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GIÁO ÁN TIỂU HỌC

TÊN BÀI: UNIT 1: FAMILY LESSON 3 (P1)

Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ

Tiết : 7

Ngày soạn : 26/09/2021 Ngày giảng : 27/09/2021 Ngày duyệt : 04/10/2021

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UNIT 1: FAMILY LESSON 3 (P1)

I. MỤC ĐÍCH, YÊU CẦU

1. Kiến thức Lớp 1 Week: 04 Period: 07

Date of preparing: 24/09/2021

D a t e o f t e a c h i n g : 2 7 / 0 9 / 2 0 2 1

(1A)             2 8 / 0 9 / 2 0 2 1 ( 1 B )           2 8 / 0 9 / 2 0 2 1 (1C)      

 

Unit 1: FAMILY Lesson 3 (P1)  

I. OBJECTIVES.

1. Knowledge: By the end of this lesson, students will be able to introduce family members.

- Language focus:  + This is my ( brother)       + Nice to meet you       +  Nice to meet you too.

- Vocabulary: brother, sister.

2. Skills.

- Listening and speaking

3. Core competencies & Personal qualities - Using language to say about family members.

- 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 : Review. Jump.

Call out a letter sound or a word with that letter.

Have students stand up and jump if they hear the ‘b’ sound.

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2. Presentation (30’)

A- Listen and point. Repeat. (10’) CD1-Track 20:

Have students listen to each new word.

Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.

Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books.

Play audio again and have students listen, repeat several times.

Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed.

Have students work in pairs, one points at the picture in the book and the other says the wordTPR practice step 1: say the word and make the gesture/ sound all together according to the word

TPR practice step 2: do the actions and students say the word accordingly

TPR practice step 3: have students work in pairs, 1 would do the action, the other say the word Activities: (optional)

* Option 1: Play the “GUESS” game.

Arrange the flashcards on the board.

Write a number under each flashcard.

Have students look at the flashcards for the count of ten.

Turn the flashcards over to face the board when the students are not looking.

Call out a number and have students take turns guessing the face down card.

Turn the card over after each guess.

* Option 2: Play the game ‘Pass the flashcard & Name it’

- Give the first student a flashcard and play a song.

- Students have to pass the flashcard.

- When the music stops, the student with the flashcard has to say the word out loud.

- Repeat the activity with other flashcards.

B. Listen and point. (8’)

1. Pre- listening: Introduce the situation, point at each person in the picture and have students call out the words “father, mother, brother, sister”.

2. While- listening: Play audio and have students look at the picture.Demonstrate the activity by pointing at "father", "mother", "sister", "brother" in the picture.

3.Post- listening: Point at each picture and have students call out the words again “This is my father/ mother/ brother/….”

C. Play “Board race”. (7’)

1. Have students look at the example.

2. Divide the class into teams and have one student from each

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team stand a distance from the board.

3. Stick two flashcards on the board and then say one of them.

4. Have the students race to the board, touch that flashcard, and say the correct sentence.

5. The first student to touch the flashcard and say the sentence gets a point for their team.

6. Continue with other students.

Wrap-up (5’)

* Option 1: Review. Play the game “Whispering and Writing”.

Have students make 2 lines.

Teacher whispers a word to 2 students at the back of the lines. These students whisper that word to the other 2 students. They do the same and the word is whispered to the 2 students at the front of the lines.

The 2 ss at the front of the lines write the words on the board.

* Option 2: Review. Jump to say yes.

- Ask the children to stand by their desks.

- Hold up a flashcard from the vocabulary set (father, mother, brother, sister) and say a word.

- If the word is the same as the flashcard, they jump. If it isn’t, they stand still.

- Alternatively, ask children to put their hands up if the word and the flashcard are the same.

4. Application (3’)

- Say about family members.

5. Summary (2’)

- Retell the content of the lesson.

       

A- Listen and point. Repeat.

                     

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B. Listen and point.

           

C. Play “Board race”.

   

Week: 04 Period: 08

Date of preparing: 26/09/2021

D a t e o f t e a c h i n g : 2 9 / 0 9 / 2 0 2 1

(1B)             2 9 / 0 9 / 2 0 2 1 ( 1 C )           3 0 / 0 9 / 2 0 2 1 (1A)      

 

Unit 1: FAMILY Lesson 3 (P2)  

I. OBJECTIVES.

1. Knowledge: By the end of this lesson, students will be able to introduce family members and meet someone politely.

- Language focus:  + This is my ( brother)       + Nice to meet you       +  Nice to meet you too.

- Vocabulary: brother, sister.

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2. Skills.

- Listening and speaking

3. Core competencies & Personal qualities - Using language to say about family members.

- 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 & Review

* 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.

- Show a flashcard and have that student call out the word and say the missing letter(s).

- Repeat the activity with other students.

* Option 2: Review. True or False Line.

- Draw a line on the floor.

- On one side of the line write True and on the other side False.

- Have students stand on the line when the teacher holds up a card and says a word. E.g. brother .They then stand on the true or false side of the line. If they make a mistake they come back to their seat.

2. New lesson (30’)

D- 1. Listen to the story. (10’)

1. Pre-listening: Have students look at the picture. Point to each person in the pictures and have students call out the people they see.

2. While-listening:

- Play audio and have students look at the picture and people.

- Demonstrate the activity by pointing at the speech bubbles.

- Have students listen, point and read.

3. Post-listening: Point at each person in the picture and have students say "Hello Vinh/ Bobby/

Ms. Betty/...".

2. Listen and repeat. (5')

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.

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3. Have students practice the useful language.

4. Have some students demonstrate the activity in front of the class.

E - Role-play: (5')

1. Divide the class into pairs.

2. Have pairs practice the conversations and swap roles.

3. Have some pairs demonstrate the activity in front of the class.

Practice: (5’) (optional) Greeting

- Have students go around, say hello to 3 friends, introduce their names and say “Nice to meet you”.

- Have some students demonstrate the activity in front of the class.

Wrap-up (5’)

* Option 1: Review. Family fingers.

- Have students draw various faces on their fingers, then work in pairs.

- Take turns introducing their family members.

E.g. This is my father.

This is my brother.

* Option 2: Review. Singing.

- Have students listen and sing the song of lesson 1 - part C and add more lyrics to the song “This is my brother. This is my sister.”

3. Summary ( 1)

- Ask the Ss say about introduce family members.

                       

D- 1. Listen to the story  

   

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2. Listen and repeat.

     

E - Role-play  

                        Lớp 2 Week: 04 Period: 07

Date of preparing: 24/09/2021

D a t e o f t e a c h i n g : 2 7 / 0 9 / 2 0 2 1

(2B)             2 8 / 0 9 / 2 0 2 1 ( 2 A )           2 9 / 0 9 / 2 0 2 1 (2C)      

 

Unit 1. FEELINGS Lesson 2 (E, F, G, H)  

I. OBJECTIVES.

1. Knowledge: By the end of this lesson, students will be able to gain the following:  recognize the sounds - /ɒ/ in words and produce them individually

- Vocabulary: octopus, orange - Structures: This is an...

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2. Skills.

- Listening, reading, writing and speaking.

3. Core competencies & Personal qualities

- Building up interests and good habits in learning English

- Building up awareness of taking care of others in their family or community - Being collaborative and supportive in teamwork

- Building up responsive and independent-working characteristics to be a life-long learner 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’)

 "What is missing?" game - Divide the class into teams.

- Place some flashcards on the board (nut, nose and some flashcards of previous letters).

- Have students from the teams close their eyes.

- Remove one of the pictures.

- Students have to remember and say the missing pictures.

- Give the first team to guess correctly one point.

The team that gets the most points wins.

2. Presentation (30’)

E. Listen and repeat. Trace. (5’)       - Play audio. Have students listen and repeat.

- Demonstrate tracing the letters with your finger.

- Have students trace the letters with their fingers.

- Have students work in pairs, one traces the letter and one guesses - Have some students demonstrate the activity in front of the class.

F. Listen and repeat. Write. (10’) - 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.

G. Sing. (5’)

- Play audio and have students listen.

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- 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.

- Have students make a new verse with the word "orange" and sing along the same melody as the first one.

H. Listen and hop. (5’) - Demonstrate the activity.

- Have students stand up.

- Have students hop when they hear the letter sound.

Workbook - page 10 and 11 (5’)

- Have students open their workbooks (page 10 and 11) and choose part C (page 11) to do first.

- Play audio and have students listen and write the number into the box.

- Have students look at part A,B and D of page 10 and 11.

- Set up time limit by 3 minutes timer bomb

- Have students start reading and doing all parts A, B, D. When the time ends by explosion students stop doing their exercises.

- Have students change their workbooks together.

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

Wrap up

 “Hot Potato” game 

- Write up a letter of the alphabet on the blackboard. (E.g. “N”) - Get a soft ball and throw it to a student.

- He/ She must say a word beginning with that letter (E.g. nut) and then throw the ball back to the teacher, or to another student.

4. Application (3’)

- Say the sounds - /ɒ/ in words 5. Summary (2’)

- Retell the content of the lesson.

                   

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E. Listen and repeat. Trace.

           

F. Listen and repeat. Write.

           

G. Sing.

             

H. Listen and hop.

Week: 04 Period: 08

Date of preparing: 26/09/2021

D a t e o f t e a c h i n g : 2 9 / 0 9 / 2 0 2 1

(2B)             3 0 / 0 9 / 2 0 2 1 ( 2 C )           3 0 / 0 9 / 2 0 2 1 (2A)      

          

Unit 1. FEELINGS Lesson 3 (A, B, C, D)  

I. OBJECTIVES.

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1. Knowledge: By the end of this lesson, students will be able to gain the following:

- Vocabulary: scared, bored, hungry, thirsty - Structures: (Minh)'s (thirsty).

2. Skills.

- Listening and speaking.

3. Core competencies & Personal qualities

- Building up interests and good habits in learning English

- Building up awareness of taking care of others in their family or community - Being collaborative and supportive in teamwork

- Building up responsive and independent-working characteristics to be a life-long learner 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’)

“Who is faster?” game

- Divide the class into groups.

- Arrange the flashcards on the board. (nut, nose, orange, octopus) - Invite a student from each group to go to the board.

Teacher says a word and the students run to tap the right card.

2. Presentation (30’)

A. Listen and point. Repeat. (10’)        - Use some pictures to introduce the feelings.

- Have students listen to each new word.

- Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.

- Arrange the flashcards on the board, play audio, and point to each flashcard.

- Play audio again and have students point to the numbers in their books.

- Play audio again and have students listen and repeat.

- Play audio again and have students listen and repeat several times.

- Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

- Have students work in pairs, one of them points to the picture in the book and the other says the word.

* “Seven lives” game

- Draw or stick seven bodies outlines on the board.

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- Choose a word. Draw one line on the board for each letter in a word, for example: _ _ _ _ _ _ (hungry).

- Have students put up their hands to say a letter, if the letter is in the word, teacher writes it on the line. If the letter is not in the word, the teacher removes one of the bodies from the board.

- When students complete the word or lose all seven lives the game finishes.

B. 1. Listen and point. (3’)

- Have students call out the people they can see.

- Have students listen and follow.

- Play audio and demonstrate pointing.

- Play audio. Have students listen and point.

2. Listen and repeat. (5’)

- Have students look at the useful language box.

- Play audio. Have students listen to the useful language.

- Have students practice the useful language.

C. Play the "Pretend" game. (7’) - Have students look at the example.

- Have one student come to the front of the class.

- Have that student show an emotion silently.

- Have the other students try to guess the emotion.

- Have students swap roles and repeat.

Workbook – page 12 (5’)

- Have students open their books -page 12 and have them look at the exercises of part A and B carefully.

- Set up time limit by 2 minutes timer bomb

- Have students start reading and doing all parts A and B. When the time ends by explosion students stop doing their exercises.

- Have students change their workbooks together.

- Check understanding as a whole class and give the correct answers. Then the teacher gives stamps or stickers to the whole class. 

Wrap up

"Pass the card" game

- Divide the class into teams.

- Have students from each team stand in a line.

- Give the first student of each team a card (scared, bored, hungry, thirsty) and say "Go."

- The students say the corresponding words and pass the cards over their heads to the ones behind them.

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- Have teams continue the game until their card reaches the last person.

- The last student in each line races to hand their card to the teacher and says the word.

- Give the first team to name their card correctly one point.

- The team that gets the most points wins.

4. Application (3’)

- Talk about how other people feel 5. Summary (2’)

- Retell the content of the lesson.

                 

A. Listen and point. Repeat.

                                       

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B. 1. Listen and point.

     

2. Listen and repeat.

   

C. Play the "Pretend" game  

                Lớp 3 Week: 04 Period: 13

Date of preparing: 24/09/2021

D a t e o f t e a c h i n g : 2 7 / 0 9 / 2 0 2 1

(3A)             2 7 / 0 9 / 2 0 2 1 ( 3 B )           2 7 / 0 9 / 2 0 2 1 (3C)      

 

       

UNIT 2. WHAT’S YOUR NAME ? Lesson 3 (4, 5, 6)

 

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I. OBJECTIVES.

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

1. Knowledge:

- Ask and answer questions about how to spell one's name.

- Sentence Patterns: How do you spell your name? − (N A M).

- Vocabulary: the alphabet, how, do you, and spell   2. Skills.

- Listening and speaking.

3. Core competencies & Personal qualities

- Ss know ask and answer questions about how to spell one's name.

- Practice with their friends.

II. TEACHING AIDS

1. Teacher’s: Lesson plan, books, flashcards or  pictures, CDs and computer.

2. Students’: Books, notebooks, workbooks.

IV. PROCEDURE

Teacher and Students’ activities Contents

1.Warm up(5’)

Read the chant again in groups 2. New lesson ( 30’)

Activity 4. Read and match. (10’) a.  Pre- reading.

Sslook at the sentences on the right/ left of their hands to answer some questions.

How many sentences are there?

How many questions are there?

Call  some student s to read sentences.

b. While-reading.

Ss read and match the sentences on the left with the sentences on the right.

Ss compare with the partner Ss give their answers.

T corrects c. Post reading.

Ss work in pair to read the sentences again Activity 5. Read and complete(12’)

a.  Pre- reading.

T asks Ss some questions.

How many dialogues are there?

Call a students read the sentences in the dialogues.

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Ss look at the yellow box.

T asks: How many words are there?

Ask a student to read words in the yellow box.

b. While- reading.

Ss read the words in the box  to find the correct words  in order to complete  the dialogues.

Ss compare with the partner Ss give their answers.

c. Post readting.

Ss read the dialogues again.

Activity 6. Project (5’)

Ss look at the pictures and answer T’s questions Who are they?

What are they talking about?

Ss read words in the speech bubbles.

Ss interview their classmates.

Ss act out in front of the class.

T corrects the pronunciation

* Play game:  Walk and talk T guides Ss how to play game.

3. Summary. (2’)

- Consolidate the content of the lesson 4. Read and match.

                    1.b 2.d 3.a 4.c    

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5. Read and complete  

            1.My 2.Hi 3.How 4.What’s 5.Name’s  

 

6. Project.

IV. Evaluation

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...

...

       

Week: 04 Period: 14

Date of preparing: 24/09/2021

D a t e o f t e a c h i n g : 2 7 / 0 9 / 2 0 2 1

(3C)             2 9 / 0 9 / 2 0 2 1 ( 3 B )           3 0 / 0 9 / 2 0 2 1 (3C)      

 

        UNIT 3. THIS IS TONY Lesson 1 (1,2,3)

 

I. OBJECTIVES

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

1. Knowledge:

- Introduce someone and respond to the introduction. 

- Sentence Patterns: This is ___.  −  Hello, ___. Nice to meet you. 

- Vocabulary: Tony, Linda, Peter, Quan, this is, nice to meet you  2. Skills:

- Develop Ss listening and speaking

3. Core competencies & Personal qualities - Ss using language to introduce someone.

- Active participate in groups, ready to help their friends.

II. TEACHING AIDS

1. Teacher’s: Lesson plan, books, smart class.

2. Students’: Books, notebooks, workbooks.

IV. PROCEDURE

Teacher and Students’ activities Contents

1.Warm up(5’)

* Play game:  Interview

T guides Ss how to play game.

2. Presentation ( 30’)

2.1.Look, Listen and repeat. (7') a. Set the scene.

Ss look at the pictures and answer the questions.

Who are they?

What are they doing?

Where are they ? b. The dialogue

Ss listen to the recording in the speech bubbles

Play the recording again for Ss to repeat the lines in the speech bubbles.

Divide the class into groups.

2. 2. Point and say (15') teaching vocab

T suggests and uses pictures to teach vocab.

+ checking the vocab: Slap the board.

T guides Ss how to play Model sentences:

This is Tony.

Hello, Tony. Nice to meet you.

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T suggests and Ss give the model sentences.

T asks to read in chorus- individual T writes on the board.

T checks the model sentences:  intonation, using Practice.

-picture cue This is Tony.

Hello, Tony. Nice to meet you T runs through the cues.

T models the first cue.

T- Whole class.

Half-half.

Open pairs- close pairs 2. 3. Let’s talk (6’')

Ask students to look at the pictures in the book. Ask them to identify the characters in the pictures.

Ask Ss work in groups . Using the names in the book to introduce someone.

Call some groups to act out T corrects their pronunciation

Have some Ss make a dialogue with their true names.

4. Application (5’) 5. Summary(2’)

- Ask Ss to focus on the  model sentence once again.

- Retell the content of the lesson.

       

1.Look, Listen and repeat  

             

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2. Point and say.

a. vocab This    

b. Model sentences:

This is Tony.

Hello, Tony. Nice to meet you.

     

c. Practice.

               

3. Let’s talk.

IV. Evaluation

...

...

...

       

Week: 04 Period: 15

Date of preparing: 27/09/2021

D a t e o f t e a c h i n g : 3 0 / 0 9 / 2 0 2 1

(3C)             3 0 / 0 9 / 2 0 2 1 ( 3 A )           3 0 / 0 9 / 2 0 2 1 (3B)      

       

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UNIT 3. THIS IS TONY Lesson 1 (4,5,6)

 

I. OBJECTIVES

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

1. Knowledge:

- Introduce someone and respond to the introduction. 

- Listen and tick the correct pictures.

- Read and complete the gapped exchanges, using the pictures. Sing the song: How are you?

- Sentence Patterns: Revision - Vocabulary: Revision II. TEACHING AIDS

1. Teacher’s: Lesson plan, books, smart class. Computer.

2. Students’: Books, notebooks, workbooks.

2. Skills.

- Listening, reading and writing.

3. Core competencies & Personal qualities - Ss using knowledge to do exercises.

- Active participate in groups, ready to help their friends.

III . PROCEDURE

Teacher and Students’ activities Contents

1.Warm up(5’)

Ask Ps to introduce someone 2. New lesson

Activity 4- Listen and tick.(10’) a. Pre-listening.

Students read the title.

T runs through the pictures

      How many pictures are there?

What are they talking about?

- Ss are going to listen and tick the pictures they hear.

b. While-listening.

Play the recording (twice). Ss listen and tick.

Ss compare with the partner Call some Ss to give their answers

play the recording sentence by sentence for Ss to check their answers.

c. Post listening.

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-Have some Ss make a dialogue with the true names in the class Activity 5. Look and write. (12’)

a.  Pre- writing.

T asks Ss some questions.

Who are they?

Where are they?

What is his/her name?

What are they talking about?

A student reads sentences and words  below each picture.

b. While-writing.

Ss look at the pictures  to complete the dialogues.

Ss compare with the partner Ss give their answers.

c. Post writing.

Some pairs read the dialogues again.

Activity 6. Let’s sing (5’) - Introduce the song.

Ss read the song.

Whole slass listen to the song and sing each line of the rhythm.

Have class sing the song again Divide the class into  groups

Call on one group to perform the song at the front of the class.

3. Summary. (2’ ) 

-Ask Ss to focus on the  model sentence once again.

- Retell the content of the lesson.

     

4- Listen and tick  

               

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Key: 1.a       2.b  

       

5. Look and write  

Key:

1. This is / hello, Nam 2.This is/ hello, Phong  

                 

6. Let’s sing.

     

IV. Evaluation

...

...

...

   

Week: 04 Period: 16

Date of preparing: 28/09/2021

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

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

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        UNIT 3. THIS IS TONY Lesson 2 (1,2,3)

 

I. OBJECTIVES

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

1. Knowledge:

- Ask and answer questions about someone.

- Sentence Patterns:  Is that ___? − Yes, it is. / No, it isn’t. It’s ___.

- Vocabulary: that, it, not, yes, no   2. Skills.

- Listening and speaking.

3. Core competencies & Personal qualities

- Ss using language to ask and answer questions about someone.

- Active participate in groups, ready to help their friends.

II. TEACHING AIDS

1. Teacher’s: Lesson plan, books, smart class. Computer.

2. Students’: Books, notebooks, workbooks.

III. PROCEDURE

Teacher and Students’ activities Contents

1.Warm up(5’)

- Ask Ps to introduce someone 2. Presentation

2. 1.Look, Listen and repeat. (7') a.Set the scene.

Ss look at the pictures and answer the questions.

Who are they?

What are they doing?

Where are they ? b. The dialogue

Ss listen to the recording in the speech bubbles

Play the recording again for Ss to repeat the lines in the speech bubbles.

Divide the class into groups.

2.2. Point and say (15') a. teaching vocab:

T suggests and uses pictures to teach vocab.

+ checking the vocab: Slap the board.

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T guides Ss how to play b. Model sentences

T suggests and Ss give the model sentences.

T asks to read in chorus- individual T writes on the board.

T checks the model sentences:  intonation, using c. Practice.

-word cue drill

Is that Peter?-Yes, it is.

T runs through the cues.

T models the first cue.

pictures in the book.

T- Whole class.

Half-half.

Open pairs- close pairs

*.Production

+ Use soft ware in the smart class to check Ss understanding:

Using some questions: Choose the best answer:

Is that Tony? Yes, it is.

Is that Linda? Yes, it is.

Is that Mai? Yes, it is.

Is that Nam? No, it isn’t

T guides Ss the way of using soft ware.

2. 3. Let’s talk (5')

-Ss  look at the pictures and identify characters Show picture and give task.

Have Ss work in pairs to ask and answer questions about someone.

Call some pairs to ask and answer before the class.

*Have some Ss ask and answer questions about someone in the class.

4. Application (5’) 5. Summary(2’)

-Ask Ss to focus on the  model sentence once again.

- Retell the content of the lesson.

     

1.Look, Listen and repeat.

 

(27)

               

2. Point and say.

a. Vocab:

that, yes, no  

 

b. Model sentences Is that Tony?

Yes, it is/No, it isn’t  

 

c. Practice  

                               

3. Let’s talk.

 

(28)

       

Play game.

IV. Evaluation

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...

...

 

  Thứ 2, ngày 27/9/2021

       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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