Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 11 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 11 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

1. WEEK 11 Monday, November 18th 2024 CLASS 5A, 5B, 5C Unit 6: Our school rooms Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which people ask for and give directions at school and tick the correct pictures - complete two gapped exchanges with the help of picture cues - revise the target vocabulary items and structures by playing Memory game. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. 3. Attitude/ Qualities: - Show their pride in their school and raise awareness about the location of different rooms in their school. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 88, 89, 90; audio Tracks 62; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 47, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Bad luck Billy *Aims: to revise the learned words *Procedure: - Ask Ss to stand up and read the words on the screen. -Ss listen to the teacher - If the lightning struck while a student is reading, that student as to sit down. -Ss play the game - At the end of the game, the Ss still standing is the winner(s). -Ss read the words - Have Ss read all the words one more
2. time. - Ss open their books - Say “Open your book page 47” and look at “Unit 6, Lesson 2 (4,5,6)”. 2.Practice: (25’) -Look at the pictures and say: Activity 1. Listen and tick: + Picture 1a: a library on the ground *Aims: Ss will be able to listen to and floor, an arrow showing the direction of understand two communicative contexts going downstairs in which people ask for and give + Picture 1b: a library on the first directions at school, and tick the correct floor, an arrow showing the direction of pictures. going upstairs *Procedure: + Picture 1c: a library on the first - Draw Ss’ attention to the pictures of floor, an arrow showing the direction of the three arrows showing the directions going downstairs to the art room. + Picture 2a: an arrow showing the direction of going along the corridor, past the music room and turning right to reach the art room + Picture 2b: an arrow showing the direction of going along the corridor and turning right to reach the art room + Picture 2c: an arrow showing the direction of going along the corridor, past the music room and turning left to reach the art room -Ss guess the answers - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: - Ss listen to the tape + Play the recording - Ss listen again and do the task. + Play the recording again for pupils to do the task. - Ss listen and check their answers + Play the recording a third time for pupils to check their answers. - Ss swap books with their partner, then - Get Ss to swap books with their check answers as a class and guessing partner, then check answers as a class. -Ss write the answer on the board + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing.
3. - If time allows, play the recording, -Ss listen and repeat sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. c 2. a Activity 2. Read and complete *Aims: Ss will be able to complete two gapped exchanges with the help of the picture cues *Procedure: - Have Ss look at the pictures and -Ss look at the picture and say identify the directions to the rooms in the pictures. - Model sentences: have Ss read the -Ss follow the teacher question and ask what words are missing (way) - Give Ss a time limit to read the gapped - Ss do the task independently. dialogues, look at the pictures and do the task independently. - Get Ss to swap books with a partner - Ss swap books with a partner and and check their answers before checking check their answers. as a class. + Invite one student to write the answers - Ss write the answers on the board on the board. - Invite two pairs of Ss to act out the - Pairs of Ss read the completed completed dialogues. dialogues aloud Key: 1. way, past 2 Could, along, right Activity 3. Let’s play
4. *Aims: Ss will be able to revise the target vocabulary items and structures by playing Memory game. *Procedure: - Tell Ss that they are going to play -Ss listen to the teacher Memory game using the language learnt in Lessons 1 and 2. - Draw a map with school rooms on the board. + Divide the class into two teams. Have - Ss play the game. Ss look at the school rooms on the map for 20 seconds, then cover the room names with paper / cards. (Ex: Could you tell me the way to the library, please?), then ask one student in a team to give you directions while the other pupil in the same team follows the directions and opens the right card to find the room. + If he / she finds the right room by following the directions, the team gets one point. + If he / she doesn't end up at the right room, he / she covers the room name up again and it becomes the other team’s - Ss praise the winner. turn. - The team that has the most points at the end of the game wins. 3. Fun corner and wrap- up (5’) Game: Guessing Game * Review vocabulary -Ss listen to the teacher - Have Ss look at the pictures on the screen and say the appropriate phrases.
5. - Check the pronunciation when necessary. * Review stress and syllable - Ss play the game. - Show some words on the screen and ask pupils to decide whether they are two or three syllable words. Then sort out. - Explain what the word stress and stress mark is, if necessary. Wednesday, November 20th 2024 CLASS 5A, 5B, 5C Unit 6: Our school rooms Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly stress the two-syllable words up’stairs and down’stairs in isolation and in the sentences He’s going up’stairs. and She’s running down’stairs. - identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words - say the chant with the correct pronunciation, word stress and rhythm. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform pronunciation and listening tasks. 3. Attitude/ Qualities: - Show their pride in their school and raise awareness about the location of different rooms in their school. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 97, 98, 99; audio Tracks 63, 63, 65; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 48, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’)
6. Chatting *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Teacher divides the class into 2 teams. - Follow the T’s instructions. - Each team takes turns asking and answering about the room on the screen, using the structures learnt. - Teacher checks the answer with the -Ss play the game whole class. - Pss choose a box and get the point(s). - The team with more points is the winner. - Ss open their books - Say “Open your book page 48” and look at “Unit 6, Lesson 3 (1,2,3)”. 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly stress the two-syllable words up'stairs and down'stairs in isolation and in the sentences He’s going up'stairs. and She’s running down'stairs. *Procedure: - Have Ss point at the words up'stairs and down'stairs with the stress on the - - Ss point and pay attention second syllable, in isolation and in the sentences He’s going up'stairs. and She’s running down'stairs. - Play the recording for Ss to listen and - Ss listen to the recording again and repeat in chorus and individually until repeat. they feel confident. - Let Ss work in pairs or groups, saying -Ss work in pairs and practice the words and reading the sentences. - T invites some Ss to practice. -Ss say the words and sentences 3.Practice: (17’) Activity 2. Circle, listen and check.
7. *Aims: Ss will be able to identify the word stress on some two-syllable words and circle the word with a different stress pattern from the other two words. *Procedure: - Ss pay and listen to the teacher’s - Tell Ss circle the word having a explanation. different stress from each line. Then listen to the recording to check their answers. - Ss do the task - Set a time for Ss to do the task. - Ss listen to the recording to check - Play the recording, once or twice, for their answers (individual) Ss to listen and check their answers. - Ss swap books with a partner and - Get Ss to swap books with a partner check the answers and check their answers before checking as a class. - Ss listen to the recording again and - Play the recording again for Ss to check their answers again. double-check their answers. - Ss stand up and read aloud the - Invite a few Ss to read aloud all the words. words in the words. Key: 1. a 2. c 3. b Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct pronunciation, word stress, and rhythm *Procedure: - Ss look and listen. - Introduce the title and lyrics of the chant. - Ss listen to the chant - Play the recording for Ss to listen to the whole chant. - Ss listen and repeat line by line + Have them repeat the title and lyrics without clap their hands line by line. - Ss note the rhythm and pronunciation.
8. + Ask Ss to attend to two-syllable words with the stress on the second syllable in -Ss listen to melody of the chant the chant, upstaisr and downstairs. - Play the recording all the way through for Ss to listen to pronunciation and - Ss listen and chant line by line. melody. - Play the recording line by line for Ss to - Ss chant and clap along. listen and repeat - Play the recording for Ss to chant and - Ss work in groups (two groups) to clap along. chant - Ask Ss to practice chant and clap along -Ss perform in front of the class. in pairs or groups. - Invite groups to the front of the classroom to perform the chant 3. Fun corner and wrap- up (4’) -Ss listen Review syllables and stress. - T writes a word on the board then says. (two syllable words) -Ss play the game - Ss will clap their hands twice if the stress of that word is on the first syllable. - Ss will clap their hands once if the -Ss play the game stress of that word is on the second syllable. - Invite a student to come to the front and draw the stress mark for that word. - Word list: downstairs, second, active, happy, along, ahead, upstairs. Thursday, November 21st 2024 Unit 6: Our school rooms Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read a text about rooms in a school and show understanding by deciding whether some statements are true or false; - read and complete the table about rooms in their school;
9. - make a picture of a favourite school and present it to the class by using the target language. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform reading and writing tasks. 3. Attitude/ Qualities: - Show their knowledge about their schools. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 99, 100; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 49, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Odd one out *Aims: to revise the new words and structures from previous lessons. *Procedure: - Divide the class into two teams. - Each team has a representative to play - Ss listen “Rock, paper, scissors” to play first. - The winning team answers the question -Ss play game first. Ss get the points if their team answers the question. - Say “Open your book page 49” and look at - Ss open their books “Unit 6, Lesson 3 (4,5,6)”. 2.Practice: (8’) Activity 1. Read and tick True or False: *Aims: Ss will be able to read a text about rooms in a school and show understanding by deciding whether some statements are true or false. *Procedure:
10. - Draw Ss’ attention to the text and read it - Ss pay attention to the text and together as a class. read - Draw ss’ attention to the four statements - Ss read the four statements and below the text and four boxes to tick True or find the information False. - Have ss pay attention to the sentences about -Ss pay attention the rooms in the school. - Give Ss time to tick the correct boxes. - Tell ss to swap books with a partner, then -Ss do the task check answers together as a class. - Ss swap books and check - Ask Ss to read the text aloud in front of the class. - Ss read the text aloud in front of - Have Ss write sentences to compare the the class. location of and direction to the rooms in the reading and the rooms in their school. - Ss write the sentences Ex: Our computer room is on the ground floor, but their computer room is on the second floor. Key: 1. True 2. True 3. False 4. True 3.Production: (18’) Activity 2. Let’s write *Aims: Ss will be able to read and complete the table about rooms in their school. *Procedure: - Ask Ss to read the gapped letter and explain that they need to fill in the gaps with - Ss listen to the teacher information about the boy in the pictures’ free-time activities. - Have Ss complete the first, second and third - Ss complete the first, second gaps with names and an activity of their and third gaps with names and an choice from the pictures. activity - Give Ss time to complete the rest of the - Ss complete the rest of the letter letter independently. independently. - Get Ss to swap their books with a partner and check each other’s spelling - Ss swap their and check before checking as a class. Key: Pupil’s answer
11. Activity 3. Project. *Aims: Ss will be able to make a picture of a favourite school and present it to the class by using the target language. *Procedure: - Tell Ss about the goal of the activity. - Have Ss work in groups. Each student - Ss listen to the teacher shows a picture that he / she has drawn at - Ss work in groups of five. home and tells the group about his / her favourite school, - Invite a few ss show their work and talk about their favourite schools in front of the - Ss show their work and talk class, ex: This is my favourite school. It has many rooms in it. -T gives feedback - Ss listen 4. Fun corner and wrap- up (4’) * Presentation: Talk to your friend - Ss show their pictures to their classmates, and present the school to the class at the -Ss listen to the teacher Project time. - Have Ss work in groups of four. -Ss play the game - Call some volunteers to perform in front of the class. - Praise Ss if they perform well. -Ss congratulate the winner
12. Unit 7: Our favourite school activities Lesson 1 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s favourite school activity. - correctly say the phrases and use What school activity does he / she like? – He / She likes ____. to ask and answer questions about someone’s favourite school activity. - use What school activity does he / she like? – He / She likes ______. in a freer context - Vocabulary: do projects, read books, play games, solve maths problems, activity. - Structures: A: What school activity does he / she like? B: He/ she likes reading books. - Skills: speaking and listening 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform speaking tasks. 3. Attitude/ Qualities: - Show their pride in their school and show their interest in their favorite school activities. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 101, 102, 103, audio Tracks 66, 67; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 50, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (3’) Game: Guessing game *Aims: to revise the vocabulary about different activities. *Procedure: - T introduces and explains the game. - How to play: -Ss listen and pay attention + T will show some pictures which is hidden about different activities. + Ss look at the pictures in the screen.
13. + Ss tell what someone is doing. - Ss listen to the teacher - T models. (painting a mask) - Ss play the game. -Ss play the game - T gives feedback. . - Say “Open your book page 50” and look - Ss listen and open their books at “Unit 7, Lesson 1 (1,2,3)”. 2. Presentation (15’) Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in the new lesson. *Procedure: -T elicits the new words + do projects : làm các bài tập dự án (explain) + read books : đọc sách (picture) -Ss listen and answer + play games : chơi trò chơi (picture) + solve maths problem : giải các bài toán (explain) + activity :hoạt động (translation) - - Ss listen and repeat - T models (3 times). + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Ss take note - Checking: Matching - Ss look and match Activity 2. Look, listen and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) on the phone, focusing on greetings, asking and answering questions about someone’s favourite school activitiy. *Procedure: - Have Ss look at Pictures a and b and -Look at the pictures and say. identify the characters and what they can + In picture a: see in the pictures. Ben: Hi, Mai. What are you doing? + Who is he/ she? Mai: Hello, Ben. I’m helping my + Where is he/ she? brother solve a maths problem. + What is he/ she doing? + In picture b:
14. Ben: What school activity does he like? Mai: He likes reading books. - Play the audio twice (sentence by -Ss listen and repeat in chorus sentence). Correct their pronunciation (twice) where necessary. - Have Ss to practice the dialogue -Ss work in pairs to practice - T invites a few pairs to the front of the -Ss come to the front of the class to practice. classroom to practice. - T checks pronunciation for ss. -Ss listen Activity 3 Listen, point and say. *Aims: Ss will be able to correctly say the phrases and use What school activity does he / she like? – He / She likes . to ask and answer questions about someone’s favourite school activity. *Procedure: * Structures: - T asks Ss look at picture b in activity 1 - Ss look at the picture and answer. and helps Ss know the structure from the dialogue. - T introduces new structures for Ss. -Ss listen - T explains, models and gives meaning. -Ss listen and repeat - Have Ss repeat the structures -Ss repeat to the structures A: What school activity does he / she like? B: He/ she likes reading books. 3.Practice: (7’) *Drill pictures - Ss look, listen and repeat +Picture a: a boy doing a project + Picture b: a girl - reading a book + Picture c: a girl playing a game in class with her classmates
15. - Have Ss look at the pictures and identify + Picture d: a boy - solving a maths the characters and their activities. problem at the board -Ss listen to the teacher -Ss point at pictures, listen and repeat -Ss point at the bubbles, listen and - Tell Ss that in the question, the verb like repeat follows does, so is in the base form (like). But in the answer, like + s must be used after He or She, like + Verb with -ing -Ss practice in chorus - Have Ss point at pictures, listen and run through all the pictures. -Ss practice in chorus - Have Ss point at the bubbles, listen and run through model sentences. - Have Ss to practise: + T asks the first picture, Ss answer -Ss work in pairs to practise asking + Ss asks the second picture, T answers and answering the question + Group A asks the third picture, group B answers - Pairs of Ss point at the pictures and + Group B asks the last picture, group A say in front of the class - Ask Ss to work in pairs to practise asking and answering the What school activity does he / she like? – He / She likes . - T controls and corrects. - Invite a few pairs to point at the pictures and say the questions and answers in front of the class. 4. Production: (6’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of What school activity does -Ss look at the picture and say he/ she like? - He/ she likes to ask
16. and answer questions about school activity in freer contexts. *Procedure: - Ask Ss to look at the pictures and elicit the context - Ss look at the first building and elicit the missing words in speech bubbles and say the completed sentences. - Ss role-play to practise asking and - Point at the first building and elicit the answering questions question in the first speech bubble What school activity does he/ she like? and the answer in the second speech He/ she - Ss practise asking and answering likes .. as an example. questions in front of the class. - Give Ss time to work in pairs and take turns pointing at each picture to ask and answer using What school activity does he/ she like? - .. -Ss listen to the teacher - Invite a few pairs to come to the front of the classroom and act out the exchanges. -Ss play the game 5. Fun corner and wrap- up (4’) Ex: Game: Pass the teddy bears A: What school activity does she - Give two different colored teddy bears to like? two Ss, a black teddy bear (ask the B: She likes doing projects. question) and a white teddy bear (answer the question). - Ask Ss to listen to music and pass the -Ss read all the words again. teddy bears. - Stop music suddenly. Have the student with a black teddy bear make a question. Have the student with a white teddy bear answer the question. - Repeat the game several times. Tuesday, November 19th 2024 CLASS 1A, 1B, 1C UNIT 6: IN THE CLASSROOM Lesson 1 + 2
17. I. OBJECTIVES: - By the end of the lesson, students will be able to: + Remember and say some new words: pen, pencil, bell, red. + Pronounce the sound of the letter: E/e +Say the letter E/e and the words red, pen, pencil and the phrases a red pen, a red pencil in a chant. +Listen and identify the sentences: I have a red bell. I have a red pencil. +Trace the letter E/e. 1. Knowledge/ Language focus: - Vocabulary: pen, pencil, bell, red . - Sound: /e/ 2. Skills: - Listening and speaking. 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love something in the classroom. 4. Competences: SS can develop some competences: -Comunicative and collaborative competence: work in pairs/groups, role play: work in pairs/groups, role play: work in pairs/groups, role play -Problem-solving competence: observing, collecting and analyzing information -Self studying and self - control competence: remembering, recalling and guessing words/phrases -Creative competence, linguistic competence: giving ideas, changing information, giving comments, critical thinking. II. TEACHING AIDS / MATERIALS: - Pictures, Textbook, computer, projector, pictures, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities Activity 1:Warm up:5’ *Aim:help ss to be eager and happy to begin the new lesson. *Procedure: - Ask a group of pupil to play Matching game with the target vocabulary. - SS play game. Activity 2. Listen and repeat:13’
18. *Aim: help Ss to pronounce the sound of the letter E/e and remember and say some new words: pen, pencil, bell, red. *Procedure: - Look at the picture and listen. - Have Ss look at the picture, saying Look at the picture, please! and describe the picture. Draw Ss’ attention to the words next to the things/colour and the colour of the letter E/e. Check comprehension. -Point, listen and repeat. -Ask Ss to point to the letter E/e, saying Point to the letter E/e, please! Have them listen and repeat the sound of the letter E/e, saying Listen and repeat, please! more than once, if necessary. -Ss repeat. -Tell Ss to point to the pencil in the picture and the word pencil, saying Point to the -Ss listen and repeat. pencil and the word “pencil”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for Ss to do choral and individual repetition. Correct pronunciation, -SS listen, point and repeat. if necessary - Follow the same procedure with the words bell, pen and red. Give further support to those Ss who find it difficult to do the task. Then encourage Ss to point to the picture and say the words in pairs or groups. -SS say in front of the class. - Play the recording again and call a few Ss to say the sound of the letter E/e and the words bell, pen, pencil, red in front of the class. *Outcome: pronounce the sound of the letter E/e and remember and say some new words: pen, pencil, bell, red. Activity 3. Point and say: 14’ *Aim: help Ss to practise pronouncing the sound of the letter E/e and remember and say some new words: pen, pencil, bell, red. -Look at the picture and discribe. *Procedure:
19. - Have Ss look at the picture again and ask them to describe the picture again (in Vietnamese). Draw their attention to the letter E/e , the word pencil and the things, if necessary. -Point and say - Get them to point to the letter E/e and say it. Let them point to pencil and say . - Give further support to those Ss who find -Ss do the same with other it difficult to do the task. things. - Follow the same procedure with other things. Give further support to those Ss -Work in pairs or in groups. who find it difficult to do the task. - Ask Ss to work in pairs or in groups to point to the picture and say the sound of the letter E/e and the words. Go around and offer help or correct pronunciation, if -Point and say necessary. -Invite two or three Ss to point to the picture and say the sound of the letter and the words in front of the class. - T gets feedback. *Outcome: practise pronouncing the sound of the letter E/e and remember and say some new words: pen, pencil, bell, red Activity 4. Listen and chant:10’ *Aim: help Ss to read the chant with some words: red, pen, pencil. *Procedure: - Have Ss look at the chant and draw Ss’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter E/e and the words red, pen and the phrase A red pen. Check comprehension. -SS look and listen. - Play the recording of the first verse for Ss to listen and to get familiarized with the tune, saying Listen to the first line, please! -SS listen.
20. - Play the recording again, ask Ss to listen and repeat the first line. Then play the recording for them to listen and repeat until they feel confident. -Ss listen and repeat. - Follow the same procedure with the other verse. Show Ss how to chant and clap their hands. Correct pronunciation, if necessary. - Play the recording all the way through. -SS listen and chant. Ask Ss to listen and repeat the chant individually and in chorus. Give further support to those Ss who find it difficult to do the task. -Ss listen and repeat. - Select some Ss to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. -SS chant in front of the class. *Outcome: read the chant with some words: red, pen, pencil. Activity 5. Listen and tick :7’ *Aim: help Ss to improve listening skill with some words pen, pencil, bell, red. *Procedure: - Have Ss point to the pictures of .Ask them to describe the pictures. Draw Ss’ attention to the boxes next to the letters a and b. Check -SS look and listen. comprehension. -Invite some Ss to point to the pictures and say the words in front of the class. E.g. 1a: a bell, 1b: a pen. Then have them -SS point and say. point to the picture and say the sentences. E.g. 1a: This is a bell. 1b: This is a pen. After that, encourage them to say longer sentences. E.g. 1a: This is a red bell. 1b: This is a red pen. - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check . - Ss listen and tick. *Outcome: improve listening skill with some words pen, pencil, bell, red. - Ss listen and check. *Key: 1.a 2. b. Activity 6. Look and trace.10’