By the end of the lesson, students will be able to review the way to ask and answer about main events in a story and develop listening skill.. Teacher’s book, students’ book and workbook[r]
(1)Week 23; Period 91 Making date: Tuesday, February 3rd 2015 Teaching date: Thursday, February 5th 2015 Unit 14: My favourite stories Lesson 1: 1-2; Page: 27 I.Obbjectives By the end of the lesson, students will be able to ask and answer about main events in a story II Language focus + Vocabulary: fox, crow, cowshed, beak, shake, drop, pick, yummy + Structure: What happened first? → The fox asked, “Will you give me some meat?” III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, board, pictures IV Teaching methods - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (5 minutes) - T asks some Ss to tell the “The clever fox and the crow” - Ss’ responses (in Vietnamese) Presentation (11 minutes) Set the scene: Look, listen and repeat: - T asks Ss to look at the pictures in Ss book on page 27 Vocab - Ss describe the pictures fox: - T elicits from Ss’ responses to introduce the new lesson crow: Pre – teach vocab cowshed: - T explains the new language and gives some new words beak: - T asks Ss to listen and repeat the new words shake: - Ss read the new words individually and in chorus drop: - T focuses Ss on pronunciation pick: yummy: Model Model - Ss listen to the story * What happened first? - T plays the recording again for Ss to repeat the story → The fox asked, “Will you give - Ss read the story in groups me some meat?” - T explains the way to ask and answer about main events in a story - Have the whole class repeat the story in chorus to (2) reinforce their pronunciation Practice (10 minutes) Point, aks and answer Point, aks and answer - Have Ss look at the pictures in part 2, page 27 happen: - T asks Ss to identify the activities in the table A: What happened first? - T points the example and ask: B: The fox asked, “Will you give me some + What happened first? meat?” (S: The fox asked, “Will you give me some A: What happened next? meat?” B: The fox asked, “Can you dance?” - Ss fill the bubbles with the right answers A: What happened then? - T explains the new language and gives some B: The fox asked, “Can you sing?” new words A: What happened finally? - T asks Ss to listen and repeat the new words B: The fox said, “Yummy, yummy!” - Ss read the new words individually and in chorus - T focuses Ss on pronunciation - Ss the task in pairs - T corrects Ss’ mistakes if necessary Production (11 minutes) - T asks Ss retell the story “The clever fox and -Ss’ responses the crow” in groups of five or six - Some groups retell aloud in front of the class - Others observe and give comments if possible - T gives comment Consolidation and homework (3 minutes) - T summaries the the lesson - Learn by heart the vocab and structures - Give students exercises they’ve learnt -Do the exercises in the workbook Week 23; Period 92 Making date: Tuesday, February 3rd 2015 Teaching date: Thursday, February 5th 2015 Unit 14: My favourite stories Lesson 1: 3-4; Page: 28 I.Obbjectives By the end of the lesson, students will be able to review the way to ask and answer about main events in a story II Language focus + Vocabulary: review (3) + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, board, pictures IV Teaching methods - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (5 minutes) - T asks Ss to ask and answer Ex: S1: What happened first? about main events in the story S2: The fox asked, “Will you give me some meat?” “The clever fox and the crow” S3: What happened first? - Others observe and give S4: The fox asked, “Can you dance?” comments S5: What happened first? - T gives comments S6: The fox asked, “Can you sing?” S7: What happened first? S8: The fox said, “Yummy, yummy!” Practice (23 minutes) Listen and tick Listen and tick - Have Ss look at the pictures in part 3, page 28 1: – b - T asks Ss to identify the activities in the pictures 2: – c - T plays the recording twice 3: – a - Ss listen and tick the right pictures 4: – b - Some Ss give the their answer - Others observe and give comments if posible - T plays the recording once again and check the answer Talk Talk Example: - Have Ss look at the pictures in part 4, page 28 T: What story was it? - T asks Ss to read the first part of the story “The Little S: It was the Little Red Riding Hood Red Riding Hood” and then ask and answer in pairs T: What happened in this picture? using the guiding questions S: The Little Red Riding Hood met - T corrects Ss’ mistakes if necessary the wolf - T gives comments T: What happened then? S: The wolf ran to her grandmother’s cottage Production (9 minutes) - T asks Ss to the exercises in the workbook - The exercises in the workbook - T goes around to help Ss if necessary Consolidation and homework (3 minutes) - T summaries the lesson - Ss learn by heart the vocab and (4) - T gives students exercises structure they’ve learnt - Do exercises in the workbook Week 24; Period 93 Making date: Sunday, February 8th 2015 Teaching date: Tuesday, February 10th 2015 Unit 14: My favourite stories Lesson 2: 1-2-3; Page: 29 I.Obbjectives By the end of the lesson, students will be able to review the way to ask and answer about main events in a story II Language focus + Vocabulary: side, slim, decide, slide + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (5 minutes) - Ss play the game: “Hang man” - T explains the game if necessary - Ss guess the letters of the word BROWN Presentation (8 minutes) Listen and repeat crow - Have Ss look at the word crow and cowshed and draw their attention to the letters coloured diffrently in both words - T gives out the rules of reading these words - Ss listen and repeat the words - T focuses Ss on pronunciation Practice (18 minutes) Listen and read together - T shows the pictures in lesson 2, on page 29 & asks Ss - The text to describe the pictures - T plays the recording once cowshed (5) - Ss listen and repeat the dialogues - Ss role play the dialogue Group and say aloud - T gives the task and asks Ss to complete the table crow cowshed individually show town - Some Ss go to the board and complete the table and slow down then read aloud know tower - Others observe and give comments snow now - T corrects Ss’ mistakes if necessary brown Production (6 minutes) - Ss find more words with “crow” and “cowshed” - Ss’ answer crow cowshed … … … … Consolidation and homework (3 minutes) - T summaries the lesson and gives students exercises - Students write down - T asks Ss to find more words with “crow” and “cowshed” - Do exercises in workbook - T gives feedback - Ss remember Week 24; Period 94 Making date: Sunday, February 8th 2015 Teaching date: Tuesday, February 10th 2015 Unit 14: My favourite stories Lesson 2: 4-5; Page: 30 I.Obbjectives By the end of the lesson, students will be able to review the way to ask and answer about main events in a story and develop listening skill II Language focus + Vocabulary: review + Structure: review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Warm up (5 minutes) Contents (6) - T calls on some Ss to go to the board and write words - Ss’ responses with “crow” and “cowshed” - Others observe and give comments - T gives comments Presentation (4 minutes) - T shows the pictures in part 4, page 30 asks to - The pictures in part 4, page 30 describe them - Ss’ responses - T elicits from Ss’ responses to introduce the task Practice (12 minutes) Listen and number Listen and number - T plays the recording twice The transcript: - Ss listen and number the pictures The answer: - Ss share the answer with partners – f – g – e – c - Some Ss give their answers – b – d – a - Others give comments - T corrects Ss’ mistakes if necessary and gives the answer Production (13 minutes) - T asks Ss to play the game “pass the words” What happened finally? - T gives comment The fox took the meet of the crow The fox said: “Yummy, yummy” Consolidation and homework (3 minutes) - T summaries the lesson and give student exercises - Ss write down - T gives feedback - Do exercises in work book Week 24; Period 95 Making date: Tuesday, February 10th 2015 Teaching date: Thursday, February 12th 2015 Unit 14: My favourite stories Lesson 3: 1-2-3; Page: 31-32 I.Obbjectives By the end of the lesson, students will be able to ask and answer about favourite character in a story II Language focus + Vocabulary: tricky, talented, hare, steady, race + Structure: What character you like? → I like the fox It’s very clever III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures (7) IV Teaching methods - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents Warm up (5 minutes) - T asks Ss some questions about some characters in Ex: T: Do you like Harry Potter? books S: Yes I - Others observe and give comments T: Why? - T gives feedback S: Because he’s intelligent … Presentation (10 minutes) Set the scene look, listen and repeat - T sets the sence by showing the pictures in lesson - Who are they? 3-1, on page 31 and asks Ss some questions: →They are … - Ss answer the questions - Can you guess what they are - T introduces the dialogue and asks Ss to listen to talking about? the dialogue → (Ss’ own opinions) - T gives some new words Vocab: - T asks Ss to listen and repeat the new words tricky: - Ss read the new words individually and in chorus - T focuses Ss in pronunciation - T plays the recording twice - Ss listen to the dialogue - Ss listen and repeat the dialogue - Some pairs of Ss role play the dialogue - T focuses Ss on pronunciation and intonation Model Model - T introduces the structure and explains them * What character you like? - T makes an example → I like the fox It’s very clever - T gives comments Practice (14 minutes) Point, ask and answer Point, ask and answer - T explains the exercise talented: - T elicits from the pictures in part 2, page 31 and a S1: What character you like? gives some new words S2: I like the fox It’s very clever - T asks Ss to listen and repeat the new words b.S3: What character you like? - Ss read the new words individually and in chorus S4: I like the mouse It’s very intelligent - T focuses Ss in pronunciation c.S5: What character you like? - T asks Ss to ask and answer about favourite S6: I like Harry Potter He’s good-natured character in a story in pairs d.S7: What character you like? - Some pairs say aloud in front of the class S8: I like Snow White She’s beautiful - Others observe and give comments c.S9: What character you like? (8) - T gives comments and corrects Ss’ mistakes if S10: I like Conan Kudo He’s talented necessary - T gives the right answer Read the passage and the tasks Read and the tasks - T asks Ss to describe the pictureS in part 3, on The answer: page 32 a - d; - c; - a; - b - Ss read the text and then the tasks in pairs b Picture a - Some Ss give their answers c 1- T; 2- F; 3- F; 4- T, 5- F; 6- F - Others observe and give comment - T corrects Ss’ mistakes if necessary and gives the right answer Production (8 minutes) - T asks Ss to translate the text in part 3, page 32 into Thỏ và rùa Vietnamese Ngày xửa ngày xưa, có thỏ và - Some Ss read their translation aloud rùa - Others observe and give comments …… - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson gives Ss exercises Redo all the exercises in unit 14 - T gives feedback Week 24; Period 96 Making date: Tuesday, February 10th 2015 Teaching date: Thursday, February 12th 2015 Unit 14: My favourite stories Lesson 3: 4-5; Page: 33 I.Obbjectives By the end of the lesson, students will be able to review the way to ask and answer about favourite character in a story II Language focus + Vocabulary: Review + Structure: Review III Teaching aids Teacher’s book, students’ book and workbook, CD player, chalks, boad, pictures IV Teaching methods - Work in pairs and work in groups - Communicative approach V Teaching procedure Teacher and students’ activities Contents (9) Warm up (5 minutes) - T asks Ss to ask and answer about Ex: S1: What character you like? favourite character in a story in pairs S2: I like the fox It’s very clever - Some pairs say aloud in front of the class S3: What character you like? - Others observe and give comments S4: I like the mouse It’s very intelligent - T gives feedback S5: What character you like? S6: I like Harry Potter He’s good-natured S7: What character you like? S8: I like Snow White She’s beautiful … Pre-writing (3 minutes) - T asks Ss to retell the story “The tortoise and the hare” - Ss’ responses - Others observe and give comments - T gives comments While - Writing (17 minutes) - T explaints the task and asks Ss to write the story “The The answer tortoise and the hare” by completing the bubbles - Ss’ responses - T calls on some Ss to go to the board and then read their writing aloud - Others observe and give comments - T corrects their mistakes if necessary Post - Writing (12 minutes) - T asks Ss to the crossword puzzle in part 5, page 33 The crossword puzzle - T calls on some Ss go to the board and write their answer 1- crow; 2- fox; 3- hare; 4- lion; - Others observe and give comments 5- mouse; 6- tortoise; 7- cow - T gives comments Consolidation and homework (3 minutes) - T summaries the lesson - Learn by heart all the vocabulary and - T gives students exercises the structures they have learnt in unit 14 - Ss the exercises in the work book (10)