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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 10. CONT
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 49
Ngày soạn : 16/03/2019 Ngày giảng : 18/03/2019 Ngày duyệt : 21/03/2019
UNIT 10. CONT
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1
Date of planning: 15/03/2019 WEEK 26- Period 49
UNIT 10 LETTER Jj Lesson 3(6,7) I. AIMS
1. Knowledge: By the end of the lesson, students will be able to practice kills and learn an extra word
2. Skills: - Develop Ss 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, speakers, pictures.
2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques:+ Work individually, in pairs/ groups.
IV. PROCEDURE 1. Organization:
- Greetings: T – Ss greet each other.
- Checking attendance: Who’s absent today? Ss: Answer Class
Date of teaching Absent students 1A
15/03/2019
1B
19/03/2019
1C
19/03/2019
2. Warm up: (5’) - Greet students
- Play the song from Unit 2, ask students to sing along and do corresponding actions.
3. New lesson:
Teacher’s and Ss’ activities
- Ask students to look at the picture in the book and name each object - Decide the beginning sound for each word of the picture.
- Ask students to circle the pictures of the words which have the sound /dʒ/ at the beginning
* Disabilities Ss: Circle with teacher's help.
Activity: yes or no (5’)
- Hold up the phonics cards, one at a time, say the word.
- Ask individual to say yes or no.
Activity 7. Listen. Point and repeat. Colour the pictures of the words that start with the J sound.
Say the J words (Track 66)(7’) Listen point and repeat
- Show the students the jacket phonics card. Point to it and say: / dʒ / - jacket. Ask them to repeat.
- Mime putting on a jacket and say: / dʒ / - jacket. Encourage the students to do the same - Point to the pictures, the students do corresponding actions and say the words.
- Play the CD, students listen and repeat
- Ask students to work in pair: The first student point to the pictures and the other student say the word then change the roles.
Colour
- Point to the pictures and have students name them
- Allow the students some time to colour in the pictures of the words that start with the J sound - Go around the classroom providing any necessary help
* Disabilities Ss: Colour with teacher's help.
Activity: Craftwork (10’)
- Ask the students to take out their notebooks.
- Ask them to choose one word the draw the letter and the picture in their notebooks.
- Tell them to colour the letter and the picture.
- The three first students who finish will show their picture to the class.
6. Circle the things that begin with the J sound.
7. Listen. Point and repeat. Colour the pictures of the words that start with the J sound. Say the J words.
4. Consolidation: (2’)
Consolidate the content of the lesson
5. Homework: (1’)
Read the words on the text book.
6.Comment:
………
………
Date of planning: 16/03/2019 WEEK 26- Period 50
UNIT 10 LETTER Jj Lesson 4
I.AIMS
1. Knowledge: By the end of the lesson, students will able practice the letter, sound and three words buy some activities
2. Skills: - Develop Ss 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, speakers, computer.
2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques: + Game:
+ Work individually, in pairs/ groups.
IV. PROCEDURE 1. Organization:
- Greetings: T – Ss greet each other.
- Checking attendance: Who’s absent today? Ss: Answer Class
Date of teaching Absent students 1C
19/03/2019
1A
22/03/2019
1B
22/03/2019
2. Warm up: (5’)
- Have the students listen to the chant in lesson 1 Unit 10 - Have the students sing and act to the chant
3. New lesson:
Teacher’s and Ss’ activities
Activity 1: Trace and say (Page 24 – Activity Book)(10’) Activity: Revision of letter J, its sound(5’)
Speaking
- Write on the board the big J and small j
- Point to the letter J and say out loud “This is the letter J/dʒeɪ/The letter J says /dʒ/.”
- Point to the letter j and say out loud “This is the letter j /dʒeɪ/The letter j says /dʒ/.”
- Have the class repeat its sound chorally, then individually
- Have the students say the sound individually, correct the pronunciation if necessary
* Disabilities Ss: Do with teacher's help.
Activity: How to write letter J (5’) Writing& Speaking
- Demonstrate how to write the big J by stroke - Draw an example of letter J using dashed lines
- Use a different colored chalk to model tracing the letter J - Have some students practice tracing letter J on the board - Have students trace letter J in the books
- Students say /dʒeɪ/ after each finished letter - Go around to give help if necessary
Repeat the same procedure with the lower letter j
Activity 2.Trace and match (page 24 – Activity Book)(5’) Reading and tracing
- Ask students to read the sounds and the objects in each question in the book - Ask students to trace the big and small letters in the book
Matching
- Students read the objects again and decide what sound is at the beginning of the words in the pictures
- Ask students to match the sounds with the corresponding words of the pictures by using a pencil and a ruler to draw a line
* Disabilities Ss: Do with teacher's help.
Activity 3.Say the words. Circle the correct letter (Page 25 – Activity Book) ) (5’)
- Ask students to look at the letters and the pictures in their activity book, read the letters and the words of each picture
- Have students define the sound and the letter for each group of pictures - Ask students to circle the sounds which have just defined
- Give feedback
Activity 4.Say the sounds. Colour the right shape(page 25 – Activity book) (5’)
· Give instruction
The sound Ii is indicated by a rectangle, The sound Jj is indicated by a star
- Have the students read the pictures in the activity book - Defined the sound for each word of the picture
- Ask students to use their favorite crayons to colour the shape which indicates the corresponding sound of the words.
Activity: Consolidation (5’)
- Draw an imaginary letter Jj in the air
- Signal the students to look at teacher’s mouth
- Say “This is the letter ……..” (Use mouth to mime the sound /dʒeɪ/ and students give the answer).
- Say “The letter J says …….” (Use mouth to mime the sound /dʒ/. and students give the answer).
1. Trace and say
2. Trace and match
3. Say the words. Circle the correct letter
4. Say the sounds. Colour the right shape 4.Consolidation: (2’)
Consolidate the content of the lesson 5. Homework: (1’)
Read the words on the text book.
6.Comment:
………
………
Thứ 2, ngày 18/03/2019 Tổ trưởng ký duyệt
Vũ Thùy Linh
Lớp 2
Date of planning: 16/03/2019 WEEK 26 – Period:49
UNIT 10 LETTER Ww Lesson 3 (6,7)
I. AIMS
1. Knowledge : By the end of the lesson, students will be able to:
- Read and say the three Ww words correctly - Recognize and say an extra Ww word correctly
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, speaker 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
19/03/2019
2C
21/03/2019
2. Warm up: (5’)
Activity: Unscramble the words Activity: Hot cards
- Divide the class into teams (depends on the desk rows in the classroom) - Hand out a phonics card to the first student of each team/ row
- Play the song from Unit 2 (Track 65), the first students pass the phonics cards to the next one in their team/ row. When the card comes to the last student of each team/ row, pass it backward - Pause the song, the students holding the phonics cards must name them
- Give one point for the correct answer
- Teacher can change the cards or hand out some more cards as necessary.
- The team with the most points wins 3. New lesson:
Teacher’s and Ss’ activities Content
Activity 6. Colour the things that begin with the w sound (7’) - Ask the students to take out their colour pencils/ crayons - Point to the pictures and elicit the sounds and word for each
- Ask the students to colour the items that begin with the /w/ sound, use any colour they like - Go around the classroom providing any necessary help.
* Disabilities Ss: Colour with teacher's help.
Activity: Which One Is Missing? Game (5’)
- Put the phonics cards face up on the table/stick them on the board (may use some cards from the previous lessons)
- Give the students 10 seconds to look at the cards.
- Have students close their eyes and then you take away one cards.
- Tell the students to open their eyes and name the missing cards
Activity 7. Listen, point and repeat. Colour the pictures of the words that start with the w sound.
Say the w words (Track 66) (8’)
- Show the students the watermelon phonics card. Point to it and say: /w/ - watermelon. Ask them to repeat.
- Mime eating watermelon and say: /w/ - watermelon . Encourage the students to do the same - Say the letter. The students perform the action and say the letter and the word (if they can).
- Play the CD. The students listen, point to and repeat the word.
- Point to the picture and have students name them.
- Allow the students some time to colour in the pictures of words start with the /w/ sound.
- Go around the classroom providing any necessary help.
* Disabilities Ss: Colour with teacher's help.
Activity: Craftwork (10’)
- Ask the students to take out their notebooks.
- Ask them to choose one word then draw the letter W and the picture of the item in their notebooks.
- Tell them to decorate the letter and the picture.
- The first three students who finish will present their letters and pictures to the class.
6. Colour the things that begin with the w sound
7. Listen, point and repeat. Colour the pictures of the words that start with the w sound. Say the w words
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: 17/03/2019 WEEK 26 – Period:50
UNIT 10 LETTER Ww Lesson 4
I. AIMS
1. Knowledge: By the end of the lesson, students will be able to:
- Review the sound of the letter Ww, four Ww words and recognize the corresponding pictures Write the letter Ww
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, speakers, 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
20/03/2019
2C
21/03/2019
2. Warm up: (5’)
- Have the students listen to the chant in lesson 1 Unit 10 (Track 63) - Have the students sing and act to the chant
3. New lesson:
Teacher’s and Ss’ activities Content
Activity 1. Trace and say (Page 24 – Activity Book) (8’)
- Write on the board the capital letter W (write slowly to demonstrate its formation).
- Point to it and elicit the sound /w/
- Show the formation in the air (taking care when facing to the students that the letter is formed the correct way for them).
- Repeat with the small letter w
- The students trace the letters in their activity books.
- Go around and provide any necessary help. Ask the students to say the sound of the letter.
* Disabilities Ss: Do with teacher's help.
Activity 2. Trace and match (page 24 – Activity Book) (8’) - Explain the activity
First, the students trace the letters in the boxes
Then draw lines from the letters to the corresponding pictures.
- Check around the classroom.
Answer keys: 1 Uu- under 2 Vv- vase 3 Ww- Well
* Disabilities Ss: Do with teacher's help.
Activity: Draw it
- Divide the class into 2 teams, A and B. Ask two students from each team to come to the board - Teacher names a vocabulary item. The students quickly draw it.
- The student who finishes first wins a point for his/ her team.
- The team with more points wins.
Activity 3. Write the letter Ww. Circle the pictures of the words that start with the w sound (Page 25 – Activity Book) (6’)
- Explain the activity
- Ask the students to write letter Ww in the box
- Ask them to circle the correct pictures that start with the w sound
- Go around and provide any necessary help. Ask the individual students to say the name of the pictures.
* Disabilities Ss: Do with teacher's help.
Activity 4. Colour the w words (page 25 – Activity book) (5’) - Explain the activity
- Elicit the names of the items with the w sound.
- Ask the students to colour them any colour they like - Go around the classroom and provide any necessary help.
Activity: Sound and word (5’)
- Divide the class into two teams, A and B.
- Put up the 4 phonics cards of this lesson on the board.
- Ask a student from team A to identify the sound (one point) and the word (one point).
- Continue with a student from team B.
- Write the points for each team on the board.
- The team with more points wins 1. Trace and say
2.Trace and match
3. Write the letter Ww. Circle the pictures of the words that start with the w sound
4. Colour the w words
4. Consolidation: (2’)
Consolidate the content of the lesson 5. Home-link: (1’)
Prepare the next lesson.
6. Comments:
………
… … … Thứ 2, ngày 18/03/2019
Tổ trưởng ký duyệt
Vũ Thùy Linh
Lớp 3
Date of planning: 15/03/2019 WEEK 26 - Period: 99
UNIT 15: DO YOU HAVE ANY TOYS?
Lesson 3 (1,2,3) I. AIMS
1. Knowledge:. Pronounce the sounds in the letters /pl/, /sh/ correctly.
* Language focus:
- Sentence Pattern: review - Vocab: review
2. Skills: - Develop Ss listening & speaking skill 3. Attitude: Ss like the subject.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, projector.
2. Students’: Books, notebooks, workbooks.
III. METHOD
- Communicative approach.
Techniques: + Game:
+ Work individually, in pairs/ groups.
+ Discussion.
1.Organization:(1’)
- Greetings: T – Ss greet each other.
- Checking attendance: Who’s absent today? Ss: Answer Class
Date of teaching Absent students 3B
18/03/2019
3A
18/03/2019
2. Warm up: (5’)
- Sing a song “ Linda has a little doll”
3. New lesson:
Teacher’s and Ss’ activities Content
Activity 1: Listen and repeat(10’)
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 plane and ship - Introduce the sounds /pl/ and /sh/
- Have Ss practice the sounds carefully
- Play the CD and have Ss read the chant in chorus.
Activity 2. Listen and write.(10’)
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 3. Let’s chant(10’)
Tell Ss that they are going to say the chant.
Have them read the chant and check comprehension.
Play the recording all through Ss listen and follow in their books.
Play the recording again Ss listen and read line by line.
Divide the class into2 groups .G1: read the questions, G2: read the answers.
Then exchange.
When they are familiar with the rhythm, show them how to say the chant and do the actions.
Get groups of Ss to sit face to face and practice chanting and doing the actions. Get around and offer help, if necessary..
1.Listen and repeat
Show the task on the screen
2. Listen and write.
Show the task on the screen
3. Let’s chant
Show the task 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: 16/03/2019 WEEK 26 - Period: 100
UNIT 15: DO YOU HAVE ANY TOYS?
Lesson 3 (4,5,6) I. AIMS
1. Knowledge: - By the end of the lesson, Ps will be able to use the language learnt in unit 15.
* Language focus:
- Vocabulary: Review.
- Sentence pattern: Review.
2. Skills:- Develop listening, reading, writing 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
- Techniques:
+ Pairs/ groups work + Question and answer IV. PROCEDURES 1. Organization (1’) - Greeting
- Checking for the students’ attendance.
Class
Date of teaching Absent students 3B
19/03/2019
3A
20/03/2019
2. Warm up. (5’)
- Spend a few minutes having the class say the chant Do you have a doll?
3. New lesson:
Teacher and students’ activities Content
Activity 4: Read and complete(10’) +Pre- reading
-Tell the class that they are going to read the text and complete the text.
-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: Write about you(10’) +Pre- writing
- Tell the class that they are going to answer some questions about the toys - 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.
Activity 6. Project(10’) Introduce the situation.
- Explain how to do the exercise: make a paper toy and ask, answer questions about toys
-Ss act out in front of the class. The rest listen to and give the remark. Correct the pronunciation 4. Read and complete
(Show the task on the screen) Answers:
1. toys 2. orange 3. two 4. ship 5. green
5. Write about you
(Show the task on the screen) Answers:
1. Yes, I have
2. Teddy bear, doll, robot 3. Yes, she does.
4. ship, kite, car
6. Project
4.Consolidation (2’)
- Summary the content of the lesson.
5. Homework (1’) - Do ex in workbook.
6. Comment:
……….………
……….
Date of planning: 17/03/2019 WEEK 26 - Period: 101
REVIEW 3 I. AIMS
1. Knowledge: By the end of the lesson Ps will be able to:
- Perform their abilities in listening, speaking and writing related to the topics from units 11-15, using the phonics, vocabulary and sentence patterns they have learnt.
2. Skills: listening, writing, reading and speaking 3. Attitude: Ss like the subject.
II. TEACHING AIDS
1. Teacher’s: Lesson plan, books, computer, speakers, 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
20/03/2019
3A
21/03/2019
2. Warm up: (5’) - Revision
-Ask Ss to retell structures from unit 11 to unit 15 Unit 11: This is my family
- Identifying family members Who’s that? He’s/She’s my...
- Talking about the ages of family members How old is your ...? He’s/She’s...
Unit 12: This is my house - Identifying rooms in the house There’s a....
- Asking and answering questions about house facilities Is there a...? Yes, there is/ No. There isn’t.
Unit 13 : Where’s my book?
- asking and ansering questions about the location of things in the house(singular)
Where’s the...? It’s here/there.
- asking and ansering questions about the location of things in the house (plural) Where are the...?
They’re...
Unit 14 : Are there any poster in the room?
- asking and answering questions about things in the room Are there any...in the room? Yes, there are/No, there aren’t.
- asking and answering questions about quantity of things How many....are there? There are...
Unit 15: Do you have any toys?
-Identifying toys
Do you have....? Yes, I do/ No, I don’t.
- Asking and answering questions about toys
Does he/she have...? Yes, he/she does. No, he/she doesn’t.
3. New lesson:
Teacher’s and Ss’ activities Content
Activity 1. Listen and tick(5’)
- Have Ss look at Pictures on Page 36
- Identify the characters and guess what they are saying.
- Set the scence: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture.
- 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 the correct pictures.
- 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.
Activity 2. Listen and number(5’)
Have Ss look at Pictures a, b, c and d on Page 36.
Elicit the identification of the characters in the pictures and the characters’ words.
Ask Ss to listen to the recording and write the information they hear to the sentence.
- 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.
Activity 3: Read and complete(7’)
Tell Ss that they are going to read and get information to write the name . - Ss read silently and complete the sentences.
- Ss trade their answers within pairs or groups for correction.
- Ask Ss to read the answers aloud to the class. The others listen and give comments.
- Make somes questions to check Ss’ comprehension of the reading text.
- Have ss write the answer in to their notebooks
pronunciation.
Activity 4: Read and match.(7’)
· Pre-reading:
- T introduces the topic “you are going to read the sentences to get the information in order to match with the respond ”.
- Ask Ss to predict “What is what”.
· While-reading:
- 1st reading: Ss read the sentences individually and check their prediction.
- 2nd reading: Ss do the task (match the sentence with a appropriate respond.) - 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 the sentences in chorus to reinforce their pronunciation Activity 5: Look and say(7’)
Have Ss look at the pictures and introduce four characters:
- Have Ss to work in pairs, guess what they say - Monitor the activity, check the pronunciation
( sound, assimilation of sound and intonation) and offer help when necessary.
- Call on some pairs to perform the task at the front of the class.
- Others observe and comment.
- Make some questions to check Ss’ comprehension of language
- Have the whole class repeat all the phrases to reinforce their pronunciation.
1. Listen and tick
(Show the task on the screen)
2. Listen and number (Show the task on the screen)
3. Read and complete
(Show the task on the screen) Answers:
1.house
2. bedrooms 3. bathroom 4. Small 5. There
6. They
4. Read and match.
Show the task on the screen.
Answers:
1 -c 2-a 3-d 4-b
5. Look and say
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: 18/03/2019 WEEK 26 - Period: 102
SHORT STORY CAT AND MOUSE 3 I. AIMS
1. Knowledge: By the end of this lesson, Pupils will be able to understand the story Cat and Mouse 3
* Language focus:
- Sentence Pattern: Revision - Vocabulary: Revision
2. Skills: - Develop Ss reading, writing and speaking skill 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
- 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
21/03/2019
3A
22/03/2019
2. Warm up. (5’) - Greeting
- Have ss sing a song
3. New lesson:
Teacher and students’ activities Contents
Activity 1: Read the story. Put these lines in the correct bubbles. Then listen and check.
- Read the sentences given and read the story about Cat and Mouse 3
- Have pupils look at pictures 1, 2, 3, 4, 5, 6, 7 and 8 on page 38 of the Student Book. Give the identification of the characters in the pictures and the characters’ words. Ss read and find out the suitable sentences to fill in the blanks and explain how to do the exercise.
Tell pupils that they are going to listen to the recording and check their answers - Play the recording 2 times pupils to listen. Check their guess.
- Make a few questions to check pupils’ comprehension of the story - Play the recording again pupils listen to the story and check Ss’ answers Activity 2. Correct the answers
-Ask students to read the story in the book and read the sentences given to find out the mistake and correct the false sentences. Work individually 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 3. Unscramble these words from the conversation
Have Ps work individually. Read the story again and order the letters to make the meaningful words.
Have pupils trade their answers for correction.
- Call on some pupils to report their answers. The rest of the class listen give comments.
- Have the whole class read each word in chorus to reinforce their pronunciation.
Answer: a. sister b. brother c. house d. rooms e. hello f. mouse
Activity 4. Complete the conversation between Miu and Mimi
- Pairs work. Have pupils turn their books to page 39. Tell pupils that they are going to read the dialogue between Miu and Mimi and find out the suitable words to complete the meaningful dialogue.
- Pupils do the task. Monitor the activity and offer help when necessary.
- Have pupils trade their answers for correction.
- Call on some pairs to report their answers. The rest of the class listen give comments.
- Make a few questions to check pupils’ comprehension of the sentences.
- Have the whole class read each sentence in chorus to reinforce their pronunciation.
1. Read the story. Put these lines in the correct bubbles. Then listen and check.
(Show the task on the screen) Answer:
1. Who is Mimi?
2. How many brothers and sisters do you have?
3. Where are they?
4. How many rooms are there in your house?
2.Correct the answers
(Show the task on the screen) Answer:
1. No, he has two sister. 2. No, he has a brother.
3. No, he is Jack.
4. There are eight rooms.
3. Unscramble these words from the conversation (Show the task on the screen)
4. Complete the conversation between Miu and Mimi (Show the task on the screen)
Answers:
1. Name is 2. Is 3. Name is 4. To meet you 5. Nice to meet you
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 18/03/2019 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
