Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 14 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 14 - Năm học 2024-2025

1. 1 TUẦN 14 Khối 2, 3, 5 (Từ ngày 09/12/2024 đến ngày 13/12/2024) TIẾT ĐỒ DÙNG DẠY THỨ TIẾT MÔN NỘI DUNG BÀI DẠY UDCNTT THỨ HỌC 1 5A 53 Unit 5. Celebrations Fun time and project (4, 5) Wonderfulworld Flashcards, TV, books 2 3 3A 53 Unit 4. My house Fun time and project (1, 2) Wonderfulworld Flashcards, TV, books Hai 4 3A 54 Unit 5. My clothes Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 09/12 5 5D 53 Unit 5. Celebrations Fun time and project (4, 5) Wonderfulworld Flashcards, TV, books 6 3B 53 Unit 4. My house Fun time and project (1, 2) Wonderfulworld Flashcards, TV, books 7 1 5C 53 Unit 5. Celebrations Fun time and project (4, 5) Wonderfulworld Flashcards, TV, books 2 5B 53 Unit 5. Celebrations Fun time and project (4, 5) Wonderfulworld Flashcards, TV, books 3 5A 54 Unit 6. Food Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Ba 4 10/12 5 3A 55 Unit 5. My clothes Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 5D 54 Unit 6. Food Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3B 54 Unit 5. My clothes Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 5A 55 Unit 6. Food Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 3 Tư 4 11/12 5 5B 54 Unit 6. Food Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5C 54 Unit 6. Food Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 Năm 1 5C 55 Unit 6. Food Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 12/12 2 5B 55 Unit 6. Food Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books
2. 2 3 5A 56 Unit 6. Food Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 4 5 5D 55 Unit 6. Food Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 5C 56 Unit 6. Food Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 1 3B 55 Unit 5. My clothes Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 5D 56 Unit 6. Food Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 5B 56 Unit 6. Food Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books Sáu 4 13/12 5 6 3B 56 Unit 5. My clothes Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3A 56 Unit 5. My clothes Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 3 WEEK 14 UNIT 4. MY HOUSE Fun time and project: Task 1, 2 Period 53 I. OBJECTIVES: 1. Knowledge: Students will review My house vocabulary and unit grammar 2. Competence: - English competences: Students will be able to talk about their friends about the rooms of their houses - Common competences: Students will develop their creativeness in drawing pictures 3. Qualities: - Students will be proud of where they live II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards; audio track 4.13 - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE Activity 1: Fun Time (10 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. - Chants play track 4.13 and have ss chant and do - Chant and do. activities. - Game. Memory chain • Redistribute the bags from the previous activity among groups of sts. • Ss in each group take objects out of their bags and - Play game in groups. describe them in order S1: There is (a car) S2: There is (a car) and There is (a teddy bear) S3: There is (a car) and there is (a teddy bear) and there is a ball etc * Vocabulary: 10 words (rooms and room objects) - Shuffle 10 flashcards and place them around the classroom. - Quickly show the cards and have ss identify the items. - Look and say are by - Show three cards in sequence and have sts recall the one. words in proper sequence.
4. 4 * Game: Find your partner - Look and say in - Use word cards and put in multiple sets so that all sts sequence have word cards or pictures (half of flashcards are word cards the others are pictures) - Have ss walk around to look for another ss who have the same flashcards (Words or pictures) - Go around and find * Structure: one of their partners. - Game: Walk and talk + Place a couple of flashcards around the room (eg: T. V- living room a lamp - bedroom, game – T.V, a clock – living room, a computer – classroom, a toy – bathroom) - Have ss go around in pairs. At signal “stop” S1: face up the cards and ask “What’s this?” - Play game S2: There is a T.V in the living room. Task 1: Unscramble the letters - Show 4 photos in part 1 and have ss focus on photo 1 and - Look the words below. - Have ss answer What they have to do in the exercise. - Answer the teacher - Have ss do the task (spoken). - Have ss write down in their book - Write the correct - Have 2 volunteers write their answers on the board. words - Give the right answers and have sts check - Check in pairs Activity 2: Project (25 minutes) Teacher’s activities Student’s activities Task 2. Project: A nice house - Show the words in the part (living room ) - Look - Ask sts to form group of four and to make a house - Answer together -They may devide the paper into some parts with each part - draw the room. representing one room in the house. - Each member draws things for one of the rooms, and - works in groups copies the drawings of the other three parts. Otherwise, sts - Some sts say about can devide up the rooms among themselves, and use the their rooms entire space given to draw one room each. - When sts have completed their drawing, they should Sts can ask their share them with their group friends questions about -Ask some groups to come to the front of the class to show household objects in their drawings and about the completed house the pictures - Ask sts to make an exhibition ____________________________________
5. 5 UNIT 5. CLOTHES Lesson 1. Task 1, 2, 3 Period 54 I. OBJECTIVES: 1. Knowledge: - Students will be able to use the words and phrases related to the topic My Clothes: shoes; skirt; socks; trousers; T-shirt 2. Competence: - English competences: Students will be able to describe kind of clothes. - Common competences: Students will have the opportunity to develop communication among friends. 3. Qualities: - Students will be friendly and confident in communicating with their friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards; audio track -Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Great teacher. + Play the Hello song. Students sing along and do. - Listen and sing. Then Guessing game: do the action with + Review name of the colors. teacher. + Set the rules: There are 6 numbers, each number contains 1 colour question What colour is it?, whoever - Read follow teacher if wins in the game will be opened in order from 1 to 6. If the possible. opener answers the question correctly, they will get 3 stars, if not, the answer will be given to the remaining team. When answering all 6 questions, sts will see the opener picture of the lesson. + Divide the class into groups; ask four students come into the front, they rock paper, and scissors. The winner opens Groups the cross and answers the question. + Each time they get stars for their groups + Students have six times to open the key picture. Lead in: Use the Opener picture to lead in the topic: My Clothes - Show slide of Doremon to sts Look and answer - Ask sts to say the nationality of him Listen and repeat - Tell the special thing he has got clothes’ words
6. 6 - Write on the board The date and introduce the lesson. Copy down Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Task 1: Listen and point. Repeat. (Track 5.1) - Learn new words and - Use flashcards to introduce the vocabulary. structures through - Say the words/sentences for sts to repeat in chorus. flashcard. - Put the flashcards in different places around the room. - Repeat the - Say a word/sentence for sts to repeat then point. words/sentences - Play the track 5.1, ask students to listen and repeat in - Repeat then point. chorus, group. - Repeat. Activity 3: Practice (10 minutes) Task 2: Listen and match (track 5.2) - Ask sts how many friends can they see and where they - Look at the pictures are. and answer: There are - Have sts look at the dialogue five (girls). They are in - Students listen and repeat Japan - Role play with sts’groups! - Listen and repeat - Have sts look at the exercise and ask them to complete - Practice the match. dialogues. - Have sts practice the dialogues in chorus, group, pairs. Task 3: Say - Listen to the rules. Game: Broken sentences Then do. - Make a copy of the Broken sentences worksheet for each student/group (Make the activity shorter by leaving out some sentences) - Explain the objective of the activity. This can be done by example on the board Eg: “There are” on one side of the board and a number of possible combinations on the other “uniforms”; “their”; “in”; “skirts” / .. - Give student/group a copy worksheet. Let them look at it for a few minutes to familiarise themselves with its contents. They cut the worksheet and place them face up on the desk. -Work in pair - Divide the class into pairs. Pairs work together to match up each of their sets of cards as in the demonstration - Monitor to check that they are making correct Some groups present combinations. Show sts how to look for a logical 1. There are skirts in connection between paths of sentences their uniforms. They - Correct collectively, with sts reading out sentences for are blue.
7. 7 the others to check their combination 2. There aren’t trousers in their uniforms. 3. There are socks in their uniforms. They are white. 4. There are shoes in their uniforms. They are black. Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Ask Sts to draw on their notebook/paper their uniforms - Think about their and color it. Then use pattern and say. uniforms, draw and Ex: colour + There are (skirts) in my uniform. They are (red). - Work + There aren’t (black shoes) in my uniform. individual/groups then say (Eg: There are trousers, They are blue.....) Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities - Ask sts to answer the quick question (Vietnamese is - Answer the question acceptable): 1. Clothes 1. Which topic do they learn today? 2. There are five: 2. How many words have they learned? shoes, skirt, trousers, 3. What’s activity do they like the most and why? T-shirt 3. I like....because it’s.. - Encourage the whole class - Check sts’answers - Have sts count stars and claim the winner group - Say goodbye - Say goodbye: sing the Goodbye song. ____________________________________ UNIT 5. CLOTHES Lesson 1. Task 4, 5, 6 Period 55 I. OBJECTIVES: 1. Knowledge: - Students will learn the structure I/ You/ They have got ..
8. 8 2. Competences - English competences: Students will be able to introduce their possesses clothes. - Common competences: Students will have the opportunity to develop communication among friends. 3. Qualities: - Students will be friendly and confident in communicating with their friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards; audio track 5.3 - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. + Play the Hello song. Students sing along and do. - Listen and sing. Then Game: The secret window do the action with + Review name of the clothes teacher. + Set the rules: The teacher divides the class into four - Read follow teacher if teams; Each secret window given is accompanied by some possible. suggestions. The groups will discuss and give the correct answer to the name of the costume. The team that guesses correctly will get five stars for the first answer and will be Groups deducted when opening the next suggestions 1. -You wear me in summer. - My name starts with ‘T’. - My name has 6 letters. 2. 1. T-shirt - I’m always in plural form. - I am often blue. - I am your uniform. 3. 2. trousers - I keep you warm. - My name starts with ‘s’. - I always come in pair. 4. 3. socks - I love your feet. - I come in pair. - I am a footwear. 5. 4.shoes - I can be long or short.
9. 9 - My name ends with ‘t’. - Only girls wear me. + Count the number of stars and celebrate the winner 5. skirt groups Count the number of stars Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Lead in: Use the game and the picture to lead in the new lesson - Write on the board The date and introduce the lesson. Copy down Task 4: Listen and repeat. (Track 5.3) 1. Ask sts to look at the pictures and answer the questions: What is it? What colour is it? 2. Use the picture and/or explanation to teach the structure Listen and answer I/you/they have got 3.Have sts listen and repeat the sentences Listen and repeat in 4. Correct pronunciation when needed. chorus, group. Blended Teaching Tip: TPR practice: Point to the teacher and some sts talk about possession clothes Listen and answer - I have got .. - You’ve got .. *GAME: Who’s faster? Look, listen and do - Show the 4 cards in front of the Ss - Divide class into 2 teams Listen and answer - Give instruction of game: T has six pictures when teacher 1.They have got skirts. says “One, two, three” the faster student will choose one Their skirts are brown picture. Then hang up and say louder “They have got and blue./.. skirts. Their skirts are brown and blue ” 2. They have got T- Take turn to the monitor to guide the teams shirts. Their T-shirts - T makes models are white./ 3. They have got books. Their books are blue./ . 4.They have got toys. Their toys are yellow, blue, . Activity 3: Practice (10 minutes) Task 5: Look and say Game: Sentence jumble
10. 10 - Make an enlaeged copy the the worksheet and cut out the - Look and work in card, select the oppropriate number of cards , ensuring that group they make up complete sentences - Explain that the activity involves forming sentences, and each sentence consists the cards. They should use the puntuation to help them (full stop and captital letter) - Elicit the model sentence “They’ve got T-shirt. Their T-shirt are white.” Give the sts the worksheet. Sts must put the words into the - Practice correct order. They can do this by: + cutting out + stick on the group boards - Correct collectively on the board Practice the sentence in - Have sts practice the sentence in chorus, group, pairs, chorus, group, pairs, individual individual Task 6: Write and say. -The teacher uses any school things in the classroom. Use the “I've got...” sentence pattern to say what you have. -Work in group Change roles 3 to 5 students speak according to the teacher's model. - Use a broken given sentence, ask students to arrange it into a complete sentence Some groups present - examine and correct Correct their first - ask the students to work in pairs sentence. - ask the students to cross-check each other work in pairs - call to correct the lesson Students read, write the completed sentence in full Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Show a table and a model sentence Individual - Ask Sts to make the own sentences then say. Eg: +S1: I’ve got a skirt. +S2: I’ve got a skirt and trousers. +S3: I’ve got a skirt, trousers and a cat. .. - The student has the longest sentence is the winner. Activity 5: Assessment (3 minutes)
11. 11 Teacher’s activities Student’s activities - Ask sts to do the assessment - Do the assessment. - Check in pair then whole class. - Check with friends 1. I’ve got new shoes. shoes are cool. and then with teacher A. They B. My and whole class. 2. Lan and Lisa ’ve got lots of toys. They love toys. 1.B 2.A 3.A A. their B. you - Say goodbye. sing the 3. Your T-shirt is black and shoes are black, too. Goodbye song. A. your B. you - Say goodbye ____________________________________ UNIT 5. CLOTHES Lesson 2. Task 1, 2, 3 Period 56 I. OBJECTIVES: 1. Knowledge: - Students will learn the words related to the topic clothes: boots, coat, dress, hat, warm and revise the structure I’ve got 2. Competences: - English competences: Students will be able to introduce their possesses clothes - Common competences: Students will have opportunity to develop the solving problem in doing tasks and cooperation among teammates 3. Qualities: - Students will be friendly and confident in communicating with their friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards; audio track 5.4; track 5.5 - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. - Play the Hello song. Students sing along and do. - Listen and sing. Then Game: Crossword - In my closet do the action with - Introduce the topic of the game. teacher. - Elicit sentences for each word. Ex: Its name starts with ‘T’. You wear it in summer. It has six letters. - Play all 5 words then have sts check and read out the - Read follow teacher if words possible. shoes; socks; skirt; trousers
12. 12 Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Lead in: Use the game and the picture to lead in the new lesson - Write on the board The date and introduce the lesson. Copy down Task 1: Listen and repeat (Track 5.4) - Use flashcards to introduce the vocabulary: boots, coat, dress, hat, warm. - Say the words for sts to repeat in chorus. - Learn new words and - Use one more picture of Doremon and his friends to structures through explain the meaning of the word “warm” – “ We wear flashcard. warm clothes, when it’s cold.” - Repeat the - Put the flashcards in different places around the room. words/sentences - Say a word for sts to repeat then point. - Repeat then point. - Play the track 5.4, ask students to listen and repeat in - Repeat. chorus, group. Activity 3: Practice (10 minutes) Task 2: Listen and match (Track 5.5) Pre-listening: - Show picture of the task Look and answer - Ask sts to talk about the picture + Cold. / It’s cold. + How’s the weather? + Two. / There are two + How many girls are there? girls. + Have they got warm clothes? + Yes. / Yes, they have. + What clothes are these? + Coats. Boots / These + What colors are her boots? are coats /boots. - Ask sts to read and guess the answer + Black. / They’re - Collect the suitable answer on the board black. / Her boots are While listening: black. - Ask sts to listen and match - Read the text - Play the audio 5.5 twice - Guess the answers - Have sts do cross-check - Play audio again and check with whole class - Listen and match Post listening:
13. 13 - Show the text and the picture - Do cross-check - Ask sts to listen and repeat sentence by sentence - Check with teacher - Ask sts to pretend acting as a reporter - Listen and repeat - Act and say Task 3: Look and say. Game: Who is faster? - Show some pictures and the words randomly - Listen to the rules. - Make a copy of the worksheet for each student/group Then do. - Explain the objective of the activity. This can be done by example on the board Eg: “I’ve got” on one side of the board and a number of possible combinations on the other “ ”; “My....”; “are”; “They are warm.” / .. - Give student/group a copy worksheet. Let them look at it for a few minutes to familiarise themselves with its -Work in group contents. They cut the worksheet and place them face up on the desk. - Divide the class into pairs. Pairs work together to match up each of their sets of cards as in the demonstration. - Monitor to check that they are making correct combinations. Show sts how to look for a logical connection between paths of sentences - Correct collectively, with sts reading out sentences for the others to check their combination Some groups present Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Ask Sts to draw on their notebook/paper their warm Individual clothes and color it. Then use pattern and say I’ve got ______. My ____ is/ are ______. They are warm. Activity 5: Assessment (3 minutes)
14. 14 Teacher’s activities Student’s activities - Ask sts to do the assessment - Do the assessment. - Check with friends and then with teacher and whole class. 1. A 2. C 3. C 4.warm 5. boots - Check in pair then whole class. - Say goodbye - Say goodbye. Sing the Goodbye song. __________________________________________ GRADE 5 WEEK 14 UNIT 5: CELEBRATIONS Fun time and project: Task 4-5 Period 53 I. OBJECTIVES: 1. Knowledge: - Students review words of celebrations: lantern, lion dance, lunar month, mooncake, Mid-Autumn festival, parade - Students review the simple past tense: did, went, had, was/were 2. Competences: - English competences: Students can use English to introduce the celebrations and the activities they do. - Common competences: Students can use simple past tense to talk about something in the past. 3. Qualities: - Students will + have a strong knowledge and comparison between celebrations around the world. + recall and reflect on personal experiences with the celebrations they have joined and the activities they did. + be enthusiastic about sharing their memories with their friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards, photos, papers - Advanced things: PPT, laptop, TV.
15. 15 III. LESSON PROCEDURE: Activity 1: Warm-up (10 minutes) Show time “We’re all in this together!” Aims: Welcome students. Engage the class (or warm the class up) with a song to help Ss relax and warm-up the lesson. - Lead in the new one. Teacher’s Activities Students’ Activities Procedure 1. Greet students. Chatting - Greet T and answer - Do you remember the song we listened to last week? the questions - Have you prepared for your show? - Take the time to - May I have some groups performing in the show today? revive the song and 2. Introduce the show: We’re all in this together the dance - Give Ss some minutes to revive the dance - Perform in front of - Invite some groups to perform in front of the class. the class Encourage the volunteers. - Click on the play button to play the background video - Click on the stop button to stop and move to the next slide - Make compliment on the performance and encourage Ss to perform in the next lesson Lead in: - T raises some pictures and asks Ss to guess the topic of the lesson - T reviews the topic “Celebration” - Write on the board “Fun time and Project” and review the words and structures of the learned lesson - Look at the pictures and guess the topic Activity 2: Review (5 minutes)
16. 16 Aims: - Review the words: lantern, lion dance, lunar month, mooncake, Mid-Autumn festival, parade - Review the past tense verbs: did, went, made, had, was/were, etc. + Ss can use the past tense verbs in normal conversation Teacher’s Activities Students’ Activities REVIEW - Show the words on the screen - Ask students to look at the screen and say the word - Look at the screen - Show the text and audio and say the words - Ask Ss to listen again and repeat after the audio - Check the words - Can play twice or three times so that Ss can practice the and listen to the words audio - Asks some students to read the words or phrases - Listen and repeat individually - Show the past tense verbs on the screen and review when to use them - Show the example sentence and invite some Ss to make their sentences - Listen to the explanation - Create the sentences and speak in front of the class
17. 17 Activity 3: Practice – Controlled practice (5 minutes) Aims: - Ss join the game to review the past tense verb - Encourage Ss to read and think fast under the pressure of timeProcedure Teacher’s Activities Students’ Activities Game: “Can you guess what they did” T divides the class into 4 groups and chooses 4 inspectors. - 4 volunteers Each group will prepare a blackboard and a chalk. standing on the board T will show the quizzes on the screen. In 5 seconds, each - The others sit in group will read and write A, B, and C. groups of 4 and When the alert rings, all groups must stop and raise their everyone listens to board. the rules 4 inspectors will stand in front of the class and check, then - Each group will write the answer of each group on the board. have a blackboard After that, T shows the answer and checks the result. and a chalk When the game finishes, the 3 groups with lower scores will - Write the answer on do an exercise (hop, dance, etc.) the board and raise it when the time ends (A, B, C) - Check the answers - Check the final results - Do the exercise Activity 4: Project – Free practice (9 minutes) Aims: - Apply the words and knowledge they have learned in talking about the activities of different celebrations and their hobbies. - Encourage Ss to make conversation and speak freely in front of the crowd. Teacher’s Activities Students’ Activities - Show some pictures of the different festivals in Vietnam and - Look at the screen ask questions to get information about these celebrations, such and read the names as: of the festivals in 1. When is it celebrated? Vietnam
18. 18 2. What is the purpose of the festival? - Think of each 3. What are the special properties of the festival? festival and answer 4. What do people eat or drink at that festival? the questions 5. What do they do in the festival? - Sit in groups of 6 6. How is the festival? and make a poster of their favourite festival - Introduce their festival to the class, take turns to speak - Complete the poster at home - Put Ss in groups of 6 and ask them to discuss and make a poster about their favourite holiday in Vietnam - Give them 5 minutes to finish the task - Invite some groups to talk about their favourite holiday. Encourage Ss take turns to speak - Give them compliments - Ask Ss to finish the poster at home Activity 5: Wrap up & Assessment (4 minutes) Teacher’s Activities Students’ Activities Aims: - Check Ss’s understanding of what they have learned. - Students rehearse what they have learned in the lesson. - Ask Ss to do the assessment. - Do the assessment. - Give the assessment to the class and some Ss - Check with the teacher - Ss read the wrap-up
19. 19 - Stand up and say goodbye to the teacher. - Check with the class. - Wrap-up * Remember VOCABULARY Lantern, lion dance, Mid-Autumn Festival, mooncake, parade, lunar month Past tense verbs Did, went, had, made, ate, etc UNIT 6: FOOD Lesson 1: Task 1-2-3 Period 54 I. OBJECTIVES: 1. Knowledge: - Students will be able to: + list words about some food that they have learnt. + remember the pronunciation and meaning of new words about food drawn out from the dialogue about food shopping: bread, butter, chocolate, cupcake, salad, spaghetti. 2. Competences: - English competences: Students will be able to use English to introduce the food they need or don’t need. - Common competences: Students will be able to work in pairs to create a short dialogue about the food that they need for a picnic. 3. Qualities: - Students will + have a strong sense of respect in pair work. + show their interest in food through words and behaviors. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s Book, Class Audio CD, Posters, IWB, DVD. - Advanced things: PPT, laptop, TV. III. LESSON PROCEDURE:
20. 20 Activity 1: Warm-up (5 minutes) A guessing game “Jigsaw”. Teacher’s Activities Students’ Activities Aims: Welcome students. Engage the class with a guessing picture game to open the topic and lead in the new lesson. 1. Greeting Ss and chatting: Before starting the new lesson, - Greet Teacher let’s do a jigsaw puzzle to see what we will learn today. 2. Introducing and playing the game: - Join the activity. - Show a jigsaw puzzle and ask Ss to choose every random - Look and listen. piece until Ss can answer what is underneath. + There is a picture under the puzzle. You will choose every piece of the puzzle and guess what it is. (If correct, your team will get stars/ gifts/ points.) + Correct answer: “food” - Lead in the topic and write it down on the board. + Today, we will learn about food. Now, turn to page 63. 3. Leading in the new lesson: Unit 6 – Lesson 1 task 1, 2, 3. Lead in: Photo time! - Keep showing the jigsaw puzzle - Look at the picture photo on the screen and ask Ss to look and listen to the and name the food they can see. teacher. - Present the question “What kinds of - Name the food: food are they? Look and say.” pizza, fries, + Direct students to read the question hamburger, bread, and observe the photo to identify the toast, etc. type of food. - Say the type of + Ask students to read the question and food that they think tick the correct answer (fast food). is correct. + Check the answer as a class. - Tick and say the things in the photo. Activity 2: Presentation (12 minutes) Teacher’s Activities Students’ Activities Aims: - Present new words: bread, butter, chocolate, cupcake, salad, spaghetti and guide Ss to know how correctly these words are pronounced. - Encourage Ss. to answer the question: What do we need for dinner? based on the dialogue.