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GIÁO ÁN TIỂU HỌC

TÊN BÀI: UNIT 10. MY HOUSE LESSON 2 (P1)

Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ

Tiết : 55

Ngày soạn : 31/03/2022 Ngày giảng : 28/03/2022 Ngày duyệt : 11/04/2022

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UNIT 10. MY HOUSE LESSON 2 (P1)

I. MỤC ĐÍCH, YÊU CẦU

1. Kiến thức Lớp 1 Week: 28 Period: 55

Date of preparing: 26/03/2022

D a t e o f t e a c h i n g : 2 9 / 0 3 / 2 0 2 2

(1A)              29/03/2022 (1B)             3 0 / 0 3 / 2 0 2 2 (1C)      

 

UNIT 10. MY HOUSE Lesson 2 (P1)

 

I. OBJECTIVES.

1. Knowledge: By the end of this lesson, students will review the sounds for letters A to M.

- Vocabulary: review 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.

Steps/Activities Organization 1. Warm-up (5’)

* Option 1:

- Sing the alphabet song

- Write the letter, say the word

-Write the letters of the alphabet on the board and ask children to continue the list from their previous phonics lessons.

- Ask the students to give the words that begin with the letters a to m (ant, boy,…) from the

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previous phonics lessons.

- Use phonics cards to prompt if necessary.

* Option 2:

- Sing the alphabet song - Quick flash

- Use the flashcards of letters a to m.

- Show each card very quickly and then hide it again.

- Ask the class to call out the words that begin with the hidden letter.

2. New lesson (30’)

2.1. Listen and repeat. (8’) CD2- Track 56

Have students look at the pictures.

Point to the pictures and say the letters’ sounds.

Play audio. Have students listen and repeat the letter sounds.

2.2. Listen and point. (8’) CD2-Track 57

Have students look at the pictures.

Demonstrate pointing to the correct letter when you hear  the sound.

Play audio. Have students point to the correct picture at the  top of the page when they hear the appropriate sound.

2.3. Find the odd one out. Circle a, b, or c.(7’)

Have students look at the pictures and call out the things they can see. Demonstrate the activity using the example.

Have students choose the odd one out and circle a , b , or c . Check answers as a whole class

2.4. Play “Stepping stones”. (7’) Divide the class into pairs.

Have each pair plays rocks, paper and scissors. The winner will play first.

Have Student A start at A and say the first letter sound.

Have Student B start at B and say the first letter sound.

Have students take turns saying the sounds and go all the way round Optional activities:

* Option 1: Pair race

Divide the class into two teams, each team has some flashcards of letters a, b, c, d…. and pictures of ant, boy, door, cap…

Say Go. Two students of each team take a letter and a picture run to the board. If the letter and picture are matched. They will have one point.

Continue the game as the same way.

* Option 2: Letter chain

Place letter cards from a to m on the board.

Ask one student to say the first letter.

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Ask another student to say the next letter.

Continue with each student saying the next letter in the sequence, returning to the beginning when necessary.

Remove one letter. The class repeats the sequence, including the missing letter.

Remove one more letter each time, until students are saying the whole alphabet from their memory.     

Wrap-up

* Option 1: Tracing on backs

Review the previous phonics lesson. Divide the class into groups.

Have each group make a line, with the first child standing near the board and the last child standing near the back of the classroom.

Pass out a phonics card to the last child of each line, but don't have them look at the card until you say, Go.

Have children “Write” the letter very slowly on their classmates’ backs with their fingers.

The first child goes the board, writes the letter, and says the sound. The quickest group with the correct letter and pronunciation wins.

* Option 2: Phonics matching

Display the phonics word cards on the board.

Place the phonics picture cards on your table.

Ask children to come to the front of the class to match the cards to the correct sounds on the board.

3. Summary (5’)

- Ask the Ss about the A to M sound  they have learn in the lesson and how to say about the A to M. sound

                                 

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1. Listen and repeat  

     

2. Listen and point  

         

3. Find the odd one out. Circle a, b, or c  

       

4. Play “Stepping stones”

                                   

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IV. Evaluation

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Week: 28 Period: 56

Date of preparing: 26/03/2022

D a t e o f t e a c h i n g : 2 9 / 0 3 / 2 0 2 2

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(1A)              29/03/2022 (1B)             3 0 / 0 3 / 2 0 2 2 (1C)      

 

UNIT 10. MY HOUSE Lesson 2 (P2)

 

I. OBJECTIVES.

1. Knowledge: By the end of this lesson, students will review the sounds for letters A to M.

- Vocabulary: review 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.

Steps/Activities Organization 1. Warm-up (5’)

* Option 1:

- Sing the alphabet song - Read my lips

Have two teams set up and the first person on each team must watch the teacher’s mouth.

Set a letter with no voice, just move his/her lips in tongue in the correct way. The first team to guess correctly gets a point.

* Option 2:

- Sing the alphabet song - Listen and tap

Write the letters and the words in different areas on the board.

Divide the class into groups.

Invite a student from each group to go to the board.

Call out a letter sound or a word.

The students will run and slap the letter or the word on the board and say it loudly.

The fastest student will be the winner.

Repeat the activity with other students.     

2. New lesson (5’)

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2.1. Listen and repeat. (8’) CD2- Track 58

Have students look at the pictures.

Point to the pictures and say the letter sounds.

Play audio. Have students listen and repeat the letter sounds.

2.2. Listen and point. (8’) CD2- Track 59

Have students look at the pictures.

Demonstrate pointing to the correct letter when you hear  the sound.

Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound.

Have students work in pairs. One points to the picture and one says the sound of the letter. Swap roles and continue.

2.3. Write the letters.(7’)

Have students look at the pictures and call out the beginning sounds.

Demonstrate the activity using the example.

Have students write the letters.

Check answers as a whole class.

2.4. Play “ Magic finger”. (7’) Have students look at the example.

Divide the class into pairs.

Have Student A draw a letter on Student B's back.

Have Student B try to guess which letter it is.

Have students swap roles and repeat.

Optional activities

* Option 1: Alphabet ball

Have students make a big circle.

Give a ball to the first student and ask he/she to say a letter, the  first student gives the ball to the second student. Have the second student say a word.

Continue the game.

* Option 2: Mystery bag

Place toys (ant, elephant, leaf,…) and pictures ( cap, door,…) within a bag—like ant for a, boy for b,….

Have students name each toy or card, and guess the “mystery letter”.

Wrap-up

* Option 1: Phonics posters  

Divide the class into groups of five.

Hand out sheets of paper and colored pencils.

Children choose the “a”, “b”, “c”, “d”…….”m” sound.

They must draw pictures of one or two words with their chosen sound and color them.

Somewhere on the poster they should write the sound.

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Put the phonics posters around the classroom.

* Option 2:  I spy

Stick pictures of the alphabet in many places on the walls of the class.

Think of a word and tell the students the first letter. “I spy with my little eye, something beginning with __”

Have students guess the word.

3. Summary (2’)

- Ask the Ss about the A to M sound  they have learn in the lesson and how to say about the A to M. sound.

                                       

1. Listen and repeat  

       

2. Listen and point  

 

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3. Write the letters  

     

4. Play “ Magic finger”

                                                 

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IV. Evaluation

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      Thứ 2, ngày 28/03/2022       Tổ trưởng  ký duyệt  

     

       Đỗ Thị Hồng  

    Lớp 2 Week: 28 Period: 55

Date of preparing: 28/03/2022

D a t e o f t e a c h i n g : 3 1 / 0 3 / 2 0 2 2

(2B)                   3 1 / 0 3 / 2 0 2 2 (2C)      

 

Unit 10. DAYS OF THE WEEK Lesson 2 (P1)

 

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I. OBJECTIVES.

1. Knowledge: By the end of this lesson, students will be able to: Review the letters – A to Z and correctly pronounce their sounds in the learned vocabulary.

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’)

Days of The Week Song For Kids (source : Dream English Kids

https://www.youtube.com/watch?v=36n93jvjkDs)  “Vanishing Flashcards” Game

Divide the class into four teams.

Place flashcards on the board. 

Give them a moment to memorize the flashcards and then tell them to close their eyes. 

Take away one of the flashcards and then tell the students to open their eyes again. 

The teacher askes “What day is it today?”.

The first student who guesses the missing flashcard and answer correctly (E.g. It’s (Tuesday).) gets one point for his/her team.

The first team to have the most points wins.

2. New lesson (30’) Alphabet Line-up

Give each students an alphabet flashcard. 

Play the Alphabet song and have the students skip around in a circle, singing along to the song. 

Stop music at random points and the students have to line up in the correct alphabetical order according to their cards.

2.1. Listen and repeat. (CD2 - Track 61) (5’)       

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Have students look at the pictures.

Point to the pictures and have students say the letters' sounds.

Play audio. Have students listen and repeat the letter sounds 2.2. Listen and point. (CD2 - Track 62) (5’)

Have students look at the pictures.

Demonstrate pointing to the correct letter when you hear the sound or word.

Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound or word.

Have students work in pairs, one says the sound or word and one points to the correct letter.

2.3. Write the letters (5’)

Have students look at the pictures and call out the things they can see.

Demonstrate the activity using the example.

Have students write the letters.

Check answers as a whole class 2.4. Play “Board race”. (5’)

Have students look at the example.

Divide the class into teams and have one student from each team stand a distance from the board.

Write two letters on the board and then say a word beginning or ending with one of their sounds.

Have the students race to the board, touch that letter, and say the correct letter sound.

The first student to touch the letter and say the letter sound gets a point for their team.

Continue with other students and letters

“Alphabet Hop Scotch”

Divide the class into four teams.

Have one student from each team come to the board.

Draw many big circles (five, ten or twenty-six circles) on the floor. Each circle has a letter (E.g.

Vv, Ww, Zz, Y)

Students will hop into the circle, call out the letter and the object that begins with that letter.

The first student finishes all the circles will get one point for his/her team.

Workbook page 64 (5’)

Have students open their workbooks – page 64 A. 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.

B. Color the correct letters.

Have students look at the picture number 1, read the letters and color the correct one.

Continue doing the remains.

Check understanding as a whole class and give the correct answers to the students.

Wrap up

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Option 1:

"Pictionary" game

Divide the class into four teams.

Have a student from each team stand at the board with a marker or a piece of chalk and the teacher tell them something to draw (E.g. fox)

Have teams try to guess what the student from their team is drawing.

Give the first team to guess the picture correctly one point.

Repeat with different students.

The team that gets the most points wins.

Option 2:

“I spy” game 

Divide the class into groups of five.

Have a student in one group says "I spy with my little eye, something beginning with letter (y)” .  The other students try to guess the word (e.g. "yo-yo").

Continue with other students in the remaining groups.

3. Summary (2’)        - Retell the content of the lesson.

                                         

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1. Listen and repeat  

       

2. Listen and point  

             

3. Write the letters  

       

4. Play “Board race”

                         

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IV. Evaluation

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Week: 28 Period: 56

Date of preparing: 28/03/2022

Date of teaching: 31/03/2022 (2B)               31/03/202 2 (2C)      

 

Unit 10. DAYS OF THE WEEK Lesson 2 (P2)

 

I. OBJECTIVES.

1. Knowledge: By the end of this lesson, students will be able to: Review the letters - A to Z and correctly pronounce their sounds in the learned vocabulary.

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.

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Teacher and Students’ activities Contents

1. Warm-up (5’) Option 1:

Sing “See It, Say It, Sign It” song

(source: Jack Hartmann Kids Music Channel

https://www.youtube.com/watch?v=WP1blVh1ZQM Option 2:

“Pass the bag” game

Prepare a bag which has pictures or flashcards inside.

Give a student a bag.

Play music and the student passes the bag to the student next to him/her and so on with the next student.

Stop music suddenly.

Students stop passing.

The student with a bag will pick up one picture inside and call out a word that matches the picture.

Play music again and continue this game in the same way.

2. New lesson (30’)

2.5. Listen and repeat. (CD2 - Track 63) (8’) Have students identify the pictures and letters.

Point to the pictures and have students say the letters' sounds.

Play audio. Have students listen and repeat the letter sounds. 

2.6. Listen and point. (CD2 - Track 64) (8’) Have students look at the pictures and letters.

Demonstrate pointing to the correct letter when you hear the sound or word.

Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound or word.

Have students work in pairs, one says the sound or word and one points to the correct letter or picture.

2.7. Play “Magic finger”. (7’) Have students look at the example.

Divide the class into pairs.

Have Student A write a letter on Student B's back.

Have Student B try to guess which letter sound it is.

Have students swap roles and repeat.

“Alphabet Match” game Divide the class into pairs.

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Have Student A calls out a letter.

Have Student B try to say the word which begins with the given letter.

Have students swap roles and repeat.

Have some pairs demonstrate in front of the class.

Workbook page 65 (7’)

Have students open their workbooks – page 65 C. Listen and (v) the box (WB 37).

Have students look at part C, look at the pictures 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 and write.

Explain the activity. Have students read the letters and call out the word of the pictures.     

S e t u p t i m e l i m i t b y 3 m i n u t e s t i m e r b o m b ( s o u r c e : https://www.youtube.com/watch?v=ycIfThGcNuw). 

Have students start writing the words . When the time ends by explosion students stop doing their exercises.

Have students change their workbooks together.

Check understanding as a whole class.

Wrap up Option 1:

Run and Write

Divide the class into four groups.

Have students stand in four lines.

Say a word. (E.g. tiger)

Have the first student in each line run to the board and write the word.

The fastest student who writes the correct word gets one point for his/her team.

Continue the game as the same way.

The team that gets the most points wins.

Option 2:

Back -  to -  back dictation

Divide the class into pairs and have them sit back - to - back. Give each child a blank sheet of paper.

Child A says a letter. Child B write down the word. ( E.g. B-Box). Swap the roles.

Once finished, the two children compare the answers.

3. Summary (2’)        - Retell the content of the lesson.

 

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5. Listen and repeat  

       

6. Listen and point  

             

7. Play “Magic finger”.

         

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IV. Evaluation

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Thứ 2, ngày 28/03/2022

       Tổ trưởng  ký duyệt  

     

       Đỗ Thị Hồng  

Lớp 3  

Week: 28 Period: 109

Date of preparing: 25/03/2022

D a t e o f t e a c h i n g : 2 8 / 0 3 / 2 0 2 2

(3A)                   2 8 / 0 3 / 2 0 2 2 (3B)       28/03/2022 (3C)           

 

UNIT 18. WHAT ARE YOU DOING?

 Lesson 3 (1,2,3)  

I. OBJECTIVES

- By the end of the lesson, students will be able to:

1. Knowledge:

- Pronounce the letter clusters ea in reading and aw in drawing.

- Listen and fill the gapped sentences with the words reading and drawing.

- Say the chant : What are you doing?

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- Sentence Patterns: Revision   - Vocabulary: Revision   2. Skills:

- Listening, writing and speaking.

3. Core competencies & Personal qualities - Ss confident perform the chant.

- Ss love their pets.

- Ss know pronounce the sounds of the letters ea, aw - Ss know read and clap the hands with music.

- Active participate in group.

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’)

- Sing a song “ I love my parents”

2. Presentation ( 30’) 2.1. 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 /ea/ and /aw/      

- Have Ss practice the sounds carefully

- Play the CD and have Ss read the chant in chorus.

2.2. 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.

2.3. Let’s chant (10’)

Tell Ss that they are going to say the chant “What are you doing?”

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.

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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..

3. Application (3’ )

- Pronounce the letter clusters ea in reading and aw in drawing.

4. Summary. (2’)

Consolidate the content of the lesson  

   

1. Listen and repeat  

           

2. Listen and write.

                       

3. Let’s chant  

IV. Evaluation

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Week: 28 Period: 110

Date of preparing: 25/03/2022

D a t e o f t e a c h i n g : 2 8 / 0 3 / 2 0 2 2 ( 3 A )                    2 8 / 0 3 / 2 0 2 2 ( 3 B )             2 8 / 0 3 / 2 0 2 2 (3C)      

 

UNIT 18. WHAT ARE YOU DOING?

 Lesson 3 (4,5,6)  

I. OBJECTIVES

- By the end of the lesson, students will be able to:

1. Knowledge:

- Practise asking and answering about someone's action in progress.

- Read and complete the paragraph, using the words provided.

- Write the answers to the questions about the completed paragraph above.

- Tell their classmates about what the characters in the pictures are doing.

- Sentence Patterns: Revision - Vocabulary: Revision   2. Skills:

- Speaking, reading and writing

3. Core competencies & Personal qualities

- Ss confident in communicate with their friends.

- Ss love their action in progress.

- Ss know using knowledge to do exercises.

- 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

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1.  Warm up. (5’)

- Spend a few minutes having the class say the chant What are you doing?

2. New lesson (30’)

Activity 1: Read and complete (10’) + Pre- reading

- Tell the class that they are going to read the paragraph and then fill the gap.

- 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 2. Let’s write (10’) + Pre- writing

- Tell the class that they are going to answer some questions about the actions of Quan’s family members.

- 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 3. Project (10’) Introduce the situation.

- Explain how to do the exercise: look at the pictures and then tell the class what they are doing.

3. Summary. (2’) - Summary the lesson.

       

1. Read and complete Answers:

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1. is       2. in 3. watching     4. playing 5. listening

               

2. Let’s write Answers:

1. His family is in the living room.     

2. His father is watching TV. 

3. His mother is playing the piano.

4. His brother is listening to music.

5. He is singing.

             

3. Project  

   

IV. Evaluation

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Week: 28 Period: 111

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Date of preparing: 25/03/2022

Date of teaching: 28/03/2022 (3A)               28/

03/2022 (3B)           28/03/2022 (3C)      

 

UNIT 19. THEY’RE IN THE PARK.

 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 they doing?    ̶   They’re ____.

- Vocabulary: cycling, skating, flying kites, skipping  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 actions.

2. Presentation ( 30’)

2.1. Look, listen and repeat (8’)

* Set the scene:       

- T uses the picture of the dialogue on page 58 (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, Mrs Lan and Linda.

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    T: Where are they?

    Ss: They are at home.

   T: What are they talking about?

   Ss: Nam and Quan’s activities

- 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 58 Elicit the characters in the pictures and their names.

Vocabulary:

+ cycling: (body language) + skating: (body language) + flying kites: (body language) + skipping: (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 remember - 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)

(30)

 +T- WC  + Half/half

 + Pairs( Closed pairs, Open- pairs)

-Using Voting Enjoy to review asking and answering questions about activities in the 2.3. Let’s talk (7’)

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.

- Retell the content of the lesson.

       

1. Look, listen and repeat  

                                 

(31)

2. Point and say Vocabulary

+ cycling: đi xe đạp + skating: trượt ba tanh + flying kites: thả diều + skipping: nhảy dây  

                   

Model sentences What are they doing?

They’re__________.

                                   

(32)

3. Let’s talk  

IV. Evaluation

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Week: 28 Period: 112

Date of preparing: 25/03/2022

Date of teaching: 28/03/2022 (3A)               28/03 /2022 (3B)       28/03/2022 (3C)      

 

UNIT 19. THEY’RE IN THE PARK  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. 

- Write about themselves, using the guiding 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’ action in progress.

(33)

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 activities in the park.

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 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.

Activity 2. 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 3. Let’s write (10’) a.  Pre- writing.

Ask ss to read 2 questions.

b. While-writing.

Ss answer some questions about activities.

Ss compare with the partner

(34)

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 Key: 1.b     2.a        

                         

2. Read and write Key:

      1. the park

     2. playing football     3. skipping

    4. cycling    5. flying kites  

         

(35)

   

3. Let’s write  

IV. Evaluation

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 Thứ 2, ngày 28/03/2022

       Tổ trưởng  ký duyệt  

     

       Đỗ Thị Hồng  

      ...

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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