Kế hoạch bài dạy Tiếng Anh Lớp 3+5 Sách Wonderful World - Tuần 15 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 3+5 Sách Wonderful World - Tuần 15 - Năm học 2024-2025

1. 1 TUẦN 15 Khối 3, 5 (Từ ngày 16/12/2024 đến ngày 20/12/2024) TIẾT THỨ TIẾT MÔN NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC THỨ 1 5A 57 Unit 6. Food Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 3 3A 57 Unit 5. My clothes Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books Hai 4 3A 58 Unit 5. My clothes Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 16/12 5 5D 57 Unit 6. Food Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 3B 57 Unit 5. My clothes Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 1 5C 57 Unit 6. Food Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 5B 57 Unit 6. Food Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 5A 58 Unit 6. Food Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books Ba 4 17/12 5 3A 59 Unit 5. My clothes Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5D 58 Unit 6. Food Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3B 58 Unit 5. My clothes Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 1 5A 59 Unit 6. Food Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 3 Tư 4 18/12 5 5B 58 Unit 6. Food Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5C 58 Unit 6. Food Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 Năm 1 5C 59 Unit 6. Food Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books
2. 2 19/12 2 5B 59 Unit 6. Food Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 5A 60 Unit 6. Food Lesson 3 (7, 8, 9, 10) Wonderfulworld Flashcards, TV, books 4 5 5D 59 Unit 6. Food Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 5C 60 Unit 6. Food Lesson 3 (7, 8, 9, 10) Wonderfulworld Flashcards, TV, books 7 1 3B 59 Unit 5. My clothes Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 5D 60 Unit 6. Food Lesson 3 (7, 8, 9, 10) Wonderfulworld Flashcards, TV, books 3 5B 60 Unit 6. Food Lesson 3 (7, 8, 9, 10) Wonderfulworld Flashcards, TV, books Sáu 4 13/12 5 6 3B 60 Unit 5. My clothes Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 3A 60 Unit 5. My clothes Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 3 WEEK 15 UNIT 5. CLOTHES Lesson 2. Task 4, 5, 6 Period 57 I. OBJECTIVES: 1. Knowledge: - Students will learn the structure He/ She/ It has got .. 2. Competences - English competences: Students will be able to introduce their possessed clothes - Common competences: Students will have the opportunity to develop communication among friends. 3. Qualities: - Students will develope the care toward family members. II. EQUIPMENT AND MATERIALS: - Teacher: TV, PPT, flashcards; audio track 5.6; handouts - Students: Student’s book, students’ family photos, pens, A4 paper, pictures III. LESSON PROCEDURE Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. + Play the Brain gym. Students look and do. - Look then do the action with teacher. Game: Mysterious letter - Read follow teacher if + Review name of the clothes possible. + Set the rules: The teacher divides the class into four teams; Each secret window given is accompanied by some suggestions. The groups will discuss and give the correct Groups answer to the name of the costume. The team that guesses correctly will get five stars for the first answer and will be deducted when opening the next suggestions 1. -It starts and ends with ‘T’. -You wear me on your upper body. 1. T-shirt - You wear me in summer. 2. - It is a bit longer than your legs. - It starts with ‘T’. 2. trousers - It’s quite similar to shorts.
4. 4 3. - It starts with ‘B’. - I keep you warm. 3. boots - I love your feet. - I am a footwear. 4. - There’re 2 of these. 4.socks - You need it to wear shoes. - It can be long or short. 5. -It is longer than your torso. 5. dress - It starts with letter ‘d’. - Boys don’t wear it. 6. - My name has 3 letters. 6. hat - You wear me on your head. - You wear me in summer. + Count the number of stars and celebrate the winner Count the number of groups stars Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Lead in: You’re going to meet some friends. Let’s see who they are Listen to teacher Task 4: Listen and repeat. (Track 5.6) - Show the picture of a girl with a coat Look at the picture - Lead sts to look at the picture and elicit: she/coat Elicit the picture with - Show the sentences She’s got a coat. Her coat is warm teacher one by one Listen and repeat - Elicit the grammar point Pay attention to the She’s got grammar point Her is - Ask sts to listen and repeat - Do the same with the boy/boots and the cat/ dress - Ask sts to listen and repeat - Call some sts to read the sentences out loud Blended Teaching Tip: TPR practice: Point to the teacher and some sts talk about possession clothes - I have got .. - You’ve got .. Look and read. Then - He’s got / She’s got match.
5. 5 *GAME: Who’s faster? 1. She’s got a pencil. - Show the 4 cards in front of the Ss Her pen is red. - Divide the class into groups of four 2. They’ve got hats. - Give instruction of game: T has four pictures when the Their hats are blue. teacher says “One, two, three” the faster student will 3. He’s got a ball. His choose one picture. Then match with the correct answer ball is orange. Take turn to the monitor to guide the teams 4. She’s got a teddy - T makes models bear. It’s nice. Activity 3: Practice (10 minutes) Teacher’s activities Student’s activities Task 5: Point and say Game: Sentence jumble - Make an enlarged copy the worksheet and cut out the - Look and work in card, select the appropriate 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 punctuation to help them (full stop and captital letter) - Elicit the model sentence “I’ve got a hat. My hat is white and red.” 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 Activity 4: Production (9 minutes) Teacher’s activities Student’s activities Task 6: Let’s talk. -Ask students to take pictures of their family/or quickly Take photo/ draw draw family members
6. 6 - Divide students into groups of 4 -Students use pictures they’ve just drawn or their family ‘s -Work in group photos to introduce what the person in the picture has. -Ask sts to use the sentence pattern they have learned in part 4 and 5 to speak -After introducing them to the group, ask the students to present in groups as an exhibition -Give commands -Some groups present Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities - Ask sts to do the assessment - Do the assessment. Ask sts to look, write about Sophie’s clothes and their colours. “ She’s got .” Answer 1. She’s got a hat. Ex. She’s got a T-shirt. It is green. It’s black. 1. 2. She’s got a skirt. 2. It’s red. 3. 3. She’s got 4. trousers. 5. They’re blue. 4. She’s got shoes. They’re purple. - Check in pair then whole class. - Check with friends - Say goodbye and then with teacher and whole class. - Say goodbye. sing the Goodbye song. ____________________________________ UNIT 5. CLOTHES Lesson 2. Task 7, 8, 9 Period 58 I. OBJECTIVES: 1. Knowledge: - Students will review the structure He/ She/ It has got .. and vocabulary of clothes 2. Competences: - English competences: Students will be able to introduce someone's possessed clothes - Common competences: Students will have opportunity to develop the solving problem in doing tasks and cooperation among teammates
7. 7 3. Qualities: - Students will be friendly and confident in communicating with their friends. II. EQUIPMENT AND MATERIALS: - Teacher: PPT, TV, flashcards; audio track 5.7 - Students: Student’s book, pens, crayons, A4 paper III. LESSON PROCEDURE: Activity 1: Warm up (7 minutes) Teacher’s Activities Students’ Activities - Greet students. - Greet teacher. + Play the Brain gym. Students look, listen, and do. - Look, listen, and then Guessing game: do the action with + Review name of the clothes. teacher. + Set the rules: There are 6 colors in each question What is behind the six colors, whoever wins in the game will open one of the colors. If the opener answers the question - Read follow teacher if correctly, it will get 3 stars, if not, the answer will be given possible. to the remaining team back and the score will be 1 star back for each team. + Divide the class into groups; ask four students to come into the front, they rock, paper, and scissors. The Work in groups winner opens the cross and answers the question. + Each time they get stars for their groups + Students have a maximum of six times to open the key picture 1. Trousers 2. coat 3. dress 4.T-shirt 5. boots 6. hat + Count the number of stars and celebrate the winner Count the number of groups stars Activity 2: Listening (8 minutes) Teacher’s Activities Students’ 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 7: Listen and complete (Track 5.7) Pre-listening: - Show picture/slide of the task - Ask sts to talk about the picture + How many numbers are there? + How many missing words are there? Look and answer - Ask sts to read and guess the answer
8. 8 - Collect the suitable answer on the board - Read the text While listening: - Guess the answers - Ask sts to listen and complete - Listen and complete - Play the audio 5.7 twice - Have sts do cross-check - Do cross-check - Play audio again and check with whole class - Check with teacher Post listening: - Show the text and the picture - Ask sts to listen and repeat sentence by sentence - Listen and repeat - Ask sts to pretend acting as a reporter - Act and say Activity 3: Speaking (17 minutes) Teacher’s Activities Students’ Activities Controlled speaking Task 8: Look and say - Look and work in Game: Sentence jumble group - Make an enlarged copy the the worksheet and cut out the card, select the appropriate number of cards , ensuring that they make up complete sentences - Explain that the activity involves forming sentences, and each sentence consists the cards. They should use the punctuation to help them (full stop and captital letter) Work in groups - Elicit the model sentence “He’s got a coat. His coat is warm.” Give the sts the worksheet. Sts must put the words into the correct order. Set sts to work in groups - Work in groups Pick up the picture and say - Pick up the picture Make sure every group member has chance to pick and say and say Free talk Task 9: Draw. Write and say. - Ask sts to look at the picture of Liam (the boy) then ask - Look and answer the sts to describe the content of the picture questions + Is this a boy or a girl? - Read the sample
9. 9 + What does he have? - Draw a family + What colour is his hat? member +What colour is his ? - write his/her + Is he cool/ funny? information as in the - Show the model writing sample - Ask sts to look at the picture and read - Share with friends - Ask them to draw a family member, colour clothes - Ask them to base on the picture and write - Practise speaking with friends - Perform their work in front of class Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities Ask sts to do the assessment - Do the assessment. Listen and complete. Ex: I have got a blue dress. Listen and complete. 1. Peter has got_____________ Ex: I have got a blue 2. Lily has got_______________ dress. 3. We have got ______________ 1. Peter has got a hat. 4. My dad has got______________ 2. Lily has got black 5. Her brother has got______________ shoes. 3. We have got red skirts 4. My dad has got a coat. 5. Her brother has got a green T-shirt. - Check in pair then whole class. Check with friends and then with teacher - Say goodbye and whole class. - Say goodbye. Sing the Goodbye song. ____________________________________ UNIT 5. CLOTHES Lesson 3. Task 1, 2, 3 Period 5594 I. OBJECTIVES: 1. Knowledge: - Students will be able to use the words and phrases related to the topic My Clothes: big; small; new; pretty; ugly 2. Competence:
10. 10 - 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: - Teacher: PPT, TV, flashcards; audio track 5.8; track 5.9 - Students: Student’s book, pens, crayons, A4 paper III. LESSON PROCEDURE Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. + Play Brain Gym video. Students watch and do. - Look then do the action with teacher. Guessing game: + Review name of the clothes. - Read follow teacher if + Set the rules: possible. Show the picture and ask sts + Who’s he? + Where does he come from? And let’s sts to join the adventure to come to Mr. Bean’s house. In Mr. Bean’s bedroom, sts guess what kinds of Work in groups clothes he has. + Divide the class into groups; ask four students come to the front, they rock paper, and scissors. The winner chooses the answers and answers the question. + Each time they get stars for their groups + Students have six times to open the key picture. Look and answer Lead in: Use the game pictures to lead in the lesson: My Listen and repeat Clothes – Lesson three (Period one) Are Mr Bean things Copy down new or ugly? Big or small?... Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Task 1: Listen and point. Repeat. (Track 5.8) - Use flashcards to introduce the vocabulary. - Say the words for sts to repeat in chorus. - Learn new words and - Put the flashcards in different places around the room. structures through - Say a word for sts to repeat then point. flashcard. - Play the track 5.1, ask students to listen and repeat in - Repeat the words chorus, group. - Repeat then point.
11. 11 Checking: - Repeat. Facing Board Game: - Ask sts to stand in groups - Vote for one player from each group - The player face back to teacher - Stand in groups - T shows the picture - Choose a player - Groups act, player says the words - Look at the picture - Change the role: players act, groups say - Act - The first correct one gets the star - Say the word - Award the winner - Change the role Activity 3: Practice (10 minutes) Task 2: Listen and tick (track 5.9) Set the scene: It’s summer vacation. And we’re at the - Look at the pictures beach and answer - Ask sts how many friends can they see and where they - Listen and repeat are. - Practice the dialogues - Have sts look at the dialogue in role - Students listen and repeat Perform the dialogue - Role play with sts’groups! - Have sts look at the exercise and ask them to complete match (spoken). - Have sts practice the dialogues in chorus, group, pairs. Task 3: Let’s play! Game: Leisure dominoes - Make a copy of the Leisure dominoes worksheet and cut - Listen to the rules. it into flashcards. Make a copy of the Leisure dominoes Then do. worksheet for each small group and stick it onto a card -Work in group - Brainstorm sts by asking them what they have learned, and focus on the new words of this lesson. Use the flashcards to play a miming game. One student comes to the front of the class. Show them a card and they have to mime the activity for the rest of the class to guess
12. 12 - Arrange the class in small groups working around table - Explain the rules. This can be done by example. Shuffle the dominoes and divide them between a group of sts. Place the last dominoes face up in the middle of the table - The player to the left of the dealer starts. He or she put a -Check the answers dominoes next to the one on the table (either before or with their groups after) It must match the word or the picture - Check the answers - The player on his or her left continues and repeat with the teacher process. If any player cannot put a domino down, it is the player’s turn - The first person to play all their dominoes is the winner. The others continue playing. When all the dominoes have been played, they should form a closed circuit. If sts do not have a closed circuit at the end of the game, they should look for the mistake - Circulate to monitor and check Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Ask Sts to quickly write on their papers someone’s - Think about their clothes they are wearing. Then sts fold up like a paper clothes or someone airplane. Sts make a circle/ lines/ groups (with their backs clothes, write to each other). Then throw it to their friends. Whoever - Work groups then say receives it will guess the name of the writer who wants to (Eg:- I’ve mention got...../She/He’s got .) Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities - Ask ss to do the assesment. - Do the assessment. - Check with friends - Encourage the whole class and then with teacher - Check sts’answers and whole class. - Say goodbye - Say goodbye: sing the Goodbye song. ____________________________________
13. 13 UNIT 5. CLOTHES Lesson 3. Task 4, 5, 6 Period 60 I. OBJECTIVES: 1. Knowledge: Students will learn how to use adjective with nouns and vocabulary about clothes 2. Competence: - English competences: Students will be able to introduce clothes with adjectives properly - Common competences: Students will develop their self-study ability in joining difficult activities during the lesson 3. Qualities: Students will form good habits to know how to protect and protect personal clothes. II. EQUIPMENT AND MATERIALS: - Teacher: TV, PPT, flashcards; audio track 5.10; track 5.11 - Students: Student’s book, markers, boards, pens, A4 paper III. LESSON PROCEDURE Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. + Play the Brain gym. Students look, listen, and do. - Look, listen, and then Guessing game: do the action with + Review name of the clothes teacher. + Set the rules: There are 6 numbers, each number contains one color question What is it?/ What are these? whoever wins in the game will be opened in order from 1 - Read and follow to 6. If the opener answers the question correctly, it will teacher if possible. get 3 stars, if not, the answer will be given to the remaining team back and the score will be 1 star back for each team. When answering all 6 questions, sts will see 6 photos of the lesson (a new T-shirt, a pretty skirt, old shoes) + Divide the class into groups; ask four students to come Work in groups into the front, they rock paper and scissors. The winner opens the cross and answers the question. + Each time they get stars for their groups Count the number of + Students have six times to open the key picture. 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
14. 14 - Write on the board The date and introduce the lesson. Copy down Task 4: Listen and repeat (Track 5.11) - Show picture/slide of the task - Ask sts to talk about the picture - Collect the suitable answer on the board Look and answer: - Use flashcards to introduce Listen and repeat - Say the words/sentences for sts to repeat in chorus. - Listen and repeat - Play the audio 5.10 - Ask sts to listen and repeat sentence by sentence Checking: Chinese whisper game - Ask sts to work in 3 teams - Work in teams - Ask the teams to stand in lines - Listen to the teacher - Prepare three sentences at the end of the line - Whisper to the next - T says the sentence to the first players person - Ask them to whisper the sentence to friends - Continue whispering - The last member listens and chooses the correct - Choose the correct sentence. Then sticks it on the board sentence, stick on - The first correct sticking gets the point the board - Continue the game until the end - Continue playing - Award the winner Activity 3: Practice (10 minutes) Teacher’s activities Student’s activities Task 5: Look and say Game: Broken Sentence - Make an enlarged copy the the worksheet and cut out the - Look and work in card, select the appropriate number of cards , ensuring that groups they make up complete sentences - Explain that the activity involves forming sentences, and each sentence consists the cards. They should use the punctuation to help them (full stop and captital letter) - Elicit the model sentence “I’ve got new shoes.” Work in groups 1. I’ve got new shoes. 2. Your dress is nice. 3. She’s got a pretty skirt. 4. Our new boots are
15. 15 Give the sts the worksheet. Sts must put the words into the black. correct order. They can do this by: 5. They’ve got long + cutting out socks. + stick on the group boards - Correct collectively on the board * Ask sts to look at the picture of this activity then ask sts to describe the content of the picture - Practice the sentence Revise the words of the lesson - Say the name of each * Circulate to monitor but try to encourage sts autonomy picture to write the correct words in the blank - Write the correct - Sts correct their works in pairs first. Then correct it words collectively - Check answers - Correct the activity collectively. Sts swap worksheets - Present and dictate the answers - Say - Have sts present their works - Have sts practice the sentence in chorus, group, pairs, individual Activity 4: Production (9 minutes) Teacher’s activities Student’s activities Task 6: Listen and sing Set context by the given picture of the crazy hat - Let sts guess the song melody that they’re going to sing - Guess the song - Play the track 5.11 once for sts to check the melody melody - Show the lyrics one by one - Ask sts to read the lyrics fluently - Listen to the song - Ask sts listen and sing along - Play the audio again for sts to sing along - Look and read - Have a singing contest - Listen and sing - Join the singing contest Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities Ask sts to do the assessment - Do the assessment. Circle the odd one out
16. 16 1.d 2.b 3.c 4.c 5.b - Check in pair then whole class. - Check with friends and then with teacher - Say goodbye and whole class. - Say goodbye. Sing the Goodbye song. __________________________________________ GRADE 5 WEEK 15 UNIT 6: FOOD Lesson 2: Task 4-5-6 Period 57 I. OBJECTIVES: 1. Knowledge: - Students will be able to: + Recall some adjectives to describe food that they have learnt in the previous lesson: crispy, delicious, salty, sour, spicy, sweet, tasty. + Get to know and use the new grammar about quantifiers: a few, a little. 2. Competences: - English competences: Students will be able to use English to describe food’s amount and flavors. - Common competences: Students will be able to develop collaborative skills through pair work. 3. Qualities: - Students will + Have a strong sense of respect in pair work. + Raise their confidence by presenting in front of the class. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s Book, Class Audio, dice, flashcards. - Advanced things: PPT, laptop, TV. Activity 1: Warm-up (4 minutes) A game “Stop the bus” Teacher’s Activities Students’ Activities Aims: Welcome students. Engage the class with a game to review words that Ss have
17. 17 learnt: crispy, delicious, salty, sour, spicy, sweet, tasty. 1. Greeting Ss and chatting: Before starting our new lesson, let’s play a game to review some adjectives to describe - Greet Teacher food! 2. Introducing and playing the game “Stop the bus”: Game rules: - Listen to the teacher. - The class will be divided into some teams (2 or 4 - - Join the activity. depending on teacher’s plan). - There is a bus with one picture shown on the screen. Ss have to look at the picture and guess what adjective it is. - Ss from each team raise their hands to speak up for points or stars. If no team has the correct answer, the teacher will minus 1 point/star of all teams. - Look and listen. 3. Leading in the lesson: Unit 6 – Lesson 2 task 4, 5, 6. Lead in: Now, let’s move on to our new lesson. Today, we are going to learn some new quantifiers to describe food’s amount. Activity 2: Presentation (11 minutes) Teacher’s Activities Students’ Activities Aims: - Present two new quantifiers: a few, a little and guide Ss how to use these quantifiers correctly in sentences. - Instruct Ss to finish task 4. Procedure: 1. (3 minutes) Eliciting quantifiers “a few”, “a little” (Track 6.3 – Task 4: Listen and read): - Have Ss listen to Track 6.3 separately and show - Listen to the audio. corresponding pictures at the same time. - Encourage Ss to repeat what they have heard with each - Volunteer to fulfill sentence then show the sentences on the screen. teacher’s requirements. - Ask Ss to listen again and repeat after the track by class - Repeat after the audio. and groups. - Ask Ss to identify the quantifiers in 2 sentences (a few, a - Answer teacher’s
18. 18 little). question. 2. (5 minutes) Instructing how to use the quantifiers: 2.1. A little: - Listen to the teacher. - Show a full glass of milk to lead in the quantifier “a lot of” and explain: “a lot of” means a large number or - Answer the question. amount of something”. - Listen to the teacher. - Show another glass of milk and ask Ss to give the correct - Answer the question. answer then explain: “a little” means a small amount of something”. - Ask Ss what type of nouns is used after “a little”. 2.2. A few: - Repeat the above steps with “a few”. 2.3. Quantifiers in sentences: - Show a table to compare “a few” and “a little” and encourage Ss to make sentences with the given pictures. - Explain how the verb “be” is used in each case: - Volunteer to make + We use “There is” if the quantifier “a little” is in the sentences. sentences. - Listen to the teacher. + We use “There are” if the quantifier “a few” is in the sentences.
19. 19 3. (3 minutes) Finishing Task 4 – Now, read, circle and say: - Work on task 4 - Tell students to look at the pictures in the book and individually. complete the sentences by circling “a few” or “a little”. - Check students understand the task. Elicit the first answer if necessary. - Allow them enough time to practice saying the sentences both individually and in pairs. - Check the answers. - Check answers as a class. Activity 3: Practice – Controlled practice (8 minutes) Teacher’s Activities Students’ Activities Aims: - Practice the quantifiers through Quiz activity. - Practice using quantifiers in sentences through Task 5. Procedure: 1. (4 minutes) Play Quiz game: - Join the activity. Instructions: - The game includes three types of questions, Ss need to look and think carefully before answering. - Three types of questions: + Type 1: Look and choose the correct answer - Ss need to look at the pictures and choose the correct quantifiers. + Type 2: Read and fill in the blank – Ss need to read and fill in the missing “be” in the blanks to have correct sentences. + Type 3: Look, read, and choose True or False – Ss have to look at the pictures, read the sentences and identify if the
20. 20 sentences are true or false. If the sentences are false, Ss must correct the mistakes to have the correct sentences. - Reward points/ stars with each correct answer. If the chosen team answers wrong, the teacher has to choose the other team. - Complete the exercise 2. (4 minutes) Complete Task 5 - Put the words in the individually. correct order to make sentences or questions: - Tell students to write the words in the correct order. - Go through the example sentence together to ensure students understand the task. - Allow students to work individually to reorder the words in each sentence. - Work in pairs to - After individual work, students can compare their practice saying the answers with a partner or in small groups. sentences - Bring the class together and discuss the correct order of - Correct the exercise words for each sentence. with the teacher. Activity 4: Production (7 minutes) Teacher’s Activities Students’ Activities Aim: Ss apply the words and grammar to finish Task 6. - Tell Ss to look and read out the dialogue by class, groups and individuals - Read aloud the - Role play the example conversation with a student in dialogue. front of the class. - Pair up the Ss and give them some minutes to practice - Pay attention to the with each other. role play. - Go around the class and observe the conversations to - Work in pairs. ensure Ss are using the questions appropriately and responding effectively. - Present in front of the - Ask some volunteers to speak in front of the class when class. time’s up.