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- Each group has duty listenning carefully and write down the answers as fast as possible on the group board.. - T asks Ss show the answer and checks.[r]

(1)

ADDING ACTIVITY

Objective Ss will be able to improve speaking skill Language

focus

Sentence Partners:

- What’s your name? My name’s _ - How you spell your name? _ - How are you? I’m fine, thanks, and you? - Is that _?-Yes, it is/No, it isn’t

Resources flashcards, pictures PROCEDURE

Steps Learning activities Language focus Modes

1.Warm up (3’)

- Ask Ss to sing songs Whole

class Presentation

(10’)

- Ask Ss to sit into a circle - Speak loud some Sentence partners they have leant and ask Ss to repeat individually - Listen and correct their pronunciation if needed - Ask Ss to repeat chorally times

Sentence patterns:

- What’s your name? My name’s _ - How you

spell your name? _ - How are you?

I’m fine, thanks, and you?

Is that _?-Yes, it is/No, it isn’t

Individual Whole class

3.Practise (10’) - Ask some questions with Ss and ask Ss to ask and answer follow the circle

- Listen and correct their questions with their answers if necessary

Whole class

4 Production (15’)

- Ask Ss to work in pairs to ask and answer by themselves - Listen and correct if needed

Pairs

5.Home-link (2’)

- Have Ss to further practice asking and answering about someone at home

Whole class

(2)

ADDING ACTIVITY Class description:

Class 3A, 3B and 3C in Khoi Ky Primary school

Objective Ss will be able to review the vocabulary and structure of unit 6, unit 7, unit

Language focus

Sentence Partners: Revisions Vocabulary: Revisions

Resources Tape, textbook, flashcards, pictures PROCEDURE

Steps Learning activities Language

focus

Modes 1.Warm up

(4’)

-Have Ss sing the song Whole

class 2.Listen and

action (11’)

- Tell Ss that they are going to listen and action

- Divide class into groups : A, B, C and D

- Call each group in turn to go to the board, read loud the

instructions and the other groups the action

- Listen and check

- Correct the mistake if needed

New words: Stand up, sit down, come here, don’t talk, be quiet,

Groups

3 Look and say (10’)

- Stick some school facilities on the board

- Ask Ss to look at the picture, ask and answer about school facilities, using:

A: Is your + school facility + adjective?

B: Yes, it is/ No, it isn’t

- Ask Ss to work in pairs in mins

- Call some pair to perform - Listen and give comment - Correct if needed

Sentence pattern: A: Is your + school facility + adjective? B: Yes, it is/ No, it isn’t

pairs

4.Match the picture with the answer (10’)

- Stick some picture about school things with colour on the right and write the sentences on the left of the board

Key: 1.c 2.a

(3)

- Ask Ss to answer by drawing a line between them

- Give mins for Ss to the task in pairs

- Go around to offer help if necessary

- Get Ss to swap and check their answers before checking as a class

4.b

5.Home-link (5’)

-Ask Ss prepare the next lesson at home

Pairs

PERIOD: 89

ADDING ACTIVITY: EXERCISE Objective Ss will be able to:

+ review vocabulary and sentence patterns in the previous lessons

+ practice listening, writing, speaking and reading skills Language

focus

- Vocabulary: Review

Sentence Patterns: Review

Resources - Tape, textbook, flashcards, pictures, posters Procedure

Steps Learning activities Language

focus

Modes I.Warm up

(7’)

- T has Ss sing a song

- T lets Ss play the game: Who is smarter? to check vocabulary. + T asks Ss work individually + T shows the flashcards of the missing words

1 Phot_ 2 Tre_ 3 F_nce

keys: 1 O 2 E 3 E 4 O 5 A

Whole class

(4)

4 Bedr_om 5 G_rden

+ Ss has duty writing the missing letters on the small board Each right answer Ss draw a line in the corner of the board After words, student who has more marks become

smarter one

+ T praises the winner

+ T asks Ss read aloud that five words once time and leads in the new lesson

II New lesson 1 Look, listen and write the answers (10’)

- T uses the following pictures:

- T asks Ss work in groups

- T shows the pictures in the order and asks the following questions: 1 Is that a pond?

2 Is that a pond in the garden? 3 Is that a bedroom?

4 Is this a kitchen big?

5 Is there a gate in your house? - Each group has duty listenning carefully and write down the answers as fast as possible on the group board

- T asks Ss show the answer and checks

- T gives feedback

Answer keys: 1 No, it isn’t.

2 Yes, it is. 3 Yes, it is. 4 No, it isn’t / No, it isn’t It’s small.

5 No, there isn’t.

Whole class

Groups

Pairs

2 Read and match (10’)

- T tells Ss are going to read the questions in the column A and match with the suitable answers in the column B by drawing a line between them

A B

1 Is this your poster?

a They’re on the table.

Answer

keys: 1 b 2 c 3 d 4 a

(5)

2 Where’s my coat?

b Yes, it is. 3 Are these

your book?

c It’s on the bed.

4 Where are my photos?

d No, they aren’t.

- T has Ss work individually and the task for minutes

- T calls some volunteers to go to the board and write down their answers

- T gives feedback and shows the answer keys

- T call some pairs make dialogue with the questions and the answers - T gives feedback and correct pronunciation if necessary

Individual

Pairs Teacher 3 Put the

words in the order, Then

read aloud (12’)

- T tells Ss that they are going to out the words in order, then read aloud 1 over/ there/ garden/ a/ is/ there. 2 sister/ old/ my/ thirteen/ is/ year. - T lets Ss read all words for some second and check comprehension - T asks Ss work in groups and the task for minutes

- T asks Ss stick their answers on the board

- T checks Ss’ answers

- T asks Ss read aloud the sentences - T calls two Ss read the sentences again Give feedback

Answer keys::

1 There is a garden over there.

2 My sister is thirteen years old.

Teacher - whole class

Groups

Teacher – whole class 4.

Consolidation (1’)

- T comments the lesson Teacher –

(6)

W30

PERIOD: 122

ADDING ACTIVITY Objective Ss will be able to:

+ review vocabulary and sentence patterns in the previous lessons

+ practice listening, writing, speaking and reading skills Language

focus

- Vocabulary: Review

Sentence Patterns: Review

Resources - Tape, textbook, flashcards, pictures, posters Procedure

Steps Learning activities Language

focus

Modes I.Warm up

(7’)

- T has Ss sing a song

- T lets Ss play the game: Who is smarter? to check vocabulary. + T asks Ss work individually + T shows the flashcards of the missing words

1 D_ homework 2 Kit_

3 Plan_ 4 G_ldfish

5 Cle_n the floor 6 C_ _k

7 Si_g 8 _atch TV

+ Ss has duty writing the missing letters on the small board Each right answer Ss draw a line in the corner of the board After words, student who has more marks become

smarter one

keys: 1 o 2 e 3 e 4 o 5 a 6 oo 7 i 8 w

Whole class

(7)

+ T praises the winner

+ T asks Ss read aloud that five words once time and leads in the new lesson

II New lesson 1 Look, listen and write the answers (10’)

- T uses the following pictures:

- T asks Ss work in groups

- T shows the pictures in the order and asks the following questions: 1 How many planes you have? 2 What toys you like?

3 What is he doing? 4 What is she doing?

5 How many goldfish you have? - Each group has duty listenning carefully and write down the answers as fast as possible on the group board

- T asks Ss show the answer and checks

- T gives feedback

Answer keys: 1 I have three.

2 I like cars 3 He is cycling 4 She is listening to music. 5 I have four

Whole class

Groups

Pairs

2 Read and match (10’)

- T tells Ss are going to read the questions in the column A and match with the suitable answers in the column B by drawing a line between them

A B

1 What are you doing

a They’re flying kites. 2 What’s Mai

doing?

b I’m doing homework 3 What are

Tony and Linda doing?

c She is singing. 4 What’s is

Peter doing?

d He’s watching TV

Answer keys:

1 b 2 c 3 a 4 d

(8)

- T has Ss work individually and the task for minutes

- T calls some volunteers to go to the board and write down their answers

- T gives feedback and shows the answer keys

- T call some pairs make dialogue with the questions and the answers - T gives feedback and correct pronunciation if necessary

Individual

Pairs Teacher 3 Put the

words in the order, Then

read aloud (12’)

- T tells Ss that they are going to out the words in order, then read aloud 1 many/ how/ do/ have/ you/ dogs 2 five/ I/ have

- T lets Ss read all words for some second and check comprehension - T asks Ss work in groups and the task for minutes

- T asks Ss stick their answers on the board

- T checks Ss’ answers

- T asks Ss read aloud the sentences - T calls two Ss read the sentences again Give feedback

Answer keys:: 1 How many dogs do you have?

2 I have five

Teacher - whole class

Groups

Teacher – whole class 4.

Consolidation (1’)

- T comments the lesson Teacher –

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