giáo án dạng word lớp 4 family and friends giúp cho bạn dễ dàng soạn giảng khi cần thiết . được chuyển từ oxford .bạn yên tâm có thể tham khảo mà không sợ sai. từ bài 1 đến bài 12 .nếu bạn sợ sai hãy vào trang web của oxford press bạn sẽ truy cập nhiều hình ảnh mà bạn mong đợi
-Date: Week: Period: Starter : Welcome back ! Lesson: Aim(s): places in a home Objective(s): by the end of the lesson, students will be able to identify different places in a home fluently Skill(s): listening, speaking Teaching – aids: CD tracks 1-2, Starter story Poster Procedures: Time Contents Teacher’s activities Students’ activities I WARM UP: - Smiling and say Hello - clap hands - Encourage children to say - saying Hello to Teacher Hello back to you Say It’s a new year Welcome back! - Begining the class with - greeting together some common greetings Ss then practice greeting each other in pairs or small groups II PRESENTATION: * Set the sence: SENTENCE PATTERN Where’s …? This is… These are… III PRACTICE: Activity 1: Recording - Using the Starter Story Poster to present the story - Point to the characters for children to say the names Ask What’s happening in the story?/ Where’s Billy?/ Is he behind the door? - Eliciting the important words from the story and write them on the board - Introducing new sentence pattern - checking concept: from, use, meaning, intonation - Telling Ss to open their books - Playing the recording again as Ss follow in their books - monitoring - looking carefully - Explaining that they’re going to listen to a 'Welcome back' song and then sing it - listening to T - listening and answering - listening carefully - listening carefully - listening and answering - opening their books - listening to the record carefully - singing the song -Play the recording once for Ss to listen and follow the song in their books Focus attention on the words Read each line for Ss to repeat after you Play the recording again for children to sing Activity2: Song actions along Activity 3: Exercise Look and write: dining room He’s in the bedroom She’s in the kitchen He’s in the bathroom Activity 4: Exercise IV PRODUCTION: Guessing game: V HOMEWORK: Have Ss to the exercises in W.B - Ask children to think of some actions for the song Play the song again for Ss to sing and their actions Repeat if you wish - thinking actions for the song - performing - Asking Ss to look at pictures and write the correct answers about name’s rooms - modeling - Getting Ss to the task - Monitoring - checking Ss’ task - Evaluating - looking at pictures and writing the correct answers about name’s rooms - looking carefully - doing the task - Asking Ss to find and circle the clothes words - Modeling - Getting Ss to the task - Monitoring - checking - evaluating - finding and circling the clothes words - listening carefully - doing task - Describing a character from the story for Ss to guess who it is, e.g She’s in the kitchen - Asking different Ss to describe another character for the class to guess - monitoring - giving feedback - listening and guessing who it is - setting to task for Ss to at home - taking note …………… , ngày …tháng …năm 20… Duyệt Tổ khối - checking - listening - checking - listening - giving guess - listening ., ngày …tháng …năm 20… Duyệt BGH -Date: Week: Period: Starter : Welcome back ! Lesson: Aim(s): Introducing friends Objective(s): by the end of the lesson, Ss will be able to introducing friends fluently Skill(s): listening, speaking Teaching – aids: CD tracks 1-2, Starter story Poster Procedures: Time Contents Teacher’s activities Students’ activities I WARM UP: - Getting Ss to sing the - singing the Welcome Singing the Welcome song Welcome song (p 4) and song (p 4) and doing the the actions to energize the actions to energize the class class - Asking Ss if they can - listening and answering remember what happened in the story in the previous lesson - Holding up the Starter story - answering poster to encourage ideas - Asking questions about the - answering people in the story, e.g Where’s Billy? Is he behind the door? - Monitoring - Evaluating - listening II PRESENTATION: * Review the pattern This is my… His name’s…/ her name’s… He’s…/ She’s… - pointing to flashcards to review the structure - asking Ss to repeating these sentences - checking concept again - looking and listening III PRACTICE: Activity 1: - Asking Ss to turn to the story on page of their Class Books Play the recording, asking Ss to repeat - Playing the recording again for Ss to mime the actions as they listen Ss practice acting out the story in their groups - Asking some of the groups - repeating - listening and repeating - listening and answering - practicing acting out the story in their groups - performing -to act out the story before the class - Monitoring - Evaluating - listening Activity2: - reading all the Key: (1 T, F, T, F ,5 F - Asking Ss to look at the sentences in the book sentences again and T) Asking: Is grandma in the deciding whether they are kitchen? to establish that the true or false first sentence is true Allowing time for them to read all the sentences again and decide whether they are true or false - Getting Ss to the task - doing the task - Monitoring - Checking Ss’ task - performing - Evaluating - listening Activity3: IV PRODUCTION: Introducing circle: V HOMEWORK: Have Ss to the exercises in W.B - Asking a S to read the dialogue - Saying the dialogue again - Asking them to practice the dialogue in pairs - Asking some pairs to say the dialogues aloud for the class - Evaluating - reading the dialogue - Asking Ss to stand in a circle - Asking the first S to introduce the person on his left to the person on his right The person on the right then introduces the one on his left Continue in this way around the class to introduce the friend - Modeling - Monitoring - Giving feedback - standing in a circle - setting to task for Ss to at home - taking note …………… , ngày …tháng …năm 20… Duyệt Tổ khối - listening - practicing the dialogue in pairs - performing - listening - introducing the person - listening - listening to T ., ngày …tháng …năm 20… Duyệt BGH Date: Week: Period: Starter: Welcome back ! Lesson: Aim(s): Identifying toys and possession Objective(s): by the end of the lesson, students will be able to identify toys and possession fluently Skill(s): listening, speaking Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Word search pair activity, Bingo Procedures: Time Contents I WARM UP: Word search pair activity II PRESENTATION: * Review the structure What’s this? It’s… Teacher’s activities - Giving half the class the ‘A’ sheet and half the class the ‘B’ sheet - Asking Ss work individually to find the five words in the word search grid, circle the words in the box as they so Once all the Ss have finished, they work with a partner (‘A’s’ with ‘B’s’) They take turns to dictate their words and look for those words in the grid At the end of the activity, they should all have found the ten words - Checking together as a class to elicit all ten words - evaluating Students’ activities - receiving sheet - Asking Ss what they can remember about the story from lesson Asking Where’s Billy in the story? - asking Ss to repeating these sentences - checking concept again - listening and answering - listening to T - taking part in the game - checking - listening - listening and repeating - listening and answering -III PRACTICE: Activity 1: - Asking Ss to identify the - identifying the characters Rosy and Tim; characters ; naming the Keys: name the different toys they different toys s1 Tim’s Rosy’s Tim’s can see Rosy’s Rosy’s - Getting Ss to read the words - reading the words, in the word pool, pointing out pointing out the the possessive’s in both possessive’s cases - Getting Ss to complete the - completing the sentences with the correct sentences with the name for each toy correct name - Give feedback - listening carefully Activity 2: - Asking one S to read the - reading the example example dialogue Saying the dialogue dialogue again - Asking Ss to practice the - practicing the dialogue dialogue in pairs in pairs - Asking them to make new - making new dialogues dialogues, pointing at different items in the picture - Asking some pairs to say - saying their dialogues their dialogues aloud for the aloud for the class class - giving feedback - listening to T IV PRODUCTION: Bingo V HOMEWORK: Have Ss to the exercises in W.B - Giving each S a whole worksheet - Telling them to cut up the pictures and choose nine of the pictures to stick on the bingo grid You need to keep a copy of the worksheet as well Reading out the words one by one, and Ss can cross off the words as they hear them The first S to have a complete row, three across, three down or diagonally shouts Bingo! He’s the winner - starting the game - monitoring - Giving feedback - receiving worksheet - setting to task for Ss to at home - taking note - listening carefully - taking part in the game - listening -…………… , ngày …tháng …năm 20… , ngày …tháng …năm 20… Duyệt Tổ khối Duyệt BGH Date: Week: Period: Starter: Welcome back ! Lesson: Aim(s): Identifying toys and possession Objective(s): by the end of the lesson, students will be able to identify toys and possession fluently Skill(s): listening, speaking Teaching – aids: CD tracks 3, Extra Practical Classroom Activities: Song worksheet Procedures: Time Contents I WARM UP: Team work II PRESENTATION: * Set the scene: III PRACTICE: Activity 1: Teacher’s activities - asking Ss to write the names of the toys they know/ like - monitoring - checking Ss’ task - evaluating Students’ activities - writing the names of the toys they know/ like - Asking Ss to open Class book, p and look at the pictures - Asking Ss: What can you see? Eliciting the actions the SS are doing (jumping, waving) - looking at the pictures - Playing the recording once for Ss to listen - Reading each line of the song aloud for Ss to repeat after you - Playing the recording again for Ss to sing along (more than once if you wish) - monitoring - checking Ss’ tasks - listening carefully - taking part in the game - listening - answering to T - repeating in chorus - singing the song - checking - Activity 2: - Asking Ss to look at the - deciding together on Suggested song actions pictures and decide together what the actions should * Monday, Tuesday, on what the actions should be Wednesday, Jump! – jump be in the air - Playing the recording for - listening carefully * Thursday, Friday, down with a bump! – sit down on Ss to listen, sing, and their actions chairs - monitoring * Saturday, Sunday, let’s - checking Ss’ tasks - performing say ‘Hi!’ – wave hello evaluating - listening * Days of the week, let’s say ‘Goodbye!’ – turn around and wave IV PRODUCTION: Activity 1: Song worksheet Activity 2: e.g * Monday, Tuesday, Wednesday, clap! * Thursday, Friday, Touch your head… V HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson - Giving each S a song worksheet - Asking Ss to listen and fill in the missing words (prompted by pictures) - Monitoring - Getting Ss to check with their partner - Checking Ss’ task - Evaluating - receiving workshhet - Telling Ss that they are going to make their own version of the song - Writing the words to the song on the board with the actions missing - Inviting different Ss to suggest new actions - Getting Ss to fill in the gaps on the board, sing the new song and perform the new actions with the class - monitoring - playing game - giving feedback - listening to T - setting to task for Ss to at home - taking note …………… , ngày …tháng …năm 20… Duyệt Tổ khối - listening and filling - checking with their partner - correct - listening - looking carefully - suggesting new actions - filling in the gaps on the board, singing the new song and perform the new actions - taking part in the game - listening , ngày …tháng …năm 20… Duyệt BGH Date: Week: Period: Starter: Welcome back ! Lesson: Aim(s): Identifying school objects and possession Objective(s): by the end of the lesson, students will be able to identify school objects and possession fluently Skill(s): speaking, listening Teaching – aids: CD tracks 3- Procedures: Time Contents I WARM UP: * Sing the song : Monday, Tuesday, Wednesday, Jump! * Revise colours red, black, blue, green and pink II PRESENTATION: * Review the structure I've got * Set the scence: Teacher’s activities - Getting Ss to sing the song - Asking questions to practise using colours for revising colours , e.g hold up a bag and say What colour is this bag? - Evaluating Students’ activities - singing the song in chorus - practising using colours - pointing to flashcards to review the structure - checking concept again - Asking Ss to look at the table with the class Pointing to each item in the column heading and ask What is this? What colour is it? - Telling Ss they are going to hear a recording of the children talking about what they have in their bags They must listen and say which child owns each object - looking and listening - listening - listening and answering - listening and answering - listening to T -III PRACTICE: Activity 1: Recording 4: * Luke: red ruler, blue pen, black pencil * Sarah: black pen, green pencil, rubber, book Activity 2: IV PRODUCTION: V HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson - Playing the first part of the recording, Luke’s speech, and demonstrate the example - Playing the whole recording again for Ss to listen and tick - modeling -monitoring -checking Ss’ task - Asking one S to read the example dialogue - Saying the dialogue again, pausing after each line for the class to repeat - Asking Ss to work in pairs and say the dialogue with their partner Encouraging Ss to name different objects - monitoring - checking Ss’ tasks - evaluating - Reading the example sentence to the class Then reading it again, pausing for the class to repeat - Holding up some items from your bag and describing these to the class in the same way Saying an item that you haven’t got - monitoring - giving feedback - setting to task for Ss to at home …………… , ngày …tháng …năm 20… Duyệt Tổ khối - listening carefuly - listening and ticking - listening carefully - listening - reading the example dialogue - repeating the dialogue - saying the dialogue with partner - checking - listening - listening and repeating - listening to T - taking part in the game - listening - taking note , ngày …tháng …năm 20… Duyệt BGH Lesson: Aim(s): Asking and answering about food Objective(s): by the end of the lesson, Ss will be able to ask and answering about food fluently Skill(s): reading, speaking Teaching – aids: CD track 93,Extra Practical classroom activity: crossword pair activity Procedures: Time Contents Teacher’s activities Students’ activities 5’ I WARM UP: - Getting Ss to sing a song to - singing the song warm up the class to revise the numbers from the previous lesson - Monitoring - Evaluating - listening 6’ 15’ II PRE - READING: * Set the sence: III WHILE - READING: Activity 1: Exercise Pizza, bananas Activity2: Recording 93 e.g Where is the boy? Has the man got a lot of food? Why not? What food does the boy buy? What drink does the boy buy? What's his favourite pizza? Activity 3: - Talking about bikes with the class - Asking Do you like pizza / fries / sandwiches? What is your favourite pizza / sandwich? - Asking to Ss look at the pictures and make predictions about what they are going to read, - listening careflly - Asking Ss to look at the pictures again - Asking Ss to work in pairs, taking turns to list the different types of food they can see - monitoring - evaluating - looking carefully - Telling Ss that they are going to hear a recording of the text - Playing the recording for Ss to listen and follow silently in their books - Playing the recording a second time Checking comprehension - monitoring - evaluating - listening to T - answering to T - predicting what the text is about.e.g It's a story A boy is in a pizza shop - answering to T - listening - listening carefully - checking - listening -Exercise - Explaining to Ss that they - listing what foods the Key: are going to read the text man in the shop has got chicken again and see what foods the man in the shop has got bananas - Modeling the first one - looking carefully tomatoes Allowing time for Ss to re- ticking crossing each pizza read the text and find out box milkshake which food they have / haven't got and tick or cross each box - checking Ss’ task - checking - Evaluating - listening 8’ 1’ IV POST - READING: Crossword pair activity V HOMEWORK: Have Ss to the exercises in W.B … , ngày …tháng …năm 20… Duyệt BGH Week: 33 Period: 131 Preparing date: Teaching date: - Asking Ss to work in pairs Try to work out all the food and write them down - Getting Ss to work in pairs, go through the answers - monitoring - giving feedback - working in pairs - writing all the food - setting to task for Ss to at home - taking note …, ngày …tháng …năm 20… Duyệt Tổ trưởng - checking - listening Người soạn UINT 9: Have you got a milkshake? Lesson: Aim(s): Asking and answering about food Objective(s): by the end of the lesson, Ss will be able ask and answer about food fluently Skill(s): reading, speaking Teaching – aids: PMB p.37 Extra Activity Worksheet, food flashcards 84-89 Procedures: Time 5’ 6’ 15’ Contents I WARM UP: Eg: Has the man got a lot of food? Why not? What food does the boy buy? What drink does the boy buy? What's his favourite pizza? II PRE - READING: III WHILE - READING: Activity 1: Exercise Activity2: Exercise Activity3: Exercise Teacher’s activities - Asking Ss if they can remember the story of the boy in the pizza shop - Asking Ss to work in pairs One S is the boy and the other is the man in the shop Getting Ss act out the dialogue from the story together - Monitoring - Evaluating Students’ activities - listening carefully - Telling to Ss that are going to read about a boy and a girl looking in their lunch box - Asking them to guess what types of food each person has got - listening to T - Asking Ss to open their Work Book and check the answers in Pre part - evaluating - checking Ss’ task - Asking Ss to read the dialogue again and tick (✔) what they’ve got and cross (✘) what they haven’t got - They then work in pairs and compare the answers - Monitoring - Checking Ss’ task - Evaluating - reading the dialogue again and ticking or crossing - Asking Ss to read the dialogue again, look through - reading the dialogue, doing T or F - acting out the dialogue from the story together - listening - guessing - listening - working in pairs - correcting - listening -Key: the statements and write true 1F, 2T, 3F, 4F, 5T, 6T (T) or false (F) - Monitoring - Checking Ss’ task - correcting - Evaluating - listening Activity4: Review numbers 8’ IV POST - READING: Game - Giving Ss the PMB activity worksheet - Getting Ss to write the numbers to the puzzle and find out the mysterious number word (fifty- three) - Getting Ss write number 53 in the box below - Monitoring - Checking Ss’ task - Evaluating - receiving worksheet - Dividing the class into groups of six - Telling Ss that they are the owners of a pizza or sandwich shop and they are going to design a new menu Ss discuss as a group what pizza toppings or sandwich fillings they would like to include - Getting Ss to write their menu and illustrate it with pictures One of the S show the menu for other Ss to come and buy food - Monitoring - Giving feedback - working in groups - setting to task for Ss to at home - taking note - doing puzzle - writing number in the box below - correcting - listening to T - listening to the rules - writing their menu - listening 1’ V HOMEWORK: Have Ss to the exercises in W.B … , ngày …tháng …năm 20… Duyệt BGH Week: 33 Period: 132 …, ngày …tháng …năm 20… Duyệt Tổ trưởng Người soạn -Preparing date: Teaching date: UINT 9: Have you got a milkshake? Lesson: Aim(s): Asking and answering about food Objective(s): by the end of the lesson, students will be able to ask and answer about food fluently Skill(s): listening, speaking Teaching – aids: CD track 94 Extra practical classroom activity: Spelling quiz Procedures: Time Contents Teacher’s activities Students’ activities 5’ I WARM UP: - Asking Ss to write down - writing three types of three types of food from this food from this unit unit - Getting Ss to work in pairs - asking and answering One S is the customer and the other is the assistant Ss ask and answer - monitoring - evaluating - listening 6’ 15’ II PRE - LISTENING: * set the scence: III WHILE - LISTENING: Activity 1: Recording 94 Key: Yes No No Yes Yes No - Asking Ss about the story from the previous lesson - Asking:What does the boy want? Has the man got tomatoes / chicken / olives / bananas? What is the boy's new favourite pizza? - Asking Ss to look at the pictures in Exercise 1, list different types of food and predict what they’re going to hear - listening to T - Telling Ss that they are going to hear a recording of boy and girl buying fruit - Asking Ss to listen and write write Yes for the food the assistant has got and No for the food the assistant hasn't got - Playing the recording the whole way through Continue playing, pausing after each - listening carefully - answering to T - predicting what they’re going to hear - listening and writing Yes, No - writing Yes, No -description for Ss to complete their answers - checking Ss’ task - Evaluating - checking 8’ 1’ Activity 2: Exercise Eg:Have you got apples? Yes, we have - Modeling the dialogue for the - listening to T class - Asking Ss to work in pairs, - asking and answering take turns to point to the different fruits in the picture and ask and answer questions using the words in the box - Monitoring - Evaluating - listening Activity 3: Exercise Key: Has he got an apple? She's got an orange We like fruit Do you like figs? Can you ride a bike? I can't ride a horse - Eliciting to teach question mark or full stop - Writing Can you skate / I like pizza / He hasn't got a bike Asking Ss to add the question marks and full stops - Asking Ss to look at the exercise and draw the question marks and the full stops - checking Ss’ task - Evaluating - listening carefully - Putting Ss in teams - Nominating a ‘secretary’ in each group who will actually write the words, although make it clear that all members in the team are responsible for helping to spell the words - Reading all the words out (on the second page) one by one and afterwards teams can correct each others, and you can elicit the spelling from the entire class - monitoring - Giving feedback - sitting in group - listening to the rules - setting to task for Ss to at home - taking note IV POST - LISTENING: Spelling Quiz V HOMEWORK: Have Ss to the exercises in W.B … , ngày …tháng …năm 20… Duyệt BGH …, ngày …tháng …năm 20… Duyệt Tổ trưởng - answering to T - looking carefully - checking - listening - listening carefully - listening Người soạn -Week: 34 Period: 133 Preparing date: Teaching date: UINT 9: Have you got a milkshake? Lesson: Aim(s): Talking about food Objective(s): by the end of the lesson, students will be able to talk about food bedroom fluently Skill(s): writing, speaking Teaching – aids: CD track 84-89, Extra practical classroom activity: Spelling quiz Procedures: Time Contents Teacher’s activities Students’ activities 5’ I WARM UP: - Give each pair of children a - listening carefully Board game copy of board game Count to 100 - Asking Ss say the number or - saying the numbers follow the instruction in each square When one of the Ss moves to the Finish - Getting Ss to play game with - playing game school things cards - evaluating - listening 6’ 15’ II PRE - LISTENING: * set the scence: * present the pattern: I've got…; I haven't got…; Question marks - Asking Ss to work individually They look at the story on page 64 again and copy one sentence and one question, leaving out the full stops and question marks Ss then swap with a partner They read the sentences and questions and complete the punctuation - working individually III WHILE - LISTENING: Activity 1: Exercise 1: Key: 2.; 3?; 4.; 5?; 6? - Reminding Ss of question mark/ full stop - Asking them to read the sentences and write ? or at the end of each sentence Ss then work in pairs and check the answers - checking Ss’ task - Evaluating - listening carefully - Asking ss to read the food - circling the food they’ve Activity 2: - reading the sentences and questions and Completing the punctuation - writing ? or - checking - listening to T -Exercise words and circle the food got in their lunch box they’ve got in their lunch box - Getting Ss to work in pairs, - asking and answering ask and answer about what they have got - Asking some Ss to talk in - performing front of the class - Evaluating - listening 8’ 1’ Activity 3: Exercise E.g I’ve got a pizza in my lunch box I’ve got a salad too But I haven’t got a yogurt - Asking Ss to draw their lunch box and write sentences about what they have got in their lunch box Ss then work in pairs, asking and answering about their food - checking Ss’ task - Evaluating - drawing their lunch box and writing sentences about what they have got in their lunch box IV POST - LISTENING: A long sentence - Asking Ss to work in groups of 4- The first S says I’ve got a sandwich in my lunchbox The second says I’ve got a sandwich and a salad in my lunchbox Continue until they add all types of food in their box - monitoring - Giving feedback - listening to the rules - setting to task for Ss to at home - taking note V HOMEWORK: Have Ss to the exercises in W.B … , ngày …tháng …năm 20… Duyệt BGH …, ngày …tháng …năm 20… Duyệt Tổ trưởng - checking - listening - listening carefully - listening Người soạn -Week: 33 Period: 134 Preparing date: Teaching date: UINT 9: Have you got a milkshake? Lesson: Aim(s): Talking about food Objective(s): by the end of the lesson, students will be able to talking about food fluently Skill(s): writing, speaking Teaching – aids: PMB p.35 : Values w/sheet, Food flashcards 84- 89 Procedures: Time 5’ 6’ 15’ Contents I WARM UP: Slow reveal Teacher’s activities - Giving instructions - Getting Ss to play game - evaluating Students’ activities - listening to the rules - playing the game - listening II PRE - LISTENING: * Review the pattern Have you got ? I’ve got… - using flashcard to review the pattern again - checking concept again - looking and listening III WHILE - LISTENING: Activity 1: Exercise Key: Ok (8 points); Healthy (12 points); Ok (6 points) - Asking Ss to look at the four meals from Exercise from the Values worksheet (PMB p 35) - Getting Ss say Which meals are healthy? Using the scale and give points to each meal - Asking Ss to sit in groups of two desks, discuss about the healthy meal - checking Ss’ tasks - evaluating - looking carefully - Asking Ss to the exercise from the Values worksheet (PMB p 35) - Asking Ss to read and draw the meal of the boy and that of the girl - Getting Ss to work in pairs, - doing exercise Activity 2: Exercise - listening and answering - giving points to each meal - discussing about the healthy meal - checking - listening - reading and drawing the meal of the boy and girl - giving points -using the scale from exercise and give points to each meal - Asking Which meals are - giving reason healthy? Having Ss to answer the question Encourage them to state any reason for a healthy meal - monitoring - checking Ss’ tasks - checking - evaluating - listening 8’ IV POST - LISTENING: Game - Asking Ss to work in groups of 4- 6, one of them is the assistant and the others are customers - Getting Ss to write down three to five types of food that make a healthy meal from this unit on their list - Asking Ss play the roles of the assistant and the customers, using the target pattern e.g Have you got ? I’ve got… the customer S who can buy all types of food in his/ her list wins the game - giving feedback - working in groups - setting to task for Ss to at home - taking note - writing down food that make a healthy meal - playing roles - listening 1’ V HOMEWORK: Have Ss to review the words at home and prepaire for the next lesson … , ngày …tháng …năm 20… Duyệt BGH …, ngày …tháng …năm 20… Duyệt Tổ trưởng Người soạn Week: 34 Period: 135 Preparing date: Teaching date: Review lesson Lesson: Aim(s): Reviewing target language and structures Objective(s): by the end of the lesson, students will be able to review target language and structures fluently Skill(s): writing, reading Teaching – aids: Flashcards from units 7-9 Procedures: Time Contents Teacher’s activities Students’ activities 5’ I WARM UP: - Showing the class a - looking carefully Order the letters flashcard and elicit the word Hiding the card Writing the - listening to the rules jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters Calling Ss to come to the board to write one letter at a time to complete the word Repeat with different vocabulary from the flashcards - Getting Ss to play game - playing game - evaluating - listening 6’ II PRESENTATION: Review activities: - Photocoping and cutting up the activities on p.70 & 71 of the Workbook - Having a copy of each exercise for each group of Ss - Putting Ss into groups of four Handing out exercise and giving Ss minutes to complete the activity together - When completed, ask them to pass their worksheet to - looking and listening - receving a copy - working in groups - passing their worksheet to another group of Ss to -another group of Ss to correct correct - Checking the answers - checking together as a class The Ss then pass it back to the original group - Getting Ss to this with - doing the task the other three exercises 15’ III PRACTICE: Activity 1: - asking Ss to look at these - reading the sentences, pictures, read the sentences, and matching these with Exercise : and match these with the the correct answers Key: correct answers 1c, 2f, 3a, 4e, 5b, 6d - checking Ss’ task - checking - evaluating - listening Activity 2: - Asking Ss arrange these - arranging these words in Exercise 2: words in correct column correct column Key: checking Ss’task - checking Hair: curly, blond, straight, evaluating - listening long; Food: sandwich, pizza, chicken, salad; Feelings: hungry, scared, tired, hot; Toys: bike, skateboard, skates, - Asking Ss to fill in the - filling in the blanks with football blanks with correct vowel correct vowel Activity 3: - checking Ss’task - checking Key: th evaluating - listening 1sh, 2a, 3fr, 4u, , 6br, 7gr, 8ch - Asking Ss to read these - reading these questions Activity questions carefully and write carefully and writing the Key: the correct answers correct answers 2Yes, she is 3Yes, he is checking Ss’task - checking 4No, she isn’t 5Yes, they - evaluating - listening are 6No, they aren’t 8’ 1’ IV PRODUCTION: A miming game - Shuffling all of the flashcards Asking one Ss to come out to the front of the class and secretly show them one flashcard They must mime that word to the whole class The first S to guess the word correctly can then come out and mime the next word - Getting Ss to play the game - evaluating - listening to the rules carefully - playing the game - listening -V HOMEWORK: - setting to task for Ss to - taking note Have Ss to the at home exercises in W.B … , ngày …tháng …năm 20… …, ngày …tháng …năm 20… Người soạn Duyệt BGH Duyệt Tổ trưởng Week: 34 Period: 136 Preparing date: Teaching date: Review lesson Lesson: Aim(s): Reviewing target language and structures Objective(s): by the end of the lesson, students will be able to rview target language and structures fluently Skill(s): reading, writing Teaching – aids: flashcards from 7-9 Procedures: Time Contents Teacher’s activities Students’ activities 5’ I WARM UP: - Choosing a word from the - looking carefully Hangman last units and draw lines to represent each letter on the board - Telling Ss , they can guess - listening to the rules letters to fill in the word If they are right you will write the letter in the correct place, if they are wrong you will draw a part of the hangman picture (or any picture you choose) If the picture is completed before they have guessed the word, they lose, if they can guess the word before the picture is finished, they win - Getting Ss to play game - playing game - evaluating - listening 6’ II PRESENTATION: Review activities - Telling Ss they have 15 minutes to complete all the exercises, working in pairs When they have finished they can change their books with another pair and correct - looking and listening - doing exercise -each other’s as you check the answers with the whole class 15’ III PRACTICE: Activity 1: Exercise : Key: milkshake., thirsty, hungry, pizza - asking Ss to look at these pictures and circle the oddone-out - Getting Ss to write the words out in the blanks - checking Ss’ task - evaluating - looking carefully and circlinge odd-one-out - Asking Ss to look at the picture carefully - Asking Ss to read these staments carefully and choose the correct answers - checking Ss’task - evaluating - looking carefully - Asking Ss to look at pictures carefully - Asking Ss tick the picture that contains the sound - checking Ss’task - evaluating - looking carefully Activity Key: 2play, 3ride, 4fly, 5play, 6ride - Asking Ss to read these staments carefully and write the correct answers - monitoring - checking Ss’task - evaluating - looking carefully - writing the correct anwers IV PRODUCTION: Bingo! - Showing flashcards to elicit the words they’ve learnt and write up about 20 on the board Asking Ss to draw a bingo grid in their notebooks Asking them to choose nine words and write one word in each box Describing the words for Ss to listen and cross it off if they have it in their grid The first S to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct - listening the rules carefully Activity 2: Exercise 2: Key: d, a, b, c Activity 3: Key: a, b, a, b 8’ - writing the words in the blanks - checking - listening - doing the task - checking - listening - ticking correct pictures - checking - listening - correcting - listening Getting Ss to play the - playing the game game - evaluating - listening 1’ V HOMEWORK: - setting to task for Ss to - taking note Have Ss to the at home exercises in W.B … , ngày …tháng …năm 20… …, ngày …tháng …năm 20… Người soạn Duyệt BGH Duyệt Tổ trưởng ... eliciting-modeling- checking meaning and pronunciation + translation + translation + explanation - listening and repeating in chorus and individual + possible answers * checking vocabulary: What and Where - checking... eliciting- modelingchecking meaning and pronunciation + mime + mime + translation + translation + translation - listening and repeating in chorus and individual + possible answers - checking memory... Activity 3: Sing and act - eliciting- modelingchecking meaning and pronunciation + picture + picture + picture + picture - listening and repeating in chorus and individual + possible answers - checking