Title E5 WEEK 14 MH.doc ✅

Week 14 Preparing date: …….…….., 2024 Period 53 Teaching date: ……..………., 2024 Unit 8: In our classroom Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which characters ask and answer questions about the locations of school things and possession and tick the correct pictures. - complete two gapped exchanges with the help of picture cues. - revise target words about possession and school things by playing the game Whose pen is this? - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. 3. Attitude/ Qualities: - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 122, 123 124; audio Tracks 82; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 59, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Flower picking! *Aims: to revise the sentence structures Whose ___ is this? - It’s ___. to ask and answer questions about possession. *Procedure: - Tell Ss that they are going to pick up the flowers, then look at the things and ask and answer questions about possession. - Divide the class into two groups. Two Ss from each group will play the game in turns. - If ss ask and answer the questions correctly, they will get points for their group. - Continue the game until all the flowers are picked. - The group with more points wins the game. Praise the winner. - Say “Open your book page 59” and look at “Unit 8, Lesson 2 (4,5,6)”. 2.Practice: (25’) 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 the locations of school things and possession and tick the correct pictures. *Procedure: - Have Ss look at the pictures and help ss identify the locations of the three crayons and set squares - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording + Play the recording again for pupils to do the task. + Play the recording a third time for pupils to check their answers. - Get Ss to swap books with their partner, then check answers as a class. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - If time allows, play the recording, sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. b 2. a Activity 2. Read and complete *Aims: Ss will be able to complete two gapped exchanges with the help of picture cues. *Procedure: - Have Ss look at the pictures and identify the directions to the rooms in the pictures. - Model the first sentence: have Ss read the question and ask what words are missing (It’s) - Give Ss a time limit to read the gapped dialogues, look at the pictures and do the task independently. - Get Ss to swap books with a partner and check their answers before checking as a class. + Invite one student to write the answers on the board. - Invite two pairs of Ss to act out the completed dialogues. Key: 1. It’s; under, 2. Whose; Where’s; school bag Activity 3. Let’s play *Aims: Ss will be able to revise target words about possession and school things by playing the game Whose pen is this? *Procedure: - Tell ss that they are going to play Whose pen is this? game in groups of four. - The teams take turns asking and answering about possession. - When a team gives a correct answer, they get one point. The winning team is the one that gets the most points. - Have ss work in groups. Invite two groups to the front of the class to play the game. 3. Fun corner and wrap- up (5’) Game: Pass the balls - Give two different colored balls to two pupils, a red ball (ask the question) and a yellow ball (answer the question). - Ask ss to listen to music and pass the balls. - Stop music suddenly. - Have the student with a red ball ask a question. Have the student with a yellow ball answer the question. - Ss listen to the teacher’s explanation. - Ss work in two groups and play the game - Ss continue playing the game until all the flowers are picked. - Pupils praise the winner. - Ss open their books -Look at the pictures and say: + Picture 1a: three pencils on a desk + Picture 1b: three pencils under a desk + Picture 1c: three pencils in a pencil case + Picture 2a: Linh’s set square + Picture 2b: Nam’s set square + Picture 2c: Mary’s set square -Ss guess the answers - Ss listen to the tape - Ss listen again and do the task. - Ss listen and check their answers - Ss swap books with their partner, then check answers as a class and guessing -Ss write the answer on the board -Ss listen and repeat -Ss look at the picture and say -Ss follow the teacher - Ss do the task independently. - Ss swap books with a partner and check their answers. - Ss write the answers on the board - Pairs of Ss read the completed dialogues aloud - Ss listen to the teacher’s explanation. - Ss work in two groups to ask and answer about possession. - The team that gives a correct answer will get one point. - Ss comes to the front of the class to play the game. -Ss listen to the teacher - Ss play the game. Ex: A: Whose pen is this? B: It’s Linh’s.
D. ADJUSTMENTS (if necessary): ………………………………………………………………………………………… .…..……………………………………………………………………………...…..… * Start preparing for the Project: Tell Ss about the project on page 61, Lesson 3, Activity 6. Ask them to draw their study corners with the locations of school things, and present their group’s pictures to the class at Project time. Week 14 Preparing date: …………….., 2024 Period 54 Teaching date: ……………….., 2024 Unit 8: In our classroom Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in the sentences The picture is a’bove the window. and The map is be’side the board. - identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two words. - say the chant with the correct pronunciation, word stress and rhythm. - 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 pronunciation and listening tasks. 3. Attitude/ Qualities: - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 124, 125; audio Tracks 83, 84, 85; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Students’ book Page 60, notebooks, workbooks, school things.
C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Dance: Chicken dance *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Show the song on the screen. https://www.youtube.com/watch?v=WZJ AIkmT3Rg - Ask Ss to listen, sing and dance the song. - Say “Open your book page 60” and look at “Unit 8, Lesson 3 (1,2,3)”. 2. Presentation (9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly pronounce the two-syllable words a’bove and be’side with the stress on the second syllable, in isolation and as in the sentences The picture is a’bove the window. and The map is be’side the board. *Procedure: - Have Ss point at the a’bove and be’side with the stress on the second syllable, in isolation and in the sentences The picture is a’bove the window. and The map is be’side the board. - Play the recording for Ss to listen and repeat in chorus and individually until they feel confident. - Let Ss work in pairs or groups, saying the words and reading the sentences. - T invites some Ss to practice. 3.Practice: (17’) Activity 2. Circle, listen and check. *Aims: Ss will be able to identify the stress on some two-syllable words and circle the word with a different stress pattern from the other two words. *Procedure: - Tell Ss circle the word having a different stress from each line. Then listen to the recording to check their answers. - Set a time for Ss to do the task. - Play the recording, once or twice, for Ss to listen and check their answers. - Get Ss to swap books with a partner and check their answers before checking as a class. - Play the recording again for Ss to double-check their answers. - Invite a few Ss to read aloud all the words in the words. Key: 1. b 2. b 3. B Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct pronunciation, word stress and rhythm. *Procedure: - Introduce the title and lyrics of the chant. - Play the recording for Ss to listen to the whole chant. + Have them repeat the title and lyrics line by line. + Ask Ss to attend to two-syllable words with the stress on the second syllable in the chant, above and beside. - Play the recording all the way through for Ss to listen to pronunciation and melody. - Play the recording line by line for Ss to listen and repeat - Play the recording for Ss to chant and clap along. - Ask Ss to practice chant and clap along in pairs or groups. - Invite groups to the front of the classroom to perform the chant 3. Fun corner and wrap- up (4’) Game: Pictionary - Prepare pictures about the locations of school things and a real bag. Put the pictures in the bag. - Divide the class into two groups. - Ask one student from each group to choose a picture from the bag, ex: a picture of a crayon beside the pencil case. - Tell him/ her to draw a picture (a picture of a crayon beside the pencil case) on the board and encourage their group to guess it and say the sentence, ex: The crayon is beside the pencil case. - The first group to shout the correct answer gets one point. Praise the winner. - Ss sing and dance the song - Ss open their books - - Ss point and pay attention - Ss listen to the recording again and repeat. -Ss work in pairs and practice -Ss say the words and sentences - Ss pay and listen to the teacher’s explanation. - Ss do the task - Ss listen to the recording to check their answers (individual) - Ss swap books with a partner and check the answers - Ss listen to the recording again and check their answers again. - Ss stand up and read aloud the words. - Ss look and listen. - Ss listen to the chant - Ss listen and repeat line by line without clap their hands - Ss note the rhythm and pronunciation. -Ss listen to melody of the chant - Ss listen and chant line by line. - Ss chant and clap along. - Ss work in groups (two groups) to chant -Ss perform in front of the class. -Ss listen -Ss play the game -Ss play the game
D. ADJUSTMENTS (if necessary): ………………………………………………………………………………………… .…..……………………………………………………………………………...…… Week 14 Preparing date: …………..….., 2024 Period 55 Teaching date: ………..……, 2024 Unit 8: In our classroom Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read and show understanding of a text about the locations of characters’ school things by answering the questions. - complete four sentences about someone’s school things by writing the target words in the gaps with the help of picture cues. - present their group’s pictures of study corners to the class by using the target language. - 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 reading and writing tasks. 3. Attitude/ Qualities: - Show their pride in school things they have and great respect for other people’s school things by using appropriate gestures and intonation when asking and answering about school things. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 125, 126, 127; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 61, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up and review: (5’) Game: Musical cards *Aims: to revise the new words and structures from previous lessons. *Procedure: - Stick the cards on the board. Ask ss to say the words related to the cards. - Hand out the cards to different ss around the class. - Play the song “Where are they? Ask ss to pass the cards to the ss next to them while the music is playing. - Stop the music suddenly. Invite a student to ask the question “Where are the pens?”. Ask the student who is holding the card to answer the question, ex: They’re beside the books. - Play the music again and repeat the activity. - Ask ss to check their friends’ pronunciation. - Say “Open your book page 61” and look at “Unit 8, Lesson 3 (4,5,6)”. 2.Practice: (8’) Activity 1. Read and answer: *Aims: Ss will be able to read and show understanding of a text about the locations of characters’ school things by answering the questions. *Procedure: - Have ss read the questions carefully and pay attention to key words such as Whose set square. - Ask Ss scan the text for relevant information. - Set a time limit for ss to do the task independently. - Get ss to swap books with their partners and check the answers before checking as a class. - Have ss read the sentences in the reading text that help them find the correct information. - Invite some pairs to take turns asking and answering the questions. - Ask ss some more questions, ex: Whose pencils are in front of his pencil sharpener? Whose school bag is under her desk? Where is Hung’s story book? Key: 1. Trang’s (set square is on her desk). 2. They are on his desk, in front of his pencil sharpener. 3. Trang’s (storybook is in her school bag). 4. It’s in the desk. 3.Production: (18’) Activity 2. Let’s write *Aims: Ss will be able to complete four sentences about someone’s school things by writing the target words in the gaps with the help of picture cues. *Procedure: - Explain that ss have to read the four incomplete sentences and fill in the gaps with specific information about someone’s school things and their locations. - Have ss do the first gapped sentence together as an example. Ex: crayons - Give ss time to complete the sentences independently. - Get ss to swap their books with a partner and check their answers before checking as a class. - Invite a few ss to read their completed texts in front of the class. Suggested key: 1. crayons. 2. beside 3. school bag. 4. school bag / under the desk. Activity 3. Project. *Aims: Ss will be able to present their group’s pictures of study corners to the class by using the target language *Procedure: - Tell Ss about the goal of the activity. - Have Ss work in groups of three. Each student looks at his/ her picture and talks about the locations of their school things in the picture. - Invite a representative from each group to tell the class about their group's pictures Ex: This is Lan’s notebook. It’s beside the set square. - Have the rest of the class applaud if ss perform well. 4. Fun corner and wrap- up (4’) Game: Missing cards - Prepare pictures related to the topic “In our classroom”. Explain how to play the game. - Divide the class into four groups. Take turns sticking four cards on the board, Ex: a glue stick, a crayon, a notebook, a pencil. - Ask the first group to look at the cards and name the things illustrated on the cards. Ask the group to close their eyes for 10 seconds, then take out a card from the set, Ex: a pencil. - Let ss open their eyes and say out the word for that card. - Count the points for each group and announce the winner. - Ss listen and say - Ss play the game - Ss play the game - Ss open their books - Ss follow the teacher’s instructions. -Ss scan the text - Ss do the task independently. - Ss swap books and check the answers - Ss give the evidence to explain their answers. - Ss ask and answer the questions. - Ss answer the questions. - Ss listen to the teacher’s instruction. - Ss do the first gapped - Ss complete the sentences independently. - Ss swap their books and check their answers - Ss read their completed texts - Ss listen to the teacher - Ss work in groups of three and say about their pictures of study corners - Ss tell the class about their groups’ pictures of study corners - Ss congratulate the groups perform well -Ss listen to the teacher -Ss play the game -Ss congratulate the winner