- Each group has duty listenning carefully and write down the answers as fast as possible on the group board.. - T asks Ss show the answer and checks.[r]
Trang 1ADDING ACTIVITY
Objective Ss will be able to improve speaking skill
Language
focus
Sentence Partners:
- What’s your name? My name’s _
- How do you spell your name? _
- How are you? I’m fine, thanks, and you?
- Is that _?-Yes, it is/No, it isn’t Resources flashcards, pictures
PROCEDURE
1.Warm up
(3’)
class
2 Presentation
(10’)
- Ask Ss to sit into a circle
- Speak loud some Sentence partners they have leant and ask Ss to repeat individually
- Listen and correct their pronunciation if needed
- Ask Ss to repeat chorally 2 times
Sentence patterns:
- What’s your name? My name’s _
- How do you spell your name? _
- How are you?
I’m fine, thanks, and you?
Is that _?-Yes,
it is/No, it isn’t
Individual
Whole class
3.Practise (10’) - Ask some questions with Ss
and ask Ss to ask and answer follow the circle
- Listen and correct their questions with their answers if necessary
Whole class
4 Production
(15’)
- Ask Ss to work in pairs to ask and answer by themselves
- Listen and correct if needed
Pairs
5.Home-link
(2’)
- Have Ss to further practice asking and answering about someone at home
Whole class
*************************
Trang 2ADDING ACTIVITY Class description:
Class 3A, 3B and 3C in Khoi Ky Primary school
Objective Ss will be able to review the vocabulary and structure of unit 6,
unit 7, unit 8 Language
focus
Sentence Partners: Revisions
Vocabulary: Revisions
Resources Tape, textbook, flashcards, pictures
PROCEDURE
focus
Modes
1.Warm up
(4’)
class 2.Listen and do
action (11’)
- Tell Ss that they are going to listen and do action
- Divide class into 4 groups : A,
B, C and D
- Call each group in turn to go to the board, read loud the
instructions and the other groups
do the action
- Listen and check
- Correct the mistake if needed
New words:
Stand up, sit down, come here, don’t talk, be quiet,
…
Groups
3 Look and
say (10’)
- Stick some school facilities on the board
- Ask Ss to look at the picture, ask and answer about school facilities, using:
A: Is your + school facility + adjective?
B: Yes, it is/ No, it isn’t
- Ask Ss to work in pairs in 4 mins
- Call some pair to perform
- Listen and give comment
- Correct if needed
Sentence pattern:
A: Is your + school facility + adjective?
B: Yes, it is/
No, it isn’t
pairs
4.Match the
picture with
the answer
(10’)
- Stick some picture about school things with colour on the right and write the sentences on the left of the board
Key:
1.c 2.a
Trang 3- Ask Ss to answer by drawing a line between them
- Give 4 mins for Ss to do the task in pairs
- Go around to offer help if necessary
- Get Ss to swap and check their answers before checking as a class
4.b
5.Home-link
(5’)
-Ask Ss prepare the next lesson
at home
Pairs
PERIOD: 89
ADDING ACTIVITY: EXERCISE
Objective Ss will be able to:
+ review vocabulary and sentence patterns in the previous lessons
+ practice listening, writing, speaking and reading skills
Language
focus
- Vocabulary: Review
Sentence Patterns: Review Resources - Tape, textbook, flashcards, pictures, posters.
Procedure
focus
Modes
I.Warm up
(7’)
- T has Ss sing a song
- T lets Ss play the game: Who is smarter? to check vocabulary.
+ T asks Ss work individually
+ T shows the flashcards of the missing words
1 Phot_
2 Tre_
3 F_nce
keys:
1 O
2 E
3 E
4 O
5 A
Whole class
Individual
Trang 44 Bedr_om
5 G_rden
+ Ss has duty writing the missing letters on the small board Each right answer Ss draw a line in the corner
of the board After 5 words, student who has more marks become
smarter one
+ T praises the winner
+ T asks Ss read aloud that five words once time and leads in the new lesson
II New lesson
1 Look, listen
and write the
answers (10’)
- T uses the 5 following pictures:
- T asks Ss work in groups
- T shows the pictures in the order and asks the following questions:
1 Is that a pond?
2 Is that a pond in the garden?
3 Is that a bedroom?
4 Is this a kitchen big?
5 Is there a gate in your house?
- Each group has duty listenning carefully and write down the answers as fast as possible on the group board
- T asks Ss show the answer and checks
- T gives feedback
Answer keys:
1 No, it isn’t.
2 Yes, it is.
3 Yes, it is.
4 No, it isn’t / No, it isn’t It’s small.
5 No, there isn’t.
Whole class
Groups
Pairs
2 Read and
match (10’)
- T tells Ss are going to read the questions in the column A and match with the suitable answers in the column B by drawing a line between them
1 Is this your poster?
a They’re on the table.
Answer keys:
1 b
2 c
3 d
4 a
Teacher - Whole class
Trang 52 Where’s
my coat?
b Yes, it is.
3 Are these your book?
c It’s on the bed.
4 Where are
my photos?
d No, they aren’t.
- T has Ss work individually and do
the task for 3 minutes
- T calls some volunteers to go to the board and write down their answers
- T gives feedback and shows the answer keys
- T call some pairs make dialogue with the questions and the answers
- T gives feedback and correct pronunciation if necessary
Individual
Pairs
Teacher
3 Put the
words in the
order, Then
read aloud
(12’)
- T tells Ss that they are going to out the words in order, then read aloud
1 over/ there/ garden/ a/ is/ there.
2 sister/ old/ my/ thirteen/ is/ year.
- T lets Ss read all words for some
second and check comprehension
- T asks Ss work in groups and do the task for 5 minutes
- T asks Ss stick their answers on the board
- T checks Ss’ answers
- T asks Ss read aloud the sentences
- T calls two Ss read the sentences again Give feedback
Answer keys::
1 There is a garden over there.
2 My sister
is thirteen years old.
Teacher - whole class
Groups
Teacher – whole class
4.
Consolidation
(1’)
whole class
Trang 6PERIOD: 122
ADDING ACTIVITY
Objective Ss will be able to:
+ review vocabulary and sentence patterns in the previous lessons
+ practice listening, writing, speaking and reading skills
Language
focus
- Vocabulary: Review
Sentence Patterns: Review Resources - Tape, textbook, flashcards, pictures, posters.
Procedure
focus
Modes
I.Warm up
(7’)
- T has Ss sing a song
- T lets Ss play the game: Who is smarter? to check vocabulary.
+ T asks Ss work individually
+ T shows the flashcards of the missing words
1 D_ homework
2 Kit_
3 Plan_
4 G_ldfish
5 Cle_n the floor
6 C_ _k
7 Si_g
8 _atch TV
+ Ss has duty writing the missing letters on the small board Each right answer Ss draw a line in the corner
of the board After 5 words, student who has more marks become
smarter one
keys:
1 o
2 e
3 e
4 o
5 a
6 oo
7 i
8 w
Whole class
Individual
Trang 7+ T praises the winner.
+ T asks Ss read aloud that five words once time and leads in the new lesson
II New lesson
1 Look, listen
and write the
answers (10’)
- T uses the 5 following pictures:
- T asks Ss work in groups
- T shows the pictures in the order and asks the following questions:
1 How many planes do you have?
2 What toys do you like?
3 What is he doing?
4 What is she doing?
5 How many goldfish do you have?
- Each group has duty listenning carefully and write down the answers as fast as possible on the group board
- T asks Ss show the answer and checks
- T gives feedback
Answer keys:
1 I have three.
2 I like cars
3 He is cycling
4 She is listening to music.
5 I have four
Whole class
Groups
Pairs
2 Read and
match (10’)
- T tells Ss are going to read the questions in the column A and match with the suitable answers in the column B by drawing a line between them
1 What are you doing
a They’re flying kites.
2 What’s Mai doing?
b I’m doing homework
3 What are Tony and Linda doing?
c She is singing.
4 What’s is Peter doing?
d He’s watching TV
Answer keys:
1 b
2 c
3 a
4 d
Teacher - Whole class
Trang 8- T has Ss work individually and do
the task for 3 minutes
- T calls some volunteers to go to the board and write down their answers
- T gives feedback and shows the answer keys
- T call some pairs make dialogue with the questions and the answers
- T gives feedback and correct pronunciation if necessary
Individual
Pairs
Teacher
3 Put the
words in the
order, Then
read aloud
(12’)
- T tells Ss that they are going to out the words in order, then read aloud
1 many/ how/ do/ have/ you/ dogs
2 five/ I/ have
- T lets Ss read all words for some
second and check comprehension
- T asks Ss work in groups and do the task for 5 minutes
- T asks Ss stick their answers on the board
- T checks Ss’ answers
- T asks Ss read aloud the sentences
- T calls two Ss read the sentences again Give feedback
Answer keys::
1 How many dogs
do you have?
2 I have five
Teacher - whole class
Groups
Teacher – whole class
4.
Consolidation
(1’)
whole class
********************************