period 20 - unit 3.docx

**Date of preparation:.../.../2021** **Date of teaching:.../.../2021** **PERIOD 20: UNIT 3: FRIENDS** Lesson 1: New words + Listening =============================== **I. OBJECTIVES:** **1. Knowledge and skills:** By the end of this lesson, students will gain the following: **Vocabulary:** *...

**Date of preparation:.../.../2021** **Date of teaching:.../.../2021** **PERIOD 20: UNIT 3: FRIENDS** Lesson 1: New words + Listening =============================== **I. OBJECTIVES:** **1. Knowledge and skills:** By the end of this lesson, students will gain the following: **Vocabulary:** **(n): glasses; summer camp** **(adj): slim; blond; stripped** **Structure :** the present simple and present continuous tenses and conversation skills -- "*See you soon*" and "*Talk to you later*" **2. Competence** \- Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations. \- They will raise motivations and interests in learning English as a foreign language \- They work in pairs, groups to develop communicative and team-working skills through learning activities. \- They will develop the competences such as self - control, independent- learning, creativity and problem-solving. **3. Qualities**: \- Students are active to broaden and percept the knowledge \- Students will build their love for their friends and classmates. \- They will have the good attitude to working in groups, individual work, pair work, cooperative learning. **II. TEACHING AIDS:** **Teacher's aids:** Student book and teacher's book, class CDs, flashcards, ISB software, projector/ interactive whiteboard/ TV. **Students' aids:** Student books, notebooks, workbooks. **III. PROCEDURE:** +-----------------------------------+-----------------------------------+ | **A. Activity 1: Warm up** | | | | | | **a) Objectives:** | | | | | | \- To create a friendly and | | | active atmosphere in the class | | | before the lesson; | | | | | | \- To give T and Ss a chance to | | | introduce themselves | | | | | | \- To lead into the unit | | | | | | **b) Content:** | | | | | | \- Students listen to the song " | | | body's parts" to review some | | | vocabulary. | | | | | | **c) Product:** Students review | | | some vocabulary they have learnt | | | before. | | | | | | **d) Organization of the | | | activity:** | | +-----------------------------------+-----------------------------------+ | **Teacher\'s and Students' | **Contents** | | activities** | | +-----------------------------------+-----------------------------------+ | \- T play the song.\ | **Watch the video and sing** | | - Ss listen and sing along | | | | | | \- T ask a question: What is the | | | song about? | | | | | | \- Ss give the answer | | | | | | \- T gives feedback and lead in | | | new lesson. | | +-----------------------------------+-----------------------------------+ | **a) Objectives:** Students can | | | identify, understand the | | | situation and language materials | | | (new vocabulary items). Students | | | can also develop their critical | | | thinking skills (guessing/ | | | reasoning). | | | | | | **b) Content: -** Learn and use | | | language materials (Section: New | | | words page 22). | | | | | | **- Describe yourself using the | | | new words.** | | | | | | **c) Products:** Students know | | | how to pronounce the new words | | | correctly and use them in | | | appropriate situations | | | | | | **d) Organization of the | | | activity:** | | +-----------------------------------+-----------------------------------+ | **Teacher\'s and Students' | **Contents** | | activities** | | +-----------------------------------+-----------------------------------+ | - T uses real things and | **New words.** | | pictures to introduce new | | | words | **New words:** | | | | | - Ss observe and give the | 1. glasses /ɡlæsiz/: Mắt kính | | meaning of words | | | | 2. slim /slɪm/: Thon thả, gầy | | - T guides Ss to read the new | | | words chorally and then | 3. blond hair /blɒnd/: Tóc vàng | | individually. | | | | 4. striped T- shirt (n): áo | | - Ss repeat the new words | phông kẻ sọc | | | | | - T corrects the pronunciation | **Checking new words: cool | | mistakes if necessary. | pair matching game** | | | | | \+ Checking vocabs: | Picture 1: black Picture 6: fat | | | | | \- T has Ss play the game | Picture 2: brown Picture 7: tall | | "cool pair matching" | | | | Picture 3: blond Picture 8: | | \- Ss play the game. | glasses | | | | | **Practice** | Picture 4: slim Picture 9: short | | | | | - T has Ss work in pairs, fill | Picture 5: blue Picture 10: long | | in the table, use the words | | | given. (exercise a/p. 22) | **Write the words in the table. | | | Listen and repeat.** | | - Ss work in pairs to complete | | | the table | **[Answer:]** | | | | | - T has Ss give the answers | +---------+---------+---------+ | | | | **Body* | **hair* | **eyes* | | | - Ss give the answers | | * | * | * | | | | +=========+=========+=========+ | | - T checks and give feedback. | | *Tall* | Red | Blue | | | | | | | | | | - T plays the audio | | *Slim* | Short | Glasses | | | | | | | | | | - Ss listen and check | | *Short* | Blond | Brown | | | | | | | | | | - T checks, corrects and gives | | | Long | | | | feedback. | | | | | | | | | | Brown | | | | **[Production]** | +---------+---------+---------+ | | | | | **Speaking (exercise b/ p. 22)** | **Example.** | | | | | - T demonstrates the activity | **- I am thin.** | | by making an example with | | | these words. | **- I have long hair = My hair is | | | long.** | | - Ss listen | | | | ***Suggested structures:*** | | \- T gives some suggested | | | structures to help Ss | *I am + adj* | | describe themselves more | | | easily | *I have + adj + noun* | | | | | - Ss observe | *My +noun is/are + adj* | | | | | - T asks Ss to do the same | *E.g: My hair is long* | | (individually), then present | | | in front of the class | ***Example**: "I have long hair. | | | My eyes are brown. I have a pair | | - Ss do as requested | of glasses.* | | | | | - T checks and corrects. | | +-----------------------------------+-----------------------------------+ | **C. Activity 3: Listening** | | | | | | **a) Objective:** Ss can make | | | questions or answer the questions | | | to develop a conversation, and | | | they can aslo finish the | | | listening task in the textbook. | | | | | | **b) Content:** Listening to a | | | girl trying to find her friend at | | | a summer camp. | | | | | | **c) Products:** Ss can see how | | | the language learnt to be used in | | | real context and listen for | | | specific information. | | | | | | **d) Competence**: Collaboration, | | | critical thinking, analytical | | | skill, communication, | | | presentation. | | | | | | **e) Organization of the | | | activity:** | | +-----------------------------------+-----------------------------------+ | **Teacher\'s and Students' | **Contents** | | activities** | | +-----------------------------------+-----------------------------------+ | **[Pre listening]** | ***Task a. Listen to a girl | | | trying to find her friend at a | | - T shows the picture of Mary | summer camp. Tick  the person | | and Jane, asks students some | she is looking for.*** | | questions about it. (exercise | | | a/p. 22) | ***Answer: picture A*** | | | | | ***Suggested Q&A:*** | **Task b. Now, listen and circle | | | "True" or "False"** | | *What do they look like?* | | | | **Answer:** | | *-* Ss listen and answer | | | | 1. *True* | | \- T leads to the task. | | | | 2. *False* | | **While listening** | | | | 3. *False* | | - T has Ss listen to the | | | dialogue about a girl trying | 4. *True* | | to find her friend at summer | | | camp, then tick the person | *Emma: Hey, Jake, have you seen | | she is looking for. (listen | my friend, Mary?\ | | the 1^st^ time) | Jake: Mary?\ | | | Emma: Yeah, she\'s in my group.\ | | - Ss listen and then share the | Jake: What does she look like?\ | | answers with their friends. | Emma: She\'s [tall and has long | | | blond hair].\ | | - T has Ss give the answers | Jake: Is she wearing [a striped | | | T-shi]rt [and red | | - Ss give the answers | shorts?\ | | | ]Emma: Yes, she is.* | | - T plays the recording the | | | second time to check the | *Jake: She went back to camp with | | answer. | Jane.\ | | | Emma: Who?\ | | \- T has Ss read the sentences | Jake: Jane Stephens.\ | | and guess whether they are True | Emma: What does she look like?\ | | or False | Jake: She\'s [short and has short | | | black hair.\ | | \- Ss do as requested | ]Emma: Is she wearing | | | [glasses?]\ | | - T has Ss listen again and | Jake: No, she isn\'t.\ | | circle True or False. | Emma: I think I know who she is. | | | Ok, I will find her. See you | | - Ss listen and compare the | soon. Bye!\ | | answers with their partners. | Jake: See you soon./ Talk to you | | | later.* | | - T has Ss give the answers | | | | | | - Ss give the answers | | | | | | - T has Ss listen again and | | | check their answers | | | | | | - Teacher checks and corrects. | | | | | | **Post listening** | | | | | | **Speaking.** | | | | | | - T explains that we often end | | | a friendly conversation by | | | saying \"See you soon.\" or | | | \"Talk to you later.\" | | | | | | - Ss work in pairs, role play | | | with their partner. Imagine | | | you are finding your friend. | | | | | | - Some pairs present in front | | | of the class. | | +-----------------------------------+-----------------------------------+ | **Homework** | | | | | | \- Teacher guides students to | | | have a look back on the lesson at | | | home, do exercises in workbook | | | and get ready for the next | | | lesson. | | | | | | \- Students: | | | | | | \- Learn by heart the new words. | | | | | | \- Practice describing someone's | | | personal appearance. | | | | | | \- Do exercises in Workbook: | | | Lesson 1 - New words and | | | Listening (page 14). | | | | | | \- Prepare: Lesson 1 -- Grammar | | | (page 23 -- SB). | | +-----------------------------------+-----------------------------------+ **[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]**