- Monitors the activity and offers help when necessary/ correct typical pronunciation errors.. - Asks Ss to role play, using the facts about their family members.[r]
(1)Week: 19 Period: 38th UNIT 12 JOBS Lesson I Objectives: - By the end of this lesson, students will be able to ask and answer questions about someone’s job - Develop listening, reading and speaking skill II Teaching method: - Communicative method - Techniques: - Work in pairs and individually - Work in groups, discuss III Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook IV Languages focus: Vocabulary: worker, doctor, farmer, businessman, techer Sentence patterns: What his/her job? He/She’s a doctor V Procedures: Time 5’ Steps/Activities I Warm up: Chatting - Asks Ss to join the game Slap the board, using the flash cards or family members: grandfather, grandmother, father, mother, sister and brother - Monitors and helps and give marks .II New lesson Look, listen and repeat - Asks Ss to look at the book on page 12, look at the picture - Sets the scence, and asks them to guess the conversation “ You are going to listen the conversation about Mai and Tony.” (use two puppets to present the situation) - Plays the recording and asks Ss to listen to the tape twice Work arrangement T-WC Pair- work T – whole class T-WC (2) 10’ 8’ 7’ - T asks Ss to listen and repeat in chorus two times - Holds up the specific character puppets in the air / points to each character and tell the whole class to say the appropriate line in the dialogue - Devides class into groups, and asks Ss to repeat - Has whole class repeat all the phrases a few times to reinforce their pronunciation - Check Ss’ understanding Look and say - Has Ss look at the pictures a, b, c, d on page 12 - Asks them to identify the jobs in the pictures - Checks Ss’ comprehension of vocabulary items - Asks them to repeat the words under each picture - Points to Picture a, does the task with the class as an example - Has Ss to repeat the sample dialogue a few times - T models the dialogue ◦ Assigns a pair to pretend to play roles in picture a A: What’s his job? B: He’s a doctor Has one repeat A’s part, the other B’s part Then has the pair swap their parts Repeats the steps with a few more pairs - Asks Ss to act the dialogue using picture a, b, c, d - Monitors the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offers help when necessary - Calls on some pairs to perform the task at the front of the class Others observe and comment - Has the whole class repeat all the phrases to reinforce their pronunciation Talk - Has Ss look at the pictures on page 13 and identify the jobs in the pictures - Recalls some pictures with the different jobs - Points to Picture a, ask Ss to fill in the bubbles - Fills in the speech bubbles with the correct phrases promted by Ss A: What’s her job? Pair- work T- whole class T- whole class T- whole class Group work T – whole class (3) B: She’s a teacher - Has Ss to repeat the lines in the bubbles a few times before lettting them practise freely (using the pictures in Pair – work their books to practise or play roles - Has Ss to work in pairs to practise speaking - Monitors the activity and offers help when necessary/ correct typical pronunciation errors - Asks Ss to role play, using the facts about their family members - Calls on a pair to demonstrate at the front of the class - Has the whole class repeat all the phrases to reinforce their pronunciation Listen and number T- whole - Has Ss open the book page 13, look at the pictures class - Sets the scence: “you are going to listen about some differenttime jobs and number the correct pictures according to the order of the information you hear, please!” Group work 7’ - Helps them to identify the jobs in the pictures - Plays the recording all the way through for Ss to listen while they are numbering the time in their books Pair – work - Calls on some students to say the correct answer - Others listen and give their comments - Monitors the activity and offers help when necessary/ correct typical pronunciation errors 3’ - Makes a few questions to check Ss’ comprehension of T – whole language class - Has the whole class recite months to reinforce their pronunciation III Home- link - Asks Ss to pratise talking about the jobs of their family members Evaluation: ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… (4) Week: 20 Period: 39th UNIT 12 JOBS Lesson I Objectives: - By the end of this lesson, students will be able to pronounce correctly the sounds of the letters dr and that of the letter ch - Develop listening, reading and speaking skill II Teaching method: - Communicative method - Techniques: - Work in pairs and individually - Work in groups, discuss III Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook IV Languages focus: Vocabulary: housewife, pupil, student Sentence patterns: review V Anticipated problems: VI.Procedures Time Steps/Activities 1’ 5’ Work arrangement I Class organization T-WC II New lesson: Warm up: Asking for the information - Calls some Ss - Asks them to talk about the jobs of their family members - Monitors, checks and helps if neccessary Listen and repeat: - Has Ss to look at the book at page 14 - Uses a big poster with the chant on the board Draws Ss’ attention to the sound of the letters dr as in driver and the sound of letter ch as in teacher - Tells them to listen and pronoun these sound correctly - Asks Ss to look at the chant written on the poster - Model and repeat the forcus sounds( first in isolation, then T-WC T-WC Whole class (5) 10’ - 7’ - 8’ - in words) a few times Plays the recording again for Ss to repeat in two times Lets Ss repeat individually Asks some of them to say the chant, paying particularly attention to the pronunciation of the sound of the letters dr and ch Plays the recording again for the whole class to repeat each line to reinforce their pronunciation Listen and tick: Has Ss open the book page 14, look at the grid and read the words Sets the scence: “you are going to listen about the jobs of the boy’s and the girl’s family members and tick the correct boxes Before listening, let’s read the jobs in the picture, please!” Shows them how to the task Plays the recording all the way through for Ss to listen Play the recording again for Ss to the task Play the recording once more for Ss to check the answers Asks Ss to exchange their answers in pairs Asks some Ss to report their anwers to the class Monitors the activity and offers help when necessary/ correct typical pronunciation errors Key: Boy’s father: doctor; mother: teacher Girl’s father: driver; mother: farmer Read and write: Asks Ss to open the book on page 15 Sets the scence: “ you are going to read the text to get the information in order to write the correct answers.” Asks Ss to look at the picture and guess what they are reading about Helps Ss to find out some clues in the picture and the sentences under the text that can help them to make their guesses Gets Ss to specify the required information Has Ss read the text, the task individually Monitors the activity and offers help when necessary Asks Ss to exchange their answers with their partners to discuss possible answers Calls on some Ss to report their answers Others listen and comment Provides explanation(s) when necessary group individual T-WC Group work Pair- work Individual T – whole class T – whole class Pair- work Individually (6) Let’s play: A job survey - Asks Ss to open the book on page 15, look at the grid of the survey - Sticks a poster with the grid of survey on the board Tells T – WC 5’ them that they are going to play an interview game - Guides the way to play Sets time and gets Ss to play in groups - Divides class into groups and lets Ss play Group - Monitors the activity and offer helps when necessary/ works correct typical pronunciation errors - Calls on some Ss to report their work For each job, asks Individual the related student to confirm III Summary - Produce correctly the sounds of the letters dr as in driver 4’ and that of the letter ch as in teacher - Practice listening and reading skill for specific information related to jobs IV Home-link: T – Whole - Asks Ss to practise talking about their parents’ jobs at class home Evaluation: ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… (7) Week: 20 Period: 40th UNIT 12 JOBS Lesson I Objectives: - By the end of this lesson, students will be able to ask and answer questions about where someone works - Develop listening, reading and speaking, writing skill II Teaching method: - Communicative method - Techniques: - Work in pairs and individually - Work in groups, discuss III Teaching aids: - Teacher’s aids: audio, stickers, puppets, flashcards - Students’ aids: book, notebook, workbook IV Languages focus: Vocabulary: field, hospital Sentence patterns: Where does he/she work? He/She works in a hospital V Anticipated problems: - Ss may make mistake when they say in grade with in class VI.Procedures Time Steps/Activities Work arrangement 1’ I Class organization T – whole class II New lesson Warm up: Singing 5’ - T asks Ss to sing the chant on page 14 Listen and repeat 10’ - Has Ss to look at the book at page 16; identifies the characters in the picture and guess what they are talking about - Sets the scene: + Where are they? + Who are they? + What are they talking about? T – whole class (8) - 10’ 10’ “Let’s listen and tell me what they are chatting” Has Ss listen to the recording as they read the lines Plays the recording again for Ss to repeat the dialogue two times Divides the class into groups Allocates the line of Nam and Linda to Ss of each group Asks them to speak out without opening their books Plays the recording again for the whole class to repeat each line in the the dialogue to reinforce their pronunciation Look and say - Has Ss look at the pictures a, b, c, d on page 16 - Tells them they are going to practise asking and answering questions about where one works with the pattern: A: Where does he/she work? B: He/She works in - T models the dialogue, then ◦ Assigns a pair to pretend to be the characters in the pictures ◦ Asks the pair to act out the question and answer about time Repeats the step but has the pair swap their parts ◦ Continues the activities with other pairs - Asks Ss to pratise in pairs, asking and answering the questions as the pattern - Monitors the activity, checks the pronunciation ( sound, assimilation of sound and intonation) and offers help when necessary - Calls on some pairs to perform the task at the front of the class Others observe and comment - Has the whole class repeat the question and answer in chorus to reinforce their pronunciation Write - Gets Ss to open the books on page 17 - Tells Ss that they are going to complete the sentences, using the pictures as the cues Then they have to write to fill the information Whole class Groups individually T - WC Groupwork Pairwork T - WC Individually (9) - Uses the example to explain how to carry out the task T – whole - Helps Ss to identify the job and location in each picture class - Asks Ss to work individually then trade their answer in Individual pairs - Monitors the activity and offers help when necessary - Ss trade their answers within pairs or groups for 4’ corection Pair work - Asks some Ss to read their answers aloud to the class The others listen and give comments - Makes somes questions to ensure Ss’ comprehension of T – Whole the lines they have written class - Announces the correct ansews Provides explanation when necessary Let’s play T – Whole - Asks Ss to look at the pictures on page 17 class - Guides Ss the way to play the game Spot the different - Draws their attention to the sex of the people and their clothes or their location in the pictures - Ss work individually, then trade their answers in pairs - Calls on some Ss to report their answers to the class - Announces the correct answers and gives explanation when necessary III Summary - Ss have learnt to ask and answer about where someone works, using: A: Where does he/she work? B: He/She works in - To write about someone’s job IV Home-link - Asks Ss to play a game of jumble words at home: R A C T Y F O R - (FACTORY) R O W E R K - (WORKER) L I H A S P O T - (HOSPITAL) R E A C H T E R (TEACHER) N U S B AN E S M I S - (BUSINESSMAN) Evaluation: ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… (10)