- Ask students to write the sound into the books - Go around the classroom to provide any necessary help, ask individual students to say out the letter, the sound and the pictures.. Us[r]
(1)Week 23
Date of planning: 17/2/2017 Period 85
UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 2: Part 1, 2, 3
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Offer someone food or drink and accept / decline someone's offer - Language focus:
+ Sentence Partners: Would you like some _? - Yes, please./ No, thanks + Vocabulary: Bread, rice, vegetables, lemonade
2 Skills:
- Develop Ss speaking and listening skills 3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
C Teaching methods: Sing, rub out and remember, role play. D Teaching processes:
I Class organization:
Class Date of teaching Absent Students 4A 21/2/2017
4B 20/2/2017 4C 22/2/2017
II Warm up:* Sing: "My favourite food and drink".(5’) - Encourage the ss sing the song in whole class.
- Some ss stand up and sing aloud - Raise the students
- Lead in the new lesson
- Ss listen, repeat then write down the title
III New lesson
Teacher’s activities Students’ activities
Step 1: Presentation 1.Vocabulary: (7')
- bread (elicit ): bánh mì - rice ( translation): cơm - vegetables ( elicit) : rau
- lemonade ( picture): nước chanh * Checking vocabulary: R.O.R
- Ss listen then answer the teacher
(2)2 Look, listen and repeat (5') * Set the sence:
- Have Ss to look at the book page 20 and answer the question:
Who are they?
What are they talking about?
- Teacher plays the recording and asks ss to listen to the CD once
- Teacher asks ss to listen and repeat sentence by sentence twice
- Teacher shows and ss read
- Let ss practice: T-WC, half- half, open/close pairs
3 Model sentences (5')
- Teacher elicits the structures by asking ss to speak out the model sentences:
Nam: Would you like some bread? Mai: Yes, please
* Teacher models twice then check intonation * Form:
Would you like some bread? - Yes, please./ No, thanks.
*Meaning: Talk about about favourite food and drink
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them
- Teacher models all the pictures Example: a
Would you like some bread? - Yes, please./ No, thanks - Do the same with picture b, c, d
- Let ss practice: T- WC, half- half, open/close pairs
- Correct the mistakes if necessary Step 3: Production (4')
* Let's talk
- Ask Ss to talk about their favourite food and drink by answering following questions
+ What's your favourite food/ drink? + Would you like some _?
- Look at the boock then answer the questions
- Listen - Repeat - Read
- Practice: T-WC, half- half, open/close pairs
- Listen and find out - Listen then repeat
- Listen and answer qs
- Answer qs - Listen
- Practice: T- WC, half- half, open/close pairs
- Pairs work
IV.Consolidation (3’) - Summary the lesson V.Homework (2’)
(3)- Do the exercise in the work book
- Prepare the next period: Lesson (4,5,6)
**********************************************
Period 43
REVIEW – Part
Class Date of teaching Absent students 2A
2B 2C
23/2/2017 20/2/2017 20/2/2017
……… ………
I Objectives:
By the end of the lesson Ps will be able to consolidate the sound of the letters Ee, Ff, Gg, Hh and the corresponding words
II Language focus: review
egg, elf, elephant, elbow fox, fish, frog, fork
glass, goat, garden, gorrila hat, hen, hippo, horse
III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities
I Warm up (5’)
- Divide class into two team,
- Give students time to write down as many letters as possible they studied in unit 5-8
- The tea with the most correct letters wins
Play game
II New lesson
1 Tick () the right pictures (8’)
- Explain the activity
(4)- Ask the students to name the items
- Ask them to put a tick () into the pictures that correspond to each letter
- Go around the classroom to provide any necessary help, ask individual students to say out the letter, the sound and the item
2 Match (7’)
- Explain the activity
- Ask the students to name the items, the letters and the sounds
- Ask them to draw a line to match the big and small letters with the corresponding pictures
- Go around the classroom to provide any necessary help, ask individual students to say out the sound or the item
3 Write the beginning sound (5’)
- Explain the activity
- Ask the students to name the items
- Define the beginning sound for the corresponding item
- Ask students to write the sound into the books - Go around the classroom to provide any necessary help, ask individual students to say out the letter, the sound and the pictures
4 Use the code and write the letters Says the sounds (5’)
- Explain the activity
- Ask the students to read letters and callout the shapes indicating for the letters
- Write them letters for corresponding shapes
- Go around the classroom to provide any necessary help, ask individual students to say out the sounds
III Production (5’) who is faster
- Divide class into two teams, seating two sides of the class
- Assign the students in each team the words from U5-8
- Put a flag or a ball in the middle of the class - Randomly read a word
- The students who are assigned that word from two team race to pick up the flag or the ball
- The student who gets the flag or the ball first wins and gains point for the team
The teams with the most points wins
Say aloud
Tick the correct picture
Look and match
Write the correct sound
Read letters
Listen
Play game
(5)Do the exercise in the Activity book.
**********************************************
Period 86
UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 2: Part 4, 5, 6
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Offer someone food or drink and accept / decline someone's offer - Language focus:
+ Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, writing and listening skills 3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
C Teaching methods: Net work, guess, role play. D Teaching processes:
I Class organization:
Class Date of teaching Absent Students 4A 21/2/2017
4B 21/2/2017 4C 23/2/2017
II Warm up: Net work: "food and drink".(5’)
bread milk
- Ask ss to play into two teams - Praise the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title III New lesson
Teacher’s activities Students’ activities Listen and number (10')
- Have Ss look at the pics on P.21
- Elicit the indentification of character in the pics
- Give character in the pics and characters words
(6)and characters words
- Set the scence: “today you are going to listen about food and drink, now you have to listen and write the number on the box” Let’s guess first:
Picture Guess Listen a
b c d
- 1st: Play the recording all way through for Ss to
listen while they are looking the pics in their book - 2nd: Play the recording for ss to listen and number
- 3rd: Play the recording for ss to listen check their
answer Answer key:
1 - 2- 3-
Look and write (10')
* Pre – reading - Run through
- T introduces the topic: “you are going to look at the pictures and fill the gaps"
* While – reading - Ss the task
- Practice reading: T models once T reads- ss repeat
Each ss reads each sentence One or two students read all
- Answer key: 1.milk; 2.lemonade; 3.water; 4.fish; 5.rice; 6.bread
- Listen to teacher
- Guess which pics is the first - Listen then number on the box
- Listen again then check their answer
- Give answer then copy down
- Listen to Teacher
- Listen
- Listen and repeat - One by one - 1->2 ss
IV.Consolidation (3’) - Summary the lesson V.Homework (2’)
- Learn the new words and structure by heart - Do the exercise in the work book
- Prepare the next period: Lesson (1,2,3)
**********************************************
Period 84
UNIT 13: WHERE’S MY BOOK?
(7)I Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
- Ask and answer questions about the location of things in the house
- Language focus:
+ Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, writing and listening skills
3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: Bingo, guess IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students 3D 15/2/1/2017
2 Warm up: Bingo(5')
- Teacher prepares some words about things in the house (ten words) - Ask ss to choose five words they like
- Who has five words same with the teacher will be a winner - Praise the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title New lesson
(8)1 Listen and tick (15')
- Have pupils look at pictures a, b, c and d on page 19 of the Student Book Elicit the identification of the
characters in the pictures and the characters’ words Set the scence: “You are going to listen to the recording and tick the pictures they hear” Guess the answer
Picture Guess Listen
1
- Play the recording times pupils to listen and number the boxes Check their guess Compare the answer with the partner
- Play the recording again pupils check their answers 2 Read and complete (13’)
- Have pupils open their books to Page 19 Get Ss to identify the characters in the pictures and what they are saying
- Tell Ss that they are going to look the pictures, read and get information to write the missing words in the sentences
- Ss read silently and complete the dialogues - Ss trade their answers within pairs or groups for correction
- Ask Ss to read the answers aloud to the class The others listen and give comments
Answers:
Here There Here there
- Make some questions to check Ss’ comprehension of the reading text
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation
3 Let’s sing (10’)
Look at the pictures in the book
Listen and guess
Listen and number
Ps answer
Indentify the characters in each picture
(9)- Introduce The poster and the ball song, Page 19
- Play the recording and listen to The song
- 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 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
Whole class
Listen
Listen and sing
Groups work
Whole class V.Summary: (2’)
Asking Ps to focus on the structure once again - Retell the contain of the lesson
VI Homework: (3’)
- Learn model sentence, vocabulary by heart - Prepare for new lesson
- Do exercises in workbook Period 43
REVIEW – Part
Class Date of teaching Absent students 1B
1C
21/2/2017 24/2/2017
……… ………
I Objectives:
By the end of the lesson Ps will be able to consolidate the sound of the letters Ee, Ff, Gg, Hh and the corresponding words
II Language focus: review
(10)fox, fish, frog, fork
glass, goat, garden, gorrila hat, hen, hippo, horse
III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities
I Warm up (5’)
- Divide class into two team,
- Give students time to write down as many letters as possible they studied in unit 5-8
- The tea with the most correct letters wins
Listen Play game
II New lesson
1 Tick () the right pictures (8’)
- Explain the activity
- Ask the students to say the letters - Ask the students to name the items
- Ask them to put a tick () into the pictures that correspond to each letter
- Go around the classroom to provide any necessary help, ask individual students to say out the letter, the sound and the item
2 Match (7’)
- Explain the activity
- Ask the students to name the items, the letters and the sounds
- Ask them to draw a line to match the big and small letters with the corresponding pictures
- Go around the classroom to provide any necessary help, ask individual students to say out the sound or the item
3.Write the beginning sound (5’)
- Explain the activity
- Ask the students to name the items
- Define the beginning sound for the corresponding item - Ask students to write the sound into the books
Listen Say aloud
Tick the correct picture
Look and match
(11)- Go around the classroom to provide any necessary help, ask individual students to say out the letter, the sound and the pictures
4 Use the code and write the letters Says the sounds (5’)
- Explain the activity
- Ask the students to read letters and callout the shapes indicating for the letters
- Write them letters for corresponding shapes
- Go around the classroom to provide any necessary help, ask individual students to say out the sounds
III Production: who is faster (5’)
- Divide class into two teams, seating two sides of the class
- Assign the students in each team the words from U5-8 - Put a flag or a ball in the middle of the class
- Randomly read a word
- The students who are assigned that word from two team race to pick up the flag or the ball
- The student who gets the flag or the ball first wins and gains point for the team
The teams with the most points wins
Read letters
Listen
Play game
IV Homelink (5’)
Do the exercise in the Activity book.
Period 44
Unit 9: LETTER I - Part Class Date of teaching Absent students
1B 1C
22/2/2017 1/3/2017
……… ………
I Objectives:
By the end of the lesson Ps will be able to:
Recognize and pronounce the letter Ii and its sound correctly Understand, recognize and say the three Ii words
Write the letter Ii
II Language focus:
- Vocabulary: Ink, igloo, iguana
(12)1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities
I Warm up: ( 5’)
- Divide class into two teams (the students can choose their team’s name)
- Give each team the same numbers of flash cards about what they have learned in previous lessons (5 or cards) - Give the students time to remember their pictures (1minute)
- Each team select one students to come to the board and draw all the pictures in their team
Set the time for the student to draw
Listen and play game
II New lesson
1 Listen, point and repeat Colour (Track 55)
Introduction of letter I, its sound and how to pronounce the words beginning with Ii (15’)
- Use a card with letter Ii (or write on board the letter Ii) to introduce to the students the new lesson
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter I/aɪ / The letter I says /ɪ/.”
- Repeat several times and check students’ pronunciation (letter I /a/ and its sound /ɪ/)
- Use the phonics cards with ink, igloo and iguana, read the words out loud and have students repeat
- Use gestures (hand actions) to help students to understand the meanings of the three words
(ink: imitate writing with a pen, igloo: mime being cold,
iguana: make a lizard’s head with hand and move it left and right quickly)
- Show each cards and have students repeat the words chorally several times
- Correct their mistakes (if any)
Activity: acting out (5’)
- Call a volunteer student to the front of the class Show him/her a phonics card or whisper a word, and have student act it out
- The other students will guess the word of the picture - Who guesses correctly first will get a small gift
Listen
Listen and repeat
Guess meaning
Listen and repeat
(13)III Production (5’) Writing in the air
Show the letter Ii again, have students write the Ii in air with their fingers
Write in the air
IV Homelink (5’)
Do the exercise in the Activity book.
Whole class
**********************************************
Period 87
UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 3: Part 1, 2, 3
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Pronounce the sounds of the letters /f/ and /sh/ in the words beef, leaf, dish and fish respectively
- Language focus: + Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, writing and listening skills 3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
C Teaching methods: Net work, guess. D Teaching processes:
(14)Class Date of teaching Absent Students
4A 22/2/2017
4B 22/2/2017
4C 24/2/2017
II Warm up: Net work: "food and drink".(5’)
bread milk
- Ask ss to play into two teams - Praise the winner
- Lead in the new lesson
- Ss listen, repeat then write down the title III New lesson
Teacher’s activities Students’ activities
1 Listen and repeat (10’)
- Introduce the letters and the sounds /f/ and /sh/ - Teacher expresses how to pronounce the sound exaxtly
- Ask ss find some words have the sounds they have learnt to help ss practice more
- T gives words, sentences Ask ss to repeat in WC Check intonounciation
- Practice: T-Ss, half-half, open/close pairs - T checks ss' pronounciation
2 Listen and tick Then write and say aloud (10’) - Have pupils look at the sentences and guess the suitable words to fill in the blank
- Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner
Listen and repeat
Find words
Ss look, repeat after the T in WC, groups, individual
Look at sentences drink
(15)- 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
Answer: b a a b Let’s chant (10’)
- Introduce the Chant - Turn on the tape
- Ps listen to the tape and repeat the chant - Ps chant in group and individual
-The Ps chant and the action
- Teacher reinforce their pronunciation
Listen and fill in the blank
Ps listen to the tape and chant
IV.Consolidation (3’) - Summary the lesson V.Homework (2’)
- Learn the new words and structure by heart - Do the exercise in the work book
- Prepare the next period: Lesson (4,5,6)
**********************************************
Period 85
UNIT 13: WHERE’S MY BOOK?
Lesson 2: Part 1, 2, 3
I Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
(16)+ Sentence Partners: Where are the posters? –They are under my bed + Vocabulary: near, under, on, behind, look in
2 Skills:
- Develop Ss speaking and listening skills 3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: sing, rub out and remember, role play IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students 3D 22/2/1/2017
2 Warm up: Sing the song "The poster and the ball song" (5') - Ask ps to practice in chorus
- Call some volunteer ss stand up then sing along - Praise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title New lesson
Teacher’s activities Students’ activities
Step 1: Presentation 1.Vocabulary: (7')
- near: gần (real) - under: (real) - on: (real) - behind: đằng sau (real)
- Ss listen then answer the teacher
- Ss listen then repeat after the teacher in WC, individually
(17)- look in: nhìn vào (translation)
* Checking meaning: Rub out and remember Look, listen and repeat (5')
* Set the sence:
- Have Ss to look at the book page 20 and answer the question:
Who are they?
What are they talking about?
- Teacher plays the recording and asks ss to listen to the CD once
- Teacher asks ss to listen and repeat sentence by sentence twice
- Teacher shows and ss read
- Let ss practice: T-WC, half- half, open/close pairs Model sentences (5')
- Teacher elicits the structures by asking ss to speak out the model sentences
* Teacher models twice then check intonation * Form:
Where are the _? They are
*Meaning: Talk about the location of things in the house (plural)
Step 2: Practice
* Point and say: (10')
- Have ss look at the pictures and runs through them - Teacher models all the pictures
Example: a
Where are the tables? They are near the bed
newwords
- Rub out and remember
- Look at the boock then answer the questions
- Listen
- Repeat
- Read
- Practice: T-WC, half-half, open/close pairs
- Listen and find out - Listen then repeat
- Notice
- Listen and answer qs
(18)- Do the same with picture b, c, d
- Let ss practice: T- WC, half- half, open/close pairs - Correct the mistakes if necessary
Step 3: Production (4')- Let's talk.
- Have Ss look at the pictures on page 20 and identify the rooms in the pictures
- Fill in the speech bubbles with the correct phrases promted by Ss
- Example: a
Where are the poster? They are on the wall
- Have Ss to repeat the sentences in the bubbles a few times before let them practice freely (use the pictures in their books or role – play the exchanges)
- Have Ss to work in pairs to practicing
- Monitor the activity and offer help when necessary/ correct typical pronunciation errors
- Call on a pair to demonstrate at the front of the class
- Feedback
- Practice: T- WC, half- half, open/close pairs
- Look and identify
- Repeat
- Pairs work
V.Summary: (2’) - Summary the lesson VI Homework: (3’)
- Learn model sentence, vocabulary by heart - Prepare for new lesson
- Do exercises in workbook
**********************************************
Period 86
UNIT 13: WHERE’S MY BOOK?
Lesson 2: Part 4-5-6
(19)- By the end of the lesson Ps will be able to:
1 Knowledge:
- Ask and answer question about the location of things in the house (plural) - Language focus:
+ Sentence Partners: Where are the posters? –They are under my bed + Vocabulary: near, under, on, behind, look in
2 Skills:
- Develop Ss reading, listening skills 3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: Slap the board, guess IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students 3D 15/2/1/2017
2 Warm up: Slap the board (5')
- Ask ps to play into two teams - Tell the rules
- Praise ss
near on
under
(20)- Lead in the new lesson
- Ss listen, repeat then write down the title New lesson
Teacher’s activities Students’ activities 1 Listen and number (10')
- Have Ss look at the pics on P 21
- Elicit the indentification of things in the pics and things words
- Set the scence: Today you are going to listen and number about the location of things in the house (plural)
- Let’s guess first:
Pictur e
Guess Listen
a b c d
- 1st: Play the recording all way through for Ss to listen while they are looking the pics in their book - 2nd: Play the recording for ss to listen and number - 3rd: Play the recording for ss to listen check their answer
Answer key:
1 - 2- 3- 4-2 Read and complete (10') * Pre – reading
- T introduces the topic “you are going to read and questions the paragraph about phong’s room and find out the answer.”
* While – reading
- 1st reading; Ss read the sentence individually
- Give things in the pics and characters words
- Listen to teacher
- Guess which pics is the first, second
- Listen then number on the box
- Listen again then check their answer
- Give answer then copy down
- Listen to Teacher
(21)- 2nd reading: Ss the task - Answer key: It is on the bed
They are under the bed They are near the desk They are on the desk They are on the wall - Ss work in pairs to read qs and ans Write about your bedroom (12’) - Explain how to the exercise
- T introduces the topic “you are going to write the paragraph about their houses”
- Ss read the sentences individually and the exercise
- Monitor the activity and offer help when necessary
- Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers Others listen and comment
- Make a few questions to check Ss’ comprehension of the sentences
partner
- Practise in pairs
- Listen
- Read
- Pairs work
V Summary: (2’) - Summary the lesson VI Homework: (1’) - Prepare for new lesson - Do exercises in workbook
**********************************************
Period 44
Unit 9: LETTER V - Part
Class Date of teaching Absent students 2A
2B 2C
1/2/2017 24/2/2017 23/2/2017
(22)I Objectives:
By the end of the lesson Ps will be able to: practise the sound of the letter Uu and the coresponding words
II Language focus:
- Vocabulary: Van, vase, violet
III Resources:
1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
IV Procedure:
Teacher’s activities Student’s activities
I Warm up: Find it (5’)
- Prepare all phonics cards from the four previous units (Rr, Ss, Tt, Uu)
- Ask the students to work in pair - Give each pair one phonics card - Say one of the words
- Ask pairs to raise their corresponding cards
Work in pair
II New lesson
1 Listen, point and repeat Colour (Track 55):
Introduction of letter V, its sound and how to pronounce the words beginning with Vv (10’)
- Show the students the van phonic card Point to it and say: /v/ The students repeat
- Then say /v/- van The students repeat
- Put the phonics card on the board Mime driving a van and say: /v/- van Encourage the students to the same
- Say the letter, the students perform the action and say the letter and the word
- Follow the same procedure: /v/- vase (mime arranging flowers in a vase), /v/- violet (mime smelling a violet)
- Write the letter Vv on the board next to the phonics cards Point to it and say: “This is the letter // The letter // makes the /v/ sound The students
repeat //- /v/
Listen
Listen and repeat
Say aloud and action
(23)*What is it? (5’)
- Teacher holds up a phonics card, partly hidden by a sheet of paper
- Slowly reveal the phonics cards The students try to guest what the phonics card is
*Where’s the letter? (Optional) (5’)
- Teacher prepares photocopies of a page/ pages from some story books
- Ask the students to work in pairs
- Hand out the photocopies and ask students to search for and circle the letter Vv on the page(s)
- In a limited time, the pair/ group has circled the most Vvs is the winner
- This game can help the students understand the link between the letter sounds and words in books
Pupil’s book open. (5’)
- Point to and elicit the sound of the letter and the words /v/- van, /v/- vase, /v/- violet
- Play the CD The students listen, point and repeat - The students color the letters Vv (explain that they can use any colors they like)
- Teacher goes around the class and elicits the letter and the word from individual students
III Production (5’)
Activity 1: Writing in the air
- Show the letter Vv again, have students write the Vv in air with their fingers
Write
Listen and repeat
Guess
Work in pair
Play game
Listen, repeat and point
Colour
Individual
Write in the air
IV Homelink (5’)
Do the exercise in the Activity book.
(24)Period 87
UNIT 13: WHERE’S MY BOOK?
Lesson 3: Part 1, 2, 3
I Objectives:
- By the end of the lesson Ps will be able to:
1 Knowledge:
- Ask and answer questions about the location of things in the house Pronounce the sounds in the letters /ch/, /wh/ correctly
- Language focus: + Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, listening and writing skills 3 Attitudes:
- Ss like studying English II Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
III Teaching methods: Brain storming IV Teaching processes:
1 Class organization:
Class Date of teaching Absent Students 3D 24/2/1/2017
2 Warm up: Brain storming (5')
near
- Ask ps to play into two teams - Tell the rules
- Praise ss
(25)- Lead in the new lesson
- Ss listen, repeat then write down the title New lesson:
Teacher’s activities Students’ activities
1 Listen and repeat (10’)
- Introduce the letters and the sounds /ch/ and /wh/ - Teacher expresses how to pronounce the sound exaxtly
- Ask ss find some words have the sounds they have learnt to help ss practice more
- T gives words, sentences Ask ss to repeat in WC Check intonounciation
- Practice: T-Ss, half-half, open/close pairs - T checks ss' pronounciation
2 Listen and write (10’)
- Have pupils look at the sentences and guess the suitable words to fill in the blank
- Play the recording 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
Answer: Where chair
Let’s chant (10’)
- Introduce the Chant - Turn on the tape
- Ps listen to the tape and repeat the chant - Ps chant in group and individual
Listen and repeat
Find words
Ss look, repeat after the T in WC, groups, individual
Look at sentences
Listen and fill in the blank
(26)
-The Ps chant and the action
- Teacher reinforce their pronunciation
chant
V.Summary: (2’) - Summary the lesson VI Homework: (3’) - Learn model sentence - Prepare for new lesson - Do exercises in workbook
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Period 88
UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 3: Part: 4, 5, 6
A Objectives:
- By the end of the lesson Ps will be able to: 1 Knowledge:
- Review asking and answering about the favourite food and drink - Language focus:
+ Sentence Partners: + Vocabulary:
2 Skills:
- Develop Ss reading, writing and listening skills 3 Attitudes:
- Ss like studying English
* Disability student: Listen, repeat and copy down B Teaching aids:
1 Teacher’s: student’s and teacher’s book, cassette. 2 Students’: books, notebooks, workbooks.
(27)D Teaching processes:
I Class organization:
Class Date of teaching Absent Students
4A 24/2/2017
4B 24/2/2017
4C 27/2/2017
II Warm up: Read the chant “Would you like some fish?” (5') - Ask ps to practice in chorus
- Call some volunteer ss stand up then read along - raise ss
- Lead in the new lesson
- Ss listen, repeat then write down the title
III New lesson
Teacher’s activities Students’ activities
4 Read and complete (10’) * Pre-reading:
- Get pupils to open their book Tell them that they are going to read the text and complete the sentences - Ask pupils to look at the text and discuss the information they need to complete when they read * While-reading:
- Let pupils read the text and complete the sentences individually
- Get pupils to work in pairs to discuss the answers - Call on some pupils to report their answers The rest of the class listen and give comments
* Post-reading:
- Call on some pupils to report their answers to the class Announce the answers to the class and provide explanation(s) when necessary
Answers:
Favourite food Favourite drink
Linda beef orange juice
- Listen to Teacher
\
- Read the paragraph - Do the task
- Compare with partner
(28)Peter chicken lemonade 5 Write about your favourite food and drink. (10')
- Tell Ss that they are going to write a passage about their favourite food and drink
- Have them work in pairs or groups to discuss what they are going to write
- Give time for Ss to the task independently - Ask Ss to compare their writing with their partners - Ask some Ss to write the text on the board T corrects
- Call on some pupils to report the writing The rest of the class listen
6 Project (10')
- Tell Ss that they are going to a project - Explain the activities and check understanding - Ask Ss to interview their classmates about their favourite food and drink
- Call some Ss to the front of the class and tell about it
- Listen to the teacher
- Pairs work - Compare - Write down
- Report
- Listen - Interview
- Listen
IV.Consolidation (3’) - Summary the lesson V.Homework (2’)