Giáo án học kì 2

Week 21

Objectives: - Students can identify different places in a home.

                  - Students can understand a short story.

Topic- Key language

Resources and Materials

Key Activities

UNIT 8

Where’s Grandma?

Lesson 1

WORDS

Integrated skills:

speaking, listening, reading, writing

Key vocabulary:

kitchen, living room,

dining room, bedroom, bathroom

Resources:

Textbook: FAMILY AND FRIENDS

Class book p.54

Workbook p.54

Materials:

- Flashcards 69 – 73

- CD track 86 – 88

- Story poster 8

Additional vocabulary:

certificate, show, surprise, good, work, good job

INTRODUCTION

Weather Report:

Warm up and review:

Sing the song “Hello, How do you do?”

Guessing Game: Divide the class into groups. Stick the flashcards 61-68 on the board (dress , socks , pants … ) then give students the clue to guess the word

Ex: This word has 5 letters. The first is D and the last is S.  D __ __ __ S

Can you guess what it is?

Students race to the board, getting the correct picture then say it aloud. The group that has the most cards is the winner.

Lesson presentation:

- Use flashcards 69 – 73 to introduce the new words, playing the recording. Students listen, point to the pictures p54 and repeat.

- Check students’ understanding by asking questions.

Ex: What can you see in the dining room?  hairs and tables )

        What can you do in the dining room? ( eat )

- Give students the word cards, do the chant. They listen, say and hold the words in the air.

DEVELOPMENT

      Dialogue presentation :

- Stick the story poster 8 on the board, explaining some new words. Ask questions to encourage predictions from different members of the class Who’s this? What happens

? What room are they in?

- Play the recording, point to the poster and explain the story. Students listen and practice.

      Role – play: Students work in groups of 6, acting out the story.

      Comprehension questions: Ask some questions to check their understanding.

What does Rosy have? Is grandma in the kitchen? Is Dad in the living room? Where are Rosy’s family members?

CONSOLIDATION

      My group’s house: Students work in groups of 6, draw and color a big house with some rooms .Then, each group comes to the front and talk about the house by using simple sentences. T sticks their works on the “Works from our heart” corner.

Ex: This is my group’s house. This is a kitchen. These are 2 bedrooms.   …………….

Story time: “I love you , Mother ”

Homework: Workbook ( page 54)

Week 21

Objectives: - Students are able to ask and answer questions about where people are.

                   - Students can write Is or Are at the beginning of questions.

                   - Students can act out a story.

Topic- Key language

Resources  and Materials

Key Activities

UNIT 8

Where’s Grandma?

Lesson 2

GRAMMAR

Integrated skills:

speaking, listening, reading, writing

Review vocabulary:

Rooms in a house.

Members of a family

Sentence patterns:

Where’s grandma?

She’s in the bedroom.

Resources:

Textbook: FAMILY AND FRIENDS

Class book p. 55

Workbook p. 55

Materials:

- Hello flashcards 1-3

- Family flashcards

57- 60

- CD track 88 - 89

- Story poster 8

Where are Dad and Billy?

They’re in the kitchen.

Is she in the bedroom?

-          Yes, she is.

Are they in the living room?

-          No, they aren’t.

INTRODUCTION

Weather Report:

Warm up and review:

Students sing the song “ In my family ” p.42

Miming Game: Mime the action of going to bed. Students call out “Bedroom!”

- Ask a student to come to the front and mime something he / she might do in one of the other rooms. The others guess. Repeat with the other house words.

Lesson presentation:

- Use the story poster 8 to ask students what happened in the story to model the patterns. Gives a meaningful context to lead in the patterns Children! Let’s visit Rosy’s family again. Rosy is holding a certificate that she has been awarded and she wants to show it to her family. Is Grandma in the kitchen? Are Dad and Billy in the living room? Where’s Grandma? Where are Dad and Billy?

- Write the sentence patterns on the board, show students how to make the short forms She’s / He’s and They’re by writing the words separately and then together on the board and show how to use “ She’s , He’s , They’re ”

- Put the grandma flashcard on the board and write “She’s” next to the picture of grandma. Replace the picture of grandma with grandpa and write the word “He’s”

Put flashcards of at least 2 other family members on the board and write “They’re” next to the pictures.

- Play the recording for students to repeat. (Repetition Drill and Substitution Drill)

DEVELOPMENT

      Practice :

- Draw a big house with 5 rooms on the board. Put the family flashcards (1-3, 57-60) in each room of the house.

- Model the question and answer with some students, then ask students work in pairs.

- Call some students come to the front to practice the patterns.

Look and Say: Ask students to work in pairs - take turns asking and answering about the pictures on p.55

      Look again and write :

Ask students to look the exercise in their class books and complete the sentences individually. Go over the activities with the class.

CONSOLIDATION

      Matching :

Give each student a worksheet with questions and answers. Check their answers to know how they combine the sentences with he’s, she’s and they’re.

Story time: “I love you , Mother ”

Homework: Workbook ( page 55)

Semester 1- Week 10

                                                                                                                             Periods 5 - 6

Objectives: - Students can identify more words for homes.

                  - Students can use house words in the context of a song.

Topic- Key language

Resources  and Materials

Key Activities

UNIT 8

Where’s Grandma?

Lesson 3

SONG

Integrated skills:

speaking, listening, reading, writing , singing

Key vocabulary:

house, apartment, flat, upstairs, downstairs .

Resources:

Textbook: FAMILY AND FRIENDS

Class book p.56

Workbook p.56

Materials:

- My house flashcards                              69 – 77

- CD track 90 – 91

Additional vocabulary:

follow, table, chair,

go through

INTRODUCTION

Weather Report:

Warm up and review:

Song “ The Family Song  ” – Tiny Talk  p.72

Chinese Whisper: Divide class into groups. Show a sentence to the last student from each group. He / She whispers to the next student. Continue to the first student, he / she races to the board say it aloud and write the sentence (if the student is good enough).

Ex: Rosy is in the dining room. Dad and Grandma are in the living room. …………    

Lesson presentation:

- Use the flashcards 74 – 77 to introduce new words. Hold up the cards, playing the recording and ask students to listen. 

- Students look at the pictures, listen to the recording and say the words again.

- Hold up the cards and ask individual students to say the words.

DEVELOPMENT

      Activity:

- Divide class into groups. Put flashcards 69 – 77 in different places around the room. -- Say the words. Students race and get the correct pictures. The group getting the most pictures is the winner.

      Present the song:

Ask students look at the picture of the house on p.56. Use pictures to explain some new words. Play the recording, say the words and ask students to repeat. Ask individual students to say the words again.

      Song actions :

Come into my house (arms open to welcome)

What can you see? (look from left  to right)

Upstairs and downstairs ( point upwards and downwards )

Come, follow me (beckon)

Go through the door ( open the door )

Go upstairs (point upwards)

Go downstairs (point downwards)

What’s in my bedroom / the dining room? (open the door )

Four teddy bears (cuddle a teddy bear)

Table and chairs ( sit down)

Practice with the class. Play the recording for students to sing the song and do their actions.

CONSOLIDATION

      Interview : Students walk around the class to interview the others by using questions :

• Where’s your bedroom?  It’s upstairs / downstairs.
• What’s in your bedroom?   a bed, a teddy bear,…
• Where’s your dining room? …… 

Story time: “I love you , Mother ”

Project based activity: HALLOWEEN DAY

• Materials:  Sheets of paper with the simple 8- shaped mask.

                        Pencils  -  Scissors  -  A paper stapler   -  Crayons   -  Cardboard    -  Markers  -  stickers  -  Glue  - String or  ribbon.

• Step 1: Students cut the simple 8 shapes out of the papers.

Homework: Workbook ( page 56)