in the flashcard of the other friends. • The boy/girl with the flashcard of the animal called will stand up and hold the flashcard up high and say a sentence, using “I like or This is a ” with name of an animal in the flashcard of the other friends. • Teacher can give the flashcard from 1 student to another student during the activity. Option 2: Game on i-ebook Wrap-up - Option 1: Review. Listen and point. • Teacher – • Arrange all the flashcards of Unit 5 in different area on whole class the board. • Teacher says a name of a flashcard. • Students use their fingers to point to the flashcard and 5’ say it loudly. - Option 2: Review. Look and say. • Arrange all the flashcards of Unit 5 in different area on the board. • Teacher points to a flashcard. • Students say a sentence related to the flashcard, e.g. “I like , This is a , I can hop”.
4. UNIT 5: ANIMALS Lesson 3 I. Objectives: By the end of this lesson, students will be able to apologize using “I’m sorry.” and forgive using “That’s OK.” II. Teaching aids: Teacher’s aids: student’s and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: books, notebooks, workbooks. III. Languages focus: Vocabulary: sorry, OK Structures: • I’m sorry. • That’s OK. IV. Procedures: Time Steps/Activities Organization Warm-up - Option 1: Review. Play "Heads up. What's Missing?" • Students in • Divide the class into teams. groups • Arrange the flashcards on the board and remove one card when students are not looking. • One student from each team calls out the missing flashcard. • Teacher – 5’ - Option 2: Review. Play the game “Lips read”. whole class/ • Teacher says a word or a sentence silently. groups/ • Students say that word or that sentence loudly. individuals - Option 3: Review. Play the game “Flash look and say”. • Teacher shows a flashcard quickly. • Students say that word or a sentence, using “I like , This is a ” . - Option 4: Game on i-ebook New lesson Story- 1. Listen to the story. (5’) • Teacher – 1. Introduce the situation. Ask students some questions about whole class the pictures, e.g. “What can you see in the picture? What is this? Where are the boys?... 2. Have students call out the people or things they can see. 3. Play audio CD-77 and have students listen and follow the 20’ story. 4. Play the audio again and have student listen and read. • Students in Story- 2. Listen and repeat. (5’) pairs 1. Have students look at the useful language box. 2. Play audio CD-78. Have students listen to the useful language. 3. Have students practice the useful language.
5. Activities: (optional) • Students in Game on i-ebook pairs Play and Say- Role play. (10’) 1. Divide the class into pairs. 2. Have students practice the dialogue. 3. Swap roles and repeat. 4. Afterwards, have some pairs demonstrate the activity in front of the class • Students in Activities: (optional) pairs Option 1: Role play a situation • Number the situation in the role play 1-3 • Have students work in pairs. Choose a situation to practice, copy the actions in the situation. • Have some pairs come to the board and role play the situation they chose. Option 2: Game on i-ebook Workbook A- Trace the correct words. (4’) • Teacher – • Have students use their pencil to trace the correct whole class words. • Teacher go around to support, point to a picture and ask students to read out the correct words. B- Circle the correct words. (2’) • Have students use their pencil to circle the correct words. • Teacher go around to support and ask students to read out the words or the sentences. C- Trace the words. (4’) • Have students use their pencil to trace the words. 10’ • Teacher go around to support and ask students to read out the sentences. Activities: (optional) • Students in Option 1: Role play a situation pairs • Have students work in pairs and think of a new situation that they can use the structures “I’m sorry. – That’s OK”. • Teacher can provide some common situations at school, in the classroom or at home. • Have students role play their situation. • Have some pairs come to the board and role play the situation they found. Option 2: Game on i-ebook
6. Khối 3 Ngày soạn: 21/02/2021 UNIT 3: WHERE’S MY BOOK? Lesson 2: Part 4-5-6 I. Objectives: 1. Knowledge: - By the end of this lesson, Students will be able to ask and answer questions about the location of things in the house (plural) 2. Skills: - Develop Ss reading, listening skills 3. Language focus: - Sentence Partners: - Vocabulary: bed, ball 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 write the new words. 3. New lesson Teacher’s actions Students’ actions Warm up: ask and answer questions about the location of things in the house Practise in pairs 4. Listen and number - Have pupils look at pictures a, b, c and d on page 21 of the Student Book. Elicit the identification of the Look at the pictures in the book characters in the pictures and the characters’ words. Tell pupils that they are going to listen to the recording and match the information they hear to the pictures. They should number the boxes. - Play the recording 2 times pupils to listen and Listen and number number the boxes. Check their guess. Compare the answer with the partner. - Play the recording again pupils check their answers. T give the answer: - Ask some questions to ensure pupils’ comprehension Ps answer of the listening text. 5. Read and complete Ask Ss to identify the characters in the pictures on Look at the picture page 21. Set the scene: “you are going to read and questions the paragraph about phong’s room and find out the answer.”
7. Have a revision of the language: Ask Ss to read the dialogues and answer. Monitor the activity and offer help when necessary Work In pairs Have Ss trade the answers in pairs for correction Read the dialogues in pairs Call on some Ss to report their answers. Others listen 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: 1. It is on the bed. 2, They are under the bed 3, They are near the desk. 4, They are on the desk. 5, They are on the wall 6. Write about your bedroom - Explain how to do the exercise T introduces the topic “you are going to write the Work individually paragraph about their houses” Ss read the sentences individually and do the exercise. Monitor the activity and offer help when necessary Have Ss trade the answers in pairs for correction Call on some Ss to report their answers. Others listen and comment; Make a few questions to check Ss’ comprehension of the sentences. 4.Consolidation Summary the lesson Do exercises in the workbook 5.Homework - Do exercises in workbook, learn by heart the new words UNIT 13: WHERE’S MY BOOK? Lesson 3: Part 1-2-3 I. Objectives: 1. Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about the location of things in the house. Pronounce the sounds in the letters / /, / / correctly . 2. Skills: - Develop Ss writing and listening skills 3. Language focus: - Sentence Partners: - Vocabulary: 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:
8. - Greeting - Checking for the students' attendance. 2. Oral test: - Have pupils write the new words. 3. New lesson Teacher’s actions Students’ actions Warm up: ask and answer questions about the Ask ps to practice in pairs location of things in the house 1. Listen and repeat Play the CD and have Ps repeat each line of the chant. Look at the pictures in the book Then change the role. Focus Ps’ attention on the letters colored differently in the words chair and where Listen and repeat -Introduce the sounds / / and / / -Have Ps practice the sounds carefully -Play the CD and have Ps read the chant in chorus. -Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you + Ask some pairs to ask and answer. + Have Ps recite the chant and clap the syllable to reinforce their pronunciation. 2. Listen and write Look at 2 sentences - Have pupils look at the sentences and guess the suitable words to fill in the blank. - Play the recording 2 times pupils to listen and fill the Listen and fill in the blank blanks. Check their guess. Compare the answer with the partner. - Play the recording again pupils check their answers. T give the answer: - Have pupils act out the dialogue in pairs or groups for correction. - Ask some questions to ensure pupils’ comprehension of the listening text. Answer: 3. Let’s chant Ps listen to the tape and chant - Introduce the Chant. - Turn on the tape. - Ps listen to the tape and repeat the chant. - Ps chant in group and individual. -The Ps chant and do the action. - Teacher reinforce their pronunciation 4.Consolidation Summary the lesson Do exercises in the workbook 5.Homework - Do exercises in workbook, learn by heart the new words
9. UNIT 13: WHERE’S MY BOOK? Lesson 3: Part 4-5-6 I. Objectives: 1. Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about the location of things in the house 2. Skills: - Develop Ss reading, writing skills 3. Language focus: - Sentence Partners: - Vocabulary: 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 ask and answer questions about the location of things in the house 3. New lesson Teacher’s actions Students’ actions Warm up: read chant. Read chant 4. Read and tick. T explains the situation and how to do the exercise Look at the sentences in the -Ask students to read the paragraph and choose the book suitable picture. Work in groups to do the exercise then explain how to Read and Work individually choose the picture in front of the whole class. The rest listen to and give the remark. Work individually Correct the pronunciation Ask some questions to ensure pupils’ comprehension of the reading text Answers: picture c. 5.Read and write T introduces the topic “you are going to read the Fill the suitable words in the sentences and find the suitable words to fill in the blanks blanks”. Ss read the sentences individually and do the exercise. Work individually Monitor the activity and offer help when necessary Have Ss trade the answers in pairs for correction Call on some Ss to report their answers. Others listen and comment. Make a few questions to check Ss’ comprehension of the sentences. 6. Project - Introduce the situation. Work individually - Explain how to do the exercise: draw your bedroom
10. and describe it to your classmates - Call on some Ss to report their answers. Others listen and comment. Do exercises in the workbook - Correct Ss’ mistakes and pronunciation 4.Consolidation Summary the lesson 5.Homework - Do exercises in workbook, learn by heart the new words UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 1: Part 1-2-3 I. Objectives: 1. Knowledge: By the end of the lesson Ps will be able to: ask and answer questions about things in the room. 2. Skills: - Develop Ss speaking and listening skills 3. Language focus: - Sentence Partners: Are there any posters in the room? - Yes, there are/ No, there aren’t - Vocabulary: any, map, sofa, wardrobe, cupboard 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 describe their houses. 3. New lesson Teacher’s actions Students’ actions Warm up: read the chant Read the chant 1. Look, listen and repeat. Ask Ss to identify the characters in the picture on Look at the pictures in the book page 24 and what they are saying. Set the scene “you are going to listen to Linda and Mai ask and answer questions about things in the room. 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 24. Elicit the characters in the pictures and their names.
11. Teach vocabulary: Any map Sofa wardrobe cupboard Check vocab: what and where Look and find out the model Model sentence: Are there any posters in the room? sentences - Yes, there are/ No, there aren’t Ask pupils to guess and complete the speech bubbles. - Model: Call on a pair. Allocate the parts of the characters Mai and Nam to the pupils. Ask them to Point the pictures and practise 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 front 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 to ask and answer questions about things in the room. Call some pairs to act out Correct their pronunciation 4.Consolidation Summary the lesson Do exercises in the workbook 5.Homework - Do exercises in workbook, learn by heart the new words Khối 4 Ngày soạn: 21/02/2021 Unit 13: WOULD YOU LIKE SOME MILK? Lesson 3: 1-2-3 I. Objectives: After the lesson, students are able to: Pronounce correctly the sound of the letters “ sh ” and “f”. 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 “ sh ” and “lk”. III. Teaching methods: - Communicative approach. - Techniques: Ask and answer (say individually);Work in pairs/ groups;Discuss.
12. IV. Resources: CD and radio, students’ book V. Procedure: Teacher’s work Students’ activities Warm up - Work in groups to play the game. - Have Ss play the game: Slap beef the board. pork water chicke n milk - Ss read all words fish revised. Apple juice 1. Listen and repeat. - Guide Ss how to produce the - Ss look and pay attention to the letters coloured sound of the letters “ sh” and differently. “f” . - Ss learn to produce the sound of the letters “ sh” and “f” . - Play the CD and ask Ss to - Listen and repeat each line of the text in chorus. listen. - Read in groups./ in pairs. - Give out and check. - Check some ss. 2. Listen and tick. Then write - Ss look at the sentences, read and guess the words to and say aloud. tick . - Guide Ss to listen and tick. - Listen to the tape 2 times & tick. Check their guess. - Play the CD Compare the answer with the partner. - Ss give the key: 4 Ss. - Check and correct. -The rest of the class write in the notebooks 3. Let’s chant (p22) - Ss retell what they have heard. - Introduce the Chant : Would - Give out and check. you like some fish? - Ps listen to the tape and chant - Ps chant in group & individual. -Teacher reinforce their - Ps chant and do the action pronunciation - Check in pairs - Give out and check, the others clap their hands. Reinforcement - homelink: - Ss do exercises in D (WB) at home. Unit 13: WOULD YOU LIKE SOME MILK? Lesson 3: 4-5-6 I. Objectives: Review: - Asking and answering about favourite food and drink. Offering someone food or drink and accepting or declining someone’s offer. Develop: Listening and writing skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: noodles,bread, rice, lemonade, coffee, tea.. - Sentence patterns: - Would you like some bread? - Yes, please/ No, thanks. III. Teaching methods: - Communicative approach.
13. - Techniques: Ask and answer (say individually);Work in pairs/ groups;Discuss. IV. Resources: - CD and radio, student’s book , Workbook V. Procedure Teacher’s activities Students’ activities Warm up: - Say greetings. - Respond. 4. Listen and number. -Guide Ss to look the pictures - Ss look at the pictures in part 4(p21). Identify food and drink in each picture, guess. - Listen twice and number the pictures. Check their - Call some Ss to respond the guess. Compare the answer with the partner answer . - 4 Ss answer. Other give comment. - Correct. - Listen again and check. Ss retell what they have Key: 1. c 2. a 3.b 4.d listened. 5. Look and write - Look at the pictures (p21) to find the suitable words - Guide ss to complete the to fill. exercise. - Complete the excercise in individually. - Call on some Ss to report the - 2 Ss write on the board, 6-7 Ss read aloud the answers . sentences they have written.The rest of the class listen - Check and correct. & give comments 5. Write about your favourite food and drink. - Guide Ss how to write their - Pupils look at the book on the P23. Read the favourite food and drink. sentences and write about their favourite food and drink. Work in individual. - Check and correct - Ss trade their answers in pairs for correction - 3 Ss write on the board. The others give comments. Reinforcement and homelink: - Ask Ss to do exercise at home. - Do exercises in E (WB) at home. Unit 14: WHAT DOES HE LOOK LIKE? Lesson 1: 1-2-3 I. Objectives: After the lesson Ss will be able to: Ask and answer questions about someone’s physical appearance. Develop: Speaking and listening skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: words about someone’s physical appearance. - Sentence patterns: - What does he/she look like? - He is/She is .... 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
14. * Have Ss play the game: - Work in groups to play the game. Chatting game. S1: Who is this? S2: This is my mother. S1: What is her job? S2: She is a farmer. S1: What is her favourite food? S2: Fish. S1: What is her favourite S2: Milk. drink? - Give the comment. 1. Look , listen and repeat - Introduce the dialogue: - Identify the characters & what they are doing. - Play the CD for the ss. - Look and listen to Phong and Linda are talking about a footballer. - Present the way to ask - Listen and repeat each line of the dialogue. questions about someone’s - Listen and note down: physical appearance. - What does he/she look like? - He is/She is .... - Read in groups to play roles. - Check some groups. - Read in pairs( 4-5pairs), the others listen and give comment. 2. Point and say - Read and check. - Ss look at the picture and identify the personal - Give the meaning of new physical appearance in each picture. words. - Note down. Tall short slim old young - Check ss’understanding by a - Read in chorus. game: What and where. - Read aloud the new words before the class. - Do the model task with a - Look and rewite the new words on the right places. student. - What does he/she look like? - He is/She is .... - Practice speaking in pairs ask and answer about - Check ss. personal physical appearance. Reinforcement and - Act it out and correct. homelink: - Ask Ss to do A,B at home. - Do at home. Unit 14: WHAT DOES HE LOOK LIKE? Lesson 1: 4-5-6 I. Objectives: After the lesson, students are able to: making comparison someone’s physical appearance. Develop: Speaking skill. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: tall-taller, short-shorter, big-bigger, old-older, young-younger. - Sentence patterns: - Who’s ....? - ..... is...... III. Teaching methods: - Communicative approach. - Techniques: Ask and answer (say individually);Work in pairs/ groups;Discuss. IV. Resources: CD and radio, students’ book
15. V. Procedure: Teacher’s work Students’ activities Warm up: - Have ss play the slap the - Work in groups to play the game. board game. Tall short slim old young 1. Look , listen and repeat - Introduce the dialogue: - Identify the characters & compare someone’s physical - Play the CD for the ss. appearance . - Look and listen to Peter and Nam are talking about - Present the way to ask their father and brother. questions and answer about - Listen and repeat each line of the dialogue. making comparison - Listen and note down: someone’s physical - Who’s....? - ... is.... appearance. - Read in groups to play roles. - Read in pairs( 4-5pairs), the others listen and give - Check some groups. comment. - Read and check. 2. Point and say - Ss look at the picture and identify the personal physical appearance in each picture. - Give the meaning of new - Note down. words. Taller shorter bigger older younger - Read in chorus. - Check ss’understanding by - Read aloud the new words before the class. a game: What and where. - Look and rewite the new words on the right places. - Do the model task with a - Practice speaking in pairs ask and answer about student. personal physical appearance. - Act it out and correct. - Check ss. 3. Let’s talk - Talking in pair - Guiding Ss to talk. 1. What does he/she look like? 2. Who’s taller/shorter/older...? - Call some pairs to talk. - 7-8 pairs talk in front of the class. Other give - Check and correct. comments. Reinforcement & homelink: Ss do Ex in Part C (WB). Khối 5 Ngày soạn: 21/02/2021 UNIT 13. WHAT DO YOU DO IN YOUR FREE TIME? LESSON 3. 1-2-3 I/ Objectives: By the end of the lesson, students will be able to ask and answer questions about what family member does in his/her free time II/ Teaching aids: worksheet, tape recording III/ Procedures:
16. Time Contents T’s activities Ss’ activities I. Warmer: - Gets students to join - Join into the 5’ Display and use the pictures to into the activity activity ask and answer quetsions. - Introduces the new - Listen lesson. II. Presentation - Introduces some - Look, listen - Introduce some characters. characters some characters 5’ - Teaches vocabulary - Listen and take - Teach vocabulary notes - Plays the tape and - Listen and repeat 1. Look, listen and repeat asks students repeat III. Practice - Asks students to look - Look at the 2. Point and say at the pictures pictures 18’ What does your ______ do in - Asks students to work - Work in pairs. his/her free time? in pairs He/She ________ - Calls some pairs to - Some pairs to demonstrate the task in demonstrate the front of the class task - Plays the tape for - Listen and circle 3. Listen and circle a, b or c students to listen and a, b or c Answers: 1. c; 2. a; 3. b; 4. c. do the task - Asks students to - Exchange and exchange their answers compare their with their partners answers with their - Provides the answers partners and explanations - Listen and check - Asks students to write answers 4. Write about what your family about what your family members do in their free time members do in their - Write about what free time your family 5’ members do in IV. Production - Asks students to work their free time 5. Let’s talk in pairs to do the task - Asks students to sing - Asks students to work in pairs to do 6. Let’s sing “What do you do in - Asks students to the task 2’ your free time?” review the lesson at - Sing VI. Home work home and prepare the - Review the lesson at home and next lesson prepare the next lesson - Review the lesson at home and prepare the next lesson
17. UNIT 13. WHAT DO YOU DO IN YOUR FREE TIME? LESSON 3: 4-5-6 I/ Objectives: By the end of the lesson, students will be able to pronounce correctly the intonation and review what they have learned in Unit 13 Lesson 1&2 II/ Teaching aids: worksheet, tape recording III/ Procedures: Time Contents T’s activities Ss’ activities I. Warmer: - Gets students to join - Join into the 5’ Matching into the activity activity - Introduces the new - Listen lesson. II. Presentation - Teaches the intonation - Listen and 8’ - Teach the intonation - Plays the tape and asks repeat. Take note students repeat - Listen and 1.Listen and repeat repeat - Asks students to listen III. Practice and circle a or b 15’ 2. Listen and circle a or b. Then - Asks students to say - Listen and circle say the sentences aloud the sentences aloud a or b Answers: 1. a; 2. a; 3. b; 4. a. - Provides the answers - Say the and explanations sentences aloud - Asks students to read - Listen and and do the tasks check answers - Asks students to give 3. Read and draw lines to match their answer and then - Read and do the Answers: 1. c; 2. a; 3. b. check tasks - Asks students to write - Give their about what your family answer and then do at weekends check 4. Write about what your family - Write about do at weekends - Asks students to chant what your family - Asks students to do at weekends IV. Production interview 5’ 5. Let’s chant - Chant - Asks students to 6. Project review the lesson at - Interview home and prepare the - Review the VI. Home work next lesson lesson at home 2’ - Review the lesson at home and and prepare the prepare the next lesson next lesson
18. UNIT 14. WHAT HAPPENED IN THE STORY? LESSON 1: 1-2-3 I/ Objectives: By the end of the lesson, students will be able to ask and answer questions about what happened in a story II/ Teaching aids: worksheet, tape recording III/ Procedures: Time Contents T’s activities Ss’ activities I. Warmer: - Gets students to join - Join into the 5’ slap the word into the activity activity - Introduces the new - Listen lesson. II. Presentation - Teaches vocabulary - Listen and repeat. 5’ - Teach vocabulary Take note - Asks students to look - Look at the picture 1.Look, listen and repeat at the picture - Listen and repeat - Plays the tape and asks students repeat - Take note - Teaches sentence - Teach sentence patterns patterns - Point to the III. Practice - Asks students to point character 18’ 2. Point and say to the character - Work in pairs. What do you do in your free time? - Asks students to work I ____________ in pairs - Some pairs to - Calls some pairs to demonstrate the task demonstrate the task in - Listen and number front of the class 3. Listen and number - Plays the tape for - Correct their Answers: a. 4; b. 1; c. 5; d. 2; e. 3. students to listen and answers in partners do the task - Listen and check - Asks students to answers correct their answers in partners - Read and - Provides the answers complete and explanations - Check - Asks students to read 4. Read and complete and complete - Work in pairs to Answers: 1. princess; 2. legs; 3. - Check ask and answer apple; 4. got up; 5. in the end. - Asks students to work questions about the IV. Production in pairs to ask and characters 5. Let’s talk answer questions about - Some pairs to 5’ the characters demonstrate the task - Calls some pairs to - Sing “Once upon a demonstrate the task in time, ”
19. front of the class 6. Let’s sing “Once upon a time, - Asks students to sing - Review the lesson ” - Asks students to at home and prepare 2’ VI. Home work review the lesson at the next lesson - Review the lesson at home and home and prepare the prepare the next lesson next lesson UNIT 14. WHAT HAPPENED IN THE STORY? LESSON 1: 4-5-6 I/ Objectives: By the end of the lesson, students will be able to ask and answer questions about someone’s opinions of a book/story/character II/ Teaching aids: worksheet, tape recording III/ Procedures: Time Contents T’s activities Ss’ activities I. Warmer: - Gets students to join - Join into the 5’ Display their favourite story into the activity activity cover. - Introduces the new - Listen lesson. II. Presentation - Introduces some - Look, listen 5’ - Introduce some characters. characters some characters - Teaches vocabulary - Listen and take - Teach vocabulary notes - Plays the tape and asks - Listen and repeat 1. Look, listen and repeat students repeat III. Practice - Asks students to look - Look at the 18’ 2. Point and say at the pictures pictures What do you think of _____? - Asks students to work - Work in pairs. I think he’s/she’s/it’s ______ in pairs - Calls some pairs to - Some pairs to demonstrate the task in demonstrate the front of the class task - Plays the tape for - Listen and tick 3. Listen and tick students to listen and do Answers: 1. c; 2. a; 3. a. the task - Asks students to - Exchange and exchange their answers compare their with their partners answers with their - Provides the answers partners and explanations - Listen and check - Asks students to write answers about their favourite book - Write about their 4. Write about your favourite favourite book
20. book - Asks students to work in pairs to do the task - Asks students to IV. Production - Asks students to play work in pairs to do 5’ 5. Let’s talk “Storytelling” the task - Play - Asks students to “Storytelling” 6. Let’s play “Storytelling” review the lesson at home and prepare the - Review the VI. Home work next lesson lesson at home 2’ - Review the lesson at home and and prepare the prepare the next lesson next lesson