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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 8. FOOD LESSON 1 (P2)
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 43
Ngày soạn : 12/02/2022 Ngày giảng : 14/02/2022 Ngày duyệt : 13/02/2022
UNIT 8. FOOD LESSON 1 (P2)
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1 Week: 22 Period: 43
Date of preparing: 12/02/2022
D a t e o f t e a c h i n g : 1 5 / 0 2 / 2 0 2 2
(1B) 1 5 / 0 2 / 2 0 2 2 (1C) 16/02/2022 (1A)
UNIT 8. FOOD Lesson 1 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will able to say what food they want.
- Vocabulary: banana, cookie, sandwich - Structures: I want a (banana).
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: Whisper
Arrange children into rows of at least six.
Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her.
Children continue whispering the word to the child next to them until the word reaches the final
child.
* Option 2: Guessing game.
Divide the class into small groups.
Show a half of a picture of a banana (cookie /sandwich).
Students in each group try to guess what food in the picture is.
The student who gives a correct answer will get one point.
2. New lesson (30’) D- Point and say (15’)
Have students look at the pictures and identify the food.
Divide the class into pairs.
Have Student A point to the pictures and Student B say, e.g. "I want a cookie." Swap roles and repeat.
Afterwards, have some pairs demonstrate the activity in front of the class.
Optional activities
* Option 1:
Show a flashcard to the class.
Have students practice the structure using the new word.
Repeat with other flashcards. e.g.(Teacher shows flashcard "cookie.") • Class: "I want a cookie."
* Option 2:
Divide the class into pairs.
Have Student A point to the picture and Student B say, e.g. "I want a cookie."
Swap roles and repeat.
Have some pairs demonstrate the activity in front of the class.
E- Play “ Board race” (15’)
Have students look at the example.
Divide the class into four teams and have one student from each team stand a distance from the board.
Stick two flashcards on the board and then say one of them.
Have the students race to the board, touch that flashcard, and say the correct sentence.
The first student to touch the flashcard and say the sentence gets a point for their team.
Stick three flashcards on the board and continue the game with other students.
Extra activity: Hold up your pictures!
Have students draw a banana, a cookie or a sandwich in a piece of paper (size A5)
Play audio ( track 28) and have students sing this song. Ask the children to hold their pictures that match the lyric.
Wrap-up
* Option 1: True or False” Line.
Put a line of tape on the floor and designate one side "True" and the other "False".
Hold up an object or flashcard and say its word ( or a sentence). If students think the word ( a sentence) you have said is the correct word, they jump to the “True” side. And if not, they jump to the “False” side.
Students that jump to the wrong side are out of the game and sit down.
* Option 2: Pass the card Give student a flashcard.
Have students listen to music and pass the flashcard.
Stop music.
Have the student with the flashcard stand up and say ‘I want a (cookie)’.
Change the card and continue the game.
3. Summary (2’)
- Ask the Ss about the food they have learn in the lesson ad how to say about the food in the thing.
D- Point and say
E- Play “ Board race”
IV. Evaluation
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Week: 22 Period: 44
Date of preparing: 13/02/2022
D a t e o f t e a c h i n g : 1 6 / 0 2 / 2 0 2 2
(1B) 1 6 / 0 2 / 2 0 2 2 (1C) 17/02/2022 (1A)
UNIT 8. FOOD Lesson 2 (P1)
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.
- Structures:
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
Play the alphabet song and have students listen.
Play audio again and sing the song.
Put the flashcards on the board for the letters in red (k and l). Point to each flashcard, call out the letter's name, and have students repeat.
* 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”.
2. Presentation (30’)
2.1. Listen and repeat. Trace. (8’) CD 2- Track 29
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.
2.2. Listen and repeat.(8’) CD 2- Track 29
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 some students demonstrate in front of the class.
2.3. Sing. (7’) CD 2- Track 31
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.
2.4. Listen and hop. (7’) CD 2- Track 32
Demonstrate the activity.
Have students stand up.
Have students hop when they hear the letter sound.
Optional activities:
* Option 1: Tracing on backs 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 to the board says the sound. The quickest group with the correct pronunciation wins.
* Option 2: Pair race
Divide the class into two teams, each team has some flashcards of letters k, l and pictures of kick, kite, love, leaf.
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.
Wrap-up
* Option 1: 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.
* Option 2: 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.
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 hop IV. Evaluation
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Lớp 2 Week: 22
Period: 43
Date of preparing: 11/02/2022
D a t e o f t e a c h i n g : 1 4 / 0 2 / 2 0 2 2 ( 2 C ) 16/02/2022 (2B)
Unit 8. TRANSPORTATION Lesson 1 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to: Identify and use the following vocabulary items and grammatical structures to ask and answer about types of transportation.
- Vocabulary: bus, boat, plane, motorbike.
- Structures: Can you see the (motorbike)?
Yes, I can.
Can you see the (bus)?
No, I can't.
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’)
- Sing the song of part C - page 52 (Student’s Book) and do the action.
Option 1:
"Guess the word" game - Divide the class into teams.
- Write a word on the board with several or all letters missing. (p _ _ _ _ - plane) - 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.
Option 2:
"Board race" game
- Divide the class into four teams and have one student from each team stand a distance from the board.
- Stick some flashcards or write some words on the board, and then say one of them.
- Have the students race to the board, touch that flashcard/word, and say the correct word.
- The first student to touch the flashcard and say the word gets a point for their team.
- Continue with other students.
The team that gets the most points wins.
2. New lesson (30’) D. Ask and answer. (15’) Practice (optional).
- Divide the class into two teams.
- Show a flashcard to the class and say “Yes” or “No”.
- Have Team A ask the questions and Team B answer.
- Swap roles and repeat.
E.g.
(Teacher shows a flashcard "motorbike".)
• Teacher: "Yes"
• Team A: "Can you see the motorbike?"
• Team B: "Yes, I can."
Ask, and answer.
- Divide the class into pairs.
- Have Student B look at Student A's picture, Student A asks, and Student B answers.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Answer key
Suggested answer key for Student A Can you see the motorbike?
Yes, I can.
Can you see the car?
No, I can’t.
Can you see the plane?
Yes, I can.
Can you see the boat?
Yes, I can.
Suggested answer key for Student B
Can you see the bus?
No, I can’t.
Can you see the car?
Yes, I can.
Can you see the boat?
Yes, I can.
Can you see the plane?
Yes, I can
E. Play "Guess the picture."(10’) - Have students look at the example.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board behind them.
- Have the student try to guess 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
“Board Scramble” game
- Divide the class into four teams.
- Place flashcards/pictures on the board and give students ten seconds to remember.
-- Swipe the flashcards/pictures over, then, scramble them but slow enough that students can see them.
- Have students from four teams go to the board.
- The teacher chooses one flashcard/picture and asks, “Can you see a (bike)?”
- Each group respectively answers.
- The team which has a correct answer gets one point.
- The team that gets the most points wins.
Workbook page 51 (5’)
C. Listen and put a ( √ ) or a ( x ). (WB 29)
- 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.
D. Look, read, and circle.
- Have students identify the pictures and read the questions and answers.
- Ask students to read the content of picture number 1, then think and circle the correct words.
This is an example.
- Have students do the remains then compare their answers.
- Check understanding as a whole class and give the correct answers to the students.
Wrap up Option 1
“Spin the Bottle” game
- Divide the class into the group of five.
- Have students sit in a circle with a bottle in the middle.
- The teacher gives some pictures to each group.
- One student points at the picture and asks a question (E.g. Can you see a bike?) and spins the bottle.
- When it stops, the student who is pointed to has to answer. Then he/she asks a question and spin the bottle.
- Have students continue the game as the same way.
Option 2
“Pass the balls” game
- Teacher prepares some pictures/flashcards.
- Give two different colored balls to two students, a red ball (ask the question) and a yellow ball (answer the question).
- Have students listen to music and pass the balls.
- Stop music suddenly.
- Have the student with a red ball point at the flashcard/picture and make a question for the student who has yellow ball.
E.g. The student with the red ball will ask “Can you see a (plane)?” The student with the yellow ball will answer his/ her friend’s question.
Continue in the same way.
3. Summary (2’)
- Ask the Ss about types of transportation.
D. Ask and answer
E. Play "Guess the picture IV. Evaluation
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Week: 22 Period: 44
Date of preparing: 14/02/2022
D a t e o f t e a c h i n g : 1 7 / 0 2 / 2 0 2 2
(2B) 1 7 / 0 2 / 2 0 2 2 (2C)
Unit 8. TRANSPORTATION Lesson 2 (P1)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to: Identify the letter “X” and correctly pronounce the sound of its -“/ks/” in the following vocabulary.
- Vocabulary: fox, box.
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 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.
Option 1:
Drawing and talk
- Divide the class into pairs.
- One student draws a picture of transportation on a sheet of paper. Then make question for his/
her partner answer.
E.g.
Student 1: Can you see the (bike)?
Student 2: Yes, I can. / No, I can’t.
Swap roles and repeat.
- Go around the classroom while the students are doing the task to provide any necessary help.
Option 2:
"Lucky number" game
- Divide the class into four teams.
- Divide the team into pairs.
- Have each team stands in two lines.
- Prepare some different pictures and put them on the board.
- Prepare some cards with random points (E.g. 1 / 5 / 10 / 20 points) and put them in a box.
- Have each pair from each team comes to the board respectively.
- One student points at one picture and asks a question. (E.g. Can you see a (bike)?) - Then his/her partner has to answer.
Swap roles.
- If the question and the answer are all correct, they will pick up card from the box and get the corresponding points for their team.
- Continue with the other students.
- The team that gets the most points wins.
2. Presentation (30’)
2.1. Listen and repeat. Trace. (CD2 - Track 32) (8’) - 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.
2.2. Listen and repeat. Write. (CD2 - Track 33) (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.
2.3. Sing. (CD2 - Track 34) (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.
- Have students make a new verse with the word "box" and sing along the same melody as the first one.
2.4. Listen and hop. (CD2 - Track 35) (5’) - Demonstrate the activity.
- Have students stand up.
- Have students hop when they hear the letter sound.
Workbook page 52 (5’) A. Trace the letters.
- Have students look at part A read the instruction.
- S e t u p t i m e l i m i t b y 2 m i n u t e s t i m e r ( s o u r c e : https://www.youtube.com/watch?v=BhY264aEZrQ).
- Have students start doing their exercises. When the time ends by explosion students stop their work.
- Check understanding as a whole class.
B. Say the sounds. Color the correct shapes.
- Have students look at the letters and the corresponding shapes.
- Have students look at the phonics pictures and color the corresponding shapes.
Check understanding as a whole class.
Wrap up Option 1
"Magic finger" game Divide the class into pairs.
Have Student A write a word with their finger on Student B's back.
Have Student B try to guess which word it is.
Have students swap roles and repeat.
Option 2
"Touch" game
Divide the class into four teams.
Have one student from each team stand a distance from the board.
Stick some flashcards on the board.
Then the teacher says a letter or a word. (E.g. Please touch letter “X” three times!) Have the students race to the board, touch that flashcard, and say the correct word.
The first student to touch the flashcard and say the word gets a point for their team.
Continue with other students.
3. Application (3’)
- Ask the Ss about letter “X” and correctly pronounce the sound of its -“/ks/” in the following vocabulary.
4. Summary (2’)
- Retell the content of the lesson.
1. Listen and repeat. Trace
2. Listen and repeat. Write
3. Sing
4. Listen and hop IV. Evaluation
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Lớp 3 Week: 22 Period: 85
Date of preparing: 11/02/2022
D a t e o f t e a c h i n g : 1 4 / 0 2 / 2 0 2 2
(3A) 1 4 / 0 2 / 2 0 2 2 (3C) 14/02/2022 (3B)
UNIT 15. DO YOU HAVE ANY TOYS?
Lesson 1 (1,2,3)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Identify toys.
- Pupils can ask and answer questions about whether the other speaker has a toy.
- Sentences patterns: Do you have a ……..? ̶ Yes, I do. / No, I don’t.
- Vocabulary: a doll, yes / a car, yes / a robot, no / a puzzle, no.
2. Skills:
- Listening and speaking.
3. Core competencies & Personal qualities - Live responsibly
- Confident in learning and practice situations.
- Love toys and share your toys.
- Co-operation
- Using language to talk 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 Student’s activities Contents
1. Warm up: (5’)
T calls some Ss go to the board and answer some questions about quality of things in their houses.
2. Presentation ( 30 mins)
2.1. Look, listen and repeat (10’)
* Set the scene:
- T uses the picture of the dialogue on page 30 (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 and Linda.
T: Where are they?
Ss: They are at home.
T: What are they talking about?
Ss: toys
- 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 18 Elicit the characters in the pictures and their names.
Vocabulary:
+ doll(visual) + car(visual) + robot(visual) + puzzle(visual)
- T models - Ss listen and repeat.
+ WC
+ Groups( Optional) + Individual
- T writes the word on the board.
- Do the same way with other words.
Check vocabs: What and Where - T asks Ss to copy down.
b. Sentence Pattern:
* Prestenting model sentences.
- Point to the first picture and elicit the
name to fill in the gap. Put the sentence on the board:
and have Ss repeat them several times.
- Check the form/ use/ meaning/ intonation
* Practice.
- Tell Ss that they are going to practice saying:
This is my pencil./ That’s my pencil.
- T reads – Ss listen & repeat.
- Replace the addresses by doing choral and individual repetition, using the pictures in the book.
- T asks Ss point and say.
- T and good students model.
( T S1,- T S2) +T- WC
+ Half/half
+ Pairs( Closed pairs, Open- pairs)
- Using Voting Enjoy to review vocabulary’s toys.
2.3. Let’s talk (5’)
Tell Ss that they are going to practice more with their friends. Give a few seconds for Ss to read the questions and check comprehension.
Call a pair to give a demonstration of the answer before starting the activity.
Have Ss work in pairs. Go around to offer help and correct the pronunciation, if necessary.
Call several pairs to act out the dialogue in front of the class.
3. Application (5’ )
- Ask and answer questions about the toys.
4. Summary. (2’)
-Ask Ss to focus on the model sentence once again.
- Retell the content of the lesson.
1.Look, listen and repeat
2. Point and say.
a. Vocabulary + doll: búp bê + car: ô tô
+ robot: người máy + puzzle: xếp hình
b. Model sentences Do you have...?
Yes, I do/ No, I don’t
3. Let’s talk
IV. Evaluation
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Week: 22 Period: 86
Date of preparing: 11/02/2022
D a t e o f t e a c h i n g : 1 4 / 0 2 / 2 0 2 2
( 3 C ) 14/02/2022 (3A) 16/02/2022 (3B)
UNIT 15. DO YOU HAVE ANY TOYS?
Lesson 1 (4,5,6)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Identify toys.
- Listen and number the correct pictures.
- Read and complete the gapped paragraph, using the pictures.
- Read and answer the questions.
- Sentences patterns: Revision - Vocabulary: Revision
2. Skills:
- Listening, reading and writing.
3. Core competencies & Personal qualities - Work hard
- Keep their toys tidy.
- Love toys and share your toys.
- Self-study
- Using language to talk 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 and Students’ activities Contents
1. Warm up. (5’)
- Ss ask and answer questions about toys.
2. New lesson (30’)
Activity 4. Listen and number (10’) + Pre – listening.
-Ask Ss to look at the pictures.
-Elicit the subjects in the pictures for ss to identify the toys.
- 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 5. 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 6. Let’s write (10’) a. Pre- writing.
Ask ss to read 3 questions.
b. While-writing.
Ss answer some questions toys.
Ss compare with the partner Ss give their answers.
c. Post writing.
Read their answer and correct the mistake.
4. Summary. (2’)
- Summary the content of the lesson.
4. Listen and number Key: 1.c 2.d 3.a 4.b
5. Read and write Key: 1.car
2.ball 3. doll 4. do 5. they
6. Let’s write
IV. Evaluation
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Week: 22 Period: 87
Date of preparing: 12/02/2022
D a t e o f t e a c h i n g : 1 5 / 0 2 / 2 0 2 2
(3A) 1 7 / 0 2 / 2 0 2 2 (3B) 17/02/2022 (3C)
UNIT 15. DO YOU HAVE ANY TOYS?
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 whether someone has a toy.
- Sentences patterns: Does he/ she have _____?
Yes, he /she does. / No, he / she doesn’t.
- Vocabulary: a yo-yo, yes / a ship, yes / a plane, no / a kite, no.
2. Skills:
- Listening and speaking.
3. Core competencies & Personal qualities - Keep their toys tidy
- Love toys and share your toys.
- Co-operation - Self-study
- 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 Content
1. Warm up: (5’)
Call Ss go to the board and tell his/her toys.
2. Presentation ( 30 mins)
2.1. Look, listen and repeat (10’)
* Set the scene:
- T uses the pictures of the dialogue on page 32(Student book 2) to lead Ss in the conversation - Ask students to look at the 4 pictures in the book and check comprehension by eliciting the answers for these questions.
Who’s this?
What are they doing?
What activities can you see in the pictures?
- Play the recording all the way through for Ss to listen and follow in their books.
- Play the recording again for Ss repeat the dialogue several times( line by line in the bubbles).
- Point to the picture for Ss to read the dialogue again - Have Ss to find out the new structure.
2.2. Point and say.(15’) a. Prestenting new words.
Have pupils look at pictures on Page 32 Elicit the characters in the pictures and their names.
Vocabulary:
+ yo-yo(visual) + ship(visual) + plane(visual) + kite(visual)
- T models - Ss listen and repeat.
+ WC
+ Groups( Optional) + Individual
- T writes the word on the board.
- Do the same way with other words.
Check vocabs: Rub out and remmember - T asks Ss to copy down.
b. Sentence Pattern:
* Prestenting model sentences.
- Point to the first picture and elicit the
name to fill in the gap. Put the sentence on the board:
and have Ss repeat them several times.
- Check the form/ use/ meaning/ intonation
* Practice.
- Tell Ss that they are going to practice saying:
This is my pencil./ That’s my pencil.
- T reads – Ss listen & repeat.
- Replace the addresses by doing choral and individual repetition, using the pictures in the book.
- T asks Ss point and say.
- T and good students model.
( T S1,- T S2) +T- WC
+ Half/half
+ Pairs( Closed pairs, Open- pairs) 2.3. Let’s talk (5’)
Tell Ss that they are going to practice more with their friends. Give a few seconds for Ss to read the questions. Check their understanding.
Have Ss work in pairs. Go around to offer help and correct the pronunciation, if necessary.
Call several pairs to act out the dialogue in front of the class.
3. Application (5’ )
- Ask and answer questions about the toys.
4. Summary. (2’)
- Ask Ss to focus on the model sentence once again.
- Retell the content of the lesson.
1. Look, listen and repeat
2. Point and say.
a. Vocabulary
+ yo-yo: trò chơi yo-yo + ship: con thuyền + plane: máy bay + kite: cái diều
b. Model sentences
Does he/she have______?
Yes, he/she does.
No, he/she doesn’t.
3. Let’s talk
IV. Evaluation
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Week: 22 Period: 88
Date of preparing: 13/02/2022
D a t e o f t e a c h i n g : 1 6 / 0 2 / 2 0 2 2
(3A) 1 7 / 0 2 / 2 0 2 2 (3B) 18/02/2022 (3C)
UNIT 15. DO YOU HAVE ANY TOYS?
Lesson 2 (4,5,6)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
-- Ask and answer questions about the toys.
- Listen and tick the pictures True or False.
- Read the paragraph, and write the answers to the questions.
- Sing the song: Mary has a little doll.
- Sentences patterns: Revision - Vocabulary: Revision
2. Skills:
- Listening, reading, speaking and writing.
3. Core competencies & Personal qualities - Keep their toys tidy
- Love toys and share your toys.
- Self-study
- 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’)
- Ss using Voting Enjoy to ask and aswer questions about the toys.
2. New lesson (30’)
Activity 4. Listen and tick (10’)
Have Ss look at Pictures a, b, c and d on Page 33.
Elicit the identification of the characters in the pictures and the characters’ toys Ask Ss to listen to the recording and tick into the box True or False
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 3rd: play the recording for Ss to check their answers.
Have Ss trade their answers in pairs for correction
Ask some questions to ensure Ss’ comprehension of the listening text.
Guessing ……….
Activity 5. Read and write (10’) Pre-reading:
T introduces the topic “you are going to read the text to get the informations to answer the questions.
While-reading:
1st reading: Ss read the sentences individually 2nd reading: Ss do the task
Monitor the activity and offer help when necessary Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen and comment.
Post-reading:
Make a few questions to check Ss’ comprehension of the sentences.
Have the whole class read each sentence in chorus to reinforce their pronunciation Activity 6. Let’s sing. (10’)
Introduce the song on Page 33.
- Play the recording and listen to the song
“ Linda has a little doll”
- Play the recording again for pupils to sing each line of the rhythm.
- Call on a group of six to the front of the class and do the actions. The others clap their hands after the song
- Group work. Pupils practise singing and doing the actions in groups.
- Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors.
4. Summary. (2’)
- Consolidate the content of the lesson
4. Listen and tick
Keys: a-True b-False c-True d-True
5. Read and write Keys:
1. Robot and a ball
2. has a tedd bear and a doll.
3. Yes, he does.
4. Linda/ She has a yo-yo and a puzzle.
5. No, he doesn’t.
6. Let’s sing
IV. Evaluation
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Thứ 2, ngày 14/02/2022
Tổ trưởng ký duyệt
Đỗ Thị Hồng
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2. Kỹ năng ...
3. Thái độ ...
II. CHUẨN BỊ
1. Công tác chuẩn bị của giáo viên
2. Yêu cầu chuẩn bị của học sinh
III. CÁC HOẠT ĐỘNG DẠY HỌC
IV. RÚT KINH NGHIỆM
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