- 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 –