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GIÁO ÁN TIỂU HỌC
TÊN BÀI: UNIT 7. NUMBERS LESSON 2 (P2)
Người soạn : Cao Thị Giang Tên môn : Ngoại ngữ
Tiết : 39
Ngày soạn : 11/02/2022 Ngày giảng : 17/01/2022 Ngày duyệt : 13/02/2022
UNIT 7. NUMBERS LESSON 2 (P2)
I. MỤC ĐÍCH, YÊU CẦU
1. Kiến thức Lớp 1 Week: 20 Period: 39
Date of preparing: 15/01/2022
D a t e o f t e a c h i n g : 1 8 / 0 1 / 2 0 2 2
(1B) 1 8 / 0 1 / 2 0 2 2 ( 1 C ) 1 9 / 0 1 / 2 0 2 2 (1A)
UNIT 7. NUMBERS Lesson 2 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will review the /i/, /j/sounds.
- Vocabulary: review insect.ink.jump. juice 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. Singing.
- Have students sing the songs of letters ‘i’
- Have them sing and make the gestures of an elephant or food.
* Option 2: Review. Hop or Jump.
-Call out a letter sound or a word with that letter.
- Have students stand up and jump if they hear the ‘i’ sound or insect if they hear the ‘i’ sound.
2. Presentation (30’)
2.1- Listen and repeat. Trace (5’) - CD - 17
- Have students look at the pictures.
- Point to the pictures and say the letters’ sounds.
- Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
2.2- Listen and point. (5’) - CD track 18
- Have students look at the pictures and letters.
- Play audio. Demonstrate the activity by pointing to the correct letters/pictures.
- Play audio again. Have students listen and point to the letters/ pictures as they hear.
- Have students listen, point and repeat all together and individually. Correct student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
2.3- Sing (5’) CD1- Track 15.
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 jump. (5’)
- Have students look at the example.
- Divide the class into teams and have one student from each team stand a distance from the board.
- Write 2 letters on the board and then say a word beginning with one of their sounds.
- Have the students race to the board, touch that letter, and say the correct sound.
- The first student to touch the letter and say the sound gets a point for their team.
- Continue with other students.
Activity (optional) (5’)
* Option 1: Review. Singing.
- Have students sing the songs of letters ‘e’ and ‘h’ again (unit 6 - lesson 2).
- Have them sing and make the gestures of a elephant or hop.
* Option 2: Review. Jump or clap.
- Call out a letter sound or a word with that letter.
- Have students stand up and jump if they hear the ‘g’ sound or clap if they hear the ‘h’ sound Wrap-up (5’)
* Option 1: Review. Play the game “Speed race”.
- Put 4 chairs in front of the board.
- Divide the class into 4 teams.
- Have a student from each team stand up.
- Put a phonics card on each chair.
- Call out one of the phonics cards.
- The students standing try to be the first to sit on the chair with the corresponding phonics card.
- The first student to sit on the chair wins a point for his/her team. The team with the most points wins.
* Option 2: Review. Play the “Memory game”.
- Put up the phonics cards on the board.
- Ask the students to memorize the order in which the items appear.
- Remove the phonics cards and ask individual students to name the items in the correct order.
- Change the order of the phonics cards and repeat the activity.
3. Application (3’) - Say about the sound j 4. Summary (2’)
- Retell the content of the lesson.
1- Listen and repeat. Trace
2- Listen and point
3- Sing
4- Listen and jump IV. Evaluation
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Week: 20 Period: 40
Date of preparing:16/01/2022
D a t e o f t e a c h i n g : 1 9 / 0 1 / 2 0 2 2
(1B) 1 9 / 0 1 / 2 0 2 2 ( 1 C ) 2 0 / 0 1 / 2 0 2 2 (1A)
UNIT 7. NUMBERS Lesson 3 (P1)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will able to talk about how old they are.
- Vocabulary: four, five, six - Structures:
+ (Vinh)’s (six).
+ How old are you?
+ I’m (six).
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. Singing.
- Have students sing the songs of letter ‘J’ again.
- Have them sing and make the gesture of jumping.
- Have some students sing and make the gesture in front of the class.
* Option 2: Review. Jump.
- Call out a letter sound or a word with that letter.
- Have students stand up and jump if they hear the ‘j’ sound.
* Option 3: Clap or Jump.
- Call out a letter sound or a word with that letter.
- Have students stand up and clap if they hear the ‘i’ sound or jump if they hear the ‘j’ sound.
2. Presentation (30’)
A- Listen and point. Repeat. (10’) - CD2-Track 21:
- 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, one would do the action, the other say the word.
Activities: (optional)
* Option 1: Play “Heads up. What’s missing”.
- 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 ‘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. (8’)
1. Listen and point.
1. Pre- listening: Introduce the situation, point at each person in the picture and have students call out the words “two”, "four", "five", "six".
2. While- listening:
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at “two”, "four", "five", "six" 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 “Binh’s four./Phuong’s five./ Bao’s two….”
6. Post-listening: Have some students demonstrate the activity in front of the class.
2. Listen and repeat.
1. Have students look at the useful language box.
2. Play audio. Have students listen to the useful language.
3. Have students practice the useful language.
4. Have some students demonstrate the activity in front of the class.
C. Play “Guess the number”. (7’) 1. Have students look at the example.
2. Divide the class into two teams.
3. Have a student stand facing away from the board and stick a flashcard on the board behind them.
4. Have the student try to guess the answer without looking at the flashcard.
5. Give that team one point if it's a correct guess.
6. Have teams take turns.
Wrap-up (5’)
* Option 1: Review. Look and clap.
- Say a number.
- Have students clap their hands the time(s) corresponding to that number.
* Option 2: Review. Play “Connect numbers in the right sequence”.
- Put three sets of six numbers (1-6, not in the right sequence) in different areas on the board.
- Have three students go to the board and draw arrows to connect the six numbers in the right sequence (one, two, three, for, five, six).
- Have the class call the numbers in the right sequence out loud.
3. Application (3’) - Say about the numbers 4. Summary (2’)
- Retell the content of the lesson.
A- Listen and point. Repeat
B.
1. Listen and point.
2. Listen and repeat
C. Play “Guess the number”.
IV. Evaluation
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Lớp 2 Week: 20 Period: 39
Date of preparing: 14/01/2022
D a t e o f t e a c h i n g : 1 7 / 0 1 / 2 0 2 2
(2B)
1 9 / 0 1 / 2 0 2 2 ( 2 C )
Unit 7. CLOTHES Lesson 2 (P2)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to recognize /w/ sound. Ask and answer about clothes
- Letters: Ww
- Vocabulary: watch, window 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Raising interests and good habits in learning English
- Practicing communicative skills through learning activities in classrooms
- Demonstrating team-working and problem-solving skills through learning activities in classrooms
- 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’)
"Guess the word" game
- Divide the class into four teams.
- Write a word on the board with some letters missing. (E.g., _ _ g _ _ – tiger) - 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 win.
2. Presentation (30’)
2.5. Listen and repeat. Trace. (CD2 - Track 19) (8’) - Play audio. Have students listen and repeat.
- Demonstrate tracing the letters with your finger.
- Have students work in pairs and trace the letters with their fingers.
- Have some pairs demonstrate the activity in front of the class.
2.6. Listen and repeat. Write. (CD2 - Track 20) (7’) - Have students look at the pictures.
- Demonstrate the activity.
- Play audio. Have students point to the letter as they hear it.
- Play audio again. Have students listen and repeat.
- Have students trace and write the letters.
- Have some students demonstrate the activity in front of the class.
2.7. Sing. (CD2 - Track 21) (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 "window" and sing along the same melody as the first one.
2.8. Listen and clap. (CD2 - Track 22) (5’) - Demonstrate the activity.
- Have students stand up.
- Have students work in pairs and clap when they hear the letter sound.
Workbook – page 47 (5’)
- Have students open their Workbooks – page 47 C. Listen and circle. (track 27)
- Have students look at exercise C, look at the pictures and guess the answers.
- Play audio. Have students listen and circle the correct pictures.
- Have students listen again and check the answers.
- Check understanding and give the correct answers to the students.
D. Look and write.
- Have students start reading and writing the letters. When the time is up, students stop doing their exercises.
- Have students interchange their workbooks.
- Check the answer as a whole class.
Wrap up
“Concentration” game
- Divide the class into four teams.
- Teacher prepares many cards, some have letter “v” or “w” on their backs, some have the words (violin, vest, watch, window) on their backs.
- Stick the cards on the board (stick which card has letter on one side and which card has word on
the other side) and don’t allow students see their backs.
- Students take turns in turning over 2 cards (saying the cards aloud).
- 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.
3. Application (3’) - Say about letter V.
4. Summary (2’)
- Retell the content of the lesson.
5. Listen and repeat. Trace
6. Listen and repeat. Write
7. Sing
8. Listen and clap IV. Evaluation
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Week: 20 Period: 40
Date of preparing: 16/01/2022
D a t e o f t e a c h i n g : 1 9 / 0 1 / 2 0 2 2
(2B) 2 0 / 0 1 / 2 0 2 2 ( 2 C )
Unit 7. CLOTHES Lesson 3 (P1)
I. OBJECTIVES.
1. Knowledge: By the end of this lesson, students will be able to identify clothes.
Practice language skills – the structure “Is this your …. – No, it isn’t”
- Vocabulary: pants, shorts, shoes, socks - Structures: These are my (pants).
Yes, please.
No, thank you 2. Skills.
- Listening, reading, writing and speaking.
3. Core competencies & Personal qualities
- Raising interests and good habits in learning English
- Building up responsive and independent-working characteristics to be a life-long learner - Practicing communicative and collaborative skills through learning activities
- Demonstrating team-working and problem-solving 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’)
“Clap or Jump” game
- Divide the class into four teams.
- Call out a letter sound or a word with that letter.
- Have students stand up and clap if they hear the “/t/” sound, jump if they hear the “/ʌ/” sound.
Repeat the activity with other letter sounds/ words.
2. Presentation (30’)
A. Listen and point. Repeat. (CD2 - Track 23) (8’)
- Use some pictures to introduce the new words (pants, shorts, shoes, socks). Ask students if someone wears these in the class.
- 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 pictures in the 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.
"Bingo" game
- Divide the class into groups of five.
- Write about 10 words on the board. (T-shirt, dress, hat, shirt, pants, shorts, shoes, socks, …) - Have students choose 9 words and write it to the table in the prepped handout.
- One student reads random words aloud.
- Tell the students that any time his/her friend reads a word that they just wrote down, they can cross out that word.
- When one student has crossed out three words in a vertical or horizontal or diagonal line, then, shouts "Bingo!".
B. 1. Listen and point (CD2 – Track 24) (7’) - Have students call out the things they can see.
- Have students listen and follow.
- Play audio and demonstrate pointing to the pictures or clothes.
- Play audio. Have students listen and point to their clothes or the pictures.
2. Listen and repeat. (CD2 – Track 25)
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language C. “Board race” game. (5’)
- Have students look at the example.
- Divide the class into 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.
- Continue with other students Workbook – page 48 (5’)
- Have students open their Workbooks – page 48 and guide them how to do the exercises of part A and B.
A. Look and trace the correct words.
B. Look and write.
- Divide the class into groups of seven.
- Have students start doing their exercises part A and B. When the time is up, students stop doing their work. Give the correct answers and have each group check the answers together.
Wrap up
“Pass the bag” game
- Prepare a bag which has pictures or flashcards inside.
- Give the bag to a student.
- Play music and the student passes the bag to the student next to him/her and so on with the next student.
- Stop music suddenly.
- Students stop passing.
- The student with a bag will pick up one picture inside and make a sentence that matches the picture. E.g. “These are my pants.”
- Play music again and continue this game as the same way.
3. Application (3’) - Say about clothes.
4. Summary (2’)
- Retell the content of the lesson.
A. Listen and point. Repeat
B. 1. Listen and point
2. Listen and repeat
C. “Board race” game IV. Evaluation
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Lớp 3 Week: 20 Period: 77
Date of preparing: 14/01/2022
D a t e o f t e a c h i n g : 1 7 / 0 1 / 2 0 2 2
(3A) 1 7 / 0 1 / 2 0 2 2 ( 3 C ) 1 7 / 0 1 / 2 0 2 2 (3B)
UNIT 13. WHERE’S MY BOOK?
Lesson 3 (1,2,3)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the sounds of the letters ch and wh in the words chair and where respectively.
- Listen and fill the gapped sentences with the words chair and where.
- Say the chant Where’s the book?
- Sentences patterns: Revision - Vocabulary: Revision
2. Skills:
- Listening, writing and speaking.
3. Core competencies & Personal qualities - Confident
- Keep their things tidy - Self-study
- Co-operation
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 asks Ss go to the board and tell their bedroom.
2. New lesson (30’)
Activity 1: Listen and repeat (10’)
- Play the CD and have Ss repeat each line of the chant. Then change the role.
- Focus Ss’ attention on the letters colored differently in the words chair and where - Introduce the sounds /ch/ and /wh/
- Have Ss practice the sounds carefully
- Play the CD and have Ss read the chant in chorus.
Activity 2. Listen and write.(10’)
Have pupils look at the sentences and guess the suitable words to fill in the blank.
- Play the recording 2 times pupils to listen and fill the blanks. Check their guess. Compare the answer with the partner.
- Play the recording again pupils check their answers. T give the answer:
- Have pupils act out the dialogue in pairs or groups for correction.
- Ask some questions to ensure pupils’ comprehension of the listening text.
Activity 3. Let’s chant (10’)
- Tell Ss that they are going to say the
“ Where’s the book?” chant.
- Have them read the chant and check comprehension.
- Play the recording all through Ss listen and follow in their books.
- Play the recording again Ss listen and read line by line.
- Divide the class into2 groups .G1: read the questions, G2: read the answers.
Then exchange.
- When they are familiar with the rhythm, show them how to say the chant and do the actions.
- Get groups of Ss to sit face to face and practice chanting and doing the actions. Get around and offer help, if necessary..
3. Summary. (2’)
- Consolidate the content of the lesson
1. Listen and repeat
2. Listen and write.
Keys:1.kitchen 2.bathroom
3. Let’s chant
IV. Evaluation
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Week: 20 Period: 78
Date of preparing: 14/01/2022
D a t e o f t e a c h i n g : 1 7 / 0 1 / 2 0 2 2
(3C) 1 7 / 0 1 / 2 0 2 2 ( 3 A ) 1 9 / 0 1 / 2 0 2 2 (3B)
UNIT 13. WHERE’S MY BOOK?
Lesson 3 (4,5,6)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Practise talking about the location of things in the house.
- Read the paragraph, tick the pictures.
- Read and complete the conversation, using the pictures.
- Draw their bedroom, and describe it to the class.
- Sentences patterns: Revision
- Vocabulary: Revision 2. Skills:
- Speaking, reading and writing.
3. Core competencies & Personal qualities - Work hard
- Keep their things tidy - Co-operation
- Using language to talk about the location of things in the house (singular and plural).
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’)
- Spend a few minutes having the class say the chant Where’s the book?
2. New lesson (30’)
Activity 4. Read and tick (10’) Pre- reading
-Tell the class that they are going to read the sentences and tick the box.
-Get them to identify the information given.
While- reading
-Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary.
-Have them compare their answers before checking.
Post- reading
-Ask some ss to read aloud the full sentences.
Activity 5. Read and write (10’) Pre- writing
- Tell the class that they are going to complete the dialogue between two friends.
- Give them time to think about what to write.
( T can help ss if necessary) While- writing
- Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary.
- Remind them to write the first letter of each sentence and the name in capital letters, and put commas and full stops at the right places.
Post- writing
- Get them to swap and read their writing in pairs before inviting two or three pupils to read their answers aloud.
Activity 6. Project (5’) 3. Summary. (2’) - Summary the lesson.
1. Read and tick Answers: c
5. Read and write Answers:
bed chairs
There are three books and one poster.
6. Project IV. Evaluation
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Week: 20 Period: 79
Date of preparing: 15/01/2022
D a t e o f t e a c h i n g : 1 8 / 0 1 / 2 0 2 2
(3A) 2 0 / 0 1 / 2 0 2 2 ( 3 B ) 2 0 / 0 1 / 2 0 2 2 (3C)
UNIT 14. ARE THERE ANY POSTERS IN THE ROOM?
Lesson 1 (1,2,3)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about things in the room.
- Sentences patterns: Are there any …. in the room?
Yes, there are. / No, there aren’t.
- Vocabulary: map, yes / sofa, yes / wardrobes, no / cupboards, no.
2. Skills:
- Listening and speaking
3. Core competencies & Personal qualities - Live responsibly
- Confident in learning and practice situations - Co-operation
- Using language to talk about things in the room.
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 1 or 2 Ss go to the board to describe their bedroom.
2. Presentation ( 30’)
2.1. Look, listen and repeat (10’)
* Set the scene:
- T uses the picture of the dialogue on page 24 (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: the things in Mai’s room.
- 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 24 Elicit the characters in the pictures and their names.
Vocabulary:
+ maps ( picture ) + sofas ( picture ) + wardrobes ( picture ) + cupboards(picture)
- 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: Slap the board - 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 questions about the things in the room.
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 (3’)
- Ask and answer questions about things in the room.
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.
Vocabulary + maps : bản đồ + sofas : ghế sô fa
+ wardrobes : tủ quần áo + cupboards: tủ bát
Model sentences
Are there any...in the room?
Yes, there are/ No, there aren’t.
3. Let’s talk
IV. Evaluation
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Week: 20 Period: 80
Date of preparing: 16/01/2022
D a t e o f t e a c h i n g : 1 9 / 0 1 / 2 0 2 2
(3A) 2 0 / 0 1 / 2 0 2 2 ( 3 B ) 2 1 / 0 1 / 2 0 2 2 (3C)
UNIT 14. ARE THERE ANY POSTERS IN THE ROOM?
Lesson 1 (4,5,6)
I. OBJECTIVES
- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about things in the room.
- Listen and tick the correct pictures.
- Read, and fill the gapped sentences, using the pictures.
- Read the questions and write the answers.
- Sentences patterns: Revision - Vocabulary: Revision
2. Skills:
- Listening, reading and writing.
3. Core competencies & Personal qualities - work hard
- Keep their things tidy - Self-study
- Using language to talk about things in the room.
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’)
- Call 2 Ss go to the board and write the vocabulary
- Another Ss ask and answer questions about the things in the room.
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 location of things.
- 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. Look, read and write (10’) + Pre- writing
- Run through the pictures for ss to identify the location of 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 write. (10’) a. Pre- writing.
Ask ss to answer the questions.
How many questions are there?
student read the questions.
b. While-writing.
Ss read the questions and answer about their own rooms.
Ss compare with the partner Ss give their answers.
c. Post -writing.
Ask Ss to work in pairs to ask answer about their own rooms before the class.
3. Summary. (2’)
- Summary the content of the lesson.
4. Listen and tick.
Key: 1.a 2.b
5. Look, read and write Key:
2.table
4. chairs
6. Let’s write
IV. Evaluation
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Thứ 2, ngày 17/01/2022
Tổ trưởng ký duyệt
Đỗ Thị Hồng
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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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