giáo án Tiếng Ạnh tuần 13

to pronounce the words beginning with Ff (20’) - Use a card with letter Ff (or write on the board the letter Ff ) to introduce to the students the new lesson.. - Instruct stu[r]

Week 13

Date of planning: 27/11/2016

Period 49

UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY?

LESSON 1: 3 Listen and tick - 4 Look and write - 5 Let’s sing

Class Date of planning Absent

At the end of the period, pupils will be able to: : ask and answer questions about school

subjects, using what subjects do you have? I have….

II Language focus:

Sentence patterns: Revision

Vocabulary: Revision

III Resources:

1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.

2.Students’: books, notebooks, workbooks.

the three dialogues about schoolsubjects and tick the correct pictures.

- Have them look at the pictures Askthem what these subjects are called inEnglish Have ps point to the picturesand say aloud the names of the subjects

in English Check understanding

- Play the recording more than once, ifnecessary Ask ps to listen to therecording and tick the correct pictures

Tell them to focus on the subjects

- Play the recording again for them tocheck their answers

- Get Ps to swap their answers beforeyou check as a class

- Have they look at the pictures toidentify the days of the week and thesubjects they have on each day Tellthem that the days and subjects arewritten in Vietnamese Ask them whatthese days and subjects are called inEnglish Check understanding

- Ask ps to find approprivate words tocomplete the sentence under eachpicture

- Give them time to do the taskindependently Go around offeringhelp, if necessary

- Get them to swap their answers

Key:

1 Monday, Vietnamese, Science and English.

2 Wednesday, has Maths, IT and Music

3 Friday, have Maths, Science and Art

Whole classT- WC

T- WC

Whole class

Individually

Pairwork

before checking as a class If there isenough time, call some ps to read aloudthe complete sentences.

4 Let’s sing:

(10’)

- Tell ss that they are going to sing the

song What day is it today? Teach the

song, following the produre in teachingthe unit components in Introduction

- Have them read each line of the lyricsaloud Check comprehension

- Play the recording all the waythrough Ask ss to do choral andindividual repetition of the song line byline until they get familiarized with thepronunciation, the stress, the rhythmand the tune of the song

- Play the recording again and get Ps tosing along with the recording

- Divide the class into two groupss, onesings the song and the other do t.he actions

Whole class

Whole classIndividuallyWhole class

II Language focus:

Sentence patterns: When do you hav Science?

I have it on ………

Vocabulary: review

III Resources:

1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.

2.Students’: books, notebooks, workbooks.

Whole class Groupwork

- Ask Ps to open their book on page 54and look at the pictures

- Have them look at the pictures to

understand the context in which thelanguage is used Ask them questions

such as: Who are they? Where are they? What are they saying? Check

T- WC

Whole class

T – Ps

- Play the recording again for Ps to

listen and repeat

Whole classIndividuallyWhole class

2 Point and

say (15)

- Tell Ps that they are going to practise

asking and answering questions

- Let them look at the timetable Ask ps

to identify the names of the four ps in the first column and the days when these ps have Science Check comprehension

- Point to the first row of the table and get one ps to ask When do you have Science, Sam? And another to answer

I have it on Mondays and Thursdays

Repeat the procedure with the other rows in the table

- Ask Ps to practise in pairs, one askingthe question and the other giving theanswer, using the prompt in thebubbles and pictures

- Select some pairs to demonstrate thetask in front of the class Monitor theactivity and other help, if necessary

Structure:

What do you have

Science?

I have it on…

T- WC

Whole class

Whole classGroupwork

- Call a few pairs to act out theirconversation

PairworkT- WC

- Encourage ps to observe and givecomments in English.

Objective Ss will be able to listen and use the words and phrases related to the

topic School things in order to identify school things.

- Listen and correct their

pronunciation if needed

pen, rubber, pencil, pencil case,

notebook, schoolbag, pencil sharpener

- Give a few seconds for Ss to look

Individual

for Ss to listen and tick the correct answers.

- Ask Ss to exchange their answers with their partners before reporting them to the class

- Call some Ss to read loud their answers

- Listen and give feedback

- Ask Ss to look at the pictures

- Elicit the words filling the gaps

- Ask Ss to read individually silently and complete the sentences

- Go around to offer help if necessary

- Get Ss to swap and check their answers with their friends

- Ask Ss to read their answers aloud

- Tell Ss that they are going to play

the game Slap the board.

- Stick the pictures of school things

on the board

- Divide class into 2 groups

- Introduce the rule of game and start the game

- Put the scores of the groups on theboard

- Congrat the winner group

pen, rubber, pencil, pencil case,

notebook, schoolbag, pencil sharpener,ruler

Evaluation

………

Period: 25

Unit 5: LETTER E – Part 6, 7

I Aim and Objectives

By the end of the lesson, students will be able to:

- Recognize and pronounce the letter Ee /i:/ and its sound/e/ correctly.

- Understand, recognize and say the three EEwords.

- Write the letter Ee.

II Languge focus

1 New words: egg, elephant, elf

III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from

II,Presentation & Practice

1 Listen and tick () (5’)

- Point to the letters and revise the sounds

- Explain the activity

Activity: Mime the Word (5’)

- Ask students to stand at their desks

Play game

- Say the word, e.g It’s an elephant

- The students repeat and perform a simple

action, e.g Students say It’s an elephant and

mime being elephants for a few seconds

2 Listen, point and repeat Colour the

pictures of the words that start with the e

sound Say the e words (Track 34)

*Listen, point and repeat (5)

- Show the students the elbow phonics card

Point to it and say: /e/ - elbow Ask them to

repeat

- Do action like elbow and say /e/, elbow

- Encourage the students to do the same

- Say the letter and ask students do the action

- Play the CD

- Ask students listen, point to and repeat the

word

*Colour the pictures of the words that start

with the e sound Say the e words (10’)

- Point to pictures and have students name them

- Name some colours and ask the students to

repeat

- Ask the students colour the pictures which

have Ee in them

- Give the students 4 minutes to colour in the

‘egg’ and ‘elephant’ that have Ee in them

- Go around the classroom providing any

necessary help

III Production (5’)

Activity: Craftwork

- Ask the students to take out their notebooks

- Ask them to choose one word the draw the

letter and the picture in their notebooks

- Tell them to colour the letter and the picture

The three first students who finish will show

their picture to the class

listen and tick

Repeat after T

Repeat

listen

listen and color

Choose one word the draw the letter and the picture

Colour

IV Homelink: (5’)Do the exercise in the

Activity book.

Evaluation:

………

**********************************************

Period: 26

Unit 6: LETTER F - Part 1

1B

1C

30/11/20162/12/2016

………

………

I Aim and Objectives

By the end of the lesson, students will be able to:

- Recognize and pronounce the letter Ff /ef/ and its sound/f/ correctly.

- Understand, recognize and say the three Ffwords.

- Write the letter Ff.

II Languge focus

New words: fox, fish, frog

III Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from

- Revise the words from the previous unit

through ‘Reorder Letter Game’

+Put up the egg, elf, elephant and elbow

phonics cards on the board

+Write the letter of each word in jumbled order

around the phonics cards

+Ask students to write the words in their

notebook

+Ask individual students to come to the board

and write the words

II New Lesson

1.Listen, point and repeat Colour (Track

35): Introduction of letter Ff , its sound and how

Play game

to pronounce the words beginning with Ff (20’)

- Use a card with letter Ff (or write on the

board the letter Ff) to introduce to the students

the new lesson

- Instruct students how to pronounce the letter

name and the letter sound by saying: “This is

the letter Ff /ef/ The letter f says /f/.”

- Play the CD

- Ask students to repeat several times and check

their pronunciation (letter Ff /ef/ and its

sound /f/)

- Use the phonics cards with fox, fish, and frog

read the words out loud and ask students to

repeat

- Use gestures (hand actions) to help students to

understand the meanings of the three words

- Check students’ understanding: Teacher says

the words, all students do actions and vice

versa

- Call some students to say the words out loud

and correct their mistakes (if any)

Activity: What is it? (5’)

- Hold up the phonics cards fox, fish, and frog

- Show one by one phonics card, partly hidden

by a sheet of paper

- Slowly reveal the phonics card

- The students try to guess what the phonics

card is

- Go on the other cards

- Remember to correct the students’

pronunciation

III Production (5’)

Writing in the air

Show the letter Ff again, have students write

the Ff in air with their fingers.

Listen, point and repeat

listen Repeat after T

IV Homelink: (5’)Do the exercise in the

II Language focus:

Sentence patterns: review

Vocabulary: review

III Resources:

1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.

2.Students’: books, notebooks, workbooks.

Groupwork

the week and the word English Thenask ps When do you have English?

Remind ps to answer with informationfrom their actual E timetables

- Focus their attention on the pictures

so that they can understand how thelanguage is used

Help them to identify who thecharacters are and what they like doing

Whole classT- WC

- Give them a few second to look at thetimetable and read the text Then checkcomprehension by asking When doesthe ps have E?

- Set a time limit for the task and offerhelp, if necessary

- Check the answers as a class and call

Key:

English,Wednesday,Wednesdays

Whole classT- WC

Whole class

T- WC

one or two ps to read aloud thecompleted text.

- Ask them to look at the word SUBJECTS and the rows of boxes 1-5

Have ps think about the name of the subjects bearing one letter of the word SUBJECTS and complete the puzzle, using one letter per box

- Ask ps to work in pairs to discuss the possible answers

- Call on some of them to say the answer

Unit 5: LETTER R – Part 6, 7

By the end of the lesson Ps will be able to:

- Read and say the three Rr words correctly

- Recognize and say a new Rr word correctly

II Language focus:

- Sentence Partners:

- Vocabulary: rabbit, rocket, robot, ring

III Resources:

1 Teacher’s: student’s and teacher’s book, pictures, cassette.

2 Students’: books, notebooks, workbooks.

Activity: What is it?

- Hold up the phonics cards, one at a time

- Partly hidden by a sheet of paper

- Slowly reveal the phonics card

- The students try to guess what the phonics card is

- Give feedback

Guess

II New lesson

1 Circle the r letters to help the robot go to the rocket (7’)

- Show the picture in the book to the students

- Point to the first letter r and ask the students which way the

robot should go

E.g: Teacher: “Is this way right/Is it OK?”

Students: Yes/No.

- Circle the correct letter r

- Continue with the other letters r

- In a limited time, ask the students to finish the activity

- Go around and give help as needed

Activity: Speed Race Game (5’)

- Put three chairs in front of the board

- Divide the class into 3 teams; call one student of each team to

stand up

- Put a phonics card on each chair

- Read one of the three words out loud (e.g robot), students

must try to be the first to sit on the chair with the corresponding

- The student who sits on the chair first will get 1 point for

his/her team

- Give feedback

2 Listen, point and repeat Colour the pictures of the words

that start with the r sound Say the r words (Track 33 ) (8’)

- Show the students the ring phonics card Point to it and say: //

- ring Ask them to repeat.

- Point to your ring finger and say: // - ring Encourage the

students to do the same

- Ask the students to take out their colour pencils/ crayons

- Point to the pictures, the students do corresponding actions and

say the words

- Give the students 2 minutes to colour in the pictures of the

words that begin with the // sound

- Go around the classroom providing any necessary help

III Production

Hunt The Cards Game (10’)

- Divide the class into two teams A and B

- Hide the phonics cards around the classroom

- Write the following for each team:

1: rabbit, rocket

2: robot, ring

- The students in each team have to ‘hunt’ for the phonics cards

of their team

- Play the song (Track 32) from lesson 2

The first team to find all its words before the end of the song is

3D 30/11/2016 ………

Objective Ss will be able to use the words and phrases related to the topic School

things, identify school things, using These/ those are+ school things

Language

focus

Vocabulary: pen, rubber, pencil, pencil case, notebook, schoolbag,

pencil sharpener, ruler

Sentence patterns:

b These are my books b Those are my pencils.

Are they ? Are they ? Yes, they are Yes, they are

Resources Books, teachers’ book, notebooks, cards and cassette

- Divide class into 2 groups and have

them play the game Slap the board.

pen, rubber, pencil, pencil case, notebook, schoolbag, pencil sharpener, ruler

Groups

2.Look, listen

& repeat (12’)

- Tell Ss that they are going to talk

about school things using These/

Those are + school things.

- Give Ss 30 seconds to look at the firstpicture and read the text

- Check comprehension and give feedback

- Have Ss repeat the text a few times

- Repeat the procedure with the secondpicture

- Do choral and individual repetition

- Play the recording through for Ss to listen and say along

- Call some pairs to role-play and repeat the dialogues

Model sentence:

- Tell Ss that they are going to talk

about school things using These/

Those are + school things.

- Point to each school thing , check comprehension and then have Ss to read aloud each school thing

Sentence patterns:

A These are my notebooks.

B, Those are

my pens.

- Use the first picture as an example and put the question and answer on theboard.

- Have Ss repeat a few times chorally and individually

- Ask Ss to work in pairs

- Call some Ss to practice in front of the class

C, These are

my pencil cases

Whole class

PairsIndividual

- Ask Ss to predict the information they have to fill in the gaps

- Call some Ss to read loud their prediction

- Have some Ss make their sentences based on these pictures

- Put them on the board and have Ss repeat them a few times

- Do the first picture as example if Ss don’t understand

- Ask Ss work in pairs in 5 mins

- Call some pairs to act out the dialogue

- Give comments

Sentence patterns:

A These are my books.

B, These are

my pens.

C, Those are

my pencil cases