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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 10. LETTER JJ
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 47
Ngày soạn : 09/03/2019 Ngày giảng : 11/03/2019 Ngày duyệt : 21/03/2019
UNIT 10. LETTER JJ
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1
Date of planning: 08/03/2019 WEEK 25- Period 47
UNIT 10 LETTER Jj Lesson 1(1,2,3)
I. AIMS
1. Knowledge :By the end of the lesson, students can be able to recognize and pronounce the letter Jj and its sound correctly, understand, recognize and say the three Jj words. Write the letter Jj.
2. Skills: - Develop students’ listening, reading, writing and speaking skill.
3. Attitude:- Help students’ to be more confident to communicate in English.
* Disabilities Ss: Will able to do with teacher's help.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, speaker, pictures,projector.
2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques:+ Work individually, in pairs/ groups.
IV. PROCEDURE 1. Organization:(1’)
- Greetings: T – Ss greet each other.
- Checking attendance:Who’s absent today?Ss: Answer Class
Date of teaching Absent students 1A
11/03/2019
1B
12/03/2019
1C
12/03/2019
2. Warm up: (5’)
- Place the phonics cards from the previous lesson on the teacher’s desk - Have a student come to the desk
- Have another student read any word from the previous lesson ( ink, igloo, iguana)
hear from the friend.
3. New lesson:
Teacher’s and Ss’ activities Content
Activity 1: Listen, point and repeat. Colour (Track 61): Introduction of letter Jj, its sound and how to pronounce the words beginning with Jj (7’)
Use a card with letter Jj (or write on board the letter Jj) to introduce to the students the new lesson.
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter J /dʒeɪ/ The letter J says /dʒ/.”
- Repeat several times and check students’ pronunciation (letter J/ dʒeɪ/ and its sound /dʒ/)
- Use the phonics cards with jam, jelly and juice, read the words out loud and have students repeat.
- Use gestures (hand actions) to help students to understand the meanings of the three words.
Jam: imitate eating jam
Jelly: hold a plate of jelly that jiggle Juice: imitate drinking
- Stick the cards on board and have students repeat the words chorally several times (in the correct order and then in any order).
- Call some students to say the words out loud and correct their mistakes (if any)
Activity: Sit and Stand Game(3’)
- Show the 3 phonics cards one by one. For example, show the card with jam, but incorrectly say jelly or juice, the students will stand; if the words are correctly said, they will stay sitting.
- Do the same procedure for the other two cards.
- Give feedback
Activity 2.Listen and point. Colour. (Track 03):(5’)
- Have students look at the book and listen to the expression: I like jam. Yum, I like jelly. Yum, I like juice. Yum, point to the object when they hear
- Have students listen and repeat the words for several times - Give feedback
- Ask student to colour the jam, jelly and juice, using colour they like
- Go around the classroom, ask students to name the item they are colouring
* Disabilities Ss: Colour with teacher's help.
Activity: what is missing (5’)
- Put the 3 phonics cards on the board in this order: jam, jelly, juice - Give students a minute to look at them
- Have students close their eyes and take away one phonics card
- Tell the students to open their eyes and name the phonics card which is missing - Continue with the other phonic cards
Activity 3: Chant and show! (Track 63) (5’) Act it out
- Read the word and ask students to listen and do the gestures for 3 words jam, jelly and juice.
- Change role: teachers does the actions, students look and call out the words Chant and show
- Use the phonics cards on the board and have students sing the chant with jam. Do the same with jelly and juice.
- The whole class sings the whole chant. Do the chant again using gestures for each word.
- Give feedback
Act: Writing in the air ( 5’)
- Show the letter Jj again, have students write the Jj in air with their fingers.
1. Listen, point and repeat. Colour Jj
- jam : mứt - jelly: thạch - juice: nước ép
2. Listen and point. Colour.
3. Chant and show
4. Consolidation: (2’)
Consolidate the content of the lesson 5. Homework: (1’)
Read the words on the text book.
6.Comment:
………
………
Date of planning: 09/03/2019 WEEK 25- Period 48
UNIT 10 LETTER Jj Lesson 2(4,5)
I. AIMS
1. Knowledge:By the end of the lesson, students will be able to recognize and say the three Ii words correctly, do the corresponding actions, practice reading skills
Sing letter Ii song.
2. Skills: - Develop students’ listening & speaking skill
3. Attitude:- Help students to be more confident to communicate in English
* Disabilities Ss: Will able to do with teacher's help.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, pictures, speakers, projector.
2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques: + Game:
+ Work individually, in pairs/ groups.
IV. PROCEDURE 1. Organization(1’)
- Greetings: T – Ss greet each other.
- Checking attendance:Who’s absent today?Ss: Answer Class
Date of teaching Absent students 1C
12/03/2019
1A
15/03/2019
1B
15/03/2019
2. Warm up: (5’) - Greet students
- Show the phonics cards, ask students to do corresponding actions then say the sound of the letter and words.
E.g. Teacher: (Show the ‘jam’ card). Say ’jam’
Class: (imitating eating) 3. New lesson:
Teacher’s and Ss’ activities Content
Lead-in Activity: what is it(5’)
- Hold up the phonics cards, one at a time, partly hidden by a sheet of paper.
- Slowly reveal the phonics card
- The students try to guess what the phonics card is.
Activity 4. Listen And Read Along (Track 05)(8’)
- Encourage the students to point to the picture of the word that the teacher says.
- Play the CD. Have the students listen to the story once.
- Play the CD again. The students listen and point to the pictures of the key words when they hear them in the story
- Read the story. The students follow their books.
- Teacher reads the printed words then let the students look at the pictures and say the words.
- Ask students work in pairs. One reads while the other checks, then they change roles. Or one reads the printed words while the other looks at the pictures and says the words.
Activity: Say the Sight Words(3’)
- Point to and say the sight words: I, like, too - Have students repeat
- Have some students read them aloud.
- Give feedback
Activity: Speed race (5’) (For normal classes)
- Put three chairs in front of the board - Divide class into three teams A, B, C - Have a student from each team stand up - Put a phonics card on each chair
- Call out one of the phonics card
- The students standing try to sit on the chair with the corresponding phonics card - The first student to sit on the chair wins a point for his/ her team
- The team with the most points wins Activity 5. Song (Track 66) (5’)
- Put the jam, jelly and juice phonics cards up on the board.
- Point to the jelly and say: “jelly is yum”. The students repeat.
- Follow the same procedure and present the rest of the song.
- Play the CD. The students listen and sing along.
- Play the CD again. The pupils sing and do corresponding actions.
Activity: Toss the ball (5’)
- Play the song in activity 5 again, ask students to stand up
- While the music is being played, students toss the ball to the next one - Stop the song surprisingly
- The student who is holding the ball has to read aloud one in three words (jam, jelly, juice) - Continue the song, the second student is not allowed to read the same word with the first.
- Who read incorrect word will sit down.
The last standing student wins
4. Listen And Read Along
5. Song
4.Consolidation: (2’)
Consolidate the content of the lesson 5. Homework: (1’)
Read the words on the text book.
6.Comment:
………
………
Thứ 2, ngày 11/03/2019 Tổ trưởng ký duyệt
Vũ Thùy Linh Lớp 2
Date of planning: 09/03/2019 WEEK 25 – Period:47
UNIT 10
LETTER Ww Lesson 1 (1,2,3)
I. AIMS
1. Knowledge: By the end of the lesson, students can be able to:
- Recognize and pronounce the letter Ww and its sound correctly - Understand, recognize and say the three Ww words
Write the letter Ww
2. Skills: - Develop students’ listening, reading, writing and speaking skill.
3. Attitude: Help Ss to be more confident to communicate in English.
* Disabilities Ss: Will able to do with teacher's help.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, projector 2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques:+ Work individually, in pairs/ groups.
IV. PROCEDURE 1. Organization:(1’)
- Greetings: T – Ss greet each other.
- Checking attendance:Who’s absent today?Ss: Answer Class
Date of teaching Absent students 2B
12/03/2019
2C
14/03/2019
2. Warm up: (5’)
Activity: Unscramble the words
- Draw pictures of van, vase, violet, violin on the board - Write the names of the 4 pictures with jumbled letter
- Ask a student to come to the board, unscramble one of the words and write it - Ask the class for verification
- Repeat the activity with some more students as necessary 3. New lesson:
Teacher’s and Ss’ activities Content
Activity 1. Listen, point and repeat. Colour (Track 61): Introduction of letter W, its sound and how to pronounce the words beginning with Ww (5’)
- Show the students the van phonic card. Point to it and say: /w/. The students repeat.
- Then say/w/- well. The students repeat.
- Put the phonics card on the board. Mime pulling a bucket out of a well and say: /w/- well.
Encourage the students to do the same.
- Say the letter, the students perform the action and say the letter and the word.
- Follow the same procedure: /w/- watch (mime looking at the time on your wrist), /w/- window (mime opening a window)
- Write the letter Ww on the board next to the phonics cards. Point to it and say: “This is the letter //w//. The letter //w// makes the /w/ sound. The students repeat //w//- /w/
Activity: Guess (4’)
- Divide the class into two teams, A and B
- Ask a student from one team to come to the board - Whisper one of the vocabulary words to the student
- Without speaking, the student do the corresponding action - The first team to guess the word correctly wins a point - Repeat the activity with a student from the other team.
- The team with more points wins the game.
*Pupil’s book open. (5’)
- Point to and elicit the sound of the letter and the words. /w/- well, /w/- watch, /w/- window - Play the CD. The students listen, point and repeat.
- The students color the letters Ww (explain that they can use any colors they like).
- Teacher goes around the class and elicits the letter and the word from individual students.
* Disabilities Ss: Do with teacher's help.
Activity 2. Listen and point. Choose. (Track 62): Read the words in sentence (7’) - Point to the well and say: Where is the well? The students repeat.
- Follow the same procedure for watch and the window.
- Play the CD. The students listen and point.
- Say: Where is the watch? Ask the students to point to the corresponding item in the picture.
Repeat with the rest of the items in random order.
- Ask the students to color the well, watch and window using any color they like.
- Go around the classroom asking students to name the item they are coloring.
e.g. Teacher: (pointing to the well) What’s this?
Student 1: A well! Etc
Activity 3. Chant and show! (Track 63) (5’)
- Put up the well, watch, window phonics cards on the board
- Point to the phonics cards and say: /w/- well, /w/- watch, /w/- window. The students repeat.
- Play the CD. The students listen, follow in their books and chant.
- Ask the students to do the actions of the words when they chant. OR ask the students to take out their own well, watch, window picture cards and place them on their dersks. Play the CD again. The students listen and hold up the corresponding picture cards.
- Repeat the chant without the CD. Keep the rhythm by clapping hands. Pause before the words (well, watch, window) and encourage the students to name the items.
e.g. Teacher: /w/
Students: well
Teacher: /w/, /w/, /w/
Students: well! etc
* Disabilities Ss: Chant with teacher's help.
Activity: Chant in group (Optional)
Divide the class into 3 groups (well, watch, window). Each group says the appropriate chant while the rest of the class claps.
Ask each group to mime the corresponding action or show the corresponding phonics cards while they chant.
Production (5’)
Activity: Writing in the air
- Show the letter Ww again, have students write the Ww in air with their fingers.
Activity: Memory Game
- Put up the phonics cards on the board and ask the students to memorize the order in which the items appear.
- Ask the students to close their eyes and remove the cards.
- Ask individual students to name the items in the correct order.
- Change the order of the phonics cards and repeat the activity.
1. Listen, point and repeat. Colour
2. Listen and point. Choose
3. Chant and show 4. Consolidation: (2’)
Consolidate the content of the lesson 5. Home-link: (1’)
Read the words on the text book 6. Comments:
………
………
Date of planning: 10/03/2019 WEEK 25 – Period:48
UNIT 10 LETTER Ww Lesson 2 (4,5,6)
I. AIMS
1. Knowledge:By the end of the lesson, students will be able to:
- Recognize and say the three Ww words correctly - Do the corresponding actions
- Practice reading skills Sing letter Ww song
2. Skills: - Develop students’ listening & speaking skill
3. Attitude: Help Ss to be more confident to communicate in English.
* Disabilities Ss: Will able to do with teacher's help.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, pictures, computer, projector.
2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques: + Game:
+ Work individually, in pairs/ groups.
IV. PROCEDURE 1. Organization(1’)
- Greetings: T – Ss greet each other.
- Checking attendance:Who’s absent today?Ss: Answer Class
Date of teaching Absent students 2B
13/03/2019
2C
14/03/2019
2. Warm up: (5’)
- Have students listen to the chant in lesson 1 and sing along. Repeat the chant without the CD, keep the rhythm by clapping their hands or snapping their fingers
- Put the phonics cards on the board. Name the items. One at a time, ask students to do corresponding actions then say the sound of the letter and words.
E.g. Teacher: (Point to the ‘well’ phonics card). Say /w/- well Class: (mime pulling a bucket from a well) /w/- well 3. New lesson:
Teacher’s and Ss’ activities Content
Lead-in Activity: Thumbs up or down (5’)
- Hold up the phonics cards one at a time to show to the students
- Say the name of the item on the card (Teacher can say correctly or not) and ask the students to verify the word you say is correct or not by putting their thumbs up (correct) and down (incorrect).
- Encourage the students to give the correct answer
Eg. Teacher: (holding up the well phonics card): It’s a watch.
Class: (putting their thumbs down) Teacher: Good! What is it?
Class: Watch! etc
Activity 4. Listen. Read Along (Track 64) (8’)
- Ask: Can you see /w/- well? Point to it.
- Encourage the students to point to the picture of the word that the teacher says.
- Play the CD. Have the students listen to the story once.
- Play the CD again. The students listen and point to the pictures of the key words when they hear them in the story
- Read the story. The students follow in their books.
- Teacher reads the printed words then let the students look at the pictures and say the words.
- Ask students work in pairs. One reads while the other checks, then they swap roles. Or one reads the printed words while the other looks at the pictures and says the words.
- Go around the classroom to provide any necessary help.
Activity: Say the Sight Words (3’)
- Point to and say the sight words: where, is, the, can, you, see - Have students repeat
- Have some students read them aloud.
* Disabilities Ss: Read with teacher's help.
Activity: Speed race (5’)
- Divide the class into 3 teams, A, B and C. Ask 3 students from each team to come to the board - Write the three words well, watch, window on the board.
- Teacher calls out/ shows the phonics card of one of the phonic cards, the 3 students have to race to touch the word.
- The student who touches first wins a point for his/ her team.
- The team with the most points wins.
Activity 5. Song (Track 65) (5 mins)
- Put up the well, watch, window phonics cards up on the board.
- Point to the well and say: Where is the well? The students repeat.
- Follow the same procedure and present the rest of the song.
- Play the CD. The students listen and sing along.
- Play the CD again. The pupils sing and do corresponding actions. OR ask the students to take out their own well, watch, window picture cards and place them on their desks. Play the CD again. The students listen and hold up the corresponding picture cards.
Activity: Say the name of the phonics card (5’)
- Put the well, watch and window phonics cards on your desk, face them down - Ask a student to come and pick up a card, show it to the class and say the word.
- Ask the rest of the class for verification.
- Ask the student to invite a friend to come to play.
- Teacher changes the position of the cards and let the student pick up one.
- Teacher can divide the class into teams, let the teams take turns to play the activity then count the points of each team. The team has the most points is the winner.
4. Listen. Read Along
5. Song
4. Consolidation: (2’)
Consolidate the content of the lesson 5. Home-link: (1’)
Prepare the next lesson.
6. Comments:
………
… … …
Thứ 2, ngày 11/03/2019 Tổ trưởng ký duyệt
Vũ Thùy Linh
Lớp 3
Date of planning: 08/03/2019 WEEK 25 - Period: 95
UNIT 15: DO YOU HAVE ANY TOYS?
Lesson 1 (1,2,3) I. AIMS
1. Knowledge: After the lesson students will be able to identifying toys.
* Language focus:
- Vocabulary: doll, car, robot, puzzle, teddy bear
- Sentence Pattern: Do you have_________? Yes, I do/ No, I don’t.
2. Skills: - Develop Ss speaking, reading and listening skills 3. Attitude: Ss like the subject.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, speakers, English room , projector 2. Students’: books, notebooks, workbooks.
III. METHODS
- Communicative approach.
Techniques: + Q &A
+ Work individually, in pairs/ groups.
IV. PROCEDURES 1. Organization(1’)
- Greetings: T – Ss greet each other.
- Checking attendance: Who’s absent today? Ss: Answer Class
Date of teaching Absent students 3B
11/03/2019
3A
11/03/2019
2. Warm up: (5’)
T calls some Ss go to the board and answer some questions about quality of things in their houses.
3. New lesson:
Teacher’s and Ss’ activities Content
Activity 1: Look, listen and repeat(7’)
* Set the scene:
- T uses the picture of the dialogue on page 30 (Student book 2) 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.
T: Who are they?
Ss: They are Mai and Linda.
T: Where are they?
Ss: They are at home.
T: What are they talking about?
Ss: toys
- Play the recording all the way throught for Ss to listen and follow in their book.
- Play the recording again for Ss repeat the text 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.
Activity 2. Point and say.(15’) a. Prestenting new words.
Have pupils look at pictures on Page 18 Elicit the characters in the pictures and their names.
Vocabulary:
doll(visual) car(visual) robot(visual) puzzle(visual)
- T models - Ss listen and repeat.
+ WC
+ Groups( Optional) + Individual
- T writes the word on the board.
- Do the same way with other words.
Check vocabs: What and Where - T asks Ss to copy down.
b. Sentence Pattern:
* Prestenting model sentences.
- Point to the first picture and elicit the
name to fill in the gap. Put the sentence on the board:
and have Ss repeat them several times.
- Check the form/ use/ meaning/ intonation
* Practice.
- Tell Ss that they are going to practice saying:
This is my pencil./ That’s my pencil.
- T reads – Ss listen & repeat.
- Replace the addresses by doing choral and individual repetition, using the pictures in the book.
- T asks Ss point and say.
- T and good students model.
( T S1,- T S2) +T- WC
+ Half/half
+ Pairs( Closed pairs, Open- pairs)
- Using Voting Enjoy to review vocabulary’s toys.
Activity 3. Let’s talk(8’)
Tell Ss that they are going to practice more with their friends. Give a few seconds for Ss to read the questions and check comprehension.
Call a pair to give a demonstration of the answer before starting the activity.
Have Ss work in pairs. Go around to offer help and correct the pronunciation, if necessary.
Call several pairs to act out the dialogue in front of the class.
1.Look, listen and repeat (Show the task on the screen)
2. Point and say.
(Show the task on the screen)
a. Vocabulary doll: búp bê car: ô tô
robot: người máy puzzle: xếp hình
b. Model sentences Do you have...?
Yes, I do/ No, I don’t
-Ask and answer about location of things in the house.
3. Let’s talk
(Show the questions on the screen)
4.Consolidation (2’)
-Ask Ss to focus on the model sentence once again.
- Retell the content of the lesson 5. Homework (1’)
Learn by heart the new words and model sentence. Prepare for the next lesson 6. Comment:
……….………
……….
Date of planning: 09/03/2019 WEEK 25 - Period: 96
UNIT 15: DO YOU HAVE ANY TOYS?
Lesson 1 (4,5,6) I. AIMS
1. Knowledge: After the lesson students will be able to identifying toys.
* Language focus:
- Vocabulary: Review - Sentence Pattern: Review.
2. Skills: - Develop Ss speaking, reading and listening skills 3. Attitude: Ss like the subject.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, projector 2. Students’: Books, notebooks, workbooks.
III. METHODS
- Listening, speaking and spoken interaction.
- Pairs/ groups work - Question and answer
IV. PROCEDURES 1. Organization (1’) - Greeting
- Checking for the students’ attendance.
Class
Date of teaching Absent students 3B
12/03/2019
3A
13/03/2019
2. Warm up. (5’)
- Ss ask and answer questions about toys.
3. New lesson:
Teacher and students’ activities Contents
*Activity 4. Listen and number (10’) + Pre – listening.
-Ask Ss to look at the pictures.
-Elicit the subjects in the pictures for ss to identify the toys.
- 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.
Activity 5. Read and write(10’) + Pre- writing
- Run through the pictures for ss to identify the toys.
- 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.
Activity 6. Let’s write(10’) a. Pre- writing.
Ask ss to read 3 questions.
b. While-writing.
Ss answer some questions toys.
Ss compare with the partner Ss give their answers.
c. Post writing.
Read their answer and correct the mistake.
4. Listen and number
(Show the task on the screen) Key: 1.c 2.d 3.a 4.b
5. Read and write
(Show the task on the screen) Key: 1.car
2.ball 3. doll 4. do 5. they
6. Let’s write
4.Consolidation (2’)
- Summary the content of the lesson.
5. Homework (1’) - Do ex in workbook.
6. Comment:
……….………
……….
Date of planning: 10/03/2019 WEEK 25 - Period: 97
UNIT 15: DO YOU HAVE ANY TOYS?
Lesson 2 (1,2,3) I. AIMS
1. Knowledge: After the lesson students will be able to ask and answer questions about toys.
* Language focus:
- Vocabulary: yo-yo, ship, plane, kite
- Sentence Pattern: Does he/she have________? Yes, he/she does. No, he/she doesn’t.
2. Skills: - Develop Ss speaking, reading and listening skills 3. Attitude: Ss like the subject.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, speakers, English room 2. Students’: Books, notebooks, workbooks.
III. METHODS
- Communicative approach.
Techniques: + Q &A
+ Work individually, in pairs/ groups.
IV. PROCEDURES 1.Organization(1’)
- Greetings: T – Ss greet each other.
- Checking attendance: Who’s absent today? Ss: Answer Class
Date of teaching Absent students 3B
13/03/2019
3A
14/03/2019
2. Warm up: (5’)
Call Ss go to the board and tell his/her toys.
3. New lesson:
Teacher’s and Ss’ activities Content
Activity 1: Look, listen and repeat(8’)
* Set the scene:
- T uses the pictures of the dialogue on page 32(Student book 2) 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 are they doing?
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.
Activity 2. Point and say.(15’) a. Prestenting new words.
Have pupils look at pictures on Page 32 Elicit the characters in the pictures and their names.
Vocabulary:
Yo-yo(visual) Ship(visual) Plane(visual) kite(visual)
- T models - Ss listen and repeat.
+ WC
+ Groups( Optional) + Individual
- T writes the word on the board.
- Do the same way with other words.
Check vocabs: Rub out and remmember - T asks Ss to copy down.
b. Sentence Pattern:
* Prestenting model sentences.
- Point to the first picture and elicit the
name to fill in the gap. Put the sentence on the board:
and have Ss repeat them several times.
- Check the form/ use/ meaning/ intonation
* Practice.
- Tell Ss that they are going to practice saying:
This is my pencil./ That’s my pencil.
- T reads – Ss listen & repeat.
- Replace the addresses by doing choral and individual repetition, using the pictures in the book.
- T asks Ss point and say.
- T and good students model.
( T S1,- T S2) +T- WC
+ Half/half
+ Pairs( Closed pairs, Open- pairs) Activity 3. Let’s talk(8’)
Tell Ss that they are going to practice more with their friends. Give a few seconds for Ss to read the questions. Check their understanding.
Have Ss work in pairs. Go around to offer help and correct the pronunciation, if necessary.
Call several pairs to act out the dialogue in front of the class.
1.Look, listen and repeat (Show the task on the screen)
2. Point and say.
(Show the task on the screen) a. Vocabulary
Yo-yo: trò chơi yo-yo Ship: con thuyền Plane: máy bay Kite: cái diều
b. Model sentences Does he/she have______?
Yes, he/she does.
No, he/she doesn’t.
3. Let’s talk
(Show the question in the screen)
4.Consolidation (2’)
-Ask Ss to focus on the model sentence once again.
- Retell the content of the lesson.
5. Homework (1’)
Learn by heart the new words and model sentence. Prepare for the next lesson 6.Comment:
……….………
……….
Date of planning: 11/03/2019 WEEK 25 - Period: 98
UNIT 15: DO YOU HAVE ANY TOYS?
Lesson 2 (4,5,6) I. AIMS
1. Knowledge: After the lesson students will be able to ask and answer questions about toys.
* Language focus:
- Vocabulary: review - Sentence Pattern: review
2. Skills: - Develop Ss speaking, reading and listening skills 3. Attitude: Ss like the subject.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer 2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques: + Game:
+ Work individually, in pairs/ groups.
+ Discussion.
IV. PROCEDURE 1.Organization:(1’)
- Greetings: T – Ss greet each other.
- Checking attendance: Who’s absent today? Ss: Answer Class
Date of teaching Absent students 3B
14/03/2019
3A
15/03/2019
2. Warm up: (5’)
- Ss using Voting Enjoy to ask and aswer questions about the toys.
3. New lesson:
Teacher’s and Ss’ activities Content
Activity 4: Listen and tick(10’)
Have Ss look at Pictures a, b, c and d on Page 33.
Elicit the identification of the characters in the pictures and the characters’ toys Ask Ss to listen to the recording and tick into the box True or False
1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books
- 2nd: play the recording for Ss to listen and tick - 3rd: play the recording for Ss to check their answers.
- Have Ss trade their answers in pairs for correction
- Ask some questions to ensure Ss’ comprehension of the listening text.
Guessing ……….
Activity 5: Read and write(10’)
*Pre-reading:
T introduces the topic “you are going to read the text to get the informations to answer the questions.
* While-reading:
- 1st reading: Ss read the sentences individually - 2nd reading: Ss do the task
- 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.
*Post-reading:
- Make a few questions to check Ss’ comprehension of the sentences.
Have the whole class read each sentence in chorus to reinforce their pronunciation Activity 6. Let’s sing. (10’)
Introduce the song on Page 33.
- Play the recording and listen to the song
“ Linda has a little doll”
- 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.
4. Listen and tick
(Show the task on the screen) Keys: a-True b-False c-True d-True
5. Read and write
(Show the task on the screen) Keys:
1. Robot and a ball
2. has a tedd bear and a doll.
3. Yes, he does.
4. Linda/ She has a yo-yo and a puzzle.
5. No, he doesn’t.
6. Let’s sing
(Show the song on the screen) 4.Consolidation (2’)
Summary the content of the lesson 5. Homework (1’)
Do exercises in the workbook. Prepare for the next lesson.
6. Comment:
……….………
……….
Thứ 2, ngày 11/03/2019
Tổ trưởng ký duyệt
Vũ Thùy Linh
2. Kỹ năng
3. Thái độ
II. CHUẨN BỊ
1. Công tác chuẩn bị của giáo viên
2. Yêu cầu chuẩn bị của học sinh
