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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 5. ANIMALS LESSON 1
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 23
Ngày soạn : 22/11/2021 Ngày giảng : 24/11/2021 Ngày duyệt : 22/11/2021
UNIT 5. ANIMALS LESSON 1
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1 Week: 12 Period: 23
Date of preparing: 21/11/2021
D a t e o f t e a c h i n g : 2 4 / 1 1 / 2 0 2 1
(1A) 2 4 / 1 1 / 2 0 2 1 (1B) 24/11/2021 (1C)
UNIT 5. ANIMALS Lesson 1
I. OBJECTIVES.
1. Knowledge: - By the end of this lesson, students will be able to say names of some animals using “I like …”
- Vocabulary: cat, dog, bird - Structure: I like (cats).
2. Skills.
- Listening, reading, speaking and writing.
3. Core competencies & Personal qualities - Using knowledge to do exercises
- Building up interests and good habits in learning English II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up (5’)
* Option: Sing and Dance.
- Play “Animals” song (from YouTube) and make gestures following the lyric, have students stand up and make the gestures
- Option 2: Review. Play the game “Matching”.
- Write the vocabulary from the previous Unit on the board.
- Have students read the words on the board.
- Give students flashcards.
- Have students hold the flashcards to match the vocabulary on the board and speak out the vocabulary.
2. Presentation (30’)
A- Listen and point. Say (5’)
1. CD1-63: Arrange the flashcards on the board. Play audio and have students listen and point to the pictures in their books.
2. Play audio again and have students listen, repeat several times.
3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.
4. TPR practice: say the word and do the gestures/ sounds according to the word (Ex: cat- meow, use hands to make the whiskers/ claws
B- Listen and point. (5’)
1. Pre- listening. Introduce the situation: ask students some questions about the pictures, e.g.
“What can you see in the picture? What is this? Where is the girl?...”
2. While- listening. Play audio and have students look at the pictures.
3. While- listening. Demonstrate the activity by pointing to the new vocabulary items.
4. Play audio again. Have students listen and point.
5. Post- listening. Point at each picture and have students say the sentences “I like…birds/dogs/cats.”
6. (Optional): Activities on i-ebook C- Sing. (5’)
1. Play audio and have students listen.
2. Have students turn to page 70.
3. Read the lyrics as a whole class.
4. Play audio again and have students listen and sing along.
D- Point and say (5’)
1. Divide the class into pairs.
2. Have Student A point to the picture and Student B say e.g. "I like cats."
3. Swap roles and repeat.
4. Have some pairs demonstrate the activity in front of the class.
cats."
E- Play “Board Race” (5’)
1. Have students look at the example.
2. Divide the class into teams.
3. Stick the flashcards on the board.
4. Have one student from each team stand a distance away from the board.
5. Choose one of the flashcards and say the word.
6. Have the students from each team race to the board, touch the correct flashcard and say the correct sentence.
7. The first student to touch the correct flashcard and say the sentence will get one point for their team.
8. Continue with other students.
9. The team with the most points wins Activities:
* Option: Listen and throw. (prepare sticky balls or paper balls) - Divide the class into teams.
- Write the vocabulary + structures in different areas on the board.
- Have one student from each team stand a distance away from the board.
- Give each student a sticky ball or a paper ball
- Teacher says a word or a sentence (written on the board)
- Students throw their balls at the word or sentence the teacher said on the board and say it loudly.
Workbook (5’) A- Draw lines
Have students draw lines to match words and pictures.
B- Look and Trace
Have students use their pencil to trace the sentences.
Teacher go around and ask students to read out the sentences.
3. Application (3’)
- Ss say about some animals.
4. Summary (2’)
- Ask the Ss about the animals they have learn in the lesson and how to say about the animals.
A- Listen and point. Say
B- Listen and point
C- Sing
D- Point and say
E- Play “Board Race”
IV. Evaluation
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Week: 12 Period: 24
Date of preparing: 23/11/2021
D a t e o f t e a c h i n g : 2 6 / 1 1 / 2 0 2 1 ( 1 A )
2 6 / 1 1 / 2 0 2 1 ( 1 B ) 26/11/2021 (1C)
UNIT 5. ANIMALS Lesson 2 (P1)
I. OBJECTIVES.
1. Knowledge: - By the end of this lesson, students will be able to make the phonetic sound of letter G, use structure “This is a …”
- Vocabulary: letter G, this, is, a - Structure: This is a girl.
2. Skills.
- Listening and speaking.
3. Core competencies & Personal qualities - Using knowledge to do exercises
- Building up interests and good habits in learning English II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up (5’)
* Option: Review. Sing and Dance.
- Play audio Lesson 1- Part C and make gestures following the lyric, have students stand up and make the gestures
2. Presentation (30’)
1- Listen and repeat. Trace. (8’)
1. Play audio CD-66. Have students listen and repeat.
2. Demonstrate tracing the letters with your finger on air or the board.
3. Have students trace the letters with their fingers.
4. Have some students demonstrate the activity in front of the class. Activities: (optional)
* Option: Play the game “Who is faster?”.
- Divide the class into groups.
- Invite a student from each group to come on the board.
- Teacher says a letter. e.g. “big G” or “small g” and the students write the letter on the board.
2- Listen and repeat. (8’) - CD- 71
1. Have students look at the picture.
2. Demonstrate the activity. Point to the girl and say: “This is a …” then say “g…g…girl”
3. Play audio CD-67. Have students point to the letter as they hear them.
4. Play audio again. Have students listen and repeat.
5. Have some students demonstrate the activity in front of the class.
Activities: (optional)
* Option: Play the game “Find more words”.
- Divide the class into groups.
- Teacher asks each group to find more words starting with letter Gg, e.g. “game, goat, glue, …”.
- Teacher says “g…g…” then point to a group, that group has to say a word starting with letter Gg.
- Teacher continues with other groups.
- The group has the most correct words is the winner.
3- Sing. (8’) - CD- 72
1. Have students look at the lyrics.
2. Read the lyrics as a whole class.
3. Play audio CD-68. Have students listen.
4. Play audio again and have students listen and sing along Activities: (optional)
Listen and act.
- Have students clap their hands with “This is a” the do the gesture for a girl with “girl” in the song.
- Play audio. Have students clap and act.
4- Listen and jump. (6’) - CD- 73
1. Demonstrate the activity: Have students jump when they hear the “g” sound 2. Have students stand up.
3. Play audio CD-69. Have students jump when they hear the letter sound.
Activities: (optional)
Play the game “Team competition”.
- Divide the class into groups.
- Invite 2-3 students from each group to come on the board.
- Play audio. Have the students listen and jump.
- The student who cannot jump correctly with “g” sound will come back to his/her seat - After the audio, the team with the most students who are still on the board is the winner.
3. Application (3’)
- Ss say about letter and the sound.
4. Summary (2’)
- Retell the content of the lesson.
1- Listen and repeat. Trace
2- Listen and repeat
3- Sing
4- Listen and jump.
IV. Evaluation
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Lớp 2
Week: 12 Period: 23
Date of preparing: 19/11/2021
D a t e o f t e a c h i n g : 2 2 / 1 1 / 2 0 2 1
(2C) 24/11/2021 (2B)
REVIEW 3+4
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to gain the following: To review talking about the number of objects and identifying animals
- Vocabulary: Consolidation - Structures: Consolidation 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Building up interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner - Presenting communicative skills through learning activities in classrooms
- Being collaborative and supportive in teamwork II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, flashcards, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up: (5’)
"Touch" game
- Divide the class into four teams.
- Have one student from each team stand a distance from the board.
- Stick some flashcards on the board.
- Says a letter or a word. (E.g. Please touch letter “S” three times!)
- Have the students race to the board, touch that flashcard, and say the correct word. The first student to touch the flashcard and say the word gets a point for their team.
Continue with other students.
2. New Lesson (30’) Review 3
A. Listen and (√) the box. (CD1 - Track 64) (5’) - Have students look at the pictures and call out the animals and shapes they can see.
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and tick the box - Have students change their books together.
- Play audio again and check answers as a whole class.
B. Play “Magic Finger”.(5’)
- Have students look at the example.
- Divide the class into pairs.
- Have Student A write a number with their finger on Student B's back and ask, e.g. “How many balls are there?”
- Have Student B try to guess which number it is and answer, e.g. “Twelve balls.”.
- Have students swap roles and repeat.
Workbook - page 30 (5’) A. Look, read, and (√) the box.
- Have students look at the pictures and read the words carefully, the put a tick or a cross into the correct box.
- Check understanding and give the correct answers to the students.
B. Listen and put a (√) or a (x). (WB 17)
- Have students identify all pictures and guess the answers could be.
- Play audio. Have students listen and put a tick or a cross.
- Play audio again. Have students listen again and check their answers.
- Check understanding and give the correct answers as a whole class.
C. Look, write, and draw lines.
- Have students look at the shapes, read the questions and answers, then match.
- Check understanding and give the correct answers as a whole class.
Review 4
A. Listen and circle (A or B). (CD1 - Track 65) (5’)
- Have students look at the pictures and call out the animals they can see.
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B. Play “Board Race”.(5’)
- Divide the class into teams and have one student from each team stand a distance from the board.
- Stick two flashcards on the board and then say one of them.
- Have the students race to the board, touch that flashcard and say the correct sentence.
- The first student to touch the flashcard and say the sentence gets a point for their team.
- Continue with other students.
- The team that gets the most points win.
Workbook - page 31(5’) D. Look and write.
- Have students look at the pictures and try to complete the words.
- Check understanding as a whole class and give the correct answers to the students.
E. Listen and circle. (WB 18)
- Have students look at exercise D and identify the numbers and pictures.
- Play audio. Have students listen and circle the correct animal.
- Have students listen again and check the answers.
- Check understanding as a whole class and give the correct answers to the students.
F. Find and circle.
- Have students look at the pictures, identify the animals, then find and circle the words.
- Check understanding as a whole class and give the correct answers to the students.
Wrap up Option
"Stepping stones" game
- Divide the class into four teams.
- Draw a river with some stones across it on the board.
- Have a symbol to represent each team. E.g., "rabbit", "sun"
- Have teams play rock, paper, scissors to see which team goes first.
- Place some flashcards or pictures about animals on the board.
- The teacher points at one picture or flashcard and asks, “What’s that?”.
- The student will answer. (E.g. It’s a rabbit.)
- For each correct sentence, draw or attach the symbol of the corresponding team to a stone in the direction of the opposite side of the river.
- The first team to cross the river wins the game.
4. Summary (2’)
- Retell the content of the lesson.
A. Listen and (√) the box.
B. Play “Magic Finger”
A. Listen and circle (A or B)
B. Play “Board Race”
IV. Evaluation
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Week: 12 Period: 24
Date of preparing: 19/11/2021
D a t e o f t e a c h i n g : 2 5 / 1 1 / 2 0 2 1 ( 2 B ) 26/11/2021 (2C)
UNIT 5. FREE TIME ACTIVITIES Lesson 1 (A-E)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to suggest activities.
Identify and use vocabulary items about free time activities.
- Vocabulary: soccer, tag, hopscotch, hide-and-seek - Structures: Let's play (soccer).
OK 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Raising interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner - Practicing communicative skills through learning activities
- Demonstrating team-working and problem-solving skills through learning activities II. TEACHING AIDS:
1. Teacher’s: Lesson plan, books, flashcards, computer, speakers, software.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE.
Teacher and Students’ activities Contents
1. Warm-up (5’)
"Tic, tac, toe" game
- Divide the class into groups of four with two pairs in each group.
- Have pairs play rock, paper, scissors to see which pair goes first.
- Have the winning pair chosen a space, then ask and answer using the picture (E.g. What’s that?
– It’s a pig. / How many circles are there? – There are fifteen circles.)
- Have the pair mark that space as theirs if they use the useful language correctly.
- Have pairs take turns.
The pair that gets three spaces in a horizontal, vertical, or diagonal line wins the game.
2. Presentation (30’)
A. Listen and point. Repeat. (CD1 - Track 66)(5’)
- Use some pictures to introduce the new words (soccer, tag, hopscotch, hide and seek). Ask students if they know about the games and help them understand how to play.
- Have students listen to each new word.
- Arrange the flashcards on the board, play audio, and point to each picture in their books.
- Play audio again and have students listen and repeat.
- Have students work in pairs, one of them points to the picture in the book and the other says the word.
B. Listen and point. (CD1 – Track 67) (5’)
- Have students look at the picture and identify the details.
- Introduce the situation: “The children are playing together.”
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
C. Sing. (CD1 – Track 68) (5’) - Have students turn to page 70.
- Play audio and have students listen.
- Read the lyrics and do actions following them.
- Play audio and have students listen, sing along, and do the actions.
D. Point and say. (5’) Practice (optional).
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A say the statement and Team B respond.
- Swap roles and repeat.
E.g.
(Teacher shows a flashcard "tag".)
• Team A: "Let's play tag."
• Team B: "OK."
Point and say.
- Divide the class into pairs.
- Have Student A point to a picture and Student B say a statement. Have Student A respond.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Answer key
1. Let's play soccer. – OK.
2. Let's play tag. – OK.
3. Let's play hide and seek. – OK.
4. Let's play hopscotch. – OK.
E. Play the "Chain" game. (5’) - Have students look at the example.
- Divide the class into groups of four.
- Have the students stand up.
- Have Student A turn to Student B and say a statement, then have Student B respond.
- Next, have Student B turn to Student C and say a statement, then have Student C respond.
- Continue until all students have practiced.
- Have some groups demonstrate the activity in front of the class.
Workbook - page 32,33 (5’) A. Look, read, and circle.
- Have students identify the pictures and read the words.
- Have students identify the pictures and read the words.
- Ask students to call out the activity of picture number 1, then think and circle the correct words.
This is an example.
- Have students do the remains then compare their answers.
- Check understanding as a whole class and give the correct answers to the students.
B. Look and write.
- Have students start their work, try to complete the crossword. When the time ends by explosion students stop doing their exercises.
- Have students change their workbooks together.
- Check understanding as a whole class and give the correct answers to the students.
C. Listen and circle. (WB 19)
- Have students look at exercise C, identify the numbers and pictures then guess the answers could be.
- Play audio. Have students listen and circle the correct picture.
- Have students listen again and check their answers.
- Check understanding as a whole class and give the correct answers to the students.
D. Look, read, and put a (√) or a (x).
- Have students look at the pictures, read the sentences and tick the correct box, cross the remains.
- Teacher and students correct all the exercises as a whole class.
Wrap up
Unscramble the sentences.
- Divide the class into groups of four.
- Give each group a set of flashcards with wrong order sentences.
play Let’s soccer.
OK.
play hide Let’s and seek.
Let’s OK.
tag.
play play OK.
hopscotch.
Let’s
- Give the students two minutes.
- Have students arrange words to make sentences.
- The first team with all the correct sentences wins.
3. Application (3’)
- Say what the animals presented are called in English 4. Summary (2’)
- Retell the content of the lesson.
A. Listen and point. Repeat
B. Listen and point
C. Sing
D. Point and say
E. Play the "Chain" game IV. Evaluation
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Lớp 3
Week: 12 Period: 45
Date of preparing: 19/11/2021
D a t e o f t e a c h i n g : 2 2 / 1 1 / 2 0 2 1
(3A) 2 4 / 1 1 / 2 0 2 1 (3B) 25/11/2021 (3C)
UNIT 8. THIS IS MY PEN Lesson 2,3
I. OBJECTIVES 1. Knowledge:
By the end of this lesson, Students will be able to talking about school things.
- Pronounce the sounds in the letters /r/, /th/ correctly.
- Sentence Patterns: Those are rulers/ These are pens.
- Vocabulary: Revision 2. Skills.
- Listening, reading and writing.
3. Core competencies & Personal qualities - Develop the quality of respondsibility.
- Student enjoy how to introduce about school things
- Commuating abilility, develop language skills, love beautifull II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, CD, computer, projector.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE
Teacher’s and Student’s activities Contents
1. Warm up: (5’)
- Play game: Who’s faster?
2. New lesson (30’) Lesson 2 (4,5)
Activity 4: Listen and number (5’)
Ask Ss observe the pictures and identify the people in pictures in book on page 55 Students read the title.
T runs through the pictures
How many pictures are there?
Who are they?
What are they doing?
How many dialogues are there?
Ask students to listen and write the words to complete the dialogue.
- Work in pairs to do the exercise then practice in pairs in front of the whole class. The rest listen to and give the remark.
Correct the pronunciation Activity 5: Read and write (5’)
T introduces the topic “you are going to read the paragraph and find the suitable information to write”.
- Ss read the sentences individually and do the exercise.
- Have Ss trade the answers in pairs for correction
- Call on some Ss to report their answers. Others listen and comment.
- Have the whole class read each sentence in chorus to reinforce their pronunciation Lesson 3 (1,2,4,5)
Activity 1: Listen and repeat (5’)
Play the CD and have Ss repeat each line of the chant. Then change the role.
Focus Ss’ attention on the letters colored differently in the words ruler and these - Introduce the sounds /r/ and /th/
- Have Ss practice the sounds carefully
- Play the CD and have Ss read the chant in chorus.
Activity 2. Listen and write.(5’)
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 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.
*Activity 4. Read and match (5’) +Pre- reading
-Tell the class that they are going to read the sentences and match -Get them to identify the information given.
+While- reading
-Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary.
-Have them compare their answers before checking.
+ Post- reading
-Ask some ss to read aloud the full sentences.
*Activity 5. Read and write (5’) +Pre- writing
- Tell the class that they are going to write about the school things.
- Give them time to think about what to write.
( T can help ss if necessary) +While- writing
- Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary.
- Remind them to write the first letter of each sentence and the name in capital letters, and put commas and full stops at the right places.
+Post- writing
- Get them to swap and read their writing in pairs before inviting two or three pupils to read their answers aloud.
3. Summary (2’)
- Consolidate the content of the lesson
4. Listen and number
Answers: 1-d 2 -c 3 -a 4 -b
5. Read and write
Answer: 1-name 2- small/ nice 3- school bag 4- books/ notebooks 5- pencil cases/pens
1. Listen and repeat
2. Listen and write
4. Read and match
5. Read and write IV. Evaluation
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Week: 12 Period: 46
Date of preparing: 20/11/2021
D a t e o f t e a c h i n g : 2 3 / 1 1 / 2 0 2 1
(3A) 2 5 / 1 1 / 2 0 2 1 (3B) 25/11/2021 (3C)
UNIT 9. WHAT COLOUR IS IT?
Lesson 1 (1,2,4,5)
I. OBJECTIVES 1. Knowledge:
By the end of this lesson, Students will be able to asking and answering questions about school things.
- Sentence Patterns: Is this/that + school things/ Yes, it is. No, it isn’t.
- Vocabulary: review school things vocabulary 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities - Develop the quality of respondsibility.
- Student enjoy how to introduce about school things
- Commuating abilility, develop language skills, love beautifull II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, CD, computer, projector.
2. Students’: Books, notebooks, workbooks.
III. PROCEDURE
3. New lesson:
Teacher’s and Ss’ activities Content
1. Warm up: (5’)
Play game: Jumped words: sked, npe, pneilc, ulrer, ruerbb 2. Presentation (30’)
2.1. Look, listen and repeat (8’)
* Set the scene:
- T uses the pictures of the dialogue on page 58(Student book 1) to lead Ss in the conversation - Ask students to look at the 4 pictures in the book and check comprehension by eliciting the answers for these questions.
Who’s this?
What activities can you see in the pictures?
- Play the recording all the way through for Ss to listen and follow in their books.
- Play the recording again for Ss repeat the dialogue several times( line by line in the bubbles).
- Point to the picture for Ss to read the dialogue again - Have Ss to find out the new structure.
2.2. Point and say. (12’) Sentence Pattern:
* Presenting model sentences.
- Point to the school thing (desk) and elicit the class to fill in the gap. Put the sentence on the board: Is this your desk? Yes, it it/ No, it isn’t.
and have Ss repeat them several times.
- Check the form/ use/ meaning/ intonation Do the same with Is that....
* Practice.
- Tell Ss that they are going to practice asking and answering questions about school things - T model – Ss listen & repeat.
- Ask ss to do in choral and individual repetition, using the pictures in the book.
- T asks Ss point and say.
- T and student model.
( T S1,- T S2) +T- WC/ + Half/half
+ Pairs( Closed pairs, Open- pairs)
2.4. Listen and tick.(5’) + Pre – listening.
-Ask Ss to look at the pictures.
-Elicit the subjects in the pictures for ss to identify the activities.
- Explain the way to do in this part.
+ While – listening.
- Play the recording through for Ss listen.
- Play the recording again for Ss to do the task.
- Play the recording once more and pause after each sentence to check.
- Ask Ss to exchange their answers with their partners before reporting them to the class.
+ Post-listening.
- Provides the answers and check ss’ comprehension of the task.
2.5. Look, read and write. (5’) + Pre- writing
- Run through the pictures for ss to identify the school things.
- Explain the task to Ss + While writing
- Get Ss to look at the table individual and complete the sentences.
- Get Ss work in pairs then trade their answers within pairs for correction.
- Ask some Ss to read their answers aloud to the class. The rest of the class listen and give comment.
+ Post writing
-Ask ss to practice reading the task.
3. Application.(3’)
- Ss asking and answering questions about school things.
4. Summary (2’)
- Consolidate the content of the lesson
1. Look, listen and repeat
2. Point and say.
Model sentences
Is this/ that +school things?
Yes,it is/ No, it isn’t.
4. Listen and tick
5. Look, read and write
IV. Evaluation
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Thứ 2, ngày 22/11/2021
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