KHBD TIENG ANH 4&5 TUAN 23-24
Cập nhật lúc : 18:27 19/02/2023
KẾ HOẠCH BÀI DẠY LỚP 4 TUẦN 23-24
WEEK 23 (Date: 20/02-24/02/2023)
Lesson 3: Period 89
1. Listen & repeat.
2. Listen and circle. Then write and say aloud.
3. Let’s chant.
I. Objectives:
- Ask and answer questions about food and drink.
- Help Ps to pronounce the sounds of the letters f and sh in the words beef, leaf and fish, dish respectively.
II. Languages focus:
Revision:
1. Vocabulary: words and phrases related about the food and drink.
2. Sentence patterns: questions about favorite food and drink, offer SO food or drink.
III. Resources: student’s book, CD, pictures, cassette.
Procedure
|
Stages/ Time |
Content |
Interaction |
|
1. Warm-up. Check up. 7ms |
- Have Ps play the game: “Food or Drink” |
Whole class
|
|
2. Listen & repeat. 10ms |
- Write the letters f and sh on board. - Present the sounds: “f and sh”. - Play the recording and ask Ps to repeat a few times. - Write the words beef, leaf and fish, dish and 4 sentences in the book on the board. - Play the recording and let pupils say the words and the phrases. - Ask s to find some words with the sounds: “f and sh”. - Have Ps read the sounds, words and phrases in chorus and individually. - Call some Ps to read, T corrects the pronunciation. |
Whole class Individually |
|
3. Listen and tick Then write and say aloud. 10ms |
-Tell Ps that they are going to listen to the recording and tick the correct words, and then read the sentences aloud. -Ask Ps to read the sentences and guess the correct words answer. -Have Ps listen and do the task. Then compare the answers with a partner. -Call some Ps to read aloud the completed sentences. Key: 1. a 2. b 3. a 4. b Audio Script: 1. My favorite food is fish. 2. Would you like some beef? 3. What color is this leaf, Mummy? 4. She likes this dish very much. |
Whole class
Pair work |
|
4. Let’s chant. 8ms |
- Introduce the chant “Would you like some fish?” - T reads the chant first. -Have Ps read the chant line by line and check comprehension. - Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions. - Divide the class into 2 groups to chant and do actions. - Call some pairs to front of the class to chant and do actions. The rest of the class claps along to the rhythm. - Correct pronunciation. |
Whole class
Group work Pair work |
|
5. Consolidation. 5ms |
- Have Ps consolidate the lesson. - Comment and consolidate it again.
|
- Consolidate the lesson.
|
WEEK 23 (Date: 20/02-24/02/2023)
Lesson 3: Period 90
4. Read and complete.
5. Write about you and your school subjects.
6. Project.
I. Objectives:
- By the end of the lesson, Ps can ask and answer questions about favorite food or drink.
- Help Ps to read and complete the table.
- Help Ps to write about their favorite food and drink.
II. Languages focus:
Revision:
1. Vocabulary: words and phrases related about favorite food or drink.
2. Sentence patterns: questions about favorite food and drink, offer SO food or drink.
III. Resources: student’s book, CD, pictures, cassette.
Procedure
|
Stages/ Time |
Content |
Interaction |
||||||
|
1. Warm-up. 5ms |
- Revise the chant: “Would you like some fish?” - Comment |
- Revise the chant. - Listen.
|
||||||
|
2. Read and complete. 10ms |
- Ask Ps to read the text and complete the table. - Have Ps to read the text to find the information to complete the table. - Get Ps to work in pairs. - Get Ps time to do the task independently. - Get Ps to swap to check their answers. - Correct and comment. Key:
- Ask some Ps to read the table in the front the class. |
Whole class Group work |
||||||
|
3.Write about your favorite food and drink. 8ms |
- Instruct Ps to write about their favorite food and drink. - Have Ps work in pair or groups to discuss what they are going to write in the blanks. - Get Ps time to do the task independently. - Go around to offer help - Get Ps to swap to check their answers. - Call some Ps to write the correct answers on the board. - Comment. |
Whole class Pair work |
||||||
|
4. Project. 7ms |
Interview their classmates about their favorite food and drink and then report the results to the class. - Give them time to interview three of their classmates fill the gaps in the table. - Ask them to look at the first row in the table as an example - Ask some Ps to report the results of their interview to the class. |
- Listen. - Do the project.
|
||||||
|
5.Consolidation. 5ms |
- Have Ps consolidate the lesson. - Comment and consolidate it again. |
- Consolidate the lesson.
|
WEEK 23 (Date: 20/02-24/02/2023)
Lesson 1: Period 91
1. Look, listen & repeat.
2. Point and say.
I. Objectives: By the end of the lesson, Ps can:
- Use the words and phrases related to the topic Physical appearance.
- Ask and answer questions about physical appearance, using What does he/she look like? He/She’s ………
II. Languages focus:
1. Vocabulary: - tall, short, slim, old, young.
2. Sentence patterns:
A: What does he/ she look like?
B: He/She’s tall.
III. Resources: student’s book, recording, cards, pictures, cassette player.
Procedure
|
Stages/ Time |
Content |
Interaction |
|
1. Warm -up. Check up. 7ms |
- Ask The class to sing the song “My favorite food and drink” and clap their hand. - Call some Ps to bring a photo of their father or mother and tall about him or her( ex: his/her name, age, job and hobby ) |
The whole class
Some Ps |
|
2. Look, listen and repeat. 13ms |
- Have Ps look at the four pictures to discuss the content in which the language is used. Ask them questions such as Where are they? What are they doing? - Ps can answer the question by Vietnamese or English. - T can explain the meaning of the question What does she/ he look like? And answer She/He’s tall. - Play the recording more than once. - Have Ps to listen and repeat. - Ask Ps to do choral and individual repetition, pointing to the characters speaking. |
Whole class
Answer Listen Repeat
|
|
3. Point and say. 10ms |
- T gives structure and explains. - T models/ Ps repeat in chorus - Individually. * Pattern: A: What does he/she look like? B: He/She’s tall. - Have pupils repeat the pattern. - Have pupils practice the pattern in 2groups, in pairs. - Model with a pupil (T asks - P answers; P asks - T answers). - Call on 2 Ps to model. - Ask the class to work in pairs. - T corrects pronunciation - Ask Ps to look at the bubbles and the pictures to understand how the languages is used, after that point to the pictures and teach the new words: + tall + short + slim + fat + young + old - Model 3 times, then have class repeat in individual and chorus 3 times. - Ask Ps to ask and answer the question What does he/she look like? He/She’s ……. chorally and individual by using the new words. - Ask Ps to work in pairs. - Invite a few pairs to act out the dialogue in front of the class. Note correct pronunciation. Work in pairs. Tell your partners what you like doing. - Ask Ps to practice using What does he/she look like? He/She’s ……. - Ask Ps work in pairs about physical appearance. - Ask some pairs to role-play in front of the class. |
Whole class
Whole class Group work Pair work |
|
4. Consolidation. 5ms |
- Have Ss consolidate the lesson. - Comment and consolidate it again. |
Consolidate the lesson
|
Lesson 1: Period 92
3. Listen and tick.
4. Look and write.
5. Let’s play.
I. Objectives: By the end of the lesson, Ps can:
-Use the words and phrases related to the Physical appearance.
- Listen and tick the correct picture about people’s appearance.
- Complete the sentences
- Play the game.
II. Languages focus:
1. Vocabulary:
2. Sentence patterns:
A: What does he/ she look like?
B: He/She’s tall.
III. Resources: student’s book, recording, cards, pictures, cassette player.
Procedure
|
Stages/ Time |
Content |
Interaction |
|
1. Warm-up. 5ms |
- Call some Ps to front of the class to ask and answer questions about Physical appearance. |
Whole class |
|
2. Listen and tick. 10ms |
- Have Ps look at the pictures to identify the similarities and differences about Physical appearance. - Ask Ps point to the pictures to identify the appearance of the people. T can ask them questions such as Is he tall or short? Is she young or old? Ps guess the answer. - Have pupils listen to the first dialogue, teacher models the way to do the exercise and checks the answer with the class. - Play CD, have pupils listen and tick the correct pictures. - Have pupils share their answers in pairs. - Play CD, pause after each dialogue and check the answers. Key: : 1 c 2 c 3 a Audio script: 1. A: What does your sister look like? B: She’s very tall. 2. A: What does your grandmother look like? B: She’s old and short. 3. A: How old is your brother? B: He’s twelve. A: What does he look like? B: He’s slim and short. |
Whole class
Individually Whole class
Individually Pair work
|
|
3. Look and write. 10ms |
- Have Ps look at the pictures and write the answers to the questions about someone’s appearance. - Give them a few times to look at the pictures. - Ask Ps to read the question under each picture and write the answer. - Ask Ps to work in pairs. - Get Ps to do the task. - Get Ps to swap and check their answers. - Write the correct answers on the board for Ps to copy down into the notebooks. Key: 1. He’s tall/slim. 2. She’s short/young. 3. They’re old. 4. They’re young/ tall. - Call Ss to read aloud the answers. |
- Listen and do what the T asked. - Do the task. - Act out. - Look at the board and copy. - Read. |
|
4. Let’s play. 10ms |
- Instruct play the game “Find someone who….” using the words related to people’s physical appearance. - Divide the class into groups of five. Say to Ps Find someone who…( ex: Find someone who’s tall). The group which is the quickest to point to a classmate who fits that get most points wins. |
- Listen -Play the game |
|
4. Consolidation. 5ms |
- Have Ss consolidate the lesson. - Comment and consolidate it again. |
Consolidate the lesson |
WEEK 24 (Date: 27/02-03/03/2023)
1. Look, listen & repeat.
2. Point and say.
3. Let’s talk.
I. Objectives: By the end of the lesson, pupils can:
- Use the words and phrases related to the topics Physical appearance.
- Make comparisons, using Who is + (comparative)? ... is + (comparative)
II. Languages focus:
1. Vocabulary: - big-bigger, small-smaller, tall-taller, short-shorter, old- older, young-younger.
2. Sentence patterns: A: Who’s taller?
B: My brother’s taller than my sister.
III. Resources: student’s book, CD, pictures, cassette.
Procedure
|
Stages/ Time |
Content |
Interaction |
|
1. Warm-up. Check up. 5ms |
- Have the class sing the song. - Call some Ps to the front of the class to ask and answer about the physical appearance of their classmates. |
Whole class
2 pairs |
|
2. Look, listen and repeat. 9ms |
- Ask Ps to look at the pictures to identify the context in which the language is used. - T asks: Who are the boys? What are they doing? - Ps : answer - Introduce the situation of two boys asking and answering questions about their family members. - Play the recording for pupils to listen. - Mime the dialogue and have pupils repeat. - Divide the class into 2 groups. Have one group repeat the role ofNamand the other repeat the role of Peter. ( change role ) - Call some pairs to read. - Teacher models: 3 times, choral repetition: twice, individual: 3 times. - Play the recording again for pupils to listen and repeat. |
Whole class Answer Group work - Listen - Listen and repeat |
|
3. Point and say. 10ms |
- T gives structure and explains. - T models/ Ps repeat in chorus - Individually. * Pattern: A: Who’s taller? B: My brother’s taller than my sister. - Have pupils repeat the pattern. - Have pupils practice the pattern in 2 groups, in pairs. Note: Most adjectives form comparatives by adding –er to the end of the words. - Ask Ps to look at the pictures and the words under them after that point to the pictures and teach the pairs of adjectives: + big-bigger + small-smaller + tall-taller + short-shorter + old-older + young-younger - Model 3 times, then have class repeat in individual and chorus 3 times. - Point to the first picture and model the task with one pupil. - Ask Ps to work in pairs. - Invite a few pairs to act out the dialogue in front of the class. Note correct pronunciation. |
Whole class
Whole class Group work Pair work
Pair work |
|
4. Let’s talk. 8ms |
- Review what they have learnt in lessons 1 and 2. - Get Ps to work in groups of 4 or 5, ask and answer about their classmates’ appearance and making comparisons. * Questions: + What does he/she look like? + Who’s taller/ shorter/ older? - T models first. Then gets the class to practice. - After finishing, call some Ps to act out their conversation in the front of the class. The rest of the class observe and give comments if possible. - Correct their mistakes. |
Group work
Group work
2 groups |
|
4. Consolidation. 3ms |
- Have Ss consolidate the lesson. - Comment and consolidate it again. |
Consolidate the lesson
|
WEEK 24 (Date: 27/02-03/03/2023)
5. Look and write.
6. Let’s sing.
I. Objectives:
- Use the words and phrases related to the topics Physical appearance.
- Make comparisons, using Who is + (comparative)? ... is + (comparative)
- Listen and number the correct number aboutNam’s description of his family.
- Answer the questions to make comparisons of people’s appearance.
II. Languages focus:
1. Vocabulary:
2. Sentence patterns:
+ What does he/she look like?
+ Who’s taller/ shorter/ older?
III. Resources: student’s book, CD, pictures, cassette.
Procedure
|
Stages/ Time |
Content |
Interaction |
|
1. Warm-up. 5ms |
- Ask some pairs of Ps to ask and answer questions to compare the appearance of their classmates. |
- Ask and answer - Play game |
|
2.Listen and circle. 10ms |
- Tell Ps that they are going to listen toNam’s description of his family and circle the correct answer. - Ask them to look at the four incomplete sentences and guess the possible answers for each sentence. Checking understanding. - Play CD, have pupils listen and circle.(3 times) - Have pupils share their answers in pairs. - Play CD, pause after each dialogue and check the answers. Key: 1.a 2.a 3.b 4.b - Comment and motivate |
Whole class Individually Individually Pair work |
|
3. Look and write. 10ms
|
- Ask Ps to write the answers to the questions to make comparisons of people’s appearance, using the picture cues. - Ask Ps look at the four pictures to identify the difference in appearance the family members in each picture. Note: explain the meaning of the word “ strong”, remind Ps that we use than when making comparisons. - Ask Ps write the answer. - Have Ps work in pair. - Give Ps time to do the task independently. - Get them to swap their answers before checking as a class. - Call some pairs to act out the completed dialogues. Key: 1. The brother is slimmer than the father. 2. The mother is stronger than the father. 3. The sister is older than the brother. 4. The brother is stronger than the father. |
- Listen - Read in silence - Do the task - Swap |
|
4. Let’s sing 10ms |
Sing the song: What do they look like? - Have Ps read the song and check comprehension. - Play the recording all the way through. - Have Ps do choral and individual repetition of each line. - Show Ps how to sing the song and do the actions. - Have groups of pupils to sit face to face and practice singing and clapping hands. - Play the recording again and get Ps to sing along with the recording. - Divide the class into two groups: one sing the questions and the other sings the answers - Get some groups to sing the song. - Comment. |
- Whole class
Pair work |
|
5.Consolidation. 5ms |
- Have Ps consolidate the lesson. - Comment and consolidate it again. |
- Consolidate the lesson. |
WEEK 24 (Date: 27/02-03/03/2023)
Lesson 3: Period 95
1. Listen & repeat.
2. Listen and tick. Then write and say aloud.
3. Let’s chant.
I. Objectives:
- Ask and answer questions about Physical appearance, make comparisons.
- Help Ps to pronounce the sounds of the letters th in the words this, that, thin, thick respectively.
II. Languages focus:
Revision:
1. Vocabulary: words and phrases related about the Physical appearance.
2. Sentence patterns: questions about Physical appearance, make comparisons.
III. Resources: student’s book, CD, pictures, cassette.
Procedure
|
Stages/ Time |
Content |
Interaction |
|
1. Warm-up. Check up. 7ms |
- Have Ps sing the song: “What do they look like?” |
Whole class
|
|
2. Listen & repeat. 10ms |
- Write the letters th on board. - Present the sounds: “th”. - Play the recording and ask Ps to repeat a few times. - Write the words this, that, thin, thick and 4 sentences in the book on the board. - Play the recording and let pupils say the words and the phrases. - Ask s to find some words with the sounds: “th”. - Have Ps read the sounds, words and phrases in chorus and individually. - Call some Ps to read, T corrects the pronunciation. |
Whole class Individually |
|
3. Listen and tick Then write and say aloud. 10ms |
-Tell Ps that they are going to listen to the recording and tick the correct words, and then read the sentences aloud. -Ask Ps to read the sentences and guess the correct words answer. -Have Ps listen and do the task. Then compare the answers with a partner. -Call some Ps to read aloud the completed sentences. Key: 1. a 2. b 3. a 4. b Audio Script: 1. My brother is thin. 2. My sister is three. 3. Their books are on the table. 4. Their book are thick. |
Whole class
Pair work |
|
4. Let’s chant. 8ms |
- Introduce the chant “ This is my family” - T reads the chant first. -Have Ps read the chant line by line and check comprehension. - Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions. - Divide the class into 2 groups to chant and do actions. - Call some pairs to front of the class to chant and do actions. The rest of the class claps along to the rhythm. - Correct pronunciation. |
Whole class
Group work Pair work |
|
5. Consolidation. 5ms |
- Have Ps consolidate the lesson. - Comment and consolidate it again.
|
- Consolidate the lesson.
|
WEEK 24 (Date: 27/02-03/03/2023)
Lesson 3: Period 96
4. Read and write.
5. Write.
6. Project.
I. Objectives:
- By the end of the lesson, Ps can ask and answer questions about Physical appearance, make comparisons.
- Help Ps to read and write the answer.
- Help Ps to write an email to their friends to describe their family.
II. Languages focus:
Revision:
1. Vocabulary: words and phrases related about Physical appearance.
2. Sentence patterns: questions about Physical appearance, make comparisons.
III. Resources: student’s book, CD, pictures, cassette.
Procedure
|
Stages/ Time |
Content |
Interaction |
|
1. Warm-up. 5ms |
- Revise the chant: “This is my family” - Comment |
- Revise the chant. - Listen.
|
|
2. Read and complete. 10ms |
- Ask Ps read an email about a girl’s family and write the answers to the questions. - Ask Ps read the questions first and then to read the email. - Get Ps to work in pairs or groups to discuss. - Get Ps time to do the task independently. - Go around to offer help - Get Ps to swap to check their answers. - Call some Ps to write the correct answers on the board. - Comment. Key: 1. He’s is a teacher. He’s is tall and slim. She is beautiful Her brother is younger. Marie is shorter. |
Whole class Group work |
|
3.Write. 8ms |
- Help Ps write an email to their friends to describe their family, using the given words in the frame. - Have them look at the given words and decide what they are going to write. - Ask them to write about their father’s and mother’s appearance. - Give Ps time to do the task independently. - Get Ps to swap their answers. - Call one pupil to write an email on the board and read aloud. |
Whole class Pair work |
|
4. Project. 7ms |
- Ask Ps bring a photo of their family and describe their members to the class. - Ash them to think about what to say about their family( name, age, job, hobbies, appearance) - Have Ps to work in pairs or groups to discuss. - Invite one pupil to do a demonstration in front of the class before starting the activity. - Call some Ps to front of the class to do the task. - Call some Ps to describe their family members to the class. |
- Listen. - Do the project.
|
|
5.Consolidation. 5ms |
- Have Ps consolidate the lesson. Comment and consolidate it again. |
- Consolidate the lesson.
|
WEEK 23 (Date: 20/02-24/02/2023) UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?
Lesson3: Part 1-2-3 Period 89
v Objectives: By the end of this unit pupils can
Say questions and answers with the correct intornation. Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friendsLanguage focus:
- Phonetic: What do you do in your free time? – I surf the internet.What do they do in their free time? – They go camping.
v Resources: Student’s book, recording, flash cards.
Procedures:
|
Stages |
Content |
Interaction |
|
1. Warm – up (3’) |
Sing a song The class sing What do you do in your free time? |
T – whole class |
|
2. Listen and repeat. (10’) |
- Introduce the sentences with falling intornation. - Guide Ss produce the sound of the sentences. - Look at the questions and answwers with falling intornation. - Listen follow in their book. - Ss learn to produce the sound of the sentences: What do you do in your free time? I surf the internet. What do they do in their free time? They go camping. - Listen the CD and repeat the words & sentences in chorus( do choral) - Read in groups/ in pairs. - Give out and check. |
- T – whole class - Pairs |
| 1. Listen and circle a or b. Then say the sentences. (10’) |
- Give tasks. - Play the recording. - Check and correct. - Read the sentences in silence before listening the recording to do the task. - Pupils listen the recording 2 times and circle a or b to complete sentences. - Compare the answers each other before checking as a class. - 3- 4 pupils give the keys. The rest of the class observe and give comments Key : 1.a 2.a 3. b 4.b |
- T – whole class - Pairs - Individual |
| 2. Let’s chant(10’) |
- Introduce the Chant : Why should he do that? -Te- Ps listen to the tape & read the chant line by line. - Ps practise chanting: one chants the questions and the other chants the answers. - Ps practise chanting and doing actions. - 2 groups to say the chant and do actions. The rest of the class claps along to the rhythm. Summary the lessonacher reinforce their pronunciation |
- T – whole class - Pairs |
|
5. Homelink(2’) |
- Do exercises in workbook, learn by heart the new words. |
- Individual |
WEEK 23 (Date: 20/02-24/02/2023) UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?
Lesson3: Part 4-5-6 Period 90
v Objectives: By the end of this unit pupils can
Say questions and answers with the correct intornation. - Develop Ss speaking and listening skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their hometown, family and friendsLanguage focus:
- Phonetic: What do you do in your free time? – I surf the internet.What do they do in their free time? – They go camping.
v Resources: Student’s book, recording, flash cards.
Procedures:
|
Stages |
Content |
Interaction |
|
1. Warm – up (3’) |
Spend a few minutes revising the preious lesson by getting two groups to say the chant what do you do ? and do actions. |
T – whole class |
|
2. Read and draw lines to match (8’) |
- Tell the class that they are going to read the text and draw lines to match the people to the things. Get them to read the sentences and underline the key words/phrase before reading the passage to find the relevant information. . - Set a time limit for pps to do the task independently. Monitor the activity and offer help if necessary. Have them compare their answers before checking as a class. Key : 1.c 2.a 3. b |
- T – whole class - Pairs |
|
3. Write about what your family do at weekends (8’) |
- Tell the class that they are going to write about what your family do at weekends . - Give them time to read the questions and write the first draft of their answers in their notebooks. - 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 sentences and the name of their friend in capital letters, and put commas and full stop at the appropriate places. - Get them to swap and read their writing in pairs before inviting two or three pps to read their answers aloud. Key : answer vary. |
- T – whole class - Pairs - Individual |
|
4.Project (7’) |
- Tell the class that they are going to do a drawing project. They should work in groups to discuss the house they are going to draw, and its address. Then ask them to draw it on a piece of paper. - Set a time limit for them to do the task. - Invite a few groups to present their drawings to the class and talk about them . - If there no enough time, give the activity as homework and talk about the drawings in the next lesson as a warm up activity. - Display their drawings in the classroom if you wish. |
- Work in group
|
| 3. Colour the stars(7’) |
- Have the class read the statements and check their comprehension. - Give them time to colour the stars and invite a few pps to read the statements aloud. Give futher support to pps who find it difficult to achieve certain objectives. |
- Individual |
|
6. Homelink(2’) |
- Do exercises in workbook, learn by heart the new words. |
- Individual |
WEEK 23 (Date: 20/02-24/02/2023) UNIT 14: WHAT HAPPENED IN THE STORY?
Lesson1: Part 1-2-3 Period 91
v Objectives: By the end of this unit pupils can
- Use the words and phrases related to the topics talk about stories. Ask and answer questions about what happened in a story, using What happened in the story? First,/Then/Next,/In the end, ... - Develop Ss speaking and listening skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their hometown, family and friends.Language focus:
- Sentence Pattners: What happened in the story? First,/Then/Next,/In the end, ... - Vocabulary: first, then, next, in the end, order, far, away,...v Resources: Student’s book, recording, flash cards.
Procedures:
|
Stages |
Content |
Interaction |
|
1. Warm – up (3’) |
- Play game - The class play game: slap the board, using go fishing, go skating, go swimming, go shopping... |
- T – whole class |
|
2. Look, listen and repeat (10’) |
- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure - Look at the pictures to identify the characters(Linda and Phong) and the context in the book guess what the story is about and point at each picture to elicit their answers to these questions. - Listen follow in their book. - Ss listen and repeat in chorus two times. - Read in group/ pair: One repeats Phong’s part, the other repeats Linda’part. |
- T – whole class - T – whole class - T – whole class - Groups - T – whole class |
|
3. Point and say (12’) |
- Teach vocabulary: first, then, next, in the end,... - Model sentence. - Monitor the activity & offer help, if necessary. - Check and correct. - Ss give new structure sentence: What happened in the story? First,/Then/Next,/In the end, ... - Note write down new words and read after T. Play game: What and where ( Whole class) - Say phrases under the pictures. - Look and find out the model sentences. - Point the pictures and practise asking and answering question What happened in the story? First,/Then/Next,/In theend, using the prompts under the pictures. - 2 - 3 pairs perform their task at the front of the class. The rest of the class observe and give comments. |
- T – whole class - T – whole class - T – whole class - T - student - Pairs - Pairs |
|
4.Let’s Talk (7’) |
- Give tasks. - Monitor the activity & offer help, if necessary. - Correct their pronunciation and mistake. - Talking about what happened in a story, using What happened in the story? First,/Then/Next,/In the end,... - Ss work in pairs. - Pupils practise answering the questions with information about themselves. - 6-7 pairs perform their task at the front of the class. The rest of the class observe & give comments. |
- T – whole class
- Pairs |
|
5. Homelink(3’) |
- Recite the pattern & write all the sentences at home. |
- Individual |
WEEK 23 (Date: 20/02-24/02/2023)
UNIT 14: WHAT HAPPENED IN THE STORY?
Lesson1: Part 4-5-6 Period 92
v Objectives: By the end of this unit pupils can
Use the words and phrases related to the topics talk about stories. Ask and answer questions about what happened in a story, using What happened in the story? First,/Then/Next,/In the end, ... Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friends.Language focus:
Sentence Pattners: What happened in the story? First,/Then/Next,/In the end, ... Vocabulary: first, then, next, in the end, order, far, away,...v Resources: Student’s book, recording, flash cards.
Procedures:
|
Stages |
Content |
Interaction |
|
1. Warm – up (4’) |
- Spend a few minutes revising the story in activity 1 previous lesson by inviting a pair of ps to act in out. |
- Whole class - Groups |
|
2.Listen & number (10’) |
- Tell the class that they are going to listento the recording and number the correct pictures - Ask them to look at the pictures to identify the characters and activity -Play the recording all the way through for ps to listen tick the pics .Play it again for them to check their answer -Get ps to compare their nswer before checking as a class Key: a4 b1 c5 d2 e3 |
- T – whole class - Individual - Pairs |
|
3.Read and complete (10’) |
- Tell the class that they are going to read and fill the gaps with in the end, apple, got up legs and princess - Give them a few seconds to read the the test and the words in the box .Remind them to focus on the context to select - Set a time limit for ps to do the task independently. - Get ps to compare their answer in pairs before checking as a class Key : 1 princess 2 legs 3 apple 4 got up 5 in the end |
- Pairs
|
|
4. Let’s sing (10’) |
- Introduce the song Once upon a time ... - 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. - Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm. - Have class sing the song again to reinforce their pronunciation. |
- T – whole class |
|
5. Homelink (1’) |
- Have Ss recite the pattern & vocabulary at home. |
- Individual |
WEEK 24 (Date: 27/02-03/03/2023)
UNIT 14: WHAT HAPPENED IN THE STORY?
Lesson 2: Part 1-2-3 Period 93
I. Objectives:
1. Knowledge:
By the end of this unit, pupils can
• use the words and phrases related to the topic Talking about stories.
• ask and answer questions about someone’s opinions of a book/story/character, using
What do you think of … ? I think …
2. Skills:
- Develop Ps speaking and listening skills.
3. Language focus:
- Vocabulary: kind, intelligent, greedy, hard-working…
- Structures: What do you think of … ? I think …
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
|
Class |
Teaching date |
Attendances |
|
5a |
||
|
5B |
||
|
5C |
2. Oral test:
- Have pupils write the new words.
3. New lesson
|
Teacher’s activities |
Students’ activities |
|
I. Warm up: Spend a few minutes revising the previous lesson by having the class sing the song Once upon a time, ... Invite a group to sing and do actions in front of the class. The rest of the class claps their hands along to the rhythm. At the end of the song, introduce Lesson 2. II. New lesson: 1. Look, listen and repeat • Have the class look at the pictures. Introduce the story by pointing at each character and elicit answers to these questions: Who are they? Where are they? What are they talking about? • Play the recording all the way through for pupils to listen and follow in their books. Play the recording again for them to repeat line by line. • Check their understanding of the story.
2.Point and say • Tell the class that they are going to practise asking and answering questions about characters in stories, using What do you think of ...? I think ... • Teach the adjectives under the pictures: intelligent, hard-working, greedy and kind. Then have pupils repeat them once or twice. • Point at each picture for them to practise asking the question What do you think of ...?, using the first part of the prompt. Then get them to practise saying the answer I think ..., using the second part of the prompt. • Ask pupils to practise asking and answering in pairs. Monitor the activity and offer help, if necessary. • Invite one or two pairs to perform the task. 3.Let’s talk: • Tell the class that they are going to practise further by asking and answering questions about a book, a story or a character. • Have pupils work in pairs and use the questions and answers in their books. • Set a time limit for them to do the task. • Invite a few pairs to act out their exchanges in front of the class. Correct their pronunciation, if necessary. III. Consolidation: - Summary the lesson IV. Homework: - Do exercises in workbook, learn by heart the new words |
- Sing the song - Look at the pictures and answer: Quan and Linda are in the park. -In Picture a, Quan asks What are you doing, Linda? and Linda answers I’m reading The Golden Starfruit Tree. -In Pictures b, c and d, Linda tells Quan what she thinks of the characters and the story. - Listen and copy - Do as directed - Listen - Listen and copy - Do as directed - Listen - Work in pairs - Some pairs perform in front of class - Listen to the teacher - Remember |
************************************************************************
WEEK 24 (Date: 27/02-03/03/2023)
UNIT 14: WHAT HAPPENED IN THE STORY?
Lesson 2: Part 4-5-6 Period 94
I. Objectives:
1. Knowledge:
By the end of this unit, pupils can
• use the words and phrases related to the topic Talking about stories.
• ask and answer questions about someone’s opinions of a book/story/character, using
What do you think of … ? I think …
.2. Skills:
- Develop Ss reading, writing and listening skills
3. Language focus:
- Vocabulary: Review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
|
Class |
Teaching date |
Attendances |
|
5a |
||
|
5B |
||
|
5C |
2. Oral test:
- Have pupils write the new words.
3. New lesson
|
Teacher’s activities |
Students’ activities |
|
I. Warm up: Play the game: Order the words II. New lesson: 4. Listen and tick. • Tell the class that they are going to listen and tick the correct pictures. • Play the recording all the way through for pupils to listen. Play it again for them to do the task. • Get them to compare their answers in pairs before checking as a class. Key: 1 c 2 a 3 a 5. Write about your favourite book. • Tell the class that they are going to write about their favourite books. • Have them read the questions and check their understanding. • Set a time limit for them to do the writing. Monitor the activity and offer help, if necessary. • Get them to swap and read their writing in pairs before inviting one or two to read their answers aloud. Key: Answers vary 6. Let’s play: • Tell pupils that they are going to play Storytelling. Follow the instructions for Physical line-up in Games in Introduction. • Divide the class into two teams. Give each team sheets with the same set of phrases from a story. Each member of the teams should have one sheet. Say a sentence from the story. Pupils with the phrases should line up to form the sentence. (E.g. One day, King Hung got angry with Mai An Tiem.) The first team that shows the correct sentence wins a point. The game continues until the teacher finishes the story. The team which has the most points wins the game. This is a fun way for pupils to practise their English in a competitive way. III. Consolidation - Summary the lesson IV. Homework - Do exercises in workbook, prepare the next period. |
- Play game - Listen to the teacher - Listen to the tape - Listen and tick
-Do the task - Individually - Work in pairs - Some Ps - The whole class - Listen to the teacher - Work in groups - Do as directed - Listen
- Remember |
**********************************************************************
WEEK 24 (Date: 27/02-03/03/2023)
UNIT 14: WHAT HAPPENED IN THE STORY?
Lesson 3: Part 1-2-3 Period 95
I. Objectives:
1Knowledge:
By the end of this unit, pupils can
• use the words and phrases related to the topic Talking about stories.
• say questions and answers with the correct intonation.
2. Skills:
- Develop Ps writing and listening skills
3. Language focus:
- Vocabulary and structures: Review
- Phonics: say questions and answers with the correct intonation
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
|
Class |
Teaching date |
Attendances |
|
5a |
||
|
5B |
||
|
5C |
2. Oral test:
- Have pupils write the new words.
3. New lesson
|
Teacher’s activities |
Students’ activities |
|
I. Warm up: Play game: Palmanism II. New lesson: 1.Listen and repeat • Tell the class that they are going to practise saying the question and answers which have falling intonation. • Play the recording all the way through for them to listen and follow in their books. Play it again for them to do choral and individual repetition until they feel confident.
2. Listen and circle a or b. Then say the sentences aloud. • Tell the class that they are going to listen to the recording and circle a or b to complete the sentences. • Play the recording all the way through for them to listen. Play it again for them to do the task. Go around offering help, if necessary. • Have them compare their answers before checking as a class. Then ask them to read the completed sentences aloud. Key: 1 b 2 b 3 a 4 a 3. Listen to the story. • Tell the class that they are going to listen to the story The Fox and the Crow. Teach them unfamiliar words. Check their comprehension of the story. Play the recording all the way through for them to listen and follow in their books. Play it again for them to repeat each line of the story. Divide the class into three teams: one says the narrator’s words; one says the Fox’s words and one says the Crow’s words. The three teams swap their roles after the first round. • Let pupils work in groups. Set a time limit for them to practise telling the story and doing actions. • Invite three groups to tell the story and do actions. III. Consolidation - Summary the lesson IV. Homework - Do exercises in workbook, prepare the next period. |
- Play the game - Listen - Listen to the teacher - Listen to the tape - Listen and repeat in choral, groups and individual - Listen to the teacher - Read individually - Listen and circle - Listen and circle - Read aloud - Listen to the teacher - Repeat the story - Do as directed - Practice in groups - Work in pairs - The whole class - Listen - Remember |
**********************************************************************
WEEK 24 (Date: 27/02-03/03/2023)
UNIT 14: WHAT HAPPENED IN THE STORY?
Lesson 3: Part 4-5-6 Period 96
I. Objectives:
1. Knowledge:
- By the end of the lesson, Ps will be able to use words and phrases related to the topic Talking about stories.
2. Skills:
- Develop Ps writing and listening skills
3. Language focus:
- Vocabulary and structures: review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
|
Class |
Teaching date |
Attendances |
|
5a |
||
|
5B |
||
|
5C |
2. Oral test:
- Have pupils write the new words.
3. New lesson
|
Teacher’s activities |
Students’ activities |
|
I. Warm up: Spend a few minutes having the class tell the story The Fox and the Crow in Activity 3. II. New lesson: 4. Read and write. • Tell the class that they are going to read the passage and answer the questions. • Give the meanings of unfamiliar words and get pupils to read the questions and underline the key words in the passage. If necessary, get pupils to work in pairs or groups. • 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 as a class. Give explanations, if necessary. Key: 1 She likes reading folk tales. 2 She thinks they are usually short and interesting. 3 She thinks the characters are sometimes honest, sometimes greedy, sometimes wise, sometimes stupid. 4 She thinks the fox was clever and the crow was not. 5 Because each of them gives her a lesson in life. 5. Write about the characters in your favourite story. • Tell the class that they are going to write about the characters in their favourite story. • Have them work in pairs or groups to decide on a story and discuss what they are going to write. Set a time limit for them to do the writing individually. Monitor the activity and offer help, if necessary. • Remind them when to use capital letters. Also remind them to put commas or full stops in the appropriate places. • Get them to swap and read what they have written in pairs before inviting two or three pupils to read their answers aloud. Key: Answers vary 6. Project • Tell the class that they are going to tell a story and say what they think of the characters. • Get them to work in groups of five and decide which story to tell the class and what they think of the characters. • Set a time limit for them to discuss and write notes. Select two or three groups to tell the stories and their opinions on the characters 7. Colour the stars. • Have the class read the statements and check their comprehension. • Give them time to colour the stars and invite a few pupils to read the statements aloud. • Give further support to pupils who find it difficult to achieve certain objectives. III. Consolidation - Summary the lesson IV. Homework - Do exercises in workbook, prepare the next period. |
- Tell the story - Listen to the teacher - Read the text - Work in pairs - Some Ps - The whole class - Listen to the teacher - Work individually - Some Ps read aloud the answers - Listen to the teacher - Take note - Do as directed - Some Ps - Listen - Read the statements - Colour the stars - Listen - Remember |
Bản quyền thuộc TH &THCS Lê Văn Miến
Vui lòng ghi rõ nguồn khi sao chép nội dung từ website http://thcs-lvmien.phongdien.thuathienhue.edu.vn/