Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 24 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 24 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

1. WEEK 24 Monday, February 24th 2025 CLASS 5A, 5B, 5C Unit 13: Our special days Lesson 3 (1, 2, 3) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly say the stressed words in the questions ‘What ‘food will you ‘have at the ‘party? and ‘What ‘drinks will you ’have at the ‘party? - identify and underline the stressed words in four questions while listening - say the chant with the correct stressed words, pronunciation 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: - Enhance understanding of different kinds of food and drinks at different styles of events. II. TEACHING AIDS - Teacher: Teacher’s guide Pages 218, 219; audio Tracks 28, 29, 30; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 22, notebooks, workbooks, school things. III. PROCEDURES Teacher’s activities Students’ activities 1. Warm- up and review Game: Pass the balls *Aims: to revise the learnt words and structures. *Procedure: - Give two different coloured balls to two ss, a red ball (ask the question) and a yellow - Ss listen ball (answer the question). - Ask ss to listen to music and pass the balls. -Ss listen the rules - Stop music suddenly. - Ss play the game - The teacher raises a picture. Have the
2. student with a red ball make a question. Ex: Have the student with a yellow ball answer A: What food will you have at the the question. party? - Praise ss if they do the activity well. B: We’ll have pizza. - Say “Open your book page 22” and look at “Unit 13, Lesson 3 (1,2,3)”. - Ss open their books 2. Presentation Activity 1. Listen and repeat *Aims: Ss will be able to correctly say the stressed words in the questions ‘What ‘food will you ‘have at the ‘party? and ‘What ‘drinks will you ’have at the ‘party? *Procedure: - Have ss look at the first question and draw their attention to the stress on the words in - - Ss pay attention the sentences ‘What ‘food will you ‘have at the ‘party? and ‘What ‘drinks will you ’have at the ‘party? - Play the recording and encourage Ss to point to the word and sentence while - Ss listen and point listening - Play the recording again and encourage Ss to listen and repeat. - Ss listen again and repeat - Have Ss work in pairs or groups to do this several times until Ss feel confident. -Ss work in pairs and practice - T invites some Ss to practice. 3. Practice -Ss say in front of the class Activity 2. Listen and underline one more stressed word. Then repeat *Aims: Ss will be able to identify and underline the stressed words in four questions while listening *Procedure: - Tell ss the goal of the activity and explain that they have to listen to the recording and - Ss listen to the teacher’s underline one more stressed word. explanation. - Play the recording all the way through for ss to listen to the questions.
3. - Play the recording again for ss to underline - Ss listen to the questions one more stressed word of the questions. - Tell ss to swap books with a partner, then - Ss listen again and underline one check the answers together as a class. more stressed word of the - Have ss read aloud the questions in pairs questions. or groups. Go around the classroom and correct the stress in the questions if - Ss swap books and check the necessary. answers as a class. - Invite one or two ss to stand up and repeat the correct answers. -Ss work in pairs/ groups. Key: 1.‘What ‘food will you ‘have at the ‘party? 2. ‘What ‘drinks will they ‘have at the ‘party? - Ss stand up and repeat the 3. ‘What will you ‘do at the ‘party? correct answers. 4. ‘What will we ‘do at their ‘party? Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct stressed words, pronunciation and rhythm *Procedure: - Introduce the title and lyrics of the chant. - Ss listen to the chant - 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 the stressed words' - Ss listen and repeat line by line pronunciation and rhythm without clap their hands
4. - Play the recording all the way through for Ss to listen to the stressed words' pronunciation and melody. - Ss note the rhythm and - Play the recording line by line for Ss to pronunciation. listen and repeat -Ss listen to melody of the chant - Play the recording for Ss to chant and clap along. - Ask Ss to practice chant and clap along in - Ss listen and chant line by line. pairs or groups. - Invite groups to the front of the classroom - Ss chant and clap along. to perform the chant 3. Fun corner and wrap- up - Ss work in groups (two groups) Game: Odd one out to chant - Tell ss that they are going to look at some -Ss perform in front of the class. pictures with food and drinks. - Ask them to choose the odd by looking at -Ss listen the pictures. - Teacher checks their pronunciation and -Ss play the game asks the whole class to repeat. Suggested answers: Chips burger milk tea bread Key: milk tea (because it’s a drink and we can’t eat it) Wednesday, February 26th 2025 CLASS 5A, 5B, 5C Unit 13: Our special days Lesson 3 (4, 5, 6) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1. Knowledge - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Our special days” - read and write about what people will do and have at an event - make a menu s for a class party and present it to the class at Project time. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks.
5. - Self-control and independent learning: perform reading and writing tasks. 3. Attitude/ Qualities: - Enhance understanding of different kinds of food and drinks at different styles of events. II. TEACHING AIDS - Teacher: Teacher’s guide Pages 219, 220, 221; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 23, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Food party game *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Tell ss that they are going to play in 2 - Ss listen teams. - Choose a chips pack and answer the - Ss listen to the rules questions about food / drinks they will have at the party. -Ss play game Ex: - If their answers are correct, click on the water, chicken and rice, sellers and serve some burgers. If not, click vegetables, milk tea, chips, on the burglar to go back to the questions lemonade board. - Teams with more points will be the winner. - Say “Open your book page 23” and look at - Ss open their books “Unit 13, Lesson 3 (4,5,6)”. 2. Practice Activity 1. Read and answer *Aims: Ss will be able to read and show the understanding of the letter by answering the questions. *Procedure: - Tell ss the goal of the activity and explain that they should read the letter and answer the -. Ss pay attention to the letter and questions. read them as a class.
6. - Model the first question. + Have ss look at the first question and explain that the word When in the question - Ss answer the first question with When is Mai’s birthday? expresses the time the whole class. of the birthday. + Then let ss read the letter and find the appropriate information /sentence to match the question (It’s my birthday on Sunday). - Set a time limit for ss to do the task independently. - Ss answer the question - Get ss to swap their books with a partner and check their answers before checking as a - Ss swap their books and check. class. - Invite one or two pupils to read the letter in front of the class. -Ss read the letter aloud Key: 1. It’s Mai’s birthday on Sunday. 2. Her party will be at 15 Quang Trung Street. 3. They’ll have pizza, burgers and chips. 4. They’ll drink lemonade, apple juice and milk tea. 3. Production Activity 2. Let’s write *Aims: Ss will be able to write a text about food and drinks pupils will have at their birthday parties with the help of the suggested questions and gapped sentences. *Procedure: - Ask ss to read the gapped sentences and fill in the gaps with their own information - Ss read the gapped sentences - Ask Ss to read the first sentence, then elicit and fill in the gaps. the time of their birthday (Ex: October) and write the first sentence (My birthday is in - Ss do the first gapped sentence. October) - Give Ss time to complete the rest of the paragraph independently.
7. - Get Ss to swap their books with a partner - Ss complete the paragraph and check their spelling. independently. - Invite a student to read his / her completed - Ss swap their books and check paragraph aloud their spelling. - In groups, have ss share the activities that - Ss read their completed their family did last weekend. paragraphs in front of the class. - Ask Ss share with the class. - Ss share the activities that their Key: Pupil’s answer family did last weekend. Ex: My birthday is in May (It’s my birthday -Ss share with the class. in May). I will invite some friends to my party. It will be at my home. We’ll have cakes, candies and fruit. I’ll have mineral water, lemonade and milk tea. We’ll sing and dance. I think we’ll have a lot of fun. Activity 3. Project *Aims: Ss will be able to make a menu for the class party and present it to the class *Procedure: - Tell ss about the goal of the activity and explain that they have to look at the menu they have prepared at home and oresent it to the class. - Ss listen to the teacher’s - Have ss work in groups of three or four. explanation. Each pupil shows the menu and tells the group about it. Ex: Our class party will be next Saturday. - Ss work in groups and tell the We’ll have burgers, pizza, apples and grapes. group about their menu. We’ll drink mineral water and milk tea. We’ll have apples and grapes. Thank you for listening.
8. - Invite one student to hold up her / his menu and present it to the class. Praise ss when they do the task well. 4. Fun corner and wrap- up - Ss show their work and talk Game: Lucky number about their menu in front of the - Divide the class into two teams. class. - Each team takes turns choosing the number and answering the question to get the stars. - At the end of the game, the team with more -Ss listen to the teacher stars is the winner. -Ss play the game -Ss congratulate the winner Thursday, February 27th 2025 Unit 14: Staying healthy 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 in which characters ask and answer questions about a family member’s lifestyle - correctly say the phrases and use How does he / she stay healthy? - He / She _____. to ask and answer questions about someone’s lifestyle. - use How does your _____ stay healthy? – He / She _____. in a freer context. - Vocabulary: do morning exercise, play sports, drink fresh juice and eat healthy food - Structures: A: How does he / she stay healthy? B: He/ she does morning exercise every day. - Skills: speaking and listening 2. Competences: - Critical thinking and creativity: learn how to ask and answer questions about a family member’s lifestyle correctly and fluently. - Critical thinking and creativity: learn how to ask and answer questions about personal information correctly and fluently. - Self-control and independent learning: perform pronunciation and speaking tasks. 3. Attitude/ Qualities: - Raise their knowledge of using healthy food and drinks. - Show their awareness of doing morning exercise regularly. II. TEACHING AIDS
9. - Teacher: Teacher’s guide Pages 222, 223, 224, 225 audio Tracks 31, 32, website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 24, notebooks, workbooks, school things. III. PROCEDURES Teacher’s activities Students’ activities 1. Warm- up and review Sing a song: Yes yes stay healthy *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. - Sing and dance the song together. IkmT3Rg&t=10s - Ask Ss to listen, sing and dance the song - Say “Open your book page 24” and look - Ss listen and open their books at “Unit 14, 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 + do morning exercise: tập thể dục buổi sáng (situation) + play sports: chơi thể thao (picture) + drink fresh juice: uống nước ép trái cây tươi (picture) + eat healthy food: ăn thức ăn có lợi cho sức khỏe (translation) + stay healthy: giữ gìn sức khỏe(situation) + regularly: thường xuyên (translation) - T models (3 times). - - Ss listen and repeat - T writes the words on the board. + Choral repetition (3 times). - Checking: Rub out and remember + Individual repetition (3 ss) - Ss take note - Ss look, remember and write Activity 2. Look, listen and repeat
10. *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about a family member’s lifestyle. *Procedure: - Have Ss look at Pictures a and b and -Look at the pictures and say. identify the characters and say what they + In picture a: can see in the pictures. . Nam: I want to stay healthy, Lucy. I + Who are they? eat vegetables and drink a lot of + Where are they? water. Is that your brother over + What are they talking about? there? Lucy: Yes, that’s my brother, Tom. He also wants to stay healthy. + In picture b: Nam: How does he stay healthy? Lucy: He does morning exercise every day. Nam: Nam: Yeah, me too. - 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 How does he / she stay healthy? - He / She ___. to ask and answer questions about someone’s lifestyle. *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 model sentences. -Ss repeat to the structures A: How does he / she stay healthy? B: He/ she does morning exercise every day.
11. 3. Practice *Drill pictures - Have Ss look at the pictures and say what they can see in the pictures. - Ss look, listen and repeat +Picture a: a woman doing morning exercise + Picture b: a man playing sports + Picture c: a woman holding a glass of fresh juice + Picture d: a boy with a bowl of healthy food - Explain that in the answer we change in -Ss listen to the teacher’s instructions verb form + do – does + play – plays + drink – drinks + eat - eats - Have Ss point at pictures, listen and run through all the pictures. -Ss point at pictures, listen and repeat - Have Ss point at the bubbles, listen and run through model sentences. -Ss point at the bubbles, listen and - Have Ss to practise: repeat + T asks the first picture, Ss answer + Ss asks the second picture, T answers + Group A asks the third picture, group B -Ss practice in chorus answers + Group B asks the last picture, group A -Ss practice in chorus - Ask Ss to work in pairs to practise asking -Ss work in pairs to practise asking and answering the question How does he / and answering the question she stay healthy? - He / She ___. - T controls and corrects. - Invite a few pairs to point at the pictures - Pairs of Ss point at the pictures and and say the questions and answers in front say in front of the class of the class. 4. Production Activity 4. Let’s talk *Aims: Ss will be able to use How does your ____ stay healthy? - He / She ____. in a freer context *Procedure:
12. - Draw Ss’ attention to the picture -Ss look at the picture and say + activities people do to stay healthy and healthy food and Drinks - Point at the first building and elicit the - Ss look at the first building and question in the first speech bubble How elicit the missing words in speech does your ____ stay healthy? Ex: sister, bubbles and say the completed brother and the answer in the second sentences. speech he/ she ___ as an example. - Give Ss time to work in pairs and take - Ss role-play to practise asking and turns pointing at each picture to ask and answering questions answer using bubble How does your ____ stay healthy? He/ she___. - Invite a few pairs to come to the front of - Ss practise asking and answering the classroom and act out the exchanges. questions in front of the class. 5. Fun corner and wrap- up Game: Musical cards - Stick the cards on the board. Ask ss to - Ss listen say the words related to the cards. - Hand out the cards to different ss around -Ss listen and play the game the class. - Play the song and ask ss to 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 “How does she stay healthy?”. Ask a student who is holding the card to answer the question, ex: She drink fresh juice. - Play the music again and repeat the - Ss continute playing the game activity. - Ask ss to check their friends’ pronunciation. Unit 14: Staying healthy Lesson 1 (4, 5, 6) I. OBJECTIVES
13. By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand four communicative contexts in which speakers ask and answer questions about a family member’s lifestyle and match the characters with the activities they do to stay healthy - complete four gapped exchanges with the help of picture cues - listen to and complete the song Staying healthy and sing it with the correct pronunciation, rhythm and melody. - 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 listening and reading tasks. 3. Attitude/ Qualities: - Raise their knowledge of using healthy food and drink. - Show their awareness of doing morning exercise regularly. II. TEACHING AIDS - Teacher: Teacher’s guide Pages 225, 226, 227; audio Tracks 33, 34; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 25, notebooks, workbooks, school things. III. PROCEDURES Teacher’s activities Students’ activities 1. Warm- up and review Game: Lucky fruits *Aims: to revise the learned sentence structures. *Procedure: - Tell ss they are going to look at the pictures and ask and answer the questions - Ss listen about how someone stays healthy. - Divide the class into two groups. - Ss play the game - Have two ss from each group take turns to choose a fruit and ask and answer the - Ask and answer the question question. Ex: - If the group chooses a lucky fruit, they A: How does your sister stay will get points and continue the next turn. healthy? B: She drink fresh juice
14. - Continue the game with the other pupils. - Continue playing the game. - The group that gets the most points wins. Praise the winner. - Ss open their books - Say “Open your book page 25” and look at “Unit 14, Lesson 1 (4,5,6)”. 2. Practice Activity 1. Listen and match *Aims: Ss will be able to listen to and understand four communicative contexts in which speakers ask and answer questions about a family member’s lifestyle and match the characters with the activities they do to stay healthy. -Look at the pictures and say: *Procedure: a. a mother - Elicit and ask questions to elicit the b. a father characters and the activities in the pictures. c. a sister + What can you see in this picture? d. a brother + Where are they? 1. sports + What do they do? 2. fresh juice 3. morning exercise 4. healthy food -Ss guess the answers - T ask Ss to guess the answers. - Ss listen to the tape + T writes Ss’guessing on the board. - Ss listen again and do the task. - Listen to the tape: + Play the recording - Ss listen and check their answers + Play the recording again for pupils to do the task. - Ss swap books with their partner, + Play the recording a third time for then check answers as a class pupils to check their answers. - Ss check the guessing - Get Ss to swap books with their partner, then check answers as a class. + Write the answers on the board for Ss to -Ss listen and repeat correct their answers. Then checks Ss’ guessing.
15. - If time allows, play the recording, sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. b 2. c 3. b 4. d Activity 2. Read and complete *Aims: Ss will be able to complete four gapped exchanges with the help of picture cues. *Procedure: -Ss look at the picture and read and - Have Ss read the question and answer, guess and guess the missing word -Ss look and follow the teacher - Have Ss look at the four incomplete demonstrating the exchange 1. exchanges and elicits the missing words in the sentences. -Ss answer: (She drinks fresh juice - T models with sentence 1 every day. + Have Ss look at the picture and identify -Ss complete the sentences the needed information (juice). - Have Ss work in groups and complete the -Ss swap books with a partner and exchanges 2, 3 and 4. check their answers before checking - Get Ss to swap books with a partner and as a class. check their answers before checking as a -Ss read the completed exchanges class. aloud. - Invite four pairs of Ss to act out the four completed exchanges in front of the class Key: 1. juice 2. morning exercise 3. plays sports; volleyball 4. How does; food Activity 3. Listen, complete and sing
16. *Aims: Ss will be able to listen to and complete the song Staying healthy and to sing it with the correct pronunciation, rhythm and melody. *Procedure: - Ss listen - Introduce the title and lyrics of the song: “Staying healthy” -Ss listen to the song - Ss listen to the teacher’s - Tell ss the aim of the activity instruction. - Draw ss’ attention to the gapped - Ss look at the gapped sentences and sentences and guess the missing words and guess the missing words and complete the sentences. complete the sentences. - Play the recording all the way through for - Ss listen to the song ss to listen to the whole song. - Play the recording again for them to fill - Ss listen and fill in the gaps with in the gaps with the missing words. missing words. - Check answers together as a class. - Ss check answers together as a - Play the recording line by line for ss to class. listen and repeat. - Ss listen to the recording, line by - Invite a few groups to the front of the line, and repeat. class to sing the song. - Ss come to the front of the class to Key: 1. morning exercise sing the song. 2. sports 3. fruit 3. Fun corner and wrap- up Game: Pass the ball - T gives Ss a ball. - Ss listen - T asks Ss to listen to music and transfer a ball around the class. - Ss play a game - When the music stops, Ss who keep a ball have to answer the question using: How - Ss continue playing the game. does he/ she stay healthy? and he/ she .. - Ss praise the winner - T gives feedback.
17. Tuesday, February 25th 2025 CLASS 1A, 1B, 1C UNIT 11: AT THE BUS STOP Lesson 3 I. OBJECTIVES: By the end of the lesson, students will be able to: -Use “He’s running.”, ”She’s running.” are used to express the action that is going on/happening at the moment of speaking. - Sing a song with the structures : “He’s running.”, ”She’s running.” 1. Knowledge/ Language focus: - Vocabulary: sun, truck, bus, running. - Sound: /u/ -Sentence pattern: “He’s running.”, ”She’s running.” 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 at the bus stop. 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: - Have a group of Ss to sing the chant on - SS chant. page 15 in front of the class. The class claps hands. Activity 2. Listen and repeat *Aim: help Ss to practise sentence pattern: “He’s running.”, ”She’s running.” *Procedure:
18. - Have Ss look at the picture, saying Who are -SS look and listen. they? They are Ss. Can you see a boy? Yes, he’s running. Then let them point to the first sentence, listen and repeat, saying Listen to the recording and repeat, please! “He’s running”. - Explain the meaning of the sentence and -Listen and repeat. how it is used, if necessary. Play the recording several times for Ss to listen and repeat. Give more support to those Ss who find it difficult to do the task. - Invite some Ss to listen and repeat the -Ss repeat. sentences “He’s running.”, ”She’s running.” in front of the class. - T checks and corrects. *Outcome: practise sentence pattern: “He’s running.”, ”She’s running.” Activity 3. Let’s talk *Aim: help Ss to improve speaking skill with sentence pattern: “He’s running.”, ”She’s running.”. - Show a real bag (or a flashcard of a bag) -SS listen. and ask Ss to look at it, and say (“He’s running.”, ”She’s running.”). Let them listen and repeat the sentence several times until they feel confident. -Have Ss look at the bubble (“He’s running.”, ”She’s running.”.) to understand how the language is used. Explain the meaning of the sentence, if necessary. -Ask them to look at the pictures to identify -SS look and identify. the things they may possess. Then let them point to the pictures and say the words, Check comprehension. -Point to Picture a and model the task, using -SS point and say. the expression in the bubble and the word in the picture. E.g. (“He’s running.”, ”She’s running.”.) Then ask Ss to say the sentence This is my bag in chorus and individually. Correct pronunciation, if necessary. -Follow the same procedure with Pictures b, c, d by getting Ss to point to the pictures and
19. say what they have. Give further support to those Ss who find it difficult to do the task. -Have Ss point to the pictures and say the -SS work in pairs or in groups sentences in pairs or groups. Go around and to practise. offer help, if necessary. -Invite some Ss to point to the pictures and -SS perform. say the sentences in front of the class. *Outcome: improve speaking skill with sentence pattern: “He’s running.”, ”She’s running.” Activity 4.Let’s sing :10’ *Aim: help Ss to sing the song. *Procedure: -Have Ss read the lyrics of the song. - SS read the lyrics of the song. - Play the recording several times for Ss to repeat the verse, line after line, to make sure that they can sing the verse correctly. -SS sing the song. -Have Ss listen to and sing the whole song. -SS practise singing the song in -Let Ss practise singing the song in pairs of pairs of groups . groups. Go around and offer help, if necessary. -SS sing and clap. -Have a few groups sing the whole song and clap their hands to reinforce the tune, the rhythm and the melody in front of the lass. *Outcome: sing the song. Activity 5. Consolidation -SS listen. - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink -SS listen and take note. Practice more at home. - Prepare new lesson. Tuesday, February 25th 2025 Class 3A UNIT 14: MY BEDROOM Lesson 2- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to:
20. - understand and correctly repeat the sentences in two communicative contexts to describe things in the room. correctly say the words and use The .. is . / The . are .. to describe things in the room. 1. Knowledge/ Language focus: - Vocabulary: big, small, new, old - Sentence patterns: The . Is .. / The are .. 2. Skills: speaking. 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss describe things in the room. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness 4. Competences: SS can develop some competences: Communication, planning and organization, stress tolerance, initiative Oral Critical thinking: describe things in the room. Listening: Look, listen and repeat Oral Communication: describe things in the room. Sociability: describe things in the room, say good words to others. II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. PROCEDURE: Teacher’s activities Students’ activities 1. Warm-up Game: Who says fast? *Aims: to help ss to be happy to learn new lesson. *Teaching techniques - techniques in teaching playing game *Procedure: -Teacher hold a card and a sentence with a - SS play game. missing word. -Ask Ss to guess the answer as fast as possible. -Then have Ss do the same with the rest. -This can be played in groups to make it more interesting. -Say “Open your book page 26 and look at -SS open their book.