Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 8 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+5 - Tuần 8 - Năm học 2024-2025 - Nguyễn Thị Hồng Thắm

1. WEEK 8 Monday, October 28th 2024 CLASS 5A, 5B, 5C Unit 5: My future job Lesson 1 (1, 2, 3) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words firefighter, reporter, gardener and writer and the sentence patterns What would you like to be in the future? -I’d like to be a ________. to ask and answer questions about someone’s future job. - Vocabulary: firefighter, reporter, gardener, writer, future. - Structures: A: What would you like to be in the future? B: I’d like to be a doctor. - Skills: speaking and listening 2. Competences: - Critical thinking and creativity: learn how to ask and answer questions about personal information correctly and fluently. - Self-control and independent learning: perform speaking tasks. 3. Attitude/ Qualities: - Show their love and interest in a certain job in the future. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 75, 76, 77, audio Tracks 45, 46, website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 34, notebooks, workbooks, school things. III. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Slap the board * Aims: to revise the vocabulary about different jobs that pupils have learnt in English 4. * Procedure: - Prepare some flashcards about different -Ss listen and pay attention jobs and stick on the board (doctor, nurse, teacher, driver, singer ) - Divide class into 2 groups: Tom and Jerry. - How to play: - Ss listen to the teacher
2. + Each group chooses five Ss to play. + Class will read aloud. - Ss play the game + Look at the picture, listen and slap the . picture you heard. - Ss continute playing the game + Who faster will get 1 mark. + Which group with higher mark is the winner. - Say “Open your book page 34” and look - Ss listen and open their books at “Unit 5, Lesson 1 (1,2,3)”. 2. Presentation Activity 1. Vocabulary * Aims: Ss will be able to know the vocabulary in the new lesson. * Procedure: - T elicits the new words + firefighter : lính cứu hỏa (picture) - Ss listen and answer + reporter : phóng viên (picture) + gardener : người làm vườn (picture) + writer : nhà văn (picture ) - - Ss listen and repeat + future: tương lai (translation) + Choral repetition (3 times). - T models (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 focusing on asking and answering questions about someone’s future job. * Procedure: -Look at the pictures and say. - Have Ss look at Pictures a and b and + In picture a: Linh and Bill in identify the characters and say what they Linh’s living room. A photo of are talking and thinking about. Linh’s parents on the wall. + Who is he/ she? Linh: That’s my father. + Where is he/ she? Bill: What’s his job? + What is Linh thinking about? Linh: He’s a doctor. Bill: Cool!
3. + In picture b: Linh and Bill talking about future jobs. Linh thinking of being a doctor in the future. Bill: What would you like to be in the future? Linh: I’d like to be a doctor, 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 words firefighter, reporter, gardener and writer and use sentence patterns What would you like to be in the future? – I’d like to be a _______ . to ask and answer questions about someone’s future job. * 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 would you like to be in the future? B: I’d like to be a doctor. 3. Practice * Drill pictures - Have Ss look at the pictures and say - Ss look, listen and repeat what they can see in the pictures. +Picture a: a firefighter saving a person from a fire
4. + Picture b: a reporter reporting the news in the street + Picture c: a gardener working in a garden + Picture d: a writer working at his desk - Ss point at pictures, listen and - Have Ss point at pictures, listen and run repeat through all the pictures. - Have Ss point at the bubbles, listen and - Ss point at the bubbles, listen and run through model sentences. repeat - Have Ss to practise: + T asks the first picture, Ss answer + Ss asks the second picture, T answers - Ss practice in chorus + Group A asks the third picture, group B - Ss practice in chorus answers + 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 What would you like to and answering the question be in the future? – I’d like to be a ____. - T controls and corrects. - Pairs of Ss point at the pictures and - Invite a few pairs to point at the pictures say in front of the class and say the questions and answers in front of the class. 4. Production Activity 4. Let’s talk * Aims: Ss will be able to correctly use the words for jobs in Act 2 and sentence patterns What would you like to be in the future? and I’d like to be a _______. to ask and answer questions about someone’s future job in a freer context. *Procedure: - Ask Ss to look at the pictures and elicit -Ss look at the picture and say the context + A job fair at a school where the pupils are wearing the uniforms and accessories of different jobs.
5. - Ss look at the first building and elicit the missing words in speech - Point at the first building and elicit the bubbles and say the completed question in the first speech bubble What sentences. would you like to be in the future? and the answer in the second speech bubble I’d - Ss role-play to practise asking and like to be . as an example. answering questions - Give Ss time to work in pairs and take turns pointing at each picture to ask and answer using structures. - Ss practise asking and answering - Invite a few pairs to come to the front of questions in front of the class. the classroom and act out the exchanges. 5. Fun corner and wrap- up Game: Pass the balls - Ss listen to the teacher - Give two different colored balls to two Ss, one ball (ask the question) and another - Ss play the game one (answer the question). - Ask Ss to listen to music and pass the balls. -Ss continute the game - Stop music suddenly. Have one student ask, the other answers the question. - Repeat the game several times. Wednesday, October 30th 2024 CLASS 5A, 5B, 5C Unit 5: My future job Lesson 1 (4, 5, 6) I. OBJECTIVES 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 about people’s future jobs and number the pictures; - complete the target sentence patterns about future jobs with the help of picture cues; - listen to and complete the song What would you like to be in the future? and to sing it with the correct pronunciation, rhythm and melody. - Vocabulary: Review
6. - 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 - Show their interest in future jobs. II. TEACHING AIDS - Teacher: Teacher’s guide Pages 78, 79, 80; audio Tracks 47, 48; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 35, notebooks, workbooks, school things. III. PROCEDURES Teacher’s activities Students’ activities 1. Warm- up and review: Game: Number race * Aims: to revise the learned different jobs. * Procedure: - Divide the class into two groups. Each -Ss listen to the teacher group has five Ss. - Give each student in one group a number so that each group has equal numbers. -Ss play the game - Ask the questions, ex: “What would you like to be in the future? and allow time for Ss to think. Then call out a number, have Ss with that number from each group stand up and shout out the answers, ex: “I .”. - The group with more points wins the - Ss praise the winner game. - Say “Open your book page 35” and - Ss open their books look at “Unit 5, Lesson 1 (4,5,6)”. 2. Practice: Activity 1. Listen and number * Aims: Ss will be able to listen to and understand four communicative contexts
7. in which characters ask and answer questions about people’s future jobs, and number the pictures in the order * Procedure: - Draw Ss’ attention to the pictures and - Look at the pictures and say: ask questions + Picture a: a male gardener growing + How many pictures are there? flowers in a garden + What job can you see in each picture? + Picture b: a female writer writing something at her desk + Picture c: a female reporter reporting the news outdoors + Picture d: a male firefighter at a fire -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. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. -Ss listen and repeat - If time allows, play the recording, sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. c 2. a 3. b 4. d Activity 2. Read and complete * Aims: Ss will be able to complete the target sentence patterns about future jobs with the help of picture cues *Procedure:
8. - Have Ss read the sentences and elicit - Ss look at the picture and read, fill the the answer to fill in the gap. gap (ex: gardener). - Give Ss a time limit to read the gapped - Ss do the task independently. 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 check their answers. and check their answers before checking as a class. + Invite one student to write the answers - Ss write the answers on the board on the board. + Ask questions to have Ss explain why -Ss explain why they choose the options. Ex: for picture 3, ask How do you know the answer is “firefighter”? – Because he’s wearing the uniform of a firefighter and there’s a fire. - Invite two pairs of Ss to act out the - Pairs of Ss read the completed completed dialogues. dialogues aloud Key: 1. gardener 2. writer 3. to be; firefighter 4. would you like; reporter Activity 3. Listen, complete and sing * Aims: Ss will be able to listen to and complete the song What would you like to be in the future? and to sing it with the correct pronunciation, rhythm and melody.
9. * Procedure: - Tell Ss that they will listen to the song and fill in the gaps in the lyrics - Ss follow the teacher - Have Ss read the lyrics and guess the words to fill in the gaps. - Ss read the lyrics and guess the words - Have Ss listen to the song and fill in the gaps (twice). - Ss listen to the song and fill in the - Play the recording and let Ss listen to gaps. and practise singing the song, line by - Ss listen to the recording and practise line, until they feel confident. - Have Ss listen to and sing the whole song while clapping their hands. - Ss listen to and sing the whole song - Invite a few groups to the front of the class to sing the song. - A few groups of Ss sing the song in - Encourage Ss to change some of the front of the class. words for jobs and sing the new version - Sls change some of the words for jobs of the song. and sing the new version of the song Key: 1. firefighter 2. writer 3. driver 3. Fun corner and wrap- up Game: Roll the dice - Divide the class into groups of six. Have each student count the numbers -Ss listen to the teacher from one to six. - Ask a student from each group to roll - Ss play the game. the dice to choose a pupil asking the Ex. A: What would you like to be in the question. future? - Have that student ask the question and B: I’d like to be a ______. invite another student of the group to answer - Ss continue playing the game. the question about future jobs.
10. - The student who gives the correct - Ss praise the winner. answers will continue rolling the dice. Thursday, October 31st 2024 Unit 5: My future job Lesson 2 (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 questions about why someone would like to have a certain job in the future - correctly say and use the phrases teach children, report the news, grow flowers and write stories and the sentence patterns Why would you like to be a ______ ? and Because I’d like to ________. to ask and answer questions about the reasons why someone would like to be a certain job in the future - use Why would you like to be ___? – Because I like to____. to ask and answer questions about someone’s future jobs in a freer context. - Vocabulary: help people, teach children, report the news, grow flowers, write stories. - Structures: A: Why would you like to be a doctor? B: Because I’d like to help people. - Skills: speaking and listening 2. Competences: - 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: - Show their love and interest in a certain job in the future. II. TEACHING AIDS: - Teacher: Teacher’s guide Pages 81, 82, 83, audio Tracks 49, 50; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 36, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1. Warm- up and review: Game: Guessing game * Aims: to create a friendly and active atmosphere in the class to beginning the lesson.
11. * Procedure: - Draw Ss’ attention to the screen. -Ss listen and pay attention - Explain the rules of the game: Ss look at the clue and guess + 1st clue: get 3 points + 2nd clue: get 2 points -Ss play the game + 3rd clue: get 1 point - Ss listen and open their books - Say “Open your book page 36” and look at “Unit 5, Lesson 2 (1,2,3)”. 2. Presentation Activity 1. Vocabulary * Aims: Ss will be able to know the vocabulary in the new lesson. * Procedure: -T elicits the new words + help people: giúp mọi người (situation) -Ss listen and answer + teach children: dạy trẻ em (picture) + report the new: đưa tin (situation) + grow flowers: trồng hoa (picture) + write stories: viết truyện (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: Rub out and remember - Ss look, remember and write 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 questions about why someone would like to be a certain job in the future. - Look at the pictures and say. * Procedure: + In picture a: Nam and Mary talking - Have Ss look at Pictures a and b and in their schoolyard. Mary thinking of identify the characters being a doctor in the future + What can you see in the picture? Nam: What would you like to be in + What are they talking about? the future? Mary: I’d like to be a doctor.
12. Nam: Cool! + In picture b: Nam and Mary talking about the reasons for future jobs. Mary thinking of helping people as a doctor Nam: Why would you like to be a doctor? Mary: Because I’d like to help people. - Ss listen and repeat in chorus - Play the audio twice (sentence by (twice) sentence). Correct their pronunciation where necessary. - Ss work in pairs to practice - Have Ss to practice the dialogue - Ss come to the front of the - T invites a few pairs to the front of the classroom to practice. class to practice. - Ss listen - T checks pronunciation for ss. Activity 3. Listen, point and say * Aims: Ss will be able to correctly say the words, phrases and use sentence patterns Why would you like to be a .? – Because I’d like to ______. to ask and answer questions about the reasons for someone to choose a certain job in the future. * Procedure: * Structures: - T asks Ss look at picture b in activity 1 and helps Ss know the structure from the - Ss look at the picture and answer. 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: Why would you like to be a doctor? B: Because I’d like to help people. 3. Practice * Drill pictures
13. - Have Ss look at the pictures and say what they can see in the pictures. - Ss look, listen and repeat +Picture a: a female teacher teaching children in a classroom + Picture b: a male reporter reporting the news + Picture c: a female gardener working in a garden + Picture d: a male writer writing something at his desk - Have Ss point at pictures, listen and run through all the pictures. - Have Ss point at the bubbles, listen and - Ss point at pictures, listen and run through model sentences. repeat - Have Ss to practise: + T asks the first picture, Ss answer - Ss point at the bubbles, listen and + Ss asks the second picture, T answers repeat + Group A asks the third picture, group B answers + Group B asks the last picture, group A - Ss practice in chorus - Ask Ss to work in pairs to practise asking - Ss practice in chorus and answering the question Why would you like to be a .? – Because I’d like - Ss work in pairs to practise asking to ______. and answering the question - T controls and corrects. - Invite a few pairs to point at the pictures and say the questions and answers in front of the class. - Pairs of Ss point at the pictures and 4. Production: say in front of the class Activity 4. Let’s talk * Aims: Ss will be able to correctly use the sentence patterns Why would you like to be a _______? - Because I’d like a ______. to ask and answer questions about the reasons why someone would like to do a certain job in a freer context. * Procedure:
14. - Ask Ss to look at the pictures and elicit -Ss look at the picture and say the personality of each character in the picture. - Remind Ss that Why would you like to - Ss listen to the teacher be a _______? are used to ask and answer questions about the reasons why someone would like to be a certain job. - 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 What would you like to be in the future? And Why would you like to be a _______? - 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: Look and say - Divide the class into 2 teams: boys and - Ss listen to the teacher girls. - Draw Ss’ attention to the questions on - Ss play the game the screen. - In teams, they take turns looking at the - Ss play the game picture and answer the questions. Read the question aloud and answer it. If they have the correct ones, they will get the points. - The team with more points wins the - Ss congratulate the winner. game. Friday, November 1st 2024 CLASS 5A, 5B, 5C Unit 5: My future job Lesson 2 (4, 5, 6) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge:
15. - use listen to and understand two communicative contexts in which speakers ask and answer questions about future jobs and tick the correct pictures. - complete two conversations with the help of the picture cues - revise the target vocabulary items through the game. - 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: - Show their interest in a certain job in the future. II. TEACHING AIDS - Teacher: Teacher’s guide Pages 83, 84, 85; audio Tracks 51; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 37, notebooks, workbooks, school things. III. PROCEDURES Teacher’s activities Students’ activities 1. Warm- up and review: Game: Lucky numbers * Aims: to revise the words and structures about topic jobs. * Procedure: - Have Ss give the sentence structures to ask - Ss listen to the teacher and answer questions about someone’s future job. - Ss play the game - Show sets of six magnifying glasses on the Ex: board/ slide. Each magnifying glass contains A: Why would you like to be a a conversation with pictures, options and teacher? different points. B: Because I’d like to teach - Divide the class into three groups. children. - Explain how the game is played. - Give points for the group having the correct answer. - The group that gets more points wins. - Ss congratulate the winner Praise the winner. - Say “Open your book page 37” and look at
16. “Unit 5, 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 future jobs, and tick the correct pictures. * Procedure: - Draw Ss’ attention to the pictures and ask - Look at the pictures and say: questions to elicit the personalities of the + Picture 1a: a male teacher people in the pictures. teaching children in a classroom + How many pictures are there? + Picture 1b: a male doctor + What jobs can you see in each picture? + Picture 1c: a male reporter reporting the news + Picture 2a: a female gardener working in a garden + Picture 2b: a female writer writing something at her desk - T ask Ss to guess the answers. + Picture 2c: a female dentist + T writes Ss’guessing on the board. checking her patient's teeth - Listen to the tape: -Ss guess the answers + Play the recording + Play the recording again for pupils to do the task. - Ss listen to the tape + Play the recording a third time for pupils - Ss listen again and do the task. to check their answers. - Get Ss to swap books with their partner, - Ss listen and check their answers then check answers as a class. + Write the answers on the board for Ss to - Ss swap books with their partner, correct their answers. Then checks Ss’ then check answers as a class and guessing. guessing - If time allows, play the recording, sentence by sentence, for Ss to listen and repeat individually and in chorus * Key: 1. a 2. b - Ss listen and repeat Activity 2. Read and complete
17. * Aims: Ss will be able to complete the target sentence patterns in two conversations about future jobs with the help of picture cues. * Procedure: - Have Ss read the dialogue and identify the jobs of the characters. - Ss look at the picture and identify the jobs - Model the first gapped + Elicit the missing word + Ask What would you like to be in the future? – I’d like to be a reporter. - Ss follow the teacher’s - Give Ss a time limit to read the gapped instruction. dialogues, look at the pictures and fill in the gaps independently. - Get Ss to swap books with a partner and check their answers before checking as a - Ss complete the gapped class. independently. + Invite one student to write the answers on the board. - Invite two pairs of Ss to act out the - Ss swap books with a partner and completed dialogues. check their answers. Key: 1. reporter; Because 2. gardener; I’d like - Ss write the answers on the board. Activity 3. Let’s play * Aims: Ss will be able to review vocabulary - Pairs of Ss read the completed about jobs by playing the game Job word dialogues aloud bank. * Procedure:
18. - Tell Ss that two groups are going to play - T listen to the teacher the game Job word bank within three minutes. - Give a piece of chalk to the pupils at the - Ss work in groups of five and play front of the lines. Ask What would you like the game to be in the future? and let them write a word for a job on the board. - When the time is up, count the jobs that have been written correctly by each group. - Which group has more correct - Reward the group with more correctly words will be the winner. written jobs. - Praise the winner. 3. Fun corner and wrap- up Game: Matching game - Use pictures and cards. - Ss listen to the teacher - Have four Ss hold the pictures and stand in the corners of the classroom. -Ss play the game - Give four cards of sentences to four Ss. Ex: - Ask Ss holding cards to find and match A picture of a teacher – I’d like to their cards with the correct pictures. teach children. - Praise the ones who finish the matching. A picture of a reporter – I’d like to Then ask the class to look and say the report the news. sentences aloud. A picture of a gardener – I’d like to grow flowers. A picture of a writer – I’d like to write stories Tuesday, October 29th 2024 CLASS 1A, 1B, 1C UNIT 4: IN THE BEDROOM Lesson 3 I. OBJECTIVES - By the end of the lesson, students will be able to:
19. - Use This is a _____ to introduce things or animals. - Sing a song with the structures This is a _____. It’s on/near _____. 1. Knowledge/ Language focus: - Vocabulary: duck, door, dog, desk. - Sound: /d/ -Sentence pattern: This is a _____. It’s on/near 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 bedroom. 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 few pupil to point to the picture in for Unit 4 and say the sentences, e.g. This is - SS point and say. my dog. This is my desk. Activity 2. Listen and repeat * Aim: help Ss to practise sentence pattern: This is a _____. * Procedure: - Have Ss look at the picture, saying: What - SS look and listen. can you see? I can see a boy. I can see a dog. Yes. This is a dog. Explain the meaning of the sentence and how it is used. Check
20. comprehension. - Play the recording several times for Ss to - Listen and repeat. listen and repeat the sentence. 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 in front of the class. - T checks and corrects. * Outcome: practise sentence pattern: This is a _____. Activity 3. Let’s talk * Aim: help Ss to improve speaking skill with sentence pattern: This is a _____. * Procedure: - Have Ss look at thepicture in Student’s - Ss look and listen. book. Point to the dog and ask them What is this? The Ss may answer “a dog”. Tell them to introduce a dog in English, saying “This is a dog”. - Ask Ss to point to Picture a and say the - SS point and say. sentence This is a dog in chorus. Correct pronunciation, if necessary. - Ask them to look at the pictures to identify - Look and identify. the other things. Then let them point to the pictures and say the words. - Ask Ss to work in pairs or in groups to - SS work in pairs or in groups to practise introducing things to each other, practise. saying “This is a ____.” Give further support to those Ss who find it difficult to do the task. -Invite some pairs of Ss to practise introducing things to each other in front of - SS practise. the class. * Outcome: improve speaking skill with sentence pattern: This is a _____. Activity 4. Let’s sing * Aim: help Ss to sing the song.