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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 10. MY HOUSE LESSON 1 (P1)
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 53
Ngày soạn : 30/03/2022 Ngày giảng : 21/03/2022 Ngày duyệt : 11/04/2022
UNIT 10. MY HOUSE LESSON 1 (P1)
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1 Week: 27 Period: 53
Date of preparing: 19/03/2022
D a t e o f t e a c h i n g : 2 2 / 0 3 / 2 0 2 2
(1A) 2 2 / 0 3 / 2 0 2 2 (1B) 23/03/2022 (1C)
UNIT 10. MY HOUSE Lesson 1 (P1)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will able to identify rooms in a house.
- Vocabulary: living room, kitchen, bedroom - Structure: This is my (living room)
2. Skills.
- Listening and speaking
3. Core competencies & Personal qualities - Using language to say about the house.
- Using knowledge to do exercises 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 1: Matching
Stick some word cards in different places on the board.
seven books
ten cars
six teddy bears
four balls
Have students read the words on the board.
Give students flashcards.
Have students hold the flashcards to match the vocabulary on the board and call out the vocabulary.
* Option 2: Find your partner
Give each child a flashcard, with at least two children having the same cards (seven cars, eight balls,...).
- Children walk around the classroom to find a classmate who has the same picture by asking
“How many ( cars)?”
- Children answer the questions, swap roles and continue the game.
2. Presentation (30’)
A- Listen and point. Repeat (10’) CD2- Track 53
Arrange the flashcards on the board, play audio, and point to each flashcard. Have students listen.
Play audio again and have students point to the pictures in their books.
Play audio again and have students listen and repeat.
Play "Heads up. What's missing?"
Divide the class into two teams.
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.
* Optional activity 1: Whisper
Arrange children into rows of at least six.
Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her.
Children continue whispering the word to the child next to them until the word reaches the final child.
The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct
B- Listen and point. (10’) CD2- Track 54
Introduce the situation: “Bill and Lola are talking about Bill’s house…”
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.
Divide the class into two groups, one is in the role of Bill and one is in the role of Lola. Have them listen, repeat and point to the pictures.
* Optional activity 2:
Give students word cards (bedroom, kitchen). Play audio again and have them stick on the pictures.
Correct as a whole class.
C- Sing. (10’) CD2- Track 55
Have students turn to page 68.
Read the lyrics as a whole class.
Play audio and have students listen.
Play audio again and have students listen and sing along.
Wrap-up
* Option 1: Back to back dictation
Divide the class into pairs and have them sit back to back.
Give child A one picture of a room in the house (e.g. bedroom). Give child B a piece of paper.
Child A says the name of the room. E.g. bedroom. Child B listens and writes down the word.
Once finished, the two children compare their pictures and the words if they are the same.
Swap roles and continue.
* Option 2: Draw and say
Give each child a piece of paper and ask them to draw their house with three rooms.
Divide the class into pairs. Have them practice saying about their house.
3. Application (3’)
- Say about rooms in a house they have learn in the lesson and how to say about rooms in a house.
4. Summary (2’)
- Retell the content of the lesson.
A- Listen and point. Repeat
B- Listen and point
C- Sing
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Week: 27 Period: 54
Date of preparing: 19/03/2022
Date of teaching: 22/03/2022 (1A) 22/03/2022 (1B) 23/03/2022 (1C)
UNIT 10. MY HOUSE Lesson 1 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will able to identify rooms in a house.
- Vocabulary: living room, kitchen, bedroom - Structure: This is my (living room)
2. Skills.
- Listening and speaking
3. Core competencies & Personal qualities - Using language to say about the house.
- Using knowledge to do exercises 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 1: Musical cards Play some lively music.
Hand out the flashcards from this lesson.
Children pass the flashcards around all the rows of seats while the music is playing.
Stop the music suddenly. Ask the children who are holding the flashcards to stand up and say the word.
Play the music and continue in the same way.
* Option 2: Snap!
Hold up teacher cards to review the vocabulary.
Put up the word cards on the board.
Divide the class into 2 groups.
Call out a word, one member from each group races to snap the correct word card on the board.
Who snaps the correct word card first can get one point.
2. New lesson (30’) D- Point and say. (15’)
Show the picture of the house to the students.
Have students point to the rooms and identify them.
Have students practice the structure using the new word.
Repeat with other flashcards. e.g. Teacher shows flashcard "living room." • Class: "This is my living room."
Optional activity 1:
Divide the class into pairs.
Have Student A point to the picture and Student B say, e.g. "This is my living room."
Swap roles and repeat.
Have some pairs demonstrate the activity in front of the class.
E- Play “Guess the picture” (15’) Have students look at the example.
Divide the class into two teams.
Have a student stand facing away from the board and stick a flashcard on the board behind them.
Have the student try to guess without looking at the flashcard.
Give that team one point if it's a correct guess.
Have teams take turns.
Optional activity 2: Pass the envelope Divide the class into groups.
Give each group an envelope with the word cards or sentences of the house.
Play a song as background music. Children pass the envelope to a classmate as the music plays.
Stop the music randomly. The student holding the envelope opens it and takes out one card and read it aloud.
Continue the game until there are no more cards left in the envelope.
Wrap-up
* Option 1: Throw the dice
Put children in pairs. Each pair has a die with the numbers 1–6.
Number the sentences like the list below:
1 and 5 :This is my bedroom.
2 and 6: This is my kitchen.
3 and four: This is my living room.
Children take turns throwing the dice, read the command and act out.
* 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. This is my bedroom./ This is my kitchen./….) and fold it in half.
Add a few cards that say "BANG!".
Students take turns picking up a card from the box. If they read the sentence correctly, they get to keep it. If they draw a BANG! Card, they yell BANG! and then return all their cards (except the BANG! card) to the box.
3. Summary (2’)
- Ask the Ss about rooms in a house they have learn in the lesson and how to say about rooms in a house.
D- Point and say
E- Play “Guess the picture”
IV. Evaluation
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Thứ 2, ngày 21/03/2022 Tổ trưởng ký duyệt
Đỗ Thị Hồng
Lớp 2 Week: 27 Period: 53
Date of preparing: 21/03/2022
D a t e o f t e a c h i n g : 2 4 / 0 3 / 2 0 2 2
(2B) 2 4 / 0 3 / 2 0 2 2 (2C)
Unit 10. DAYS OF THE WEEK Lesson 1 (P1)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to: Identify and use the following vocabulary items and structures to ask and answer about days of the week
- Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday - Structures: What day is it today?
It's (Monday) 2. Skills.
- Listening and speaking.
3. Core competencies & Personal qualities
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life learner - Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning activities.
- Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community 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’)
Sing the song “Follow Me”
(Source: Super Simple Songs – Kids songs
https://www.youtube.com/watch?v=hW2DDGX7Tcc)
“Ball Circle” game
Divide the class into groups of 5–10. Each group sits in a circle. Give each group a ball.
One child asks, “Where are you from?” and throws the ball to another child who answers. This child then asks, “Where are you from?” and throws the ball to another child.
Continue until every child has had a turn.
2. Presentation (30’)
Sing Days of The Week Song For Kids (source : Dream English Kids
https://www.youtube.com/watch?v=36n93jvjkDs) A. Listen and point. Repeat. (CD2 - Track 57)(10’)
Use some pictures to introduce the new words (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday). Ask students if they know how many days in a week.
Have students listen to each new word.
Arrange the flashcards on the board, play audio, and point to each flashcard.
Play audio again and have students point to the pictures in their books.
Play audio again and have students listen and repeat.
Have students work in pairs, one of them points to the pictures in the book and the other says the words.
Option 1:
"Word Tennis" game
Have one student come to the front and play with you.
Say a word from the lesson or unit and pretend to hit a ball to the student. Have the student respond with another word and hit it back to you. Continue until someone repeats a word or can't go.
Divide the class into pairs and have them play with each other.
Have some pairs demonstrate the activity in front of the class.
Option 2:
Hold it up
Have students put their books in their desks.
Give each student a flashcard about days of the week.
Say a word and have the students hold up the correct pictures.
B. 1. Listen to the story (CD2 – Track 58) (5’)
Have student identify the picture and call out the things they can see.
Introduce the situation. The teacher is starting her lesson, she asks her students,” What day is it today?’…..
Play audio and have students listen and read.
2. Listen and circle (CD2 – Track 59) (5’)
Play audio and demonstrate the activity using the example.
Play audio and have students listen and circle.
Play audio again and check answers as a whole class C. Sing. (CD2 – Track 70) (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.
Workbook page 62 (5’)
Have students open their workbooks – page 62 A. Find and circle.
Have students look at the pictures, identify the pictures, then find and circle the words.
Check students’ answers as a whole class.
B. Look, read, and write.
Have students identify the pictures of question number 1, read the name of each picture out loud, then think of the correct answer at the question mark and write the correct word on the line.
Continue doing the next questions.
Check students’ answers as a whole class Wrap up
Option 1:
Role play
Have students work in pairs and guide them how to make a conversation.
E.g:
S1: Hi, (Minh)./Hello….
S2: Hi, (Tam)./Hello….
S1: What day is it today?
S2: It’s Monday. And it’s my birthday.
S1: Yay! Happy birthday.
Have some pairs demonstrate in front of the class Option 2:
“Pass the pen” game
Divide the class into groups of four. Have them sit round a table.
Give each group a small pile of paper strips (ten or twelve strips depending on the number of items you want to revise) and a board pen.
Play music and have students pass the pen around the group. When the music stops, the child holding the pen is the writer, and he or she is the only one who can touch the pen. The rest of the team can help and offer contributions, but they can’t touch the pen.
Show a picture and have the child holding the pen writes down a sentence on a strip of paper.
The first team to finish writing hold up their strip of paper and say Stop! The other teams look to check if the sentence is correct. Give one point for the winner.
Continue the game as the same way.
3. Application (3’)
- Say about days of the week 4. Summary (2’) - Retell the content of the lesson.
A. Listen and point. Repeat.
B. 1. Listen to the story
C. Sing
IV. Evaluation
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Week: 27 Period: 54
Date of preparing: 21/03/2022
D a t e o f t e a c h i n g : 2 4 / 0 3 / 2 0 2 2
(2B) 2 4 / 0 3 / 2 0 2 2 ( 2 C )
Unit 10. DAYS OF THE WEEK Lesson 1 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to: Identify and use the following vocabulary items and grammatical structures to ask and answer about classroom activities and personalities.
- Vocabulary: Count numbers, draw pictures, spell words, sing songs.
- Structures: I can (count numbers).
Where are you from?
I'm from (Hanoi).
2. Skills.
- Listening and speaking.
3. Core competencies & Personal qualities
- Build up interests and good habits in learning English
- Build up responsive and independent-working characteristics to be a long-life learner - Be supportive and collaborative in team work
- Demonstrate problem-solving and communicative skills through learning activities - Build up respective attitudes to others in the community
- Build up spirits of the responsibility for family and the community
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’)
Sing the song of part C ( page 64 – Student’s Book) and do the actions.
“Hangman” game
Split the class into four teams.
Draw the hangman board and draw blank spaces for the word the teacher wants them to guess.
(E.g. _ _ _ _ _ _ _ _ - Thursday)
Have each team guess a letter. If they guess it correctly then they get one point for each letter in the word. If they get it wrong then draw a head, body, 2 legs and 2 arms.
When the teacher draws all the parts of body the game is over and the teacher starts a new game.
The winner is the one with the most points at the end of the last puzzle.
2. New lesson (30’)
D. Point, ask, and answer. (15’) Practice (optional).
Divide the class into two teams.
Show a flashcard to the class.
Have Team A ask the questions and Team B answer.
Swap roles and repeat.
E.g.
(Teacher shows a flashcard "Tuesday".)
• Team A: "What day is it today?"
• Team B: "It's Tuesday."
Point, ask, and answer.
Divide the class into pairs.
Have Student A point to a picture and ask, have Student B answer.
Swap roles and repeat.
Afterwards, have some pairs demonstrate the activity in front of the class.
Answer key
1. What day is it today? - It's Monday.
2. What day is it today? - It's Tuesday.
3. What day is it today? - It's Wednesday.
4. What day is it today? - It's Thursday.
5. What day is it today? - It's Friday.
6. What day is it today? - It's Saturday.
7. What day is it today? - It's Sunday.
E. Play "Guess the picture." (10’) Have students look at the example.
Divide the class into two teams.
Have a student stand facing away from the board and stick a flashcard on the board behind them.
Have someone from the same team ask the student a question about the flashcard.
Have the student try to guess without looking at the flashcard.
Give that team one point if it's a correct guess.
Have teams take turns.
“Pass the balls” game
Teacher prepares some pictures/flashcards.
Give two different colored balls to two students, a red ball (ask the question) and a yellow ball (answer the question).
Have students listen to music and pass the balls.
Stop music suddenly.
Have the student with a red ball point at the flashcard/picture and make a question for the student who has yellow ball.
E.g.
The student with the red ball will ask, “What day is it today?”.
The student with the yellow ball will answer his/ her friend’s question.
Workbook page 63 (5’)
Have students open their workbooks – page 63 C. Listen and (v) the box (WB 36).
Have students look at part C, read the words and guess the answer could be.
Play audio and have students listen and tick the correct box.
Have students listen again and check.
Check understanding and give the correct answers as a whole class.
D. Look, read, and put a (v) or a (x).
Have students look at the pictures, read the questions and answers then tick the correct boxes, cross the remains.
Teacher and students correct all the answers as a whole class.he same way.
Wrap up Option 1:
“Spin the Bottle” game
Divide the class into the group of five.
Have students sit in a circle with a bottle in the middle.
The teacher gives some pictures to each group.
One student points at the picture and asks a question (E.g. What day is it today?) and spins the bottle.
When it stops, the student who is pointed to has to answer. Then he/she asks a question and spin the bottle.
Have students continue the game as the same way.
Option 2:
"Lucky number" game
Divide the class into four teams.
Divide each team into pairs.
Have the teacher prepares some cards (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) with random points on their backs (E.g. 1 / 5 / 10 / 20 points) and put them in a box.
Have one student pick up one card and ask his/her partner. (E.g. What day is it today?).
Have his/her partner answer. (E.g. It’s (Saturday).)
If they are correct, they will get the corresponding point for their team.
Continue with the other pairs.
3. Summary (2’)
- Retell the content of the lesson.ets the most points wins.
D. Point, ask, and answer
E. Play "Guess the picture."
IV. Evaluation
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Lớp 3
Week: 27 Period: 105
Date of preparing: 18/03/2022
D a t e o f t e a c h i n g : 2 1 / 0 3 / 2 0 2 2 (3A) 2 2 / 0 3 / 2 0 2 2 (3B) 23/03/2022 (3C)
UNIT 18. WHAT ARE YOU DOING?
Lesson 1 (1,2,3)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about one's action in progress.
- Sentence Patterns: What are you doing? ̶ I’m _____.
- Vocabulary: reading, cooking, listening to music, cleaning the floor 2. Skills:
- Listening and speaking.
3. Core competencies & Personal qualities - Ss help their parents to do housework - Complete the homework before class.
- Using language to talk about one’s action in progress.
- Practice with their partners.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. PROCEDURES
Teacher and Students’ activities Contents
1. Warm up (5’)
T calls some Ss go to the board and answer some questions about pets.
2. Presentation ( 30’)
2.1. Look, listen and repeat (10’)
* Set the scene:
- T uses the picture of the dialogue on page 52 (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 Hoa and Nam.
T: Where are they?
Ss: They are at home
T: What are they talking about?
Ss: Hoa’s action.
- 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.
2.2. Point and say (15’) a. Prestenting new words.
Have pupils look at pictures on Page 52 Elicit the characters in the pictures and their names.
Vocabulary:
+ reading (body language) + cooking(body language)
+ listening to music(body language) + cleaning the floor(body language) - 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 pets.
2.3. Let’s talk (5’)
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.
3. Application (3’)
- Say about one's action in progress 4. Summary. (2’)
- Retell the content of the lesson.
1. Look, listen and repeat
2. Point and say.
Vocabulary
+ reading: đang đọc sách + cooking: đang nấu ăn
+ listening to music: đang nghe nhạc + cleaning the floor: đang lau nhà
Model sentences What are you ding?
I’m...
3. Let’s talk
IV. Evaluation
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Week: 27 Period: 106
Date of preparing: 18/03/2022
D a t e o f t e a c h i n g : 2 1 / 0 3 / 2 0 2 2 ( 3 A ) 22/03/2022 (3B) 23/03/2022 (3C)
UNIT 18. WHAT ARE YOU DOING?
Lesson 1 (4,5,6)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Practise asking and answering questions about one's action in progress.
- Listen and tick the correct pictures.
- Read the paragraph and complete the sentences.
- Read and write the answers to the questions.
- Sentence Patterns: Revision - Vocabulary: Revision 2. Skills:
- Listening, reading and writing.
3. Core competencies & Personal qualities - Ss help their parents to do housework.
- Complete the homework before class.
- Using knowledge to do exercise.
- Ss know write about parents’s action in progress.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. PROCEDURES
Teacher and Students’ activities
Contents
1. Warm up. (5’)
- Ss ask and answer questions about one’s action in progress.
2. New lesson (30’)
Activity 1. Listen and tick (10’) + Pre – listening.
-Ask Ss to look at the pictures.
-Elicit the subjects in the pictures for ss to identify the actions.
- 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 2. Read and write (10’) + Pre- writing
- Run through the text for ss to identify the actions.
- 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 3. 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.
3. Summary. (2’)
- Summary the content of the lesson.
1. Listen and tick Keys: 1.b 2.a 3.b
2. Read and write Key: 1.reading
2.is listening to music 3. are cooking
3. Let’s write
IV. Evaluation
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Week: 27 Period: 107
Date of preparing: 18/03/2022
D a t e o f t e a c h i n g : 2 1 / 0 3 / 2 0 2 2 ( 3 A ) 2 2 / 0 3 / 2 0 2 2 ( 3 B ) 2 3 / 0 3 / 2 0 2 2 (3C)
UNIT 18. WHAT ARE YOU DOING?
Lesson 2 (1,2,3)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about what someone is doing.
- Sentence Patterns: What’s he/ she doing? ̶ He’s / She’s _______.
- Vocabulary: singing, drawing, playing the piano, watching TV 2. Skills:
- Listening and speaking.
3. Core competencies & Personal qualities - Ss help their parents to do housework.
- Complete the homework before class.
- Ss know ask and answer the question about someone’s action in progress with their partners.
- Be active participate in activities.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. PROCEDURES
Teacher and Students’ activities Contents
1. Warm up (5’)
- Using Voting Enjoy to review question about one’s action in progress.
2. Presentation ( 30’)
2.1. Look, listen and repeat (10’)
* Set the scene:
- T uses the pictures of the dialogue on page 54(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.
2.2. Point and say.(15’) a. Prestenting new words.
Have pupils look at pictures on Page 54 Elicit the characters in the pictures and their names.
Vocabulary:
+ singing (body language) + drawing(body language)
+ playing the piano(body language) + watching TV(body language) - 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) 2.3. Let’s talk (5’)
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.
3. Application (3’)
- Say about what someone is doing.
4. Summary. (2’)
- Retell the content of the lesson.
1.Look, listen and repeat
2. Point and say.
a. Vocabulary
+ singing: đang hát + drawing: đang vẽ
+ playing the piano: đang đánh đàn pi a nô + watching TV: đang xem tivi
b. Sentence Pattern:
What’s he/she doing?
He’s/She’s__________.
3. Let’s talk
IV. Evaluation
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Week: 27 Period: 108
Date of preparing: 18/03/2022
D a t e o f t e a c h i n g : 2 1 / 0 3 / 2 0 2 2
(3A) 2 2 / 0 3 / 2 0 2 2 (3B) 23/03/2022 (3C)
UNIT 18. WHAT ARE YOU DOING?
Lesson 2 (4,5,6)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Listen and number the pictures.
- Read and match the questions with the answers.
- Sing the song: I love my parents.
- Sentence Patterns: Revision - Vocabulary: Revision 2. Skills:
- Listening, reading and speaking.
3. Core competencies & Personal qualities - Ss learn hard and ready help their friends.
- Ss confident perform the song - Ss love their faimly.
- Using knowledge to do exercise.
- Ss know sing the song.
- Be self-conscious complete the exercises.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. PROCEDURES
Teacher and Students’ activities Contents
1. Warm up (5’)
- Ss using Voting Enjoy to ask and aswer questions about someone’s action.
2. New lesson (30’)
Activity 1. Listen and number (10’)
Have Ss look at Pictures a, b, c and d on Page 55.
Elicit the identification of the characters in the pictures and the characters’ actions.
Ask Ss to listen to the recording and number
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 number.
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 2. Read and match (10’) Pre-reading:
T introduces the topic “you are going to read the text to get the informations to match.
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 3. Let’s sing. (10’)
Introduce the song on Page 55.
- Play the recording and listen to the song
“ I love my parents”
- 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.
3. Summary. (2’)
Consolidate the content of the lesson
1. Listen and tick Keys: a-3 b-1 c-4 d-2
2. Read and write Keys:
1. b 2. d 3. a 4. c
3. Let’s sing
IV. Evaluation
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Thứ 2, ngày 21/03/2022
Tổ trưởng ký duyệt
Đỗ Thị Hồng
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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
III. CÁC HOẠT ĐỘNG DẠY HỌC
IV. RÚT KINH NGHIỆM
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