giao an 3 moiu ky 2

New lesson: Steps/ Language Learning activities Modes Time focus Warm - Greeting What are you Whole up - Spend a few minutes revising the previous doing?, class and 2-5’ lesson by callin[r]

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Week 18 : Date of preparing: Sunday, December 28th 2014

Period 71 : 3A: 7/1 3B: 7/1, 3C : 7/1

Unit 11: This is my family

Lesson 1: Part 1,2,3

I Objectives:

- By the end of this unit Ps can:

+ Use the words and phrase related to the topic My family

+ Ask and answer questions about family members, using Who's that? He's/ She's + (family member)

II The language focus:

a, Vocabulary: grandfather, grandmother, father, mother, sister, brother.

b, Structure: Who's that? He's/ She's + (family member)

III Resources

* Teacher: Lesson plan, teacher's book, recording

* Students: Students books, notebooks, pens

- Spend a few minutes revising language

learnt unit by singing the Hide-and-seek song

and singing the chant What do you do at

break time?

Whole class andgroups

- Tell pupils that they are going to ask and

answer questions about family members and

their ages Give a few seconds for Ps to look

at the first picture and ecilit what the

characters say Have Ps repeat the text a few

times Repeat the procedure with the second

picture

- Do choral and individual repetition, pointing

to the characters speaking

- Play the recording for Ps to listen and say

along

Who's that?

He's/ She's + (family member)

Whole classPairs / groups

Whole classIndividualgroups

- Tell pupils that they are going to practicse

asking and answering qs about a family

members, using Who's that? He's/She's +

( family member) Give pupils a few seconds

to look at the pictures and read the text Point

to the first picture and elicit the word to fill

the gap Put the sentence on the board Have

pupils repeat it a few times

Who's that?

He's/ She's + (family member)

Whole classIndividualsPairs / groups

Trang 2

- Do choral and individual repetition, using

the pictures in the book

- Get pupils to practise in pairs Check as a

- Tell pupils that they are going to practise

more with their friends Give a few seconds

for pupils to look at the picture and check

their understanding by pointing to each

activity and ecilting the name Get a pairs of

pupils to give a demonstration of the dialogue

before starting the activity

- Have pupils work in pairs, using the picture

in the book Go around to offer help and

correct the pronunciation, if necessary

- Call some pairs to act out the dialogue in

front of the class

- If necessary , tell some pupils to talk about

their own school

Who's that?

He's/ She's + (family

- When you come back home Please tell to

your mother or farther or your friends about

what did you say or what you did at shool

Whole class

*Evaluation:

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Period 7 2 : 3A: 12/1 3B: 12/1, 3C : 12/1

I Objectives:

- By the end of this unit Ps can

+ Ask and answer questions about family members, using Who's that? He's/ She's + (family member)

b, Structure: Who's that? He's/ She's + (family member)

III Resources

learnt unit by havinging the class play a game

of the Slap the board, using the words family

members Read the Activities Bank in the

Introduction for more activities

- Tell pupils that they are going to listen and

tick the correct boxes Give a few seconds for

pupils to look at the pictures Check

understanding by elicitiing the names of the

school facilities and give feedback

- Play the recording three times for Ps to

listen, do the task and check their answers

- Get pupils to swap and check their answer

before checking as a class

Key: 1.b 2.a 3 b

Who's that?

He's/ She's + (family

member).

- Tell pupils that they are going to read the

sentences and fill the gaps Give pupils the

meaning of the words ask ps read the text in

silence Check comprehension and give

feedback

- Give pupils time to do the task Go around

to offer help, if necessary

- Get pupils to swap and check their answers

Whole classIndividualsPairs / groups

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before checking as a class Write the correct

answers on the board for pupils to copy down

into their notebooks

- Do choral and individually repetion of the

- Tell pupils that they are going to sing a song

A happy family Teach the song, following the

procedure in the Teaching the unit

components in the Introduction Read each

line of the song and check comprehension

Let Ps listen to the song all the way through

Then sing each line and have Ps repeat a few

times When Ps are familiar with the tune,

show them how to sing and do actions

- Ask groups of Ps to sit ace to face and

practise singing and diong the actions

- Ask a group of four to the front of the class

to sing the first four lines, and the whole class

to sing the last four lines

A happy family

Whole class

*Evaluation:

Week 1 9: Date of preparing: Sunday, January 4th 2015

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I Objectives:

+ Ask and answer questions about the age of a family member, using How old is

your + (family members), using Who's that? He's/ She's + (family member).

b, Structure: How old is your + (family members), Who's that? He's/ She's + (family

member).

III Resources

learnt unit by getting the class to sing the

song A happy family Thenplay a game of the

Line-up, using the words family members

- Tell pupils that they are going to ask and

answer questions about family members and

their ages Draw their attention to the first

picture and elicit the name of charactersan the

laguage in the bubbles Have Ps repeat the

text a few times Repeat the procedure with

the second picture

along

How old is your + (family members).

asking and answering qs about a family

members and their ages, using Who's that?

He's/She's + ( family member) and How old is

your + (family members) Give pupils a few

seconds to look at the pictures and read the

words Teach the numbers eights,

sixty-five, forty-two, and thirteen Point to each

family members and elicit the age Put the

Who's that?

He's/ She's +

Whole classIndividuals

Pairs / groupsWhole class

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sentence on the board Have pupils repeat it a

few times

class

(family member).

Who's that?

He's/She's + ( family member)

3.

Let's

talk

(8-10’)

for pupils to look at the picture and check

their understanding by pointing to each

activity and ecilting the name Get a pairs of

pupils to give a demonstration of the dialogue

before starting the activity.Teach the numbers

sixty-eights, sixty-five, forty-two, and

thirteen

front of the class

their own school

How old is your + (family members).

Whole class

*Evaluation:

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I Objectives:

member).

III Resources

learnt unit by getting two groups to the front

of the class to say How old is he?

4.Listen

and

number

(10-11’)

number the pictures Give Ps a few seconds to

look at the pictures Check comprehension

eliciting the name of the activity in each

picture and give feedback

-Play the recording three times for Ps for Ps

to listen , do the task and check their answers

Get Ps to swap and check their answers

Key: a3 b4 c2 d1

grandfather, grandmother, father,

mother, sister, brother

text and fills gaps with the appropriate words

Give Ps a few seconds to look at the pictures

and read the text in silence Check

comprehension ans give feedback

- Give Ps time to do the task Go around to

offer, if necessary

- Get Ps to swap and check their answer

answer on the board for Ps to copy down into

their notebooks

My is + (number) years old.

That's is my

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- Call some Ps to read the text aloud

Key: His father: 44

- Tell pupils that they are going to answer

some questions about their own family Give

Ps a few seconds to read the questions Call a

pupil and ask him'her the first two questions

as examples

offer, if necessary

- Give a few Ps to read their answers in front

of the class Then call a few Ps to write their

answers on the board and correct their

spelling, if necessary

How old is your + (family members)

Whole class

*Evaluation:

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I Objectives:

+ Pronouce the sounds of the letters br and gr in the words brother and grandmother

member).

III Resources

learnt unit by doing a quick dictation of the

reading text in Lesson 2, Excercise 5 Tell the

class to close your books before the dictation

saying the letters br and gr on the board and

say them a few times Ask Ps to repeat after

you Prompt Ps to say the words and

sentences, paying attention to the target

phonics letters Do choral repetition of the

words and sentences until Ps feel confident

- Tell pupils that they are going to do a

dictation Give Ps a few seconds to read the

text in silence before starting the dictation

- Have Ps swap and check their answer

before cheking as a class Write te correct

answers on the board for Ps to copy down

- Get Ps to work in pairs and practise saying

the sentences

Key: 1 brother 2 grandfather

That's is my

3.

Let's

- Tell pupils that they are going to say the

How old id he? Give Ps a few seconds to read

How old is

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(8-10’)

the chant in silence Check comprehension

and give feedback Read each line of the

chant and have pupils repeat it a few times

Show Ps how to say the chant and do the

actions

- Play the recording a few times for Ps to do

choral and individual repetition

- Get Ps to sit face to face and pratise

chanting and doing the actions Go around to

offer help, if necessary

- Call two groups to the front of the class to

chant and do the actions while the rest of the

class claps along to the rhythm

(family members)

Groups

5.

Home-link

Whole class

*Evaluation:

Week 20: Date of preparing: Sunday, January 11th 2015

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I Objectives:

member).

III Resources

- Tell pupils that they are going to read and

match the words on the left and pair them

with those on the right by drawing a line

between them Give Ps a few seconds to read

the text Check comprehension and give

feedback

before cheking as a class

Key: 1d, 2a, 3b, 4c

text and fills gaps with the appropriate words

Give Ps a few seconds to look at the pictures

comprehension ans give feedback

offer, if necessary

That's is my

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- Tell pupils that they are going to draw a

picture of their family and present it to the

class

- Have Ps ask and answer the questions, using

Who's this? How old id he?

- If there is not enough time, ask Ps to do the

project as homework Have the clss sing the

song A happy famiy or day the How old is

he? chant end the class

Whole class

*Evaluation:

Period 7 7 : 3A: 20/1 3B: 20/1, 3C : 21/1

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I Objectives:

+ Use the words and phrase related to the topic My house

+ Describe a house, using There’s + (house facility)

a, Vocabulary: livingroom, kitchen, bathroom, bedroom, dinning room, garden.

b, Structure: There’s + (house facility), Is there a + ( house facility)?

III Resources

song A happy familyor say the chant How old

is he? Draw Ps’ attention to the title of the

unit and check comprehension Have them

repeat it once or twice

Unit 12: This is my house

- Tell pupils that they are going to talking

about house facilities using There is a +

( house facilitiy) Give a few seconds for Ps

to look at the first picture and elicit the name

of characters and what they are saying Give

feedback and explain the new vocabulary

Have Ps repeat the text a few times Repeat

the procedure with the second picture

along

This is my house

saying sentences with There is a +( house

facilitiy) Point to each picture, elicit the

meaning of the new words and have Ps repeat

each word a few times Use the first picture as

an example and put the sentence and response

on the board Have Ps repeat each of them a

few times

There is a

… ( house facilitiy)

It’s very nice!

livingroom, kitchen, bathroom, bedroom, dinning

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the pictures in the book.

class

room, garden.

3.

Let's

talk

(8-10’)

for pupils to look at the picture and read the

text Check comprehension and give

feedback Point to a room and elicit the word

filling the gap Put the sentence and the

response on the board and have a pair act out

the dialogue as an example before starting the

activity

front of the class

their own house

There is a

… ( house facilitiy)

Whole class

*Evaluation:

Period 7 9 : 3A: 21/1 3B: 21/1, 3C : 22/1

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I Objectives:

a, Vocabulary: pond, gate, yard, fence.

III Resources

- Tell pupils that they are going to asking and

answering about house facilities Give a few

seconds for Ps to look at the first picture and

read the text in silence Check comprehension

and give feedback Ask Ps to repeat the text a

few times Repeat the procedure with second

picture

along

This is my house

asnwering the question Is there a + ( house

facilitiy)? Give a few seconds for Ps to look

at the first picture and read the text Teach the

new vocabulary and have Ps repeat each of

the words a few times Point to picture a and

prompt Ps to say the question and answer Put

the questions and answer on the board and

have Ps repeat each of them a few times

Repeat the procedure with the remaning

Is there a( house facilitiy)

Yes, there

is / No, there isn’t

pond, gate, yard, fence.

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pictures

activity

front of the class

their own house

( house facilitiy)

Whole class

*Evaluation:

Period 7 8 : 3A: 20/1 3B: 20/1, 3C : 22/1

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I Objectives:

member).

III Resources

learnt unit by having the class play a game

Slap the board Read the Activities Bank in

the Introduction for more activities Then call

a few pairs to the front of the calss to do the

dialogue in Exercise 3

comprehension and give feedback

Key: 1.a 2.b 3 c

This is my house

- Tell pupils that they are going to look at the

picture and fill the gaps Give a few seconds

for Ps to look at the pictures and read the

sentences Check comprehension and give

feedback Point to the first picture and elicit

the words filling the gap as an example before

starting the activity Get Ps to work in pairs

offer help,if necessary

- Give Ps to swap and check their answers

living room

dinning room bedroom bathroom kitchen

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before cheking as a class Write the correct

- Call some Ps to read aloud the sentences

The way I clean my house Teach the song,

following the procedure in the Teaching the

unit components in the Introduction Read

each line of the song and check

comprehension Let Ps listen to the song all

the way through Then sing each line and

have Ps repeat a few times When Ps are

familiar with the tune, show them how to sing

and do actions

- Ask groups of Ps to sit face to face and

( house facilitiy)

Whole class

*Evaluation:

Period 80: 3A: 26/1 3B: 26/1, 3C : 26/1

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I Objectives:

+ Ask and answer questions about things in the house, using Is there a + ( house

facility)?

III Resources

learnt unit by having Ps sing the song The

way I clean my house Then call a pair to the

front of the class to do the dialogue in

Exercise 3

and

(10-11’)

number the pictures Give a few seconds for

comprehension and give feedback

Key: a2 b1 c4 d3

This is my house

text and fill the gaps Give a few seconds for

Ps to look at the pictures and read the text

Check comprehension and give feedback

offer help,if necessary

- Get Ps to swap and check their answers

before cheking as a class Write the correct

living room

dinning room bedroom bathroom kitchen

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- Call some Ps to read aloud the text

- Tell pupils that they are going to answer

some questions about their own houses Give

a few seconds for Ps to read the questions

- Give time for Ps to write down their

answers

- Tell Ps to swap and check their answers

before calling a few Ps to read theirs

- Call some Ps to write their answers on the

board Correct their spelling and grammatical

errors, if necessary

Is there +( house facilitiy)?

Whole class

*Evaluation:

Period 81: 3A: 27/1 3B: 27/1, 3C : 28/1

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I Objectives:

+ Pronounce the sounds of the letters ch and th in the words kitchen and bathroom

III Resources

learnt by calling a few Ps to read their

answers in Lesson 2, Exercise 6 Then have

the class sing the song The way I clean my

house

saying the letters, words and sentences in the

book Put the phonics letters ch and th on the

board and say them a few times Ask Ps to

repeat after you Prompt Ps to say the words

and sentences, paying attention to target

phnics letters Do choral repetation of the

words and sentences unti Ps feel confident

This is my house

- Tell pupils that they are going to do a

dictation Give Ps a few seconds to read the

text in silence before starting the dictation

- Have Ps swap and check their answer

before cheking as a class Write te correct

- Get Ps to work in pairs and practise saying

the sentences

Key: 1bathroom 2 kitchen

Is there a( house facilitiy)

Yes, there

is / No, there isn’t

pond, gate, yard, fence.

3.

Let's

- Give Ps a few seconds to read the chant in

silence Check comprehension and give Individuals

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(8-10’)

feedback Read each line of the chant and

have pupils repeat it a few times Show Ps

how to say the chant and do the actions

Groups

5.

Home-link

Whole class

*Evaluation:

Period 82: 3A: 27/1 3B: 27/1, 3C : 29/1

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I Objectives:

+ Pronounce the sounds of the letters ch and th in the words kitchen and bathroom

III Resources

text and fill the gaps with appropriate words

Give Ps a few seconds to look at the picture

and read the text Check comprehension and

give feedback Elicit the words to fill the first

gap as an example

before cheking as a class

- Do choral repetation of the reading

Key: 1 house 3 pond

2 garden 4 living

text again and write the answers to the

questions

offer, if necessary

their notebooks

- Do choral and individual repetion of the

text

That's is my

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Key: 1 No, it isn’t 2 It’s blue

3 Yes, there is 4 Yes, there is

5 No, there isn’t

6.

Project

(8-10’)

- Tell pupils that they are going to draw and

colour their houses, label the rooms and

finally present pictures to the class Get Ps to

prepare necessary school things to carry out

the project ( coloured pencils, crayons, etc.)

- Give Ps time to do the project in class Get

Ps to work in groups Go around to offer help,

if necessary If there is not enough time, ask

Ps to do the project as homework

- Call a few Ps to the front of the class to

show their pictures and describe them E.g

This is a living room It’s green./ There’s a

kitchen in the house It’s large

- Have Ps sing the song The way I clean my

house or say the Is there a garden? Chant to

end the class

The way I clean my house

Whole class

*Evaluation:

Period 83: 3A: 28/1 3B: 28/1, 3C : 29/1 (bị chậm dạy sang ngày 3/2 tuần 22)

Unit 13: Where is my book?

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+ Use the words and phrase related to the topic Location

+ Ask and answer questions about locations, using Where’s the + noun ( singular)

and Where are the + noun ( plural )

a, Vocabulary: poster, bed, chair, picture, coat, ball.

b, Structure: Where’s the + noun ( singular) and Where are the + noun ( plural )

III Resources

Unit 13: Where’s my book?

answering about local of things in the room

Give a few seconds for Ps to look at the first

picture and read the text in silence Check

comprehension and give feedback Ask Ps to

repeat the text a few times Repeat the

procedure with second picture

along

Where’s the + noun ( singular) and Where are the + noun ( plural )

answering the question Where’s the

+noun( singular)

Give a few seconds for Ps to look at the first

picture and read the text Teach the new

vocabulary and have Ps repeat each of the

words a few times Point to picture a and

poster, bed, chair, picture, coat, ball.

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pictures

activity

front of the class

poster, bed, chair,

picture, coat, ball.

Whole class

*Evaluation:

Period 84: 3A: 3/2 3B: 3/2, 3C: 4/2

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+ Ask and asnwer questions about locations, using Where’s the + noun ( singular)

III Resources

learnt unit by playinging play a game of the

Selling and writing using the words learnt

Then call a new pairs to the font of the class

to ask and answer the question Where’s

the…?

Key: 1.a 2.b 3 a

meaning of the words.asks ps read the text in

feedback

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- Call a few pairs to read the completed

The poster and the ball Teach the song,

following the procedure in the Teaching the

unit components in the Introduction Read

each line of the song and check

comprehension Let Ps listen to the song all

the way through Then sing each line and

have Ps repeat a few times When Ps are

familiar with the tune, show them how to sing

and do actions

- Ask groups of Ps to sit ace to face and

Whole class

*Evaluation:

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+ Ask and answer questions about locations, using Where’s the + noun ( singular)

III Resources

learnt by having the class sing the song The

poster and the ball Read Activities Bank in

the Introduction for more activities

answering about things in the room Give a

few seconds for Ps to look at the first picture

comprehension and give feedback Ask Ps to

repeat the text a few times Repeat the

procedure with second picture

along

asnwering the question Where’s the

+noun( singular)

- Give a few seconds for Ps to look at the first

picture and read the text Teach the new

vocabulary and have Ps repeat each of the

words a few times Point to picture a and

pictures

poster, bed, chair, picture, coat, ball.

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the pictures in the book.

activity

front of the class

their own house

poster, bed, chair,

picture, coat, ball.

Whole class

*Evaluation:

Trang 31

III Resources

learnt unit by calling a few pairs to the front

of the class to do the dialouge in Exercise 3

Then have the class sing the dong The poster

and the ball

Key: a2 b4 c1 d3

meaning of the words asks ps read the text in

feedback

- Call a few pairs to read the completed

sentences aloud

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Key: 1.on the bed

2 under the bed

3 near the desk

4.on the desk

Tell Ps that they are going to read and write

some facts about their own rooms.Give a few

seconds for Ps to read the text

Whole class

*Evaluation:

Trang 33

+ Pronounce the sounds of the letters ch and wh in the words chair and where

respectively

a, Vocabulary: poster, bed, chair, picture, coat, ball

b, Structure: where are the = Ns?/ where is the = N?

III Resources

- Spend a few minutes revising the previous

lesson by The Kim’s gameUnit 13 Where is my book?

Lesson 3:1,2,3

(Pages 22 )

The Kim’s game

1.Listen

and

repeat

(10-11’)

- Tell pupils that they are going to practice

saying the letters, words and sentences in the

book Put the phonics letter ch and wh on the

board and say them a few times Ask Pd to

repeat after you Prompt Ps to say the words

and sentences, paying attention to the target

phonics letters Do choral repetition of the

words and sentences until Ps feel confident

Ch Chair Wh Where

Whole classPairs / groupsWhole classIndividual

complete the sentences Give s a few seconds

to look at the pictures and read the text in

silence Check comprehension and explain

the new vocabulary, if necessary Get Ps to

work in pairs

- Give Ps time to do the task

- Ps swap and check their answer before

checking as a class

- Write the answer on the board for Ps to copy

down into their notebooks

- Call individually Ps to read the text aloud

Ch Chair Wh Where

3.

Let’s

- Give Ps a few seconds to read the chant in

silence Check comprehension and give Where is the Individuals

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(8-10’)

feedback Read each line of the chant and

have pupils repeat it a few times Show Ps

how to say the chant and do the actions

book?

GroupsGroups

Whole class

5

Home-link

Whole class

*Evaluation:

Week 23: Date of preparing: Sunday, February 1st 2015

Period 88: 3A: 10/2 3B: 10/2, 3C: 11/2

Unit 13: Where my book?

Trang 35

- By the end of period Ss can use the word and phrases related to the topic

Location Pronounce the sounds of the letters ch and wh in the words chair and

where respectively.

a, Vocabulary: poster, bed, chair, picture, coat, ball

b, Structure: where are the = Ns?/ where is the = N?

III Resources

lesson by getting two groups of six Ps to the

of the class to sing the song The poster and

the ball and say the chant Where’s the book?

Unit 13:Where the book?

Lesson 3 (Part: 4,5,6)(Pages 23 )

Where the book?

write the correct boxes Give Ps a few

seconds to look at the pictures Elicit the

names of the things

- St swap and check their answers before

checking as a class

Key :c

Whole classPairs / groupsWhole classIndividual

complete the sentences about Mai’s house

Give s a few seconds to look at the pictures

comprehension and explain the new

vocabulary, if necessary Get Ps to work in

pairs

checking as a class

Ps own

Individuals

6.

Project

(8-10’)

- Tell pupils that they are going to draw and

colour their houses, label the rooms and

finally present pictures to the class Get Ps to

Draw and Write free about your

Individuals Groups

Trang 36

prepare necessary school things to carry out

the project ( coloured pencils, crayons, etc.)

- Give Ps time to do the project in class Get

Ps to work in groups Go around to offer help,

if necessary If there is not enough time, ask

Ps to do the project as homework

- Call a few Ps to the front of the class to

show their pictures and describe them

- Get the class to say the chant Where’s the

book? And sing the song The poster and the

ball to end the class

Whole class

*Evaluation:

Period 89: 3A: 10/2 3B: 10/2, 3C: 12/2

Unit 14 Are there any posters in the room?

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- By the end of period Ss can use the word and phrases related to the topic

Thing in the room Ask and answer Qs about things in a room, using

Are there any + thing + location?

a, Vocabulary: maps, sofas, wardrobes, cupboards

b, Structure: Are there any + thing?

III Resources

lesson by The poster and the ball

Unit 14: Are there any posters in the room?

The posterand the ball

number the correct boxes Give Ps a few

names of the school things

checking as a class

This is a picture of my room

Are there any chair in the room?

No,there aren’t.

Whole classPairs / groupsWhole classIndividualgroups

2.Point

and

say

(8-10’)

work in pairs

checking as a class

No,there aren’t.

Yes, there are

3.Let’s

talk

(8-10’)

pictures and fill the gaps Follow the

procedure in Teaching the unit componets in

the Introduction Give Ps a few seconds to

No, there

Individuals

Trang 38

read the text in silence Check comprehension

and give feedback

- Give Ps time to do the task and work in pair

checking as a class Put the correct answers

on the board for pupils to copy down into

Whole class

*Evaluation:

Period 90: 3A: 11/2 3B: 11/2, 3C: 12/2

Unit 14: Are there any posters in the room?

Trang 39

- By the end of period Ss can use the word and phrases related to the topic thing in the room Ask and answer Qs about things in a room, using

Are there any + thing + location?

a, Vocabulary: maps, sofas, wardrobes, cupboards

b, Structure: Are there any + things?

III Resources

lesson by having the class to do a dictation,using the vocabulary and sentence patternsUnit 14: Are there any posters in the room?

check vocabulary

number the correct boxes Give Ps a few

names of the school things

checking as a class

Key : 1- a 2- b

1-a 2-b

Whole classPairs / groupsWhole classIndividualgroups

work in pairs

checking as a class

Key: 2- cupboard, 3- map, 4- chairs

2- cupboard3- map4- chairs

6.

Let’s

write

pictures and fill the gaps Give Ps a few

seconds to read the text in silence Check

Write the answer about

Individuals

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(8-10’) comprehension and give feedback.

- Give Ps time to do the task and work in pair

checking as a class Put the correct answers

on the board for pupils to copy down into

Whole class

*Evaluation:

Week 24: Date of preparing: Sunday, February 15th 2015

Period 91: 3A: 24/2 3B: 24/2, 3C: 25/2

Unit 14 Are there any posters in the room?

I Objectives:

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