Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 14 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 14 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

1. WEEK 14 Monday, December 9th 2024 CLASS 5A, 5B, 5C Unit 8: In our classroom Lesson 2 (4, 5, 6) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which characters ask and answer questions about the locations of school things and possession and tick the correct pictures. - complete two gapped exchanges with the help of picture cues. - revise target words about possession and school things by playing the game Whose pen is this? - 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 school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 122, 123 124; audio Tracks 82; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 59, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Flower picking! * Aims: to revise the sentence structures Whose ___ is this? - It’s ___. to ask and answer questions about possession. * Procedure: - Tell Ss that they are going to pick up the flowers, then look at the things and ask and - Ss listen to the teacher’s answer questions about possession. explanation.
2. - Divide the class into two groups. Two Ss - Ss work in two groups and play the from each group will play the game in game turns. - If ss ask and answer the questions correctly, they will get points for their group. - Continue the game until all the flowers - Ss continue playing the game until are picked. all the flowers are picked. - The group with more points wins the game. Praise the winner. - Pupils praise the winner. - Say “Open your book page 59” and look at “Unit 8, Lesson 2 (4,5,6)”. - Ss open their books 2. Practice Activity 1. Listen and tick: *Aims: Ss will be able to listen to and understand two communicative contexts in which characters ask and answer questions about the locations of school things and possession and tick the correct pictures. * Procedure: - Have Ss look at the pictures and help ss - Look at the pictures and say: identify the locations of the three crayons + Picture 1a: three pencils on a desk and set squares + Picture 1b: three pencils under a desk + Picture 1c: three pencils in a pencil case + Picture 2a: Linh’s set square + Picture 2b: Nam’s set square + Picture 2c: Mary’s set square - T ask Ss to guess the answers. + T writes Ss’guessing on the board. -Ss guess the answers - Listen to the tape: + Play the recording + Play the recording again for pupils to do - Ss listen to the tape the task. - Ss listen again and do the task. + Play the recording a third time for pupils to check their answers. - Ss listen and check their answers
3. - Get Ss to swap books with their partner, then check answers as a class. - Ss swap books with their partner, + Write the answers on the board for Ss to then check answers as a class and correct their answers. Then checks Ss’ guessing guessing. -Ss write the answer on the board - 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. b 2. a Activity 2. Read and complete *Aims: Ss will be able to complete two gapped exchanges with the help of picture cues. *Procedure: - Have Ss look at the pictures and identify -Ss look at the picture and say the directions to the rooms in the pictures. - Model the first sentence: have Ss read the -Ss follow the teacher question and ask what words are missing (It’s) - Ss do the task independently. - Give Ss a time limit to read the gapped dialogues, look at the pictures and do the task independently. - Ss swap books with a partner and - Get Ss to swap books with a partner and check their answers. check their answers before checking as a class. - Ss write the answers on the board + Invite one student to write the answers on the board. - Pairs of Ss read the completed - Invite two pairs of Ss to act out the dialogues aloud completed dialogues. Key: 1. It’s; under, 2. Whose; Where’s; school bag
4. Activity 3. Let’s play *Aims: Ss will be able to revise target words about possession and school things by playing the game Whose pen is this? *Procedure: - Tell ss that they are going to play Whose - Ss listen to the teacher’s pen is this? game in groups of four. explanation. - The teams take turns asking and answering about possession. - Ss work in two groups to ask and - When a team gives a correct answer, they answer about possession. get one point. The winning team is the one that gets the most points. - The team that gives a correct - Have ss work in groups. Invite two answer will get one point. groups to the front of the class to play the game. - Ss comes to the front of the class to 3. Fun corner and wrap- up play the game. Game: Pass the balls - Give two different colored balls to two pupils, a red ball (ask the question) and a yellow ball (answer the question). - Ask ss to listen to music and pass the -Ss listen to the teacher balls. - Stop music suddenly. - Have the student with a red ball ask a question. Have the student with a yellow ball answer the question. - Ss play the game. Ex: A: Whose pen is this? B: It’s Linh’s. Wednesday, December 11th 2024 CLASS 5A, 5B, 5C Unit 8: In our classroom Lesson 3 (1, 2, 3)
5. I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in the sentences The picture is a’bove the window. and The map is be’side the board. - identify the 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 school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 124, 125; audio Tracks 83, 84, 85; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 60, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Dance: Chicken dance *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. - Ss sing and dance the song IkmT3Rg - Ask Ss to listen, sing and dance the song. - Say “Open your book page 60” and look at “Unit 8, Lesson 3 (1,2,3)”. - Ss open their books
6. 2. Presentation Activity 1. Listen and repeat: *Aims: Ss will be able to correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in the sentences The picture is a’bove the window. and The map is be’side the board. *Procedure: - Have Ss point at the a’bove and be’side with the stress on the second syllable, in isolation and in the sentences The picture is a’bove the window. and The map is - - Ss point and pay attention be’side the board. - Play the recording for Ss to listen and repeat in chorus and individually until they feel confident. - Let Ss work in pairs or groups, saying - Ss listen to the recording again and the words and reading the sentences. repeat. - T invites some Ss to practice. 3. Practice: Activity 2. Circle, listen and check. -Ss work in pairs and practice *Aims: Ss will be able to identify the stress on some two-syllable words and circle the -Ss say the words and sentences word with a different stress pattern from the other two words. *Procedure: - Tell Ss circle the word having a different stress from each line. Then listen to the recording to check their answers. - Set a time for Ss to do the task. - Play the recording, once or twice, for Ss - Ss pay and listen to the teacher’s to listen and check their answers. explanation. - Get Ss to swap books with a partner and check their answers before checking as a - Ss do the task class. - Ss listen to the recording to check - Play the recording again for Ss to double- their answers (individual) check their answers.
7. - Invite a few Ss to read aloud all the - Ss swap books with a partner and words in the words. check the answers Key: 1. b 2. b 3. B - Ss listen to the recording again Activity 3. Let’s chant and check their answers again. *Aims: Ss will be able to say the chant - Ss stand up and read aloud the with the correct pronunciation, word stress words. and rhythm. *Procedure: - Introduce the title and lyrics of the chant. - Ss look and listen. - Play the recording for Ss to listen to the whole chant. + Have them repeat the title and lyrics line by line. + Ask Ss to attend to two-syllable words with the stress on the second syllable in the - Ss listen to the chant chant, above and beside. - Play the recording all the way through - Ss listen and repeat line by line for Ss to listen to pronunciation and without clap their hands melody. - Play the recording line by line for Ss to - Ss note the rhythm and listen and repeat pronunciation. - Play the recording for Ss to chant and clap along. -Ss listen to melody of the chant - Ask Ss to practice chant and clap along in pairs or groups. - Invite groups to the front of the - Ss listen and chant line by line. classroom to perform the chant 3. Fun corner and wrap- up - Ss chant and clap along. Game: Pictionary - Prepare pictures about the locations of - Ss work in groups (two groups) to school things and a real bag. Put the chant pictures in the bag.
8. - Divide the class into two groups. -Ss perform in front of the class. - Ask one student from each group to choose a picture from the bag, ex: a picture of a crayon beside the pencil case. - Tell him/ her to draw a picture (a picture -Ss listen of a crayon beside the pencil case) on the board and encourage their group to guess it and say the sentence, ex: The crayon is -Ss play the game beside the pencil case. - The first group to shout the correct answer gets one point. Praise the winner. -Ss play the game Thursday, December 12th 2024 Unit 8: In our classroom Lesson 3 (4, 5, 6) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read and show understanding of a text about the locations of characters’ school things by answering the questions. - complete four sentences about someone’s school things by writing the target words in the gaps with the help of picture cues. - present their group’s pictures of study corners 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:
9. - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 125, 126, 127; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 61, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Musical cards *Aims: to revise the new words and structures from previous lessons. *Procedure: - Stick the cards on the board. Ask ss to say - Ss listen and say the words related to the cards. - Hand out the cards to different ss around the class. - Ss play the game - Play the song “Where are they? Ask ss to - Ss play the game pass the cards to the ss next to them while the music is playing. - Stop the music suddenly. Invite a student to ask the question “Where are the pens?”. Ask the student who is holding the card to answer the question, ex: They’re beside the books. - Play the music again and repeat the activity. - Ask ss to check their friends’ pronunciation. - Say “Open your book page 61” and look at “Unit 8, Lesson 3 (4,5,6)”. - Ss open their books 2. Practice: Activity 1. Read and answer: *Aims: Ss will be able to read and show understanding of a text about the locations of characters’ school things by answering the questions. *Procedure:
10. - Have ss read the questions carefully and pay - Ss follow the teacher’s attention to key words such as Whose set instructions. square. - Ask Ss scan the text for relevant -Ss scan the text information. - Set a time limit for ss to do the task - Ss do the task independently. independently. - Get ss to swap books with their partners and - Ss swap books and check the check the answers before checking as a class. answers - Have ss read the sentences in the reading - Ss give the evidence to explain text that help them find the correct their answers. information. - Invite some pairs to take turns asking and - Ss ask and answer the questions. answering the questions. - Ask ss some more questions, ex: Whose - Ss answer the questions. pencils are in front of his pencil sharpener? Whose school bag is under her desk? Where is Hung’s story book? Key: 1. Trang’s (set square is on her desk). 2. They are on his desk, in front of his pencil sharpener. 3. Trang’s (storybook is in her school bag). 4. It’s in the desk. 3. Production: Activity 2. Let’s write *Aims: Ss will be able to complete four sentences about someone’s school things by writing the target words in the gaps with the help of picture cues. *Procedure: - Ss listen to the teacher’s - Explain that ss have to read the four instruction. incomplete sentences and fill in the gaps with
11. specific information about someone’s school things and their locations. - Have ss do the first gapped sentence - Ss do the first gapped together as an example. Ex: crayons - Give ss time to complete the sentences - Ss complete the sentences independently. independently. - Get ss to swap their books with a partner and check their answers before checking as a - Ss swap their books and check class. their answers - Invite a few ss to read their completed texts in front of the class. - Ss read their completed texts Suggested key: 1. crayons. 2. beside 3. school bag. 4. school bag / under the desk. Activity 3. Project *Aims: Ss will be able to present their group’s pictures of study corners to the class by using the target language *Procedure: - Tell Ss about the goal of the activity. - Have Ss work in groups of three. Each - Ss listen to the teacher student looks at his/ her picture and talks - Ss work in groups of three and about the locations of their school things in say about their pictures of study the picture. corners - Invite a representative from each group to tell the class about their group's pictures - Ss tell the class about their Ex: This is Lan’s notebook. It’s beside the set groups’ pictures of study corners square. - Have the rest of the class applaud if ss perform well.
12. 4. Fun corner and wrap- up - Ss congratulate the groups Game: Missing cards perform well - Prepare pictures related to the topic “In our classroom”. Explain how to play the game. - Divide the class into four groups. Take turns sticking four cards on the board, Ex: a glue -Ss listen to the teacher stick, a crayon, a notebook, a pencil. - Ask the first group to look at the cards and name the things illustrated on the cards. Ask -Ss play the game the group to close their eyes for 10 seconds, then take out a card from the set, Ex: a pencil. - Let ss open their eyes and say out the word for that card. - Count the points for each group and announce the winner. -Ss congratulate the winner Unit 9: Our outdoor activities Lesson 1 (1, 2, 3) I. 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 about where someone was in the past. - correctly say the words theatre, aquarium, campsite, funfair and use Were you at the ___ yesterday? - Yes, we were. / No, we weren’t. to ask and answer questions about where someone was in the past. - use Were you at the ___ yesterday? - _____ in a freer context. - Vocabulary: theatre, aquarium, campsite, funfair - Structures: A: Were you at the theatre yesterday? B: Yes, we were. / No, we weren’t. - Skills: speaking and listening 2. Competences: - Critical thinking and creativity: learn how to ask and answer questions about where someone was in the past correctly and fluently.
13. - Communication and collaboration: work in pairs and groups to complete the learning tasks. 3. Attitude/ Qualities: - Show their love and interest in outdoor activities. - Show their knowledge of doing outdoor activities safely. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 141, 142, 143, 144, audio Tracks 86, 87; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 62, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Matching game *Aims: to revise the phrases about places. *Procedure: - Tell the class they are going to match the - Ss listen to the teacher phrases with the correct pictures. - Stick the pictures and the phrases on the - Ss look at the pictures and read board. Have Ss read the phrases once or twice. - Model the Picture 1. Have one student - Ss follow the teacher choose a phrase suitable with Picture 1. - If the Ss give the correct answers, they - Ss continue the game. will get stickers. - Continue the game until all the pictures and phrases are matched. - Ss listen and open their books - Say “Open your book page 62” and look at “Unit 9, Lesson 1 (1,2,3)”. 2. Presentation Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in the new lesson. *Procedure: -Ss listen and answer -T elicits the new words + theatre : nhà hát (picture) + aquarium : thủy cung (picture) + campsite : địa điểm cắm trại (picture) - - Ss listen and repeat
14. + funfair : hội chợ giải trí (picture) + Choral repetition (3 times). - T models (3 times). + Individual repetition (3 ss) - Ss take note - T writes the words on the board. - Ss look and match - Checking: Matching Activity 2. Look, listen and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering about where someone was in the past. *Procedure: -Look at the pictures and say. - Have Ss look at Pictures a and b and + In picture a: identify the characters and what they can Bill: Hi, Mai. I didn’t see you at the see in the pictures. campsite yesterday. Where were + Where was Mai? you? + Where were Mai’s family? Mai: I was at home. My cousins came to visit. + In picture b: Bill: Were all your family at home? Mai: Yes, we were. We listened to music and cooked lunch together. - 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 words theatre, aquarium, campsite, funfair and use Were you at the ___ yesterday? - Yes, we were. / No, we weren’t. to ask and answer questions about where someone was in the past. *Procedure: * Structures:
15. - T asks Ss look at in activity 1 and helps - Ss look at the picture and answer. Ss know the structure from the dialogue. - T introduces new structures for Ss. - T explains, models and gives meaning. -Ss listen - Have Ss repeat the structures -Ss listen and repeat -Ss repeat to the structures A: Were you at the theatre yesterday? B: Yes, we were. / No, we weren’t. 3. Practice: *Drill pictures - Have Ss look at the pictures and identify the places. - Ss look, listen and repeat +Picture a: two girls at the theatre + Picture b: two boys at the aquarium + Picture c: a campsite and the words campsite / no underneath + Picture d: a funfair and the words funfair / no underneath - Have Ss point at pictures, listen and run -Ss listen to the teacher through all the pictures. - Have Ss point at the bubbles, listen and -Ss point at pictures, listen and repeat run through model sentences. - Have Ss to practise: -Ss point at the bubbles, listen and + T asks the first picture, Ss answer repeat + Ss asks the second picture, T answers -Ss practice in chorus + Group A asks the third picture, group B answers -Ss practice in chorus + Group B asks the last picture, group A -Ss work in pairs to practise asking - Ask Ss to work in pairs to practise asking and answering the question and answering the Were you at the ___ yesterday? - Yes, we were. / No, we weren’t. - Pairs of Ss point at the pictures and - T controls and corrects. say in front of the class
16. - Invite a few pairs to point at the pictures and say the questions and answers in front of the class. 4. Production: Activity 4. Let’s talk. *Aims: Ss will be able to use Were you at the ____ yesterday? - Yes, we were. / No, -Ss look at the picture and say we weren’t in a freer context *Procedure: - Ask Ss to look at the pictures and say the words they have learnt. - Ss look at the first building and elicit the missing words in speech bubbles and say the completed - Point at the first building and elicit the sentences. question in the first speech bubble Were you at the ___ yesterday? and the answer - Ss role-play to practise asking and in the second speech Yes, we were. / No, answering questions we weren’t.as an example. - Give Ss time to work in pairs and take turns pointing at each picture to ask and answer using Were you at the ___ - Ss practise asking and answering yesterday? - Yes, we were. / No, we questions in front of the class. weren’t. - Invite a few pairs to come to the front of the classroom and act out the exchanges. 5. Fun corner and wrap- up -Ss listen to the teacher Game: Pass the card - Have Ss stand in two lines. -Ss play the game - Give a student of each group a card. - Play music. Ask the student to pass the card to the next one. - Stop music. Ask the student holding the card to ask a question. Invite another student to answer the question. -Ss continute to play the game - If ss ask and answer the questions correctly, they will get stickers.
17. - Continue the game until all the words are said. Tuesday, December 10th 2024 CLASS 1A, 1B, 1C UNIT 7: IN THE GARDEN Lesson 3 I. OBJECTIVES: - By the end of the lesson, students will be able to: - Use There’s a _____ to introduce a thing. - Sing a song with the structure There’s a ___ in the _____. 1. Knowledge/ Language focus: - Vocabulary: girl, goat, gate, garden. - Sound: /g/ -Sentence pattern: There’s a ___ in the _____. 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 garden 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. PROCEDURE: Teacher’s activities Students’ activities Activity 1: Warm up *Aim:help ss to be eager and happy to begin the new lesson. *Procedure: - T invites one or two Ss write the letter G/g - SS write on the board. and some words on the board. - T gets feedback Activity 2. Listen and repeat:10’
18. *Aim: help Ss to practise sentence pattern: There’s a ___ in the _____. *Procedure: -SS look and listen. - Have Ss look at the picture, saying Look at the picture, please! What can you see? I can see a garden. It’s a garden. Yes, there’s a garden. Explain the meaning of the sentence and how it is used. Check comprehension. -Listen and repeat. -Play the recording the first time for Ss to listen and repeat the sentence, saying Now listen and repeat, please! Correct pronunciation, if necessary. -Ss repeat -Play the recording several times for Ss to listen and repeat the sentence in pairs or groups. Give support to those Ss who find it difficult to do the task. -Have Ss point to the garden and say the -SS work in pairs or in groups sentence in pairs or groups, saying Point to to practise. the garden and say There’s a garden, please!. Go around and offer help, if necessary. -Invite a few Ss to listen and repeat the -SS listen and repeat in front of sentence “ ’ ” in front of the There s a garden. the class. class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly. *Outcome: practise sentence pattern: There’s a ___ in the _____. Activity 3. Let’s talk *Aim: help Ss to improve speaking skill with sentence pattern: There’s a ___ in the _____. *Procedure: -Have Ss look at the first picture in Student’s -SS look and listen. book or in sachmem. Say Look at Picture a, please! -SS look at and answer.
19. Point to the garden and ask them What is this? A garden? Yes. There’s a garden. Explain the meaning of the sentence and how it is used. Check comprehension. -Have Ss look at the first picture. Say Look at Picture a, please!. Point to the garden and ask them What is this? The Ss may answer. Tell them to introduce a garden, saying -SS point and say. “There’s a garden”. -Ask Ss to point to Picture a and say “There’s a garden” in chorus, saying Let’s point to Picture a and say, please! Correct -SS look at and identify. pronunciation, if necessary. -Ask them to look at the pictures to identify the other things, saying Look at Pictures b, c, d, please!. Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. -SS work in pairs or in groups -Ask Ss to work in pairs or in groups to point to practise. to the pictures and the structure in the bubble and say the sentences. Give further support to those Ss who find it difficult to do the task. -Select some pairs of Ss to practise -SS perform. introducing animal/things to each other in front of the class. *Outcome: improve speaking skill with sentence pattern: There’s a ___ in the _____. Activity 4.Let’s sing :10’ *Aim: help Ss to sing the song. *Procedure: -SS listen. -Have Ss read the lyrics to familiarize themselves with the first verse of the song. .Explain the meanings of the verse, if necessary. Check comprehension. -SS listen and repeat. -Play the recording several times for Ss to repeat line after line to make sure that they can sing the verse correctly. -SS listen and sing the song. - Do the same with the second verse of the lyrics. Play the recording several times for
20. Ss to repeat to make sure that they can sing the verse correctly. Check comprehension. -SS perform. - Have Ss listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Then let Ss practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. - Call one or two groups to sing the song in front of the class. -SS listen. *Outcome: sing the song. Activity 5.Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. -SS listen and take note. Activity 6.Homelink (1’) Practice more at home. - Prepare new lesson. Tuesday, December 10th 2024 Class 3A UNIT 8: MY SCHOOL THINGS Lesson 2 - Activity 4, 5, 6 I. OBJECTIVES By the end of the lesson, students will be able to: -listen to and understand four communicative contexts in which Ss ask and answer questions about having a school thing. - read and match four simple exchanges with the correct pictures - review vocabulary words for school things and use them in the sentence patterns: Do you have _____? and Yes, I do. / No, I don’t. by playing the matching game or Pelmanism. 1. Knowledge/ Language focus - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, reading and speaking 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to ask and answer questions about having a school thing. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: ask and answer questions about having a school thing. Responsibility: appreciate kindness