Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 20 - Unit 6: Activities, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 20 - Unit 6: Activities, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 20 GRADE 1 Teaching date: 31/1/2023 Period 37. UNIT 6: ACTIVITIES Lesson 1: D, E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify some activities from the given pictures (Cognition) 2. identify the situations for say the abilities by using the sentence pattern: I can run 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying the abilities B. LANGUAGE FOCUS Vocabulary: run,sing,swim Structure: I can (run) C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 39 - Audios , pictures , a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point and say. Observation actions 2. Play “pretend game” Student’s Observation performance 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying names interaction Questions & answers of some animals STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Say animals and do the actions D- Point and say 1. Divide the class into pairs. 2. Have Student A point to the picture and Student B say
2. e.g. "I like cats." 3. Swap roles and repeat. 4. Have some pairs demonstrate the activity in front of the class. E. Play “pretend game” 1. Have students look at the example. 2. Have one student come to the front of the class. 3. Have that student do an action silently. 4. Have other students try to guess the action. 5. Have students work in pairs, one does actions and the other guesses. Then have them swap roles and repeat. 6. Afterwards, have some pairs demonstrate the activity in front of the class. 7. The first student to touch the correct flashcard and say the sentence will get one point for their team. 8. Continue with other students. 9. The team with the most points wins. D. Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? /e/ and /f/sounds. 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the letter and sound) D. FEEDBACK ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............... Teaching date: 31/1/2023 Period 38. UNIT 6: ACTIVITIES Lesson 2: 1,2,3,4 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. review /e/ and /f/sounds. 2. recognize the letters, sounds and word that contained the sounds from the pictures and recording. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying the letter and sound.
3. B. LANGUAGE FOCUS 1. Phonics and Vocabulary /e/ and /f/sounds. Elepthant, food C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 40 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and repeat. then point Observation actions 2. Answer the questions about the Observation situations to give the word and sentence Student’s answers Questions & answers contained the sound. 3. Circle the letter Student’s Observation performance 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers sound. , STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Sing The alphabet song - Play the alphabet song and have students listen. - Play audio again and sing the song. - Put the flashcards on the board for the letters in red (a , b , c, and d). Point to each flashcard, call out the letter's name, and have students repeat. 1.Listen and repeat. - Have students look at the pictures. - Point to the pictures and say the letters' sounds. - Play audio. Have students listen and repeat the letter sounds. ( whole class/ individuals) 2. Listen and point.
4. - Have students look at the pictures. - Demonstrate pointing to the correct letter when you hear the sound. - Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound. 3. Circle the letter - Have students look at the pictures and call out the beginning sounds. Demonstrate the activity using the example. - Have students circle the letter. - Check answers as a whole class 4. Play “ Magic fingers”. - Have students look at the example. - Divide the class into pairs. - Have Student A draw a letter on Student B's back. - Have Student B try to guess which letter it is. - Have students swap roles and repeat. 5. Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? /e/ and /f/sounds. 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the letter and sound) D. FEEDBACK .................................................................................................................................... ................................................................................................................................ ................................................................................................................................ ________________________ GRADE 2 Teaching date: 31 /1 /2023 Period 37 UNIT 6: AROUND TOWN Lesson 1. D-E (Page 41) A. OBJECTIVES
5. By the end of the lesson, students will be able to: - Recognize items about places from the pictures - Identify items about places (setting, participants, topic) and the sentence pattern: I want to go to the (zoo). - Perform the game in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. can identify items about places and respect for each other while asking about free time activities and positive attitudes, appropriate gestures and intonation in suggesting activities or replying.(attributes) Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary : revise Sentence pattern: revise of “I want to go to the (zoo)”. C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 41 - pictures - a laptop , TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Play "Board race" game Student's speech 2. Point and say. Student’s interaction Observation and performance 3. Play the "Guessing" game. Student’s interaction Observation and performance Student’s interaction Observation 5."Whispering" game and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1 Sing the song “The Wheels on the bus”
6. (source: Students sing along and do the actions together. ) Activity 2: Play "Board race" game Divide the class into four teams and have one student from each team stand a distance from the board. Stick some flashcards or write some words on the board, and then say one of them. Have the students race to the board, touch that flashcard/word, and say the correct word. The first student to touch the flashcard and say the word gets a point for their team. Continue with other students. Activity 2. Point and say. Divide the class into pairs. Have Student A point to a picture and ask, have Student B say, e.g. "I want to go to the park.” Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in front of the class. Answer key 1. I want to go to the park. 2. I want to go to the playground. 3. I want to go to the zoo. 4. I want to go to the beach. Activity 3. E. Play “Guess the picture”.  Have students look at the example.  Divide the class into two teams.
7.  Have a student stand facing away from the board and stick a flashcard on the board behind them.  Have someone from the same team ask the student a question about the flashcard.  Have the student try to guess the answer without looking at the flashcard.  Give that team one point if it's a correct guess.  Have teams take turns. * "Whispering" game Divide the class into four teams. Have students from each team stand in a row. Whisper a sentence (E.g., I want to go to the (park).) to the first students in each row. Have the first students whisper the sentence to the second students. Have teams continue whispering the sentence until it reaches the last students. The last student in the row has to say out loud the sentence. Give the first team to say the sentence correctly one point. The team that gets the most points win. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? free time activities 2. What’re the core values of the lesson? (talk about where the students want to go ; choose the safe places to go ) - Remind students to prepare for the lesson D. FEEDBACK
8. Teaching date: 3/2/2023 Period 38.UNIT 6: Around town Lesson 2(1-4) A. OBJECTIVES By the end of the lesson, students will be able to: - To be able to identify the /r/ and /s/ sounds; Being interested in learning how to pronounce letters /r/ and /s/ exactly. - Perform the game in interesting ways by using appropriate tone and meaningful gestures;(skill) - Building up an awareness of the living environment protection - hardworking, responsible and honest. Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Phonic: /r/; /s/ C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2 (page 42) - flash card, Audios - pictures - computer, projector STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1. Warm-up (5’) “Spin the Bottle” game (5’) - Divide the class into the group of five. - Have students sit in a circle with a bottle in the middle. - One student spins the bottle then points at one picture/flashcard. - When it stops, the student who is pointed to has to say “I want to go to the (zoo).” then spin the bottle. - Have students continue the game as the same way. Activity 2. Practice 1. Listen and point.(5’)
9. - Have students look at the pictures. - Demonstrate pointing to the correct letter when you hear the sound or word. Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound or word. 2. Circle the letters.(5’) - Have students look at the pictures and call out the words. - Demonstrate the activity using the example. - Have students look at the letters and circle the correct beginning sounds. Check answers as a whole class Production. - Tell the class that they are going to practise more with their friends Play the game: 1. Play “Board race”.(7’) - Have students look at the example. - Divide the class into teams and have one student from each team stand a distance from the board. - Write two letters on the board and then say a word beginning with one of their sounds. - Have the students race to the board, touch that letter, and say the correct letter sound. - The first student to touch the letter and say the sound gets a point for their team. Continue with other students and letters. 2. “Find It” game(8’) - Stick picture flashcards around the classroom. Hold up a letter flashcard and have the students search around the room for an object or a picture beginning with that letter. (e.g. A - arm, B - book, C - clock). Activity 3. Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? Identify the /r/ and /s/ sounds; Being interested in learning how to pronounce letters /r/ and /s/ exactly. 2. What’re the core values of the lesson? Building up an awareness of the living environment protection - Remind students to prepare for the lesson D. ADJUSTMENT.
10. .... _____________________________________________________________________- GRADE 3 Teaching date: 30/01/2023 Period: 72. UNIT 5: SPORTS AND HOBBIES Lesson 1: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize activities from the pictures.(Cognition) 2. Identify the situations using the sentence patterns: Can you play soccer?/ Yes, I can./ No, I can’t. 3. Asking and answering about their abilities. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about their abilities. B. LANGUAGE FOCUS Vocabulary: badminton, tennis, volleyball, basketball, soccer. Sentence pattern: Can you play soccer?/ Yes, I can./ No, I can’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 70, Eduhome.vn, - Flashcards - Computer, projector STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point, ask and answer Observation actions 2. Play the pretend game. Student’s answers/ Observation 3.Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in asking and interaction Questions & answers answering about their abilities. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
11. Warm-up: Hot chair game - Divide the class into 2 teams and organize the hot chair game with activities: play badminton, play tennis, play volleyball, play basketball, play soccer Activity 1: Practice (Activity E. Point, ask, and answer. ) - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point and ask, have the student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Extra practice. - Divide the class into two teams. - Show a flashcard to the class and say “yes” or “no”. - Have Team A make a question and Team B answer. - Swap roles and repeat. e.g. (Teacher shows the flashcard “volleyball”.) Teacher: “Yes” Team A: “Can you play volleyball?” Team B: “Yes, I can.” (Teacher shows the flashcard “tennis”.) Teacher: “Yes” Team A: “Can you play tennis?” Team B: “No, I can’t.” Activity 2: Practice (Activity F. Play the pretend game.) - Have the students look at the example. - Have one student come to the front of the class. - Have that student do an action silently. - Have the other students try to guess the action. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Asking and answering about their abilities..) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about what sports they can do.) - Remind students to prepare for the next lesson . Lesson 2: A,B. D. FEEDBACK
12. Teaching date: 31/01/2023 Period: 73. UNIT 5: SPORTS AND HOBBIES Lesson 2: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize activities from the pictures and recording (Cognition) 2. Identify the situations using the sentence patterns What are you good at? – I am good at kicking. 3. Ask about what they are good at. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about what they are good at. B. LANGUAGE FOCUS Vocabulary: hitting, kicking, catching, throwing. Sentence pattern: What are you good at?/ I’m good at kicking. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 71, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play the pretend game Student’s answers/ Observation 3.Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Listen and practice Student’s answers Observation 5. Look and write. Practice 5. Show positive attitudes and appropriate Student’s talk and Observation,
13. gestures and intonation in asking and interaction Questions & answers answering about what they are good at. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Cover the flashcard with a piece of paper or card. - Very slowly move the paper to reveal the picture. - Ask the students to guess the picture on the flashcard. - Have them say “Aha” and the vocabulary. - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) (CD2 Track 54) - Arrange the flashcards (hitting, kicking, catching, throwing) on the board. - Ask the students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. Play the Pretend game.) - Have the students look at the example. - Have one student come to the front of the class. - Have that student do an action silently. - Have the other students try to guess Activity 3: Language in put (Activity B: 1. Listen and practice. ) (CD2 Track 55) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to ask someone if they like something or not. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. Go around the class and support them if necessary. Activity 4: Practice (Activity B. 2.Look and write. Practice.) - Demonstrate the activity using the example. - Have the students look and write their answers in their Student’s Books.
14. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class. - Have some pairs practice saying the sentences. Monitor the class and support if needed Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering about what they are good at. 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about what they are good at.) - Remind students to prepare next lesson. Lesson 2: C,D. D. FEEDBACK Teaching date: 3/02/2023 Period: 74. UNIT 5: SPORTS AND HOBBIES Lesson 2: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /θ/ sound from the recording (Cognition) 2. Identify the situations using the sentence patterns What are you good at?/ I’m good at kicking. 3. Asking and answering about what they are good at. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sounds; asking and answering about what they are good at.) B. LANGUAGE FOCUS 1. Sound : the /θ/ sound 2. Vocabulary: throwing, three . 3. Sentence pattern: What are you good at?/ I’m good at kicking. C. INSTRUCTIONAL RESOURCES.
15. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 72, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Student’s Observation 3. Look and listen then draw lines. performance Student’s interaction Observation/ key 4. Practice with your friends and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when asking and performance what they are good at. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Slap the board game. - Divide the class into two teams and have them form two lines. - Place the flashcards about the action verbs on the board, showing the images. - Call out a word and have the first student from each group race to slap the correct image on the board and say it correctly. The first student to slap the correct flashcard wins a point for their team. Activity 1: Language input (Activity C- 1. Listen and repeat. ) (CD2 Track 56) - Draw attention to the /θ/ sound. - Briefly explain and demonstrate the sound. - Play the audio (using DCR). - Have the students notice the sound. - Play the audio again. - Have the students listen and repeat. - Correct the students’ pronunciation if needed Activity 2: Language input (Activity C- 2. Chant.) (CD2 Track 57)
16. - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have students listen and repeat. - Play the audio again. - Have the students listen and clap along with the sound and words as they hear them in the chant. Activity 3: Practice (Activity D. 1. Look and listen.) (CD2 Track 58) - Introduce the situation: “At the sports center ” - Have the students look at the story and ask these questions. • Who can you see? (, James, Lucy, Tom, Mai, Alfie ) • What actions can you see? (kick, hit, throw, catch) • What is Grandma doing? (preparing to do a high kick) • How does the man feel? (surprised) - Play the audio (using DCR). - Have the students look and listen. Activity 4: Practice (Activity D. 2. Listen and draw lines.) (CD2 Track 59) - Play the audio and demonstrate the activity using the example. - Play the audio and have the students listen and draw lines. - Play the audio again and check the answers as a whole class. Activity 5: Practice (Activity D. 3. Practice with your friends. ) - Divide the class into two pairs. - Have the students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (saying the sound and asking what they are good at.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the sound and asking what they are good at.) - Remind students to prepare for the next lesson. Lesson 2: E,F.
17. D. FEEDBACK Teaching date: 03/02/2023 Period: 75. UNIT 5: SPORTS AND HOBBIES Lesson 2: E, F STAGE 1: DESIRED OBJECTIVE A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize activities from the pictures.(Cognition) 2. Identify the situations using the sentence patterns: What are you good at?/ I’m good at kicking. 3. ask and answer about what they are good at confidently. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about what sports they can do. B. LANGUAGE FOCUS Vocabulary: hitting, kicking, catching, throwing. Sentence pattern: What are you good at?/ I’m good at kicking. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 73, Eduhome.vn, - Flashcards - Laptop, TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point, ask and answer Observation actions 2. Write about you. Then, ask your Student’s answers/ Observation friends and complete the table. 3. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in asking and interaction Questions & answers answering about what they are good at
18. confidently. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Do as I say game. - Ask SS to do the actions as the teacher says: hitting, kicking, catching, throwing Activity 1: Practice (Activity E. Point, ask, and answer. ) - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point and ask, have the student B answer. - Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2: Practice (Activity F. Write about you. Then, ask your friends and complete the table. - Use DCR on Eduhome to show the examples to the whole class. - Give the students enough time to look at the examples and read them silently. - Have them write about what they are good at. - Have them ask their friends and complete the table. - Afterwards, invite some pairs to present their answers to the whole class. Correct the students’ mistakes and help them with their pronunciation if any Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering about what they are good at confidently.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to asking and answering about what they are good at confidently.) - Remind students to prepare for the next lesson . Lesson 3: A,B. D. FEEDBACK _________________________________________ GRADE 4 Teaching date: 30/1/2023 UNIT 11: WHAT TIME IS IT? Period 70 Lesson 2. 1-3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
19. By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Linda and Tom (setting, participants, topics); listen and draw the time. 2. talk about daily routines using: What time do you ____? − I _____ at _____. 3. use the time reasonablely and save it. B. LANGUAGE FOCUS Key terms/ Vocabulary Have breakfast/lunch/dinner, go to bed. Key grammatical structure The sentence patterns: “What time do you ____? − I _____ at _____. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 8 - Track (Unit 11-page 8). - Flashcards - Situational pictures and character cards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Students’ answers Questions & answers between Linda and Tom such as Key setting, participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Ask and answer about their Student’s talks, and Observation family members, using the interaction Questions & answers sentence patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about performance Questions& answers the time. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. - Get the class to sing the What time is it? song. - Give comments - Lead into new lesson - Tell students that they are going to read a dialogue in which students ask and answer questions about daily routine.
20. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at four pictures (page 8) and answer questions to identify the situation for the conversation. 1. Who are they? (Lind and Tom) 2. Where are they? (on the way to school ) 3. What are they doing?( talking about their daily routine.) - Ask students to look at picture a (Activity 1) (page 8) and answer the following questions: 4. What does Tom ask? (what time do you get up?) 5. What does Linda answer? (six o’clock) - Elicit the sentence patterns: “What time do you ? - Tell students that they are going to practise asking and answering questions about about daily routine. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: Have breakfast/lunch/dinner, go to bed. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: “What time do you get up? Student: six o’clock - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. Ask and answer questions about daily routine. - Show some pictures about daily routine. - Have students choose the picture that they can tell about daily routine using “what time do you ?.... - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Activity 3: Listening practice (Activity 4: Listen and draw the time.) - Ask Ss to open their books on page 8 Tell Ss that they are going to listen listen and draw the time.