Kế hoạch bài dạy Tiếng Anh 1+2+3 - Tuần 22, NH 2024-2025 (GV: Thiều Thị Lợi)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 1+2+3 - Tuần 22, NH 2024-2025 (GV: Thiều Thị Lợi)

1. WEEK 22 Date of teaching: Monday February 10th 2025 English 3–period 84 UNIT 12: JOBS Lesson 3- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - read and complete a table about the jobs of the family members. - read and complete a paragraph about the Ss’ parents’ jobs. - make a mind map about family members and present it to the class. 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about jobs. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills Student with hearing disability have the ability to read: doctor,nurses II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Jump and say
2. *Aims: to help ss to remember the old lesson. - technique in teaching writing. - Ask 5 – 6 Ss to join the game. Line them up in the line. Each student holds a flashcard. - If the Ss hear that teacher has said the word that - SS do the task. matches their flashcard, they must jump and say out loud. -Say “Open your book page 17 and look at lesson 3” 2. New lesson -SS open their book. Activity 1. - 4. Read and complete:9’ *Aims: to read and complete a table about the jobs of the family members. - Two paragraphs and a table with four blanks - techniques in teaching reading -individual, pairworks, using recording, pictures - Tell Ss about the context of the paragraphs. Minh and Mary introduce their families. Point at the pictures respectively to explain the context. - Have time for ss to do the task. Go around the -Look at the picture, listen and classroom to offer support if necessary. answer. - Get Ss to swap with a partner. -Play the recording again to check answers together as a class. - Ask ss to write their answers on the board. - T gets feedback and correct the answers. - Call some ss to read aloud in fron of the class. * Key: 1. cook 2. student 3. nurse 4. driver - Ss can read and complete a table about the jobs -Ss do the task of the family members. Activity 2 - 5. Let’s write :9’ -Ss swap. *Aims: to read and complete a paragraph about -Ss listen and check. the Ss’ parents’ jobs. - A short gapped text -SS write their answers - techniques in teaching writing -individual, pairworks, pictures -SS read aloud. -Aks ss to look at the book and tell them how do to the activity. -Elicit the context and the given words and give feedback. - Give Ss time to do the task. Go around the classroom to offer support if necessary.
3. - Get Ss to swap books with a partner, then check the answers together as a class. - Ask ss to write their answers on the board -T gets feedback and corrects the answer. -Look at the picture and - Invite two Ss to role-play the exchange. identify. * Key: SS ‘s answer. - Ss can read and complete a paragraph about the Ss’ parents’ jobs. Activity 3. - 6. Project :7’ *Aims: to make a mind map about family members and present it to the class. - sample mind map of family members Materials to carry out the project, such as -SS look and answer. coloured paper, pencils and crayons - techniques in teaching base on project. -SS do the task. - individual, groupworks, using recording, pictures -SS swap. -Point at the sample mind map and explain that a student is going to introduce the jobs of their -Ss write their answers. parents to their friends. - Have Ss show the mind map that they have prepared for the project. Revise some structures -SS role-play. and vocabulary that Ss need for their presentations. Give Ss time to practise their presentations by themselves. Go around the classroom to monitor and offer support. - Give Ss time to practise presenting their mind maps within their groups. -Ss look and listen. - Select a few Ss to present their mind maps to the class if there is enough time. - Create a class display of the projects and organise a vote to find the most beautiful ones. - Ss can reinforce and extend Ss’ language knowledge and competences by making a hobby show. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of -SS do the task. the lesson. - T tells Ss about the main content of the lesson. -SS present their mind maps. -T tells Ss about the educational aims of the lessons. -SS display and vote. 4. Homework .2’
4. - Practice more at home. -SS listen. - Prepare for the next lesson. -SS listen. V. COMMENT Date of teaching: Wednesday February 12th 2025 English 3–period 85 UNIT 13: MY HOUSE Lesson 1- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: – use Where’s the ? – It’s here/ there. to ask and answer questions about the location of a room in a house; – listen to and understand simple exchanges in relation to the topic “My house”; 1. Knowledge/ Language focus: - Vocabulary:house, linging room, bedroom, bathroom,dining room, here, there - Sentence patterns: Where’s the ? –> It’s here/ there 2. Skills: - Listening and speaking. 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to ask and answer questions about the location of a room in a house Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS:
5. - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Sentence Puzzle *Aims: to help ss to be happy to learn new lesson. - techniques in teaching playing game. Divide the class into groups of four. Give each group a sentence that is broken/cut in to pieces. Ask them to arrange them to make a complete -SS read the chant. sentence, then read it aloud. The group makes it first will be the winner. - Say “Open your book page 18 and look at, Lesson 1” 2. New lesson -SS open their book. Activity 1. - 1. Listen and repeat:10’ *Aims: To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering about the location of a room in a house. – Context a: Mai: Come in, please! Linh: Wow, I like your house! – Context b: Linh: Where’s your bedroom? Mai: It’s here. - techniques in teaching listening and speaking, - individual, pairworks, ask and answer - using flashcards, recording, pictures - Teach vocabulary: house, living room, bedroom, bathroom ,dining room, here, there (Using pictures) -Check vocabulary: game Matching -Set the scene: we are going to listen to the dialogue in which the characters ask and answer questions about the location of a room in a house.
6. - Ask students to look at the picture in the book -SS listen and repeat new and identify the rooms in the pictures: words, then write on their +Who are they in the picture? notebook +Where are they ? -SS play game. - Play the recording again for Ss to listen and -Look at the picture and listen. repeat in chorus, sentence by sentence. -Divide the class into two groups to read the dialogue. -Have time for ss to point and read in pairs. T goes around the classroom to offer support where necessary. - Invite some pairs to practise in front of the class. - T get feedback. - Ss can understand and correctly repeat the sentences in two communicative contexts -SS look at the picture and focusing on asking and answering about the identify the rooms in the location of a room in a house. pictures. Activity 2 - 2. Point and say:9’ *Aims: to correctly say the words and use Where’s the ? − It’s here / there. to ask and -Ss listen and repeat sentence by answer questions about the location of a room in sentence. a house. -SS read in groups. - Picture cues: -SS point and read in pairs. a. living room b. bedroom c. kitchen d. bathroom – Speech bubbles: Where’s the______ ? -SS practise in front of the class. −> It’s here / there. - techniques in teaching speaking, pair works, groupworks, ask and answer - using flashcards, recording, pictures - Have Ss look at pictures. Ask them to ask and answer about the location of a room in a house. +What’s this? - Sentence Pattern: + Where’s the______ ? −> It’s here / there. - T models with a student. Then asks ss practice in pairs -Divide the class into two groups to read the words and sentences.
7. - Have time for Ss to practise in pairs and corrects pronunciation if necessary. - Invite ss to ask and answer in front of the class. ( Play game: Lucky numbers) -Look at the picture and answer - T gets feedback - Ss can correctly say the words and use Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house. Activity 3. Let’s talk :7’ *Aims: To enhance the correct use of Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context. Two Ss are asking and answering questions -A student model. about the location of rooms in a house: the living -SS read in groups. room and kitchen are downstairs, the bedroom and bathroom are upstairs. -Ss practise in pairs. – Speech bubbles: Where’s_____? –> It’s_______ . -SS practise in front of the - techniques in teaching speaking ,pairworks class. groupworks, ask and answer - using flashcards, pictures -Tell ss that they are going to practise more with their friends to ask and answer about the location of a room in a house. - Elicit the words to fill in the gaps and have ss to repeat. - Have time for ss to practise in pairs. Go around the classroom to offer support where necessary. - Call some pairs to act out in front of the class. - T corrects pronunciation, if necessary. -T gets feedback. - Ss can enhance the correct use of Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context. 3. Consolidation :3’ *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the lesson.
8. - T tells Ss about the educational aims of the lesson. 4. Homework. 1’ -Ss look and listen. - Practice more at home. - Prepare for the next lesson. -SS repeat. -Ss practise in pairs. -SS act out in front of the class. -SS listen. -SS listen. V. COMMENT Date of teaching: Thursday February 13th 2025 English 3–period 86 UNIT 13: MY HOUSE Lesson 1- Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - Listen and number the correct answers about the location of a room in a house. - Read and complete the correct answers about the location of a room in a house. - Sing the song Where is it? with the correct melody and pronunciation. 1. Knowledge/ Language focus:
9. - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to ask and answer questions about the location of a room in a house. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Slap the board *Aims: to help ss to be happy and play the game. - techniques in teaching playing game. T asks 2 Ss to come to the board, look at the pictures and repeat the the location of a room in a house in the pictures. T says out loud the word of 1 picture and 2 Ss use - SS play game. the sticks to slap the board choosing the correct picture (T calls 5 pairs). T lets the Ss to ask and answer using: Where’s the ? – It’s here/ there. (1 student uses the stick to point to the picture and asks, the other answer. -Say “Open your book page 19 and look at lesson 1” 2. New lesson Activity 1. - 4. Listen and number:9’ -SS open their book.
10. *Aims: to listen to and understand two communicative contexts in which Ss ask and answer questions about the location of a room in a house and circle the correct pictures. *Context: Picture cues: 1a. a hand pointing at a nearby living room 1b. a hand pointing at distant living room 2a. a hand pointing at a nearby bedroom 2b. a hand pointing at a distant bedroom - techniques in teaching listening -individual, pairworks, using recording, pictures -Aks ss to look at the pitures and elicit actitity in each picture. Point at the pictures respectively to explain the context. - Play the recording for ss to do the task. Go around the classroom to offer support if -Look at the picture, listen and necessary. answer. - Get Ss to swap with a partner. -Play the recording again to check answers together as a class. -Ask ss to write their answers on the board and correct their answers. - Play the recording all the way through for Ss to double-check all the answers. * Key: 1. a 2. b -Ss listen and do the task. - Ss can listen to and understand two communicative contexts in which Ss ask and answer questions about the location of a room in -Ss swap. a house and circle the correct pictures. -Ss listen and repeat. Activity 2 - 5. Look, complete and read. :9’ *Aims: to complete four gapped exchanges with the help of picture cues. -SS write their answers - Four picture cues and four gapped exchanges - techniques in teaching reading -SS check the answers. -individual, pairworks, pictures - Get Ss to look at the pictures. Get them to identify the location of a room in each picture. - Have Ss look at the four incomplete sentences. Draw their attention to the missing words in the sentences. - Model with a sentence .
11. - Have time for Ss to complete the sentences individually. Go around the classroom to offer support if necessary. -Ask ss to write their answers on the board and correct their answers. -Ask a few Ss to read the correct answers in front of the class. -T gets feedback. * Key: 1. living room 2. kitchen -Look at the picture and 3. bathroom; there 4. bedroom; here identify. - Ss can complete four gapped exchanges with the help of picture cues. Activity 3. - 6. Let’s sing :7’ *Aims: to sing the song Where is it? with the correct melody and pronunciation. The lyrics and the recording of the song Where is -SS do the task. it? with picture cues. - techniques in teaching playing game. - individual, groupworks, using recording, -Ss write their answers pictures - Draw Ss’ attention to the title and lyrics of the -SS read in front of the class. song. Encourage them to point at the pictures to reinforce their understanding. - Play the recording all the way through. Encourage Ss to listen carefully to the pronunciation and the melody. - Play the recording line by line for Ss to listen and repeat. Correct their pronunciation where necessary. - Play the recording all the way through for Ss to sing along. - Introduce actions for Ss to do while they sing along with the recording. -Ss look and listen. -Call some ss to perform in front of the class. - Ss can sing the song Where is it? with the correct melody and pronunciation. 3. Consolidation :3’
12. *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the lesson. - T tells Ss about the educational aims of the lesson. 4. Homework .2’ - Practice more at home. - Prepare for the next lesson. -Ss play game. -SS listen. -SS listen. V. COMMENT Date of teaching: Friday February 14th 2025 English 3–period 87 UNIT 13: MY HOUSE Lesson 2- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: - use Where are the ? –> They’re ... to ask and answer questions about the locations of things in a room. - listen to and understand simple exchanges in relation to the topic “My house”; 1. Knowledge/ Language focus: - Vocabulary: lamp, chair, table - Sentence patterns: Where are the ? –> They’re .... 2. Skills:speaking. 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about asking and answering about the locations of things in a room.. Kindness: help partners to complete learning tasks
13. Diligence: complete learning tasks Responsibility: appreciate kindness II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm-up:5’ Game: Watch and Guess *Aims: to help ss to be happy to learn new lesson. - techniques in teaching playing game - Ask 1 student to come to the board and face to the class. - Show 1 picture of 4 the locations of things in a - SS play game. room and let the others act so that the student on the board can guess the name of the hobby in the picture (1 student will guess 3 pictures). - Show 4 pictures on the board and ask Ss to repeat -Say “Open your book page 19 and look at Lesson 2” 2. New lesson Activity 1. - 1. Listen and repeat:10’ *Aims: To understand and correctly repeat the sentences in two communicative contexts -SS open their book. focusing on asking and answering about the locations of things in a room. – Context a: Nam: What's your hobby? Mary: I like cooking. – Context b: Minh: What's your hobby? Lucy: I like walking. - techniques in teaching listening and speaking, - individual, pairworks, ask and answer - using flashcards, recording, pictures
14. - Teach vocabulary: like, cooking, walking, painting, running (Using pictures) -Check vocabulary:What and where -Set the scene: we are going to listen to the dialogue in which the characters ask and answer about the locations of things in a room. - Ask students to look at the picture in the book and identify the locations of things in a room in the pictures: +Who are they in the picture? -SS listen and repeat new +What are they talking about? words, then write on their - Play the recording again for Ss to listen and notebook repeat in chorus, sentence by sentence. -SS play game. -Divide the class into two groups to read the -Look at the picture and listen. dialogue. -Have time for ss to point and read in pairs. T goes around the classroom to offer support where necessary. - Invite some pairs to practise in front of the class. - T get feedback. - Ss can understand and correctly repeat the sentences in two communicative contexts -SS look at the picture and focusing on asking and answering about the identify the characters in the locations of things in a room. pictures. Activity 2 - 2. Point and say:10’ *Aims: to correctly say the words and use Where are the____? – They’re ___. to ask and -Ss listen and repeat sentence by answer questions about the locations of things in sentence. a room. -SS read in groups. - Picture cues: a.tables in the living room b. chairs in the living room -SS point and read in pairs. c. books on the table -SS practise in front of the class. d. lamps on the table – Speech bubbles: Where are the ____? –> They’re _____. - techniques in teaching speaking, pairworks, ask and answer - using flashcards, recording, pictures
15. - Have Ss look at pictures. Ask them to identify the locations of things in the pictures. +Where is it? - Sentence Pattern: +Where are the ____? –> They’re _____. - T models with a student.Then asks ss practice in pairs -Divide the class into two groups to read the dialogue. - Have time for Ss to practise in pairs and corrects pronunciation if necessary. - Invite ss to ask and answer in front of the class. ( Play game: Who’s faster?). - T gets feedback - Ss can correctly say the words and use Where are the____? – They’re ___. to ask and answer questions about the locations of things in a room. -Look at the picture and answer. Activity 3. Let’s talk :6’ *Aims: To enhance the correct use of Where are the _____? – They’re _____ . to ask and answer questions about the locations of things in a room in a freer context. - Picture cues: two tables, four chairs, two books and two lamps on a table – Speech bubbles: Where are the ..? -A student model. –> They’re -SS read in groups. - techniques in teaching speaking, groupworks, pairworks.. -Ss practise in pairs. - using flashcards, pictures -Tell ss that they are going to practise more with their friends to ask and answer questions about -SS practise in front of the the locations of things class. -Have ss look at the picture and explain the activities - Elicit the words to fill in the gaps and have ss to repeat. -Have time for ss to practise in pairs. Go around the classroom to offer support where necessary.
16. -Call some pairs to act out in front of the class. - T corrects pronunciation, if necessary. -T gets feedback. - Ss can enhance the correct use of Where are the _____? – They’re _____ . to ask and answer questions about the locations of things in a room in a freer context. 3. Consolidation :3’ -Ss look and listen. *Aims: to consolidate and wrap up the content of the lesson. - T tells Ss about the main content of the lesson. - T tells Ss about the educational aims of the lessons. 4. Homework. 1’ - Practice more at home. - Prepare for the next lesson. -SS repeat. -Ss practise in pairs. -SS act out in front of the class. -SS listen. -SS listen. V. COMMENT Date of teaching: Monday February 10th 2025 English 1–Period 42 FUN TIME 3 ( cont) Part 3, 4
17. A. Aims and objectives: By the end of the lesson, pupils will be able to: - Say the words they have learnt with correct pronunciation. - Match the phraces with the correct pictures - Imitate the upper case and lower case O/o and M/m, using body positions - Sounds /o/ (letter o) and /m/ (letter m) - Integrated skills (speaking and listening) - Educate Ss to become studious and obedient students; love learning English - General competences: communicative, self- studying, problem-solving, and cooperative abilities. - Specific competences: Pronounce the sound of the letter O/o and M/m. B. Teaching aids:Textbook, recording, puppets, pictures 1. Teacher’s: student’s and teacher’s book, objects, recording,computer, projector 2. Students’: books, notebooks, workbooks. C. Procedures: 1. Class organization: (1’) - Greeting - Checking for the students' attendance. 2. New lesson: Teacher’s activities Students’ activities Warm up:5’ - Have pupils play slap the board game -SS play game. 3. Match and say.13’ -Have them look at the pictures and ask them What can you see in the pictures? Have them
18. point to each picture and say the word Ask -Look at the picture ,listen and them to tick the correct picture. answer. -Have them colour the correct picture. Then have them say the words . -Follow the same procedure with questions 2, 3 and 4. Give further support to those pupils who find it difficult to do the task. -Get pupils to check their answers in pairs. Then ask some pairs to give their answers. -SS colour the correct picture Give comments and confirm the correct and say. answers. 4. Let’s play: Kim’s game. 14’ - Explain the rule of the game: stick six pictures on the board. Ask ss to look carefully at the pictures of 30 seconds. Then put all of the pictures away. Then ask ss to say out all of the word for suitable with the pictures. -SS check. -Model the game with one pupil. -Ask the whole class to play the game if the -SS listen. time allows. This time pupils can point to any pupil they like in class. -SS model. -Ss play game. Date of teaching: Thursday February 13th 2025 English 1–Period 43 UNIT 11:AT THE BUS STOP
19. Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: sun, truck, bus, running. - Sound: /u/ 2. Competences: + Remember and say some new words: sun, truck, bus, running. + Pronounce the sound of the letter: U/u. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: Teacher’s activities Students’ activities Activity 1:Warm up:5’ *Aim:help ss to be eager and happy to begin the new lesson. - Give Ss some flashcards and let him/her talk about the words in each picture. Activity 2. Listen and repeat:13’ - SS talk the words.
20. *Aim: help Ss to pronounce the sound of the letter U/u and remember and say some new words: sun, truck, bus, running. -SS listen. - Have Ss look at the picture, and answer some questions to identify the pictures. Draw Ss’ attention to the words next to the things and the colour of the letter U/u . Check comprehension. -Ask Ss to point to the letter U/u Have them listen and repeat the sound of the letter U/u -Look at the picture and listen. more than once, if necessary. -Tell Ss to point to hat and the word Sun. Ask them to listen and repeat the word. -Repeat the same procedure with the sun, truck, bus, running.Give further support to those Ss who find it difficult to do the task. -Point, listen and repeat. -Play the recording again and have them listen, point to the letter U/u.and sun, truck, bus, running. and repeat until they feel confident. Correct pronunciation, if necessary. -Ss repeat. -Play the recording again and call some Ss to say the letter U/u.and the words sun, truck, bus, running in front of the class. -Ss listen and repeat. *Outcome: pronounce the sound of the letter U/u and remember and say some new words: sun, truck, bus, running. Activity 3. Point and say:14’ -SS listen, point and repeat.