- Knowledge: By the end of the lesson, the students can read and use fluent new words, new structure.. Lesson time: 35 minutes.[r]
(1)Teacher’s name: Dương Thị Ngọc Hải Date:
Grade: 3
LESSON PLAN
Unit 13: Where’s my book
I Class description: There are 30 students in the class, all students are at the grade 3, they have had over two years learning English at school
II Objectives:
- Knowledge: By the end of the lesson, the students can read and use fluent new words, new structure - Skills: Develop speaking and listening skills
- Language focus: + Vocabulary: poster, bed, chair, picture, coat, ball + Structure: Where is the …… ? -It’s here/there III Lesson time: 35 minutes
(2)VI Procedure
Stages/Time Teacher’s activities Students’s activities Purposes
1 Warm – up
(2 minutes)
Good afternoon class! How are you today?
Good afternoon teacher!
I’m fine
+ Ss learn new lesson
2
Presentation of new language (10 minutes)
* Set context
+ T asks Ss to open their book, T says “Open your book to page 18 and look at the board”
+ T uses gestures to help Ss to remember + T shows a poster and asks Ss some questions:
Who’s this? Who’s this? Where are they?
-Let’s listen “what are they talking?” a
Tom: Where’s my book, Mum? I can’t see it in my room! Mum: It’s here, dear On the chair. b
Mum: Is the pen there too, Mum?
It’s Tom
It’s Tom ‘s Mother They are in the living room
- Ss listen
+ Ss can see how the new language is used
(3)Tom: No, it’s not on the chair It’s there, on the table
Now, read after me (teacher lead students read times)
+ T writes some words on the board to know place of something, we ask “Where is the ….?”
To help somebody find we answer: “It’s here/ there”
+ T requires Ss note down on their notebook
Listen and repeat
+ Ss write down on the notebook
+ To help Ss remember more + Explain the use of new language
3
Deliberate practice (10 minutes)
+ T shows flashcards about things on the board
+ T requires Ss listen and repeat times + T call some Ss read the new words and check the pronunciation for all class + T asks and point at the flash cards on the board, and asks SS answer:
T: Where’s the … poster…? Where’s the … bed….? Where’s the … chair…? Where’s the …picture…? Where’s the …coat …? Where’s the …ball…?
* T lead Ss the exercise in part 4: Listen and tick
- In this exercise, there are dialogues, listen and tick “where’s the table/chair” (It’s here or it’s there)
- T plays the CD times for students to
+ Ss listen and repeat
S: It’s here It’s there
+ Listen carefully and the task
+ Provide new words for Ss + To help Ss improve the pronunciation
+ To drill the new language
(4)listen
- T checks the answer 4
Production (8 minutes)
+ T calls a SS to make the model together (ask and answer using the structure and new words)
+ T gives Ss small flashcards and ask them to work in pair (in minutes)
+ Check by calling some pairs to present
+ Ss: listen
+ Ss: practice ask and answer
+ To help Ss practice pronunciation, get repeat chances to say new words 5 Noticing
(5 minutes)
- T points the pictures on the board and call some Ss to practice ask and answer - T reminds Ss learn new words, practice structure and the exercise in part
- Ss listen, practice ask and answer