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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 8. FOOD LESSON 2 (P2)
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 45
Ngày soạn : 07/03/2022 Ngày giảng : 21/02/2022 Ngày duyệt : 16/03/2022
UNIT 8. FOOD LESSON 2 (P2)
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1 Week: 23 Period: 45
Date of preparing: 19/02/2022
D a t e o f t e a c h i n g : 2 2 / 0 2 / 2 0 2 2
(1B) 2 2 / 0 2 / 2 0 2 2 (1C) 23/02/2022 (1A)
UNIT 8. FOOD Lesson 2 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will able to recognize the /k/ and /l/ sounds.
- Vocabulary: Letter Kk, Ll , kick, kite, love, leaf.
2. Skills.
- Listening and speaking
3. Core competencies & Personal qualities - Using language to say about abilities.
- 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: Sing The alphabet song
Have students sing the song with sign language.
* Option 2: 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.
2. New lesson (30’)
2.1. Listen and repeat. Trace.(10’) CD 2- Track 33
Play audio. Have students listen and repeat.
Demonstrate tracing the letters with your finger.
Have students trace the letters with their fingers.
Have some students demonstrate the activity in front of the class.
2. Listen and repeat.(8’) CD 2- Track 34
Have students look at the pictures.
Demonstrate the activity.
Play audio. Have students point to the letter as they hear it.
Play audio again. Have students listen and repeat.
Have one student demonstrate in front of the class and ask him/her to choose one of his/ her friend to continue the activity.
3. Sing.(7’) CD 2- Track 35
Have students look at the lyrics.
Read the lyrics as a whole class.
Play audio and have students listen.
Play audio again and have students listen and sing along.
4. Listen and clap. (5’) CD 2- Track 36
Demonstrate the activity.
Have students stand up.
Have students clap when they hear the letter sound.
Optional activities
* Option 1: Letter chain
Place letter cards from a to l on the board.
Ask one student to say the first letter.
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.
* Option 2: Clap, jump or hop
Have students stand up and clap when they hear the letter sound k, jump when they hear the letter sound l, hop whethey hear the others.
Wrap-up
* Option 1: Erase the sound
Write the alphabet from a to l on the board.
Have one student come to the board.
Say a sound of a letter and have him/her erase it.
Continue with the others.
* Option 2: Phonics posters
Divide the class into groups of five.
Hand out sheets of paper and colored pencils.
Children choose the “k”, “l” 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.
Put the phonics posters around the classroom.
3. Application (3’)
- Ask the Ss about the k /l sound they have learn in the lesson and how to say about the sound k/
l.
4. Summary (2’)
- Retell the content of the lesson.
1. Listen and repeat. Trace
2. Listen and repeat
3. Sing
4. Listen and clap IV. Evaluation
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Week: 23 Period: 46
Date of preparing: 20/02/2022
D a t e o f t e a c h i n g : 2 3 / 0 2 / 2 0 2 2 ( 1 B ) 2 3 / 0 2 / 2 0 2 2 ( 1 C ) 2 4 / 0 2 / 2 0 2 2 (1A)
REVIEW 7,8
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will review saying what numbers they have, asking and answering about numbers how old are you, saying about I want a ( food)
- Vocabulary: review number, food, banana, cookie, sanwich.
- Structures: review How old are you? I want ( banana).
2. Skills.
- Listening, writing and speaking.
3. Core competencies & Personal qualities - Using language to say about abilities.
- 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: Review. Pictures and Letters.
- Put 4 flashcards/pictures (one, two, three, banana,cookie sandwich) on the board.
- Have students look at the flashcards/pictures and call out the letter sounds.
- Have some students go to the board and write the letters under the flashcards/pictures.
* Option 2: Review. Guess, say and act.
- Teacher mouths an animal, e.g. “ one”
- Students guess and say what the number is (e.g. Hung one).
- Have students act out the word.
- Continue the activity with the pictures of other numbers.
2. New lesson (30’) Review 7
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each picture and have students call out the animals they see.
2. While-listening:
- Play audio and have students look at the pictures and animals.
- Demonstrate the activity by pointing at the example.
- Have students listen and circle.
3. Post-listening: Check the answers as a whole class.
4. Post-listening: Point at each picture and have students say "I like cats/...".
5. Post-listening: Have some students demonstrate the activity in front of the class.
B- Play the "Magic finger. (5') 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.
Activity: Draw and say.
- Have students work in pairs, take turns drawing their favorite animal in the air and saying “I like + the name of the animal-s.” to their partners.
- Have some pairs demonstrate the activity in front of the class.
Review 8
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each picture and have students call out the actions they see.
2. While-listening:
- Play audio and have students look at the pictures and activities.
- Demonstrate the activity by pointing at the example.
- Have students listen and circle.
3. Post-listening: Check the answers as a whole class.
4. Post-listening: Point at each picture and have students say "I can run/...".
5. Post-listening: Have some students demonstrate the activity in front of the class.
B - Play "Chain game". (5')
1. Have students look at the example.
2. Divide the class into 2 teams.
3. Have a student stand facing away from the board and stick a flashcard on the board behind him/her.
4. Have the student try to guess the answer without looking at the flashcard.
5. Give that team 1 point if it's a correct guess.
6. Have teams take turns.
Activity: Mime and Say
- Have students work in pairs, one mimes an action and the other guesses and says a sentence.
E.g. Student A mimes ‘swim’ and Student B says ‘I can swim.’
- Have some pairs demonstrate the activity in front of the class.
Wrap-up
* Option 1: Review. What is the missing letter?
- Have students look at the flashcards and call out the words.
- Write them on the board.
- Erase 1 or 2 letters of each word.
- Have a student go to the board.
- Have that student look at a flashcard, call out the word and write the missing letters.
- Repeat the activity with other students.
* Option 2: Review. Play the game “Listen and point”.
- Write the vocabulary + structures in different areas on the board.
- Teacher says a word or a sentence (written on the board)
- Students use their fingers to point at the word or the sentence on the board and say it loudly.
- Ask the Ss about the food they have learn in the lesson ad how to say about the food in the thing.
3. Summary (2’)
- Retell the content of the lesson.
A- Listen and circle (A or B).
B. Play the "Magic finger.
A- Listen and circle (A or B)
B - Play "Chain game"
IV. Evaluation
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Lớp 2 Week: 23 Period: 45
Date of preparing: 18/02/2022
D a t e o f t e a c h i n g : 2 1 / 0 2 / 2 0 2 2
(2C) 2 3 / 0 2 / 2 0 2 2 (2B)
Unit 8. TRANSPORTATION Lesson 2 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to: Identify the letter “Y” and correctly pronounce the sound of its - “/j/” in the following words
- Vocabulary: Yy, yo-yo, yogurt.
- Structures:
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.
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’)
Alphabet Wave
- Divide the a-z flashcards among all your students.
- Put students in a line and play the ABC song. As it plays each student must hold up their corresponding alphabet flashcard.
"Guess the word" game
- Divide the class into four teams.
- Write a word on the board with several or all letters missing. (E.g. _ _ x – fox) - Have each team take turns calling out a letter.
- Add the missing letters to the word if correctly guessed.
- Give that team one point if it’s a correct guess.
- Continue until the students guess the word correctly.
- The team that gets the most points wins.
2. New lesson (30’)
2.5. Listen and repeat. Trace. (CD2 - Track 36) (8’) - Play audio. Have students listen and repeat.
- Demonstrate tracing the letters with your finger.
- Have students work in pairs, stand face to face and trace the letters with their fingers.
- Have some students demonstrate the activity in front of the class.
2.6. Listen and repeat. Write. (CD2 - Track 37) (7’) - Have students look at the pictures.
- Demonstrate the activity.
- Play audio. Have students point to the letter as they hear it.
- Play audio again. Have students listen and repeat.
- Have students trace and write the letters.
- Have some students demonstrate the activity in front of the class.
2.7. Sing. (CD2 - Track 38) (5’) - Play audio and have students listen.
- Have students look at the lyrics.
- Read the lyrics and do actions following them.
- Play audio and have students listen, sing along, and do the actions.
- Divide the class into four groups.
- Have each group make a new verse with the word "yogurt" and sing along the same melody as the first one.
Have each group sing their song in front of the class.
2.8. Listen and clap. (CD2 - Track 39) (5’) - Demonstrate the activity.
- Have students stand up.
- Have students clap when they hear the letter sound.
Jump
- Divide the class into four teams.
- Have one student from each team stand a distance from the board.
- Draw two big circles on the floor. Each circle has a letter (Xx, Yy) - Call out one word (E.g. box).
- The students try to jump into the circle with the corresponding letter then say “/ks/ box”.
- The winner is the student who jumps into the correct letter circle first.
Workbook page 53 (5’)
C. Listen and number. (WB 30)
- Have students identify the pictures of part C.
- Guide them how to do the text.
- Play audio. Have students listen and write the number in each box.
- Play audio again. Have students listen and check.
- Check understanding and correct mistake as a whole class.
D. Look and write.
- Have students look at the pictures and try to complete the words.
- Check understanding as a whole class and give the correct answers to the students.
Wrap up Option 1
“Chalkboard Fun” game
- Divide the class into four teams.
- Each student takes out a small chalkboard, rag and a piece of chalk.
- Prepare some flashcards or pictures and sticks them on the board.
- Say a word or a letter then give the students fifteen seconds to write down.
- When the time is up, all the students hold up the chalkboards.
- Give the team which has all the correct answers one point.
- The team that gets the most points wins.
Option 2:
Patty Cake
- Divide the class into pairs.
- Have students sit facing each other.
- The teacher says a word. (E.g. yogurt)
- The students slap their knees once, clap their hands once, and then clap their partner’s hands once as they both say “/y/ /y/ yogurt”.
- Continue doing the action for each of the two letters and words.
3. Summary (2’)
- Retell the content of the lesson.
5. Listen and repeat. Trace
6. Listen and repeat. Write
7. Sing
8. Listen and clap IV. Evaluation
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Week: 23 Period: 46
Date of preparing: 21/02/2022
D a t e o f t e a c h i n g : 2 4 / 0 2 / 2 0 2 2
(2C) 2 4 / 0 2 / 2 0 2 2 (2B)
REVIEW 7,8
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to: Review the related vocabulary items and structures to talk about clothes and types of transportations
- Vocabulary: review - Structures: review 2. Skills.
- Listening, writing 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 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’) Option 1: Pointless
- Put children in groups of four and ask them to sit in a circle with the group. Each child has one of the sounds /ks/, /j/. Each child starts with three points.
- The first child says the sound that belongs to one of the other children. This child must then say another child’s sound, and so on.
- If a child does not respond to hearing their sound in two seconds, responds to another child’s sound, says their own sound, or says the sound of the person who called them, they lose a point.
Once a child has lost all three of their points, they are out.
Option 2: Spelling race
- Divide the class into groups and give each student a letter card.
- Say a word. Children race to spell the word, using the letter cards.
- Give one point to each group that spells the word correctly.
Continue until all the words have been used 2. New Lesson (30’)
Review 7
A. Listen and ( √ ) the box. (CD2 - Track 40) (5’)
- Have students look at the pictures and call out the clothes they can see.
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and tick the box.
- Play audio again and check answers as a whole class.
B. Play "Stepping stones" (5’) - Divide the class into pairs.
- Have Student A start at A and say the first sentence.
- Have Student B start at B and say the first sentence.
- Have students take turns saying the sentences as they go all the way around
"Flashcard walk" game
- Divide the class into four teams.
- Place several flashcards on the classroom floor.
- Have students from each team come up the front.
- Play some music and have the students walk around the flashcards.
- Stop the music and say a sentence.
- Have the students pick up the corresponding flashcard and repeat a sentence.
- The first student who pick the correct flashcard and repeat correctly gets one point for his/her team.
- The team that gets the most points wins.
Workbook page 54 (5’)
A. Look, read, and tick ( √ ) the box.
- Have students look at the pictures, read the words and tick the correct boxes.
- Check answers as a whole class.
B. Listen and circle. (WB 31)
- Have students look at exercise B, look at the item of clothes and guess the answers could be.
- Play audio. Have students listen and circle the correct pictures of clothes.
- Have students listen again and check the answers.
- Check understanding as a whole class and give the correct answers to the students.
C. Look and write.
- S e t u p t i m e l i m i t b y 1 m i n u t e t i m e r b o m b ( s o u r c e : https://www.youtube.com/watch?v=vwqQPeeVM1s).
- Have students start reading and writing the missing words. When the time ends by explosion students stop doing their exercises.
- Have students change their workbooks together.
- Check understanding as a whole class.
Review 8
A. Listen and circle (A or B). (CD2 - Track 41) (5’)
- Have students look at the pictures and call out the types of transportation they can see.
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and circle A or B.
- Play audio again and check answers as a whole class.
B. Play "Guess the picture"(5’) - 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 the answer without looking at the flashcard.
- Have someone from the same team answer with "Yes, I can." or "No, I can't."
- Give that team one point if it's a correct guess.
- Have teams take turns.
“Musical chairs” game
- Prepare some pictures/flashcards on the board.
- Have students sit on their seats.
- Play music and ask them to move around.
- Take away two chairs and suddenly stop music.
- Have students sit on any chairs.
- The two students who have no chairs to sit on will ask questions and answer.
E.g.
Student A points at one picture and asks: Can you see a (plane)?
Student B: Yes, I can.
- Swap roles and continue the game in the same way.
Workbook - page 55 (5’)
D. Listen and put a tick ( √ ) or a ( x ). (WB 32)
- Have students identify all pictures and guess the answers could be.
- Play audio. Have students listen and put a tick or a cross.
- Play audio again. Have students listen again and check their answers.
- Check understanding and give the correct answers as a whole class.
E. Look and write.
- Explain the activity.
- S e t u p t i m e l i m i t b y 1 m i n u t e t i m e r b o m b ( s o u r c e : https://www.youtube.com/watch?v=vwqQPeeVM1s).
- Have students start reading and trying to complete the questions and answers. 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
"Guessing" game
- Divide the class into two teams.
- Prepare some different pictures (each picture has different kinds of transportation) and put them on the board.
- Have one student from each team come to the board respectively. One student chooses a picture and tells the teacher but do not let his/her partner knows. Then the other student asks questions to guess what the picture is. (E.g. Can you see a (bike)?)
- If his/her friend finds the correct picture, he/she will get one point for his/her team.
- The team that gets the most points wins.
Option 2
“Rock Paper Scissors” game - Divide the class into four teams.
- Prepare some different pictures.
- Have four students from the four teams come to the board.
- The teacher says "1... 2.... 3" and the students have to put their hands in front in the form of paper or scissors or the rock. (Scissors cut the paper, paper covers the rock and rock break the scissors.)
- The winner will choose a picture on the board.
- The teacher will ask one question about the chosen picture. (E.g. Can you see a (plane)?) - If he/she answers correctly, he/she will get one point for his/her team.
3. Summary (2’)
- Retell the content of the lesson.
A. Listen and ( √ ) the box
B. Play "Stepping stones"
A. Listen and circle (A or B)
B. Play "Guess the picture"
IV. Evaluation
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Lớp 3
Week: 23 Period: 89
Date of preparing: 18/02/2022
D a t e o f t e a c h i n g : 2 1 / 0 2 / 2 0 2 2
(3A) 2 1 / 0 2 / 2 0 2 2 (3C) 21/02/2022 (3B)
UNIT 15. DO YOU HAVE ANY TOYS?
Lesson 3 (1,2,3)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the sounds of the letters pl and sh in the words: plane and ship respectively.
- Listen and fill the gapped sentences with the words plane and ship.
- Say the chant: Do you have a doll?
- Sentences patterns: revision - Vocabulary: revision
2. Skills:
- Listening and speaking.
3. Core competencies & Personal qualities - Keep their toys tidy
- Love their toys - Co-operation
- Using language to ask and answer questions about toys.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. PROCEDURES
Teacher’s and Students’ activities Contents
1.Warm up. (5’)
- Sing a song “ Linda has a little doll”
2. New lesson (30’)
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..
3. 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: 23 Period: 90
Date of preparing: 18/02/2022
D a t e o f t e a c h i n g : 2 1 / 0 2 / 2 0 2 2
(3C) 2 1 / 0 2 / 2 0 2 2 (3A) 23/02/2022 (3B)
UNIT 15. DO YOU HAVE ANY TOYS?
Lesson 3 (4,5,6)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Practise talking about toys.
- Read and complete the paragraph, using the words provided.
- Read and write about themselves, using the questions and the guiding sentences.
- Make a paper toy.
- Sentences patterns: revision - Vocabulary: revision
2. Skills:
- Reading and writing.
3. Core competencies & Personal qualities - Keep their toys tidy
- Love their toys - Co-operation
- Using language to ask and answer questions about toys.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. PROCEDURES
Teacher’s and Students’ activities Contents
1. Warm up (5’)
- Sing a song “ Linda has a little doll”
2. New lesson (30’)
Activity 4. Read and complete (10’) - Have Ss open their book page 34.
- Tell Ss that they are going look at the picture and complete the text.
- Guide ss to do the task.
- Read and do the task individually.
- Monitor the activity.
- Have Ss trade their answer in pair for correction.
- Call on some Ss to report their answers.
- Listen and give comments.
- Give correct answers:
1. toys 2.orange 3.two 4.ship 5. Green - Have the whole class read each sentence in chorus.
Activity 5. Write about you (10’)
- Tell ss that this is a personalized activity in which ss write their answers, using real facts.
- Give a few seconds for ss to read the text in silence.
- Call a student to do the first question as an example.
- Give ss time to do the task.
- Go around offering help, if necessary.
- Check answers.
Activity 6. Play game (10’)
- Tell ss that they are going to make a paper toy that they like, for example, a ship, or a plane or a bird.
- Ask ss to give a presentation of their work to the class.
3. Summary. (2’)
Consolidate the content of the lesson
4.Read and complete
5. Write about you.
6. Play game
IV. Evaluation
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Week: 23 Period: 91
Date of preparing: 19/02/2022
D a t e o f t e a c h i n g : 2 2 / 0 2 / 2 0 2 2 ( 3 A ) 2 4 / 0 2 / 2 0 2 2 ( 3 B ) 2 4 / 0 2 / 2 0 2 2 (3C)
REVIEW 3
SHORT STORY. CAT AND MOUSE 3
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- 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.
- Vocabulary: review - Grammar: review
- Listen and tick the correct pictures, and/ or listen and number the pictures. (If time is restrained, choose either Listen and tick or Listen and number.)
- Read and fill a gapped paragraph, using the words provided.
- Read and match the questions with the answers.
- Look at the pictures and answer the questions.
- Get the idea of the story.
- Read the short story, and put the lines in the correct bubbles. Then listen and check.
- Read and correct the answers to the questions about the story.
- Unscramble the words from the conversation.
- Read and complete the conversation between Miu and Mimi.
2. Skills:
- Listening, writing, reading and speaking.
3. Core competencies & Personal qualities
- Be confident in communicating with friends/ teachers.
- Love people, hometown and country.
- Co-operation (ready to help friends in pair work/ group work).
- Self-study (can perform individual tasks and solve problems by themselves).
- Use language to do listening, reading, writing and speaking tasks.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
IV. PROCEDURES
Teacher’s and Stdents’ activities Contents
1. 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.
Review 3
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 (5’)
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
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation.
Short story. Cat and mouse 3
Activity 1. Read the story. Put these lines in the correct bubbles. Then listen and……. (10’) - Ask 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 (5’)
-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.
3. Summary. (2’)
- Ask Ss read the story at home.
1. Listen and tick
2. Listen and number
3. Read and complete
2. Listen and number
2. Correct the answers Answer:
1. No, he has two sister. 2. No, he has a brother.
3. No, he is Jack.
4. There are eight rooms.
IV. Evaluation
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Week: 23 Period: 92
Date of preparing: 20/02/2022
D a t e o f t e a c h i n g : 2 3 / 0 2 / 2 0 2 2
(3A) 2 4 / 0 2 / 2 0 2 2 (3B) 25/02/2022 (3C)
THE MID-SECOND TERM TEST
I. OBJECTIVES 1. Knowledge:
- By the end of this lesson, students will be able to pracice all the knowledge they have learn unit 1 from 5.
2. Skills:
- Listening, writing, reading and speaking.
3. Core competencies & Personal qualities - Educate Ss to be friendly with friends.
II. TEACHING AIDS
1. Teacher’s preparation: Teachers’ book, paper test, laptop, CD, speaker.
2. Student’s preparation: Pens.
IV. PROCEDURES Test 40 miniutes.
I. LISTENING PART
1. Listen and number. There is one example. (1pt)
0
A. [Description: Description: Description: BAI1]
B. [Description: Description: Description: BÀI 1 M1]
C. [Description: Description: Description: BÀI 1 M4]
D. [Description: Description: Description: BÀI 1 M1-MAI]
E.
[Description: Description: Description: bai 1m2]
PART 2.Listen and tick. There is one example (1pt)
0.A
[Description: Description: Description: fds]
B.
[Description: Description: Description: hop but]
1.A
[Description: Description: Description: bai2m2]
B.
[Description: Description: Description: bai 2m2]
2.A
[Description: Description: Description: bai 2 m2-1]
B.
[Description: Description: Description: bai 2 m2-2]
3.A
[Description: Description: Description: pen]
B.
[Description: Description: Description: pens]
4.A
[Description: Description: Description: bai 2 m4-2]
B.
[Description: Description: Description: bai 2 m4-1]
[Description: Description: Description: IMG_3534]
I’m Nam.
How do you spell Nam?
N-A-M
1 PART 3. Listen and write T (true) or F ( False). (1pt) Example 1.
I’m Linda.
How do you spell Linda?
L-I-N-D-A T
0
Hi, I’m Nam.
Hello, Nam. I’m Tom.
How do you spell your name?
T-O-M
2 [Description: Description: Description: IMG_3557]
Hello. I’m Mai Hi, Mai. I’m Nam.
3 [Description: Description: Description: IMG_3521]
Who’s that?
It’s Tony.
Is he new?
Yeah!
4 [Description: Description: Description: IMG_3882]
PART 4. Listen and complete. (1 pt). There is one example Example: 0. - How are you?
- I'm fine, thanks.
A: What's your name?
B: My name is (1) _______________.
A: How do you spell your name?
B: (2) ______________________.
A: Is this your (3)_________________?
B: Yes, it is.
A: That’s Peter. And that’s Tony.
Are they your friend?
B: (4) I _______________________.
PART II. READING
PART 1. Look and read. Put a tick (ü) or a cross (X) in the box as examples (1pt).
X ü
[Description: Description: Description: IMG0029A]
[Description: Description: Description: IMG0030A]
1. This is Miss Hien. 2. This is Peter.
[Description: Description: Description: IMG0032A]
[Description: Description: Description: IMG0034A]
3. The girl is Mai. 4. The boy is Nam.
[Description: Description: Description: IMG0031A]
[Description: Description: Description: IMG_3522]
5. This is my friend, Tony. 6. Good bye, Nga.
PART 2. Read and write Yes or No in the box as examples (1pt) No
[Description: Description: Description: Cartoon-Girl-Boy-1555047]
0. Is he Nam?
Yes
Is she Linda?
[Description: Description: Description: Eternal_pen]
1.Is this a pen?
2. Is this a classroom?
[Description: Description: Description: 3-992]
3. Is this Kim Dong Primary school?
[Description: Description: Description: Description: MC900060335[1]]
4. Is this a computer room?
III. WRITING
PART 1. Read and write the missing letters to complete the words. (1pt) [Description: Description: Description: index]
Example: This is a c a t .
[Description: Description: Description: IMG_3540]
[Description: Description: Description: IMG_3538]
1. H e l l o, I’m Mai. 2. How do you spell Tony? T-O-N-Y
[Description: Description: Description: IMG_3539]
[Description: Description: Description: IMG_3590]
3. Good b y e , Linda. 4. How a r e you? I’m fine, thanks.
PART 2. Reorder the words.( Sắp xếp từ thành câu hoàn chỉnh). (1pt) 1. is / name /What / your / ?
>What’s is youe name?
2. Peter / is / name / My /.
>………..
3. thanks / am / fine / I / .
>………
4. friend / is / This / my/ .
………
5. spell / you / name / How / your / do/ ?
>………
- The end -
Thứ 2, ngày 21/02/2022
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