WEEK 18
PERIOD: 63
Date of preparing: 17/12/2021
Date of teaching: /12/2021 (3A) /12/2021 (3B) /12/2021 (3C) /12/2021 (3D) /12/2021 (3E)
UNIT 12: THIS IS MY HOUSE
LESSON 3: PART (1,2,3) I. OBJECTIVES:
1. Knowledge: - By the end of the lesson Ps will be able to identify rooms in the house, ask and answer questions about house facilities. Pronounce the sounds in the letters ch/ /, th/ / correctly.
+ Sentence pattern: review + Vocabulary: review
+ Phonic: kitchen and bathroom
* Special students (if any):
* Student with disability: (Dũng) slow writing takes a long time to write.
2. Skill: - Developing Listening, writing and speaking 3. Core competencies & Personal qualities
- Communication, ability to use language (work in groups, talk about greeting).
- Ability to solve problems (play the games).
- Cooperation: (work in groups/ pairs).
- Using language to greet someone formally.
- Using knowledge to do exercises.
- Students be more friendly and confident in communicate with their friends and other people.
II. TEACHING AIDS:
1. Teacher’s aid: English book, soft book, computer, lesson plan, cassette, lad room
2. Students’ aid: book, workbook, notebook III. PROCEDURES: Time 40’
Teacher’s and student’s activities Content 1. Warm up(5’)
T asks Ss to make question and answer about houses
* Student with disability: (Dũng) can answer about how
2. Presentation
* Activity 1: Listen and repeat.(11’)
Play the CD and have Ps repeat each line of the chant. Then change the role.
1.Listen and repeat.
ch kitchen This is the kitchen
Focus Ps’ attention on the letters colored differently in the words kitchen and bathroom -Introduce the sounds /ch/ / and /th/ / -Have Ps practice the sounds carefully
-Play the CD and have Ps read the chant in chorus.
-Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words after you
+ Ask some pairs to ask and answer.
+ Have Ps recite the chant and clap the syllable to reinforce their pronunciation.
Further practice: Jumping line - T devides Ss into 2 teams
- T explain how to play this game - T lets 2 teams play together
* Student with disability: (Dũng) can listen and repeat.
* Activity 2: Listen and write. (12’) -T asks Ss to open their books.
? How many sentences Ss: 2
-Ask Ss to run through the sentences -T asks Ss to tell the task
-Ss: listen and write
- T plays the recording for Ss to listen 1st time - T plays the recording again for Ss to listen and write the correct answer.
- Asks Ss to exchange their answer with partners before reporting them to the class.
- T asks Ss to read out the answer .
- T plays the recording again for Ss to check their answer.
* Activity 3: Let's chant.(10’) Introduce the Chant.
- Turn on the tape.
- Ps listen to the tape and repeat the chant.
- Ps chant in group and individual.
-The Ps chant and do the action.
- Teacher reinforce their pronunciation
- Have them read the chant and check comprehension.
- Play the recording all through Ss listen and
th bathroom Is there the bathroom?
Further practice: Jumping line
2. Listen and write.
Answers key:
1.The bathroom islarge.
2. Is there a kitchen?
3. Let's chant.
Show the task on the screen) Is there a garden?
Is there a garden behind the house?
Yes, there is.Yes, there is.
Is there a garden behind the house?
Yes, there is.Yes, there is
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.
- T listen and give feedback.
* Student with disability: (Dũng) can chant.
3. Summary(2’)
- In this lesson, Ss have learned how to pronounce 2 sounds /ch/ , /th /.
- Do exercise.
- Do exercises in the workbook
IV. Evaluation:
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WEEK 18
PERIOD: 64
Date of preparing: 17/12/2021
Date of teaching: /12/2021 (3A) /12/2021 (3B) /12/2021 (3C) /12/2021 (3D) /12/2021 (3E)
UNIT 12: THIS IS MY HOUSE
PART (4,5,6) I. OBJECTIVES:
1. Knowledge: - By the end of this lesson, Students will be able to ask and answer questions about house facilities.
+ Sentence pattern: There is not a yard
+ Vocabulary: any, around, but, beautiful, in front of, tree, in
* Special students (if any):
* Student with disability: (Dũng) slow writing takes a long time to write.
2. Skill: - Developing Listening, writing and speaking 3. Core competencies & Personal qualities
- Communication, ability to use language (work in groups, talk about greeting).
- Ability to solve problems (play the games).
- Cooperation: (work in groups/ pairs).
- Using language to greet someone formally.
- Using knowledge to do exercises.
- Students be more friendly and confident in communicate with their friends and other people.
II. TEACHING AIDS:
1. Teacher’s aid: English book, soft book, computer, lesson plan, cassette, lad room
2. Students’ aid: book, workbook, notebook III. PROCEDURES: Time 40’
Teacher’s and student’s activities Content 1. Warm up(5’)
Sing the song
* Student with disability: (Dũng) Sing the song
2.New lesson
* Activity 4-lesson 2: Listen and number.
(12’)
- Have pupils look at pictures a, b, c and d on page 15 of the Student Book. Elicit the identification of the characters in the pictures and the characters’ words. Tell pupils that they are going to listen to the recording and match the information they hear to the pictures. They should number the boxes.
- Play the recording 2 times pupils to listen and number the boxes. Check their guess.
Compare the answer with the partner.
- Play the recording again pupils check their answers. T give the answer:
- Ask some questions to ensure pupils’
comprehension of the listening text.
* Student with disability: (Dũng) can listen and number.
* Activity 5-lesson 3: Read and write .(11’)
- T introduces the topic “you are going to read the paragraph to get the information in order to find the suitable words to fill in the
4. Listen and number.
Answers key:
a-2 b-1 c-4 d-3
5. Read and write.
Hi. My name is Mai. This is my (1)_____ . It is large. The gate of the house is blue.
There is a (2)_____ in front of the
blanks”.
- Ss look at Mai’s house and find the house facilities read the paragraph individually and check their answers. 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.
- Make a few questions to check Ss’
comprehension of the sentences.
- Have the whole class read each sentence in chorus to reinforce their pronunciation
* Student with disability: (Dũng) can read and write more time.
* Activity 6-Lesson 3:5. Read again and write the answers.(10’)
-T explains the situation and how to do the exercise
-Ask students to read the paragraph in part 4 in the book of page 17 and answer the questions.
- Work in pairs 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.
* Student with disability: (Dũng) can read and write.
3. Summary(2’)
- What’s the content of the lesson?
- Do exercise
house. There is a (3)____ in the garden. You can see the (4)____
room in the house. It is quite big.
Ans: 1. house; 2. pond; 3. tree; 4.
living
5. Read again and write the answers
.
Answer key:
1. No, it isn’t.
2. It is blue.
3. Yes, there is.
4. Yes, there is.
5. No, there isn’t
- Do exercises in the workbook
IV. EVALUATION:
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WEEK 18
PERIOD: 65
Date of preparing: 17/12/2021
Date of teaching: /12/2021 (3A) /12/2021 (3B) /12/2021 (3C) /12/2021 (3D) /12/2021 (3E)
UNIT 13: WHERE’S MY BOOK?
LESSON 1: PART (1,2,3) I. OBJECTIVES:
1. Knowledge: - By the end of the lesson Ps will be able to: ask and answer questions about the location of things in the house.
Vocabulary: Where, chair, poster, bed, picture, coat, ball, here, there Sentence Partners: Where’s the book?-It’s here/there.
* Special students (if any):
* Student with disability: (Dũng)
slow writing takes a long time to write.2. Skill: - Developing
Listening, writing and speaking 3. Core competencies & Personal qualities- Communication, ability to use language (work in groups, talk about greeting).
- Ability to solve problems (play the games).
- Cooperation: (work in groups/ pairs).
- Using language to greet someone formally.
- Using knowledge to do exercises.
- Students be more friendly and confident in communicate with their friends and other people.
II. TEACHING AIDS:
1. Teacher’s aid: English book, soft book, computer, lesson plan, cassette, lad room
2. Students’ aid: book, workbook, notebook III. PROCEDURES: Time 40’
Teacher’s and student’s activities Content
1. Warm up: (5’)
- Read the chant Chatting
* Student with disability: (Dũng) can read the Chant chatting
2. Presentation
*Activity 1: Look, listen and repeat. (11’)
Ask Ss to identify the characters in the picture on page 18 and what they are saying.
Set the scene “you are going to listen to Peter and his mother ask and answer questions about the location of
Read the chant
1. Look, listen and repeat.
2 pictures and names of characters that they have learnt in Tieng Anh
things in the house.
Play the recording and asks Ss to listen to the tape.
Asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Peter’s part, the other repeats his mother’s part.
Have whole class repeat all the phrases a few times to reinforce their pronunciation
Student with disability: (Dũng) can look, listen and repeat.
*Activity 2. Point and say.(12’) a. New words.
Have pupils look at pictures on Page 12. Elicit the characters in the pictures and their names.
Teach vocabulary:
Where chair Poster bed Picture coat Ball here there
Check vocab: what and where b.Model sentence.
.Where’s the book? - It’s here/ there.
- Ask pupils to guess and complete the speech bubbles.
- Model: Call someone to practice in front of the whole class. Practice in group. Allocate the parts of the characters the boy and the girl to the pupils. Ask them to point the pictures and act out the dialogues.
Using the pictures in their books. Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.
- Call on some groups to perform their task at the front of the class. The rest of the class observe and give comments.
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation
2.3. Picture cues
-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
(Show the task on the screen)
2. Point and say a. New words.
Poster : bức quảng cáo Picture: bức tranh coat; áo khoác
Here: đây There: có
Check vocab: what and where
b.Model sentence.
Where’s the book? - It’s here/ there.
*Play a game: Music
- T explains how to play this game -T lets Ss play together
- T monitors and correct their mistakes
* Student with disability: (Dũng) can point and say.
*Activity 3: Let’s talk.(9’)
- - Ask students to look at the pictures in the book.
Ask them to identify the characters in the pictures.
- Ask Ss work in pair to ask and answer questions about the location of things in the house.. Call some pairs to act out
- Correct their pronunciation
* Student with disability: (Dũng) can talk.
4. Application (1’)
- Ps will be able to: give and respond to instructions.
5. Summary(2’)
- Do exercises in workbook, learn by heart the new words
box
3. Let’s Talk.
- Pactise in pairs
Where’s the book? - It’s here/ there.
- Do exercises in the workbook
IV. Evaluation:
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WEEK 18
PERIOD: 66
Date of preparing: 17/12/2021
Date of teaching: /12/2021 (3A) /12/2021 (3B) /12/2021 (3C) /12/2021 (3D) /12/2021 (3E)
UNIT 13: WHERE’S MY BOOK?
LESSON 2: PART (1,2,3) I. OBJECTIVES:
1. Knowledge: - By the end of this lesson, Students will be able to ask and answer question about the location of things in the house (plural). .
Vocabulary: near, under, on, behind, look in
- Sentence Partners: Where are the posters? –They are under my bed
* Special students (if any):
* Student with disability: (Dũng)
slow writing takes a long time to write.2. Skill: - Developing
Listening, writing and speaking 3. Core competencies & Personal qualities- Communication, ability to use language (work in groups, talk about greeting).
- Ability to solve problems (play the games).
- Cooperation: (work in groups/ pairs).
- Using language to greet someone formally.
- Using knowledge to do exercises.
- Students be more friendly and confident in communicate with their friends and other people.
II. TEACHING AIDS:
1. Teacher’s aid: English book, soft book, computer, lesson plan, cassette, lad room
2. Students’ aid: book, workbook, notebook III. PROCEDURES: Time 40’
Teacher’s and student’s activities Content
1. Warm up: (5’)
Sing the poster and the ball song
* Student with disability: (Dũng) can read the Chant chatting
2. Presentation
*Activity 1: Look, listen and repeat. (11’) Have Ss to look at the book at page 20.
Elicit the character and have Ss guess what they are saying.
Set the scene: we are going to learn new phrases
Have Ss listen to the recording as they read the lines in the speech bubbles
Divide the class into two groups. One repeat Peter’s part and the other repeat his mother’s part.
Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation
Student with disability: (Dũng) can look, listen and repeat.
*Activity 2. Point and say.(12’) a. New words.
Have pupils look at pictures on Page 20. Elicit the characters in the pictures and their names.
Teach vocabulary:
Near: explaining under; explaining On : picture behind: explaining look in : picture
Check vocab: what and where
Sing the poster and the ball song
1. Look, listen and repeat.
2 pictures and names of characters that they have learnt in Tieng Anh (Show the task on the screen)
2. Point and say a. New words.
Near: gần under; dưới
On : trên behind: đằng sau
look in : tìm kiếm preposition(prep)
Check vocab: what and
b.Model sentence.
Models/ allocates the parts of characters Quan and Linda to Ss use structure:
- Where are the posters? –They are under my bed.
Ask them to act out the model dialogue. Repeat the step with some other pairs for pictures Have Ss practice acting out the dialogue point and use the information in picture a, b, c and d in pairs. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary.
2.3. Picture cues
-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
* Student with disability: (Dũng) can point and say.
*Activity 3: Let’s talk.(9’)
- Ask students to look at the pictures in the book. Ask them to identify the characters in the pictures.
- Ask Ss work in pair to ask and answer questions about the location of things in the house.. Call some pairs to act out
- Correct their pronunciation
* Student with disability: (Dũng) can talk.
4. Application (1’)
- Ps will be able to: give and respond to instructions.
5. Summary(2’)
- Do exercises in workbook, learn by heart the new words
where
b.Model sentence.
Where are the posters? – They are under my bed
*Play a game: Music box
3. Let’s Talk.
- Pactise in pairs Where _________?
_________
- Do exercises in the workbook
IV. Evaluation:
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