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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 6. ACTIVITIES LESSON 1 (P1)
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 31
Ngày soạn : 01/01/2022 Ngày giảng : 20/12/2021 Ngày duyệt : 08/01/2022
UNIT 6. ACTIVITIES LESSON 1 (P1)
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1 Week: 16 Period: 31
Date of preparing: 18/12/2021
D a t e o f t e a c h i n g : 2 1 / 1 2 / 2 0 2 1
(1B) 2 1 / 1 2 / 2 0 2 1 (1C) 22/12/2021 (1A)
UNIT 6. ACTIVITIES Lesson 1 (P1)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to talk about their abilities.
- Vocabulary: swim, sing, run - Structure: I can (run).
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: Review. Play the game “Animal Sounds”
- Make an animal sound and have students guess what the animal is.
- Have students work in pairs: one makes animal sounds and the other guesses. Then swap the roles.
- Have some pairs demonstrate the activity in front of the class.
* Option 2: Review. Play the game “What animal is it?”
- Teacher shows a flashcard only to a student who then mimes the animal he/ she sees on it.
- Have the class guess the animal.
- Repeat the activity with other flashcards.
2. Presentation (30’)
A- Listen and point. Repeat. (10’) CD2-Track 01:
- 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 word - TPR 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 "Heads up. What's Missing?"
- Divide the class into two teams.
- Arrange the flashcards on the board and remove one card when students are not looking.
- One student from each team calls out the missing flashcard.
* Option 2: Play the game “Who is faster?”.
- Divide the class into groups.
- Arrange the flashcards on the board.
- Invite a student from each group to go to the board.
- Teacher says a word and the students run to tap the right card.
B. Listen and point. (8’) CD2-Track 02:
1. Pre- listening: Introduce the situation, point at each person/activity in the picture and have students call out the words.
2. While- listening:
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at the activities in the picture.
3. While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen and point.
5. Post- listening: Point at each picture and have students call out the words again “run/ swim/
sing.”
C. Now, sing a song. (7’) CD2-Track 02:
1.Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of the class.
Wrap-up (5’)
* Option 1: Review. Listen and mime.
- Have students stand up.
- Give commands “sing/run/swim”.
- Students listen and mime the activities.
- Have a student play the role of the teacher and repeat the activity.
* Option 2: Review. Play the game “Matching”.
- Write the words on the board.
- Have students read the words on the board.
- Give students flashcards.
- Have students match the flashcards with the words on the board and call out the words.
4. Application (3’)
- Ss using language to say about abilities 5. Summary (2’)
- Ask the Ss about abilities they have learn in the lesson and how to say about the abilities.
A- Listen and point. Repeat.
B. Listen and point
C. Now, sing a song IV. Evaluation
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Week: 16 Period: 32
Date of preparing: 19/12/2021
D a t e o f t e a c h i n g : 2 2 / 1 2 / 2 0 2 1
(1B) 2 2 / 1 2 / 2 0 2 1 (1C) 23/12/2021 (1A)
UNIT 6. ACTIVITIES Lesson 1 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to talk about their abilities.
- Vocabulary: review - Structure: review 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: Review. Play the game “Lips read”.
- Teacher says a word or a sentence silently.
- Students say that word or that sentence loudly.
- Have other students take turns playing the role of the teacher.
* Option 2: - Review. Sing.
- Play audio Part C and have students sing the song.
- Have some students sing in front of the class.
2. New lesson (30’) D- Point and say. (10’) Practice (optional)
1. Show a flashcard to the class.
2. Have students practice the structure using the new word.
3. Repeat with other flashcards.
e.g. (Teacher shows the flashcard "run") - Class: “I can run.”
Point and say:
1. Divide the class into pairs.
2. Have Student A point to the pictures and Student B say “I can swim…”.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in front of the class.
E- Play the “Pretend” game (10’) 1. Have students look at the example.
2. Have one student come to the front of the class.
3. Have that student do an action silently.
4. Have other students try to guess the action.
5. Have students work in pairs, one does actions and the other guesses. Then have them swap roles and repeat.
6. Afterwards, have some pairs demonstrate the activity in front of the class.
Activity: (5’) (optional)
1. Have students work in pairs and talk about the things they can do.
2. Have some students demonstrate the activity in front of the class.
Wrap-up (5’)
* Option 1: 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.
* Option 2: Review. Play the game “Flash look and say”.
- Teacher shows a flashcard quickly.
- Students say that word or a sentence, using “I can…” . 3. Summary (2’)
- Ask the Ss about abilities they have learn in the lesson and how to say about the abilities.
D. Point and say
E- Play the “Pretend” game IV. Evaluation
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Lớp 2 Week: 16 Period: 31
Date of preparing: 17/12/2021
D a t e o f t e a c h i n g : 2 0 / 1 2 / 2 0 2 1
(2B) 2 2 / 1 2 / 2 0 2 1 (2C)
Unit 6. AROUND TOWN Lesson 1 (A,B,C)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to gain the following: Say where the students want to go. Identify and use vocabulary items about places
- Vocabulary: zoo, beach, park, playground - Structures: I want to go to the (zoo).
2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Being interested in learning about different places in town
- Building up good habits and responsive and independent-working characteristics to be a life- long learner
- Building up an awareness of the living environment protection - Practicing communicative skills through learning activities - Being collaborative and supportive in teamwork
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’)
“Concentration” game
- Divide the class into four teams.
- Prepare many cards, some have pictures at the back, some have the sentences at their back.
- Stick the cards on the board (stick the card has picture on one side and card with the sentence on the other side) and don’t allow students see the back of the card.
- Students take turns in turning over 2 cards (saying the cards aloud). (E.g. Happy New Year.) - If the cards match, then the student keeps the cards. If the cards are different, the student sticks the cards back on the board in their original places.
- Continue with other students.
The team that gets the most cards win.
2. Presentation (30’)
A. Listen and point. Repeat. (CD2 - Track 01) (10’)
- Use some pictures to introduce the new words (zoo, beach, park, playground ). Ask students if they know these places.
- Have students listen to each new word.
- 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.
- Have students work in pairs, one of them points to the picture in the book and the other says the word.
"Heads up. What's missing?" game - Divide the class into two teams.
- Arrange the flashcards on the board and remove one card when students are not looking.
- One student from each team calls out the missing flashcard.
B.
1. Listen to the story. (CD2 – Track 02) (5’)
- Introduce the situation. E.g. The students are at home and they think about their weekend.
- Have students call out the things they can see.
- Play audio and have students listen and read.
2. Listen and number. (CD2 – Track 03) (5’)
- Play audio and demonstrate the activity using the example.
- Play audio and have students listen and number.
- Play audio again and check answers as a whole class.
Role play
- Have students work in groups of three, practice the conversation in their books.
- Have some groups demonstrate in front of the class.
C. Sing. (CD2 – Track 04) (5’) - Have students turn to page 70.
- Play audio and have students listen.
- Read the lyrics and do actions following them.
- Play audio and have students listen, sing along, and do the actions.
Workbook page 38 (5’)
A. Look, read, and put a (√ ) or a (x).
- Have students look at the pictures, read the words and tick the correct box, cross the remains.
- Teacher and students correct all the answers as a whole class.
B. Look, write, and draw lines.
- Have students look at the words with missing letters and try to complete these.
- Correct mistakes as a whole class.
- Have students read the words and draw lines to the correct pictures.
- Check students’ answers as a whole class.
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 a flashcard/ picture and say its sentence. If students think the sentence, you have said is correct, 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 at their desks.
4. Application (3’)
- Say where the students want to go.
5. Summary (2’)
- Retell the content of the lesson.
A. Listen and point. Repeat
B.
1. Listen to the story.
2. Listen and number
C. Sing
IV. Evaluation
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Week: 16 Period: 32
Date of preparing: 19/12/2021
D a t e o f t e a c h i n g : 2 2 / 1 2 / 2 0 2 1
(2B) 2 3 / 1 2 / 2 0 2 1 ( 2 C )
Unit 6. AROUND TOWN Lesson 1 (D,E)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to gain the following: Say where the students want to go. Practice language skills – the structure “I want to….”
- Vocabulary: review - Structures: review 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Being interested in learning about different places in town
- Building up good habits and responsive, independent-working characteristics to be a life-long learner
- Building up an awareness of the living environment protection - Practicing communicative skills through learning activities - Being collaborative and supportive in teamwork
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’)
“Matching” game
- Divide the class into four teams.
- Have students in each team stand in a line.
- Write the vocabulary on the board.
- Give students flashcards.
- Have students hold the flashcards to match the vocabulary on the board and speak out the vocabulary.
- The first student to match the vocabulary correctly gets one point for his/her team.
The team that gets the most points win.
2. New lesson (30’) D. Point and say.
Practice (optional).
- Show a flashcard to the class.
- Have students practice the structure using the new word.
- Repeat with other flashcards.
E.g. (Teacher shows a flashcard "beach".)
• Class: " I want to go to the beach."
Point, ask, and answer.
- Divide the class into pairs.
- Have Student A point to a picture and ask, have Student B say, e.g. "I want to go to the park.”
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Answer key
1. I want to go to the park.
2. I want to go to the playground.
3. I want to go to the zoo.
4. I want to go to the beach.
E. Play the " Guess the picture" game. (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.
- Give that team one point if it's a correct guess.
- Have teams take turns.
"Whispering" game
- Divide the class into four teams.
- Have students from each team stand in a row.
- Whisper a sentence (E.g., I want to go to the (park).) to the first students in each row.
- Have the first students whisper the sentence to the second students.
- Have teams continue whispering the sentence until it reaches the last students.
- The last student in the row has to say out loud the sentence.
- Give the first team to say the sentence correctly one point.
- The team that gets the most points win.
Workbook page 39 (10’)
C. Listen and ( √) the box. (WB Track 22)
- Have students look at part C, read the words and guess the answer could be.
- Play audio and have students listen and tick the correct box.
- Have students listen again and check.
D. Look and write.
- Have students start reading and writing the letters. When the time is up students stop doing their exercises.
- Have students change their workbooks together.
- Check understanding as a whole class.
"Inside the bag" game
- Teacher prepares some cards, writes out some places on the back, then, put them in four bags.
Give each team a bag.
- Divide the class into four teams.
- Have each student comes to the front of the class and chooses a card from the bag. Then, write out a sentence with a corresponding place. (E.g. I want to go to the (park).”
- Continue with other students.
- The first team to finish making the sentences with all the cards correctly wins.
5. Summary (2’)
- Retell the content of the lesson.
D. Point and say (10’)
E. Play the " Guess the picture" game IV. Evaluation
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Lớp 3 Week: 16 Period: 61
Date of preparing: 17/12/2021
D a t e o f t e a c h i n g : 2 0 / 1 2 / 2 0 2 1
(3C) 2 0 / 1 2 / 2 0 2 1 ( 3 A )
2 0 / 1 2 / 2 0 2 1 (3B)
UNIT 11. THIS IS MY FAMILY Lesson 1 (1,2,3)
I. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- Pupils can ask and answer questions about the other speaker’s family members.
- Sentence Patterns: Who’s that? ̶ He’s / She’s my ______.
- Vocabulary: grandfather, grandmother, father, mother, sister, brother 2. Skills.
- Listening and speaking.
3. Core competencies & Personal qualities - To teach Ss to study hard, love their family.
- Communication, self-study.
- Using language to talk about their family.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
III. PROCEDURES
Teacher's and Student’s activities Contents
1. Warm up.(5’)
- Have ss to play a game of charade (guessing the words from action or miming) - Monitor the activity
2. Presentation (30’)
2.1. Look, listen and repeat (8’) Have pupils turn to page 6.
- Ask pupils to talk about the characters
- Tell them that they are going to hear two girls talks about the man in the picture.
- Use a poster to present the situation.
- Play the tape.
- Play the tape again.
- Call on 2 pairs to perform at the front of the class.
- Have whole class repeat each line of the dialogue in chorus.
- Introduce new word by using pictures: father, mother, sister, brother.
- Ask ss to listen and repeat.
- Call ss to read aloud the new words 2.2. Point and say (15’)
a) Vocab
-T introduce some words by eliciting +father (picture)
+mother (picture) +sister (explanation) +brother ( antonym) +grandfather (picture) +grandmother ( antonym) +family: gia đình ( picture) - T models
-Ss: listen and repeat (chorally then individually).
-T writes down on the board -Ss: copy.
- T: Vocabulary checking ( rub out and remember) b) Model sentences.
-T introduce structure:
Set the sence: T asks to look at the 1st picture
T: when Linda wants to ask who that man is .How does she ask?
Ss:Who’s that?
-T model
-Ss repeat chorally then individually.
-T writes down on the board.
T: How does Mai answer?
Ss: He’s my father.
T asks to look at the 2 nd picture
T: when Linda wants to ask who that woman is .How does she ask?
Ss:Who’s that?
T: How does Mai answer?
Ss: She’s my mother.
Who’s that?
She’s my mother He’s my father.
- Ss repeat chorally then individually.
- T writes down on the board.
- T checks: form, use, intonation *Picture cues (CNTT)
- T lets Ss run through the pictures - T models
- Ss repeat chorally
- T-Ss, Ss- T, half-half, open pairs, close pairs
*Play a game: Music box
- T explains how to play this game - T lets Ss play together
- T monitors and correct their mistakes 2.3. Let’s talk (7’)
- Ask Ss to ask and answer about family members ( using the photos of their family)) - T explains how to play this game
- Give 3 minutes to do
-Ask some ss to perform in front of the class -T give feedback.
3. Application (3’)
- Tell pupils that they are going to ask and answer questions about time.
- Invite a few pairs to role-play in front of the class - Give comments.
4. Summary (2’)
- Tell pupils to read the part 1 again.
- Do exercises in workbook, learn by heart the new words and the structure.
1. Look, listen and repeat
2. Point and say a) Vocab
+father +mother +sister +brother +grandfather +grandmother +family: gia đình
b) Model sentences.
Who’s that?
She’s my mother He’s my father.
3. Let’s talk
IV. Evaluation
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Week: 16 Period: 62
Date of preparing: 17/12/2021
D a t e o f t e a c h i n g : 2 0 / 1 2 / 2 0 2 1
(3C) 2 0 / 1 2 / 2 0 2 1 ( 3 A ) 2 2 / 1 2 / 2 0 2 1 (3B)
UNIT 11. THIS IS MY FAMILY Lesson 1 (4,5,6)
I. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- Pupils can ask and answer questions about the other speaker’s family members.
- Sentence Patterns: review - Vocabulary: review 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities - To teach Ss to study hard, love their family.
- Communication, self-study.
- Using language to talk about their family.
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks.
III. PROCEDURES
Teacher’s and Students’ activities Contents
1. Warm up.(5’)
- Call 2 Ss go to the board and write the vocabulary’s family members again.
- Another Ss ask and answer questions about their family members 2. New lesson (30’)
Activity 4. Listen and tick.(10’) + Pre - listening.
-Ask Ss to look at the pictures.
-Elicit the subjects in the pictures for ss to identify the activities.
- Explain the way to do in this part.
+ While - listening.
- Play the recording through for Ss listen.
- Play the recording again for Ss to do the task.
- Play the recording once more and pause after each sentence to check.
- Ask Ss to exchange their answers with their partners before reporting them to the class.
+ Post - listening.
- Provides the answers and check ss’ comprehension of the task.
Activity 5. Read and complete (10’) + Pre - writing
- Run through the pictures for ss to identify the school things.
- 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 sing. (10’) Introduce the song on Page 7.
- Play the recording and listen to the song
“ A happy family”
- 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.
3. Summary (2’)
- Retell the content of the lesson.
4. Listen and tick.
Key:
1.b 2.a 3.c
5. Read and complete Key:
2. father 3. mother 4. brother
6. Let’s sing
IV. Evaluation
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Week: 16 Period: 63
Date of preparing: 18/12/2021
D a t e o f t e a c h i n g : 2 1 / 1 2 / 2 0 2 1
(3A) 2 3 / 1 2 / 2 0 2 1 ( 3 B ) 2 3 / 1 2 / 2 0 2 1 (3C)
UNIT 11. THIS IS MY FAMILY Lesson 2 (1,2,3)
I. OBJECTIVES 1. Knowledge:
-By the end of the lesson, students will be able to ask and answer about the ages of family members.
- Vocabulary: numbers from 11 to 100.
- Sentence patterns: How old is your brother?
He’s seven.
How old is your grandmother?
She’s sixty - five.
2. Skills:
- Listening and speaking.
3. Core competencies & Personal qualities
- Educate Ss to be interested in the ages of family members - Confident in learning and practice situations
- Co-operation
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks, mobile phone or computer.
IV. PRODURES
Teacher's and Student’s activities Contents
1. Warm up (5’) * Activity: net works -T devides SS ino 2 teams
-T explains how to play this game -T lets 2 teams play together
[Oval: numbers] -T monitors and praise the winner
2. Presentation (30’)
2.1. Look, listen and repeat (8’) -T ask Ss to look at the pictures T: who are they?
Ss: answer
T: What are they doing?
Ss: answer
-T asks Ss to open their books to page 8 Ss: open their books to page 8
- T opens the cassette.
-Ss: listen and point
- T opens the cassette again.
-Ss: listen and read in chorus( 2 times) -T - Ss role play.
T-Ss, Ss- T, half- half, open pairs
-T checks Ss’s understanding about the dialogue
? when Linda wants to know about the age of Mai’s brother. How does she ask Mai Ss: How old is your brother?
-T asks Ss to repeat chorally( 2 times) 2.2. Point and say (15’)
a). Vob
- T introduce numbers from 11 to 100 by eliciting - T models
-Ss: listen and repeat (chorally then individually).
-T writes down on the board -Ss: copy.
- T: Vocabulary checking ( rub out and remember) b). Model sentences.
-T introduces structure:
Set the scene: T asks to look at the 1st picture
T: when Linda wants to ask about the age of Mai’s brother .How does she ask?
Ss: How old is your brother?
-T models
-Ss repeat chorally then individually.
-T writes down on the board.
T: How does Mai answer?
Ss: He’s seven.
T asks to look at the 2 nd picture
T: when Linda wants to about the age of Mai’s grandmother .How does she ask?
Ss:How old is your grandmother -T model
-Ss repeat chorally then individually.
-T writes down on the board T: How does Mai answer?
Ss: She’s sixty – five.
.-Ss repeat chorally then individually.
-T writes down on the board.
-T checks: form, use, intonation
* Picture cues (CNTT)
-T lets Ss run through the pictures -T models
-Ss repeat chorally
- T-Ss, Ss- T, half-half, open pairs, close pairs
* Play a game: Music box
- T explains how to play this game -T lets Ss play together
*. Practice in pairs (8’) + run through all the pictures + practice
T-S S-T half-half Open pairs
Close pairs
- Check the pronunciation ( stress, assimilation of sound and intonation),offer help when necessary.
- Get feedback: Call on some pairs to perform in front of the class.
- Make checking understanding questions (in Vietnamese) 3. Let's talk (7’)
- Ask Ss to ask and answer about the ages of Nam’s family members.
- T explains how to play this game - Give 3 minutes to do
-Ask some ss to perform in front of the class -T give feedback.
3. Aplication (3’)
- Tell pupils that they are going to ask and answer questions about the ages.
- Invite a few pairs to role-play in front of the class - Give comments.
4. Summary (2’)
Have Ss to further practice at home.
1. Look , listen and repeat
2. Point and say.
a). Vob
numbers from 11 to 100
b). Model sentences How old is your brother?
He’s nine years old.
How old is your mother?
She’s thirty years old.
3. Let's talk
IV. Evaluation
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Week: 16 Period: 64
Date of preparing: 19/12/2021
D a t e o f t e a c h i n g : 2 2 / 1 2 / 2 0 2 1
(3A) 2 3 / 1 2 / 2 0 2 1 ( 3 B ) 2 4 / 1 2 / 2 0 2 1 (3C)
UNIT 11. THIS IS MY FAMILY Lesson 2 (4,5,6)
I. OBJECTIVES 2. Knowledge:
-By the end of the lesson, students will be able to ask and answer about the ages of family members.
- Vocabulary: review - Sentence patterns: review 2. Skills:
- Listening, reading and writing.
3. Core competencies & Personal qualities
- Educate Ss to be interested in the ages of family members - Confident in learning and practice situations
- Co-operation
II. TEACHING AIDS
1. Teacher’s preparation: CDs player, stereo, book, computer.
2. Student’s preparation: Students’ aids: books, notebooks, workbooks, mobile phone or computer.
IV. PRODURES
Teacher’s and Student’s activities Contents
1. Warm up: (5’)
- Ss ask and aswer questions about the ages of their family members.
2. New lesson (30’)
Activity 4. Listen and number (10’)
Have Ss look at Pictures a, b, c and d on Page 9.
Elicit the identification of the characters in the pictures and the characters’ words.
Ask Ss to listen to the recording and write the number into the box below each 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 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.
Guessing ……….
Activity 5. Read and complete (10’) Pre-reading:
T introduces the topic “you are going to read the text to get the information in order to match with right thing ”.
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. Write about your family (10’)
a. Pre- writing.
T asks Ss some questions.
How many questions are there?
b. While-writing.
Ask Ss to write about their school.
T models: 1.I am eight years old.
Ask Ss compare with the partner Ask Ss to give their answers c. Post writing.
Some Ss read aloud their sentences.
3. Summary (2’)
- Retell the content of the lesson.
4. Listen and number
5. Read and complete Keys: His father:44 His mother:39 His brother: 14
6. Write about your family
IV. Evaluation
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Thứ 2, ngày 20/12/2021
Tổ trưởng ký duyệt
Đỗ Thị Hồng
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II. CHUẨN BỊ
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III. CÁC HOẠT ĐỘNG DẠY HỌC
IV. RÚT KINH NGHIỆM
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