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WEEK 20 Monday, January 30th 2023 C: 3CT1; 3AT2; 3BT3 Period: 77 UNIT 12: Jobs Lesson 1 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: Listen to and understand two communicative contexts to ask and answer questions about the jobs of family members and tick the correct pictures. Complete the two gapped sentences and two gapped dialogues with the help of the picture cues. Sing the song My mother and my father with the correct melody and pronunciation. - Vocabulary: work standards, reliability, motivation, teamwork - Sentense pattner: review 2. Skills: Listening, writing and speaking. 3. Quality/Attitude: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Diligence: complete learning tasks. 4. Competence: - Critical Thinking: look, complete and read - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. B. RESOURCES AND MATERIAL: Pupil’s book Page 13 Audio Tracks 14, 15 Teacher’s guide Pages 152, 153 Website sachmem.vn Flashcards/pictures and posters (Unit 12) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Game: Throw the ball. Step 1: Divide the class into 2 teams. Step 2: Stick the pictures of the activities on the board. Teacher says a word, a pupil from each team has to point/throw the ball to the right picture and says the word three times. Step 3: Encourage pupils to take part in the game. Step 4: Give points to pupils. Option 2: Game: Spelling bee Review the previous lesson by having the class play the game Spelling bee, using the words: doctor, teacher, driver, worker. Step 1: Divide the class into 4 teams. Step 2: Pupils from each team take turns to go to the front, then choose one letter to form the correct words. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. II. Listen and tick. *Aims: To listen to and understand two communicative contexts to ask and answer questions about the jobs of family members and tick the correct pictures *Procedure: – Picture cues: 1a. a teacher 1b. a worker 2a. a doctor 2b. a driver Audio script: 1. A: This is my father. B: What's his job? A: He's a teacher. 2. A: This is my mother. B: What's her job? A: She's a driver. Pupils can listen to and understand two communicative contexts to ask and answer questions about the jobs of family members and tick the correct pictures. Key: 1. a 2. b *Outcome: Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for the job in each picture. Play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Repeat Step 1 with Pictures 2a and 2b. Step 2: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Extension: If the time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation if necessary. Game: Listen and choose A or B There are 2 pictures A, B. Pupils listen to the recording and choose the correct one. This can be played in groups to make it more interesting. III. Look, complete and read *Aims: To complete the two gapped sentences and two gapped dialogues with the help of the picture cues *Procedure: – Four picture cues – Four gapped sentences and two gapped dialogues Pupils can complete the two gapped sentences and two gapped dialogues with the help of picture cues. Key: 1. a doctor 2. a teacher 3. a worker 4. a driver *Outcome: Step 1: Have pupils look at the pictures and identify the jobs in the pictures. Step 2: Have pupils look at the four incomplete sentences and dialogues. Draw their attention to the missing words in the sentences. Step 3: Model Picture 1. Have pupils look at the sentence. Ask them what is missing in the sentence (a doctor). Then have them look at the picture and identify the job. Have them complete the gap. (She's a doctor). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the sentences and dialogues individually. Get pupils to swap books with a partner, then check the answers as a class. Ask a few pairs to read the sentences and dialogues aloud. Game: Role play Step 1: Divide the class into 2 teams. Step 2: Invite each pupil from each team to go to the board and practise “What’s her/ his job? – She’s/ He’s ________.” Step 3: Encourage pupils to practise speaking. Step 4: Give points to pupils. IV. Let’s sing. *Aims: To sing the song My mother and my father with the correct melody and pronunciation *Procedure: The lyrics and the recording of the song My mother and my father Pupils can sing the song My mother and my father with the correct melody and pronunciation. *Outcome: Step 1: Have pupils look at the pictures illustrating the song lyrics and say what they can see in the pictures. Elicit the words worker and driver. Step 2: Play the recording and ask pupils to clap their hands when they hear the words mother and father. Play the recording again for the class to listen and clap their hands. Play the recording again and ask pupils to do the TPR actions for worker and driver when they hear the words worker and driver. Play the recording again for the class to listen and clap their hands. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording a few times for them to practise singing, clapping and doing the actions while singing. Extension: Put pupils into groups and have them create their own actions for the song. Invite groups to the front of the class to perform while the rest of the class sing and/ or clap along. Encourage the class to praise or cheer for the performers. Game: Sing and dance Step 1: Divide the class into 4 teams. Step 2: Play the music for pupils to sing and do the actions. When the music stops, pupils stop their actions. Anyone who can not stop in time will be eliminated. Step 3: Encourage pupils to sing and dance. Step 4: Give points to pupils. V. Adjustment after the lesson. (If have) Tuesday, January 31th 2023 S: 3CT2; 3BT3; 3AT4 Period: 78 UNIT 12: Jobs Lesson 2 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: Understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about someone’s job. Correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she isn’t. to ask and answer questions about someone’s job. Enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context. 2. Skills: Listening, writing and speaking. 3. Quality/Attitude: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Diligence: complete learning tasks. 4. Competence: - Critical Thinking: look, complete and read - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. B. RESOURCES AND MATERIAL: Pupil’s book Page 14 Audio Tracks 16, 17 Teacher’s guide Pages 154, 155 Website sachmem.vn Flashcards/pictures and posters (Unit 12) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the My mother and my father song. Ask pupils to sing the song. Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Simon says Review the previous lesson by having the class play the game Simon says, using the words: doctor, teacher, driver, worker. Teacher says “Simon says ” for the pupils to do the actions. When the teacher doesn’t start the sentence with “Simon says”, pupils do nothing. Who can make it until the end is the winner. Simon says: Be a teacher. Be a cook. Simon says: Be a cook. Simon says: Be a nurse. Simon says: Be a farmer. Be a singer. Simon says: Be a singer. II. Look, listen and repeat To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about someone’s job Context a: Bill: Is she a worker? Linh: Yes, she is. Context b: Bill: Is he a doctor? Linh: No, he isn’t. He’s a nurse. Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about someone’s job. Step 1: Have pupils look at Pictures a and b and elicit the names of the speakers and the people in the pictures. Step 2: Have pupils look at Picture a. Play the recording again for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the questions Is she a worker? and Is he a doctor? and the answers Yes, she is. and No, he isn’t. Tell pupils that they are questions and answers to ask about someone’s job. III. Listen, point and say To correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job – Picture cues: a. a farmer b. a nurse c. a singer d. a cook - Speech bubbles: Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. – Flash cards for cook, farmer, singer and nurse Audio script: a. a cook / yes b. a farmer / yes c. a cook / no / a singer d. a farmer / no / a nurse A: Is he a cook? A: Is she a cook? B: Yes, he is. B: No, she isn’t. She’s a singer Pupils can correctly say the words and use Is he / she _____? – Yes, he / she is. / No, he / she isn’t. He’s / She’s _____. to ask and answer questions about someone’s job Step 1: Have pupils look at the pictures and elicit the jobs. Step 2: Have pupils point at Picture a (a cook), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Use the flashcards for cook, farmer, singer and nurse to elicit the words. Step 3: Point at Picture a and ask the question Is he a cook? Elicit the answer Yes, he is. Continue with Picture c to elicit the answer No, she isn't. Have pupils listen and repeat after the recording. Step 4: Hold up a flash card and ask a question. Complete the question with different words for jobs to elicit Yes, she/he is. or No, she/he isn’t. Then have the class repeat the answer. Step 5: Have pairs use the pictures in their books to ask and answer questions. Go around the classroom to offer support. Step 6: Invite a few pairs to point at the pictures and make a dialogue. Game: Listen and choose. Pupils listen to the recording, look at the picture, then choose the answer (Yes or No). This game can be played in groups. Each group has a board to write the answers. Groups that have the correct answers will get points. Encourage pupils to say the sentences aloud after checking the answers IV. Let’s talk To enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context – Four pictures showing four jobs. – Speech bubbles: Is he / she ______? – Yes, / No, ______. – Flash cards for farmer, nurse, singer and cook Pupils can enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context. Step 1: Hold up the flash cards to elicit the jobs. Have pupils look at the pictures. Point at the pictures and elicit the jobs. Point at a certain person in the picture and elicit the missing words in the gapped bubbles. Step 2: Give pupils time to take turns practising the questions and answers in pairs. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the people in the pictures. Game: Let’s go fishing Step 1: Divide the class into 4 teams. Step 2: Invite 2 pupils from each team to go to the board, choose one question and practise speaking “Is he/ she ________? – Yes, he/she is – No, he/ she isn’t.”. Step 3: Encourage pupils to practise speaking English. Step 4: Give points to pupils. V. Home-link. VI. Adjustment after the lesson. (If have) Thursday, February 02th 2023 S: 3AT1; 3BT2; 3CT3 Period: 79 UNIT 12: Jobs Lesson 2 (4,5,6) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: listen to and understand four communicative contexts to ask and answer questions about someone's job and number the correct pictures. correctly the four gapped dialogues with the help of the picture cues. revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’. 2. Skills: Listening, writing and speaking. 3. Quality/Attitude: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Diligence: complete learning tasks. 4. Competence: - Critical Thinking: look, complete and read - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. B. RESOURCES AND MATERIAL: Pupil’s book Page 15 Audio Tracks 18 Teacher’s guide Pages 156, 157 Website sachmem.vn Flashcards/pictures and posters (Unit 12) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song My mother and my father. Ask pupils to sing the song. Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: What do they do? Review the previous lesson by having the class play the game, using the words: farmer, nurse, singer, cook, doctor, worker, teacher and driver. Step 1: Divide the class into 4 teams. Step 2: One pupil from each team will go to the front, look at the picture then answer the question. The fastest pupil will get points. After that, each of them has to say the job word aloud 3 times. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. Option 3: Game: Throw the ball. Step 1: Divide the class into 2 teams. Step 2: Stick the pictures of jobs on the board. Teacher says a word, a pupil from each team has to point/throw the ball to the right picture and say the word three times. Step 3: Encourage pupils to take part in the game. Step 4: Give points to pupils II. Listen and number To listen to and understand four communicative contexts to ask and answer questions about someone's job and number the correct pictures – Picture cues: a. a nurse b. a cook c. a singer d. a farmer Audio script: 1. A: Is she a farmer? B: Yes, she is. 2. A: Is your mother a cook? B: Yes, she is. 3. A: Is your mother a doctor? B: No, she isn’t. She’s a nurse. 4. A: Is she a teacher? B: No, she isn't. She's a singer Pupils can listen to and understand four communicative contexts to ask and answer questions about someone's job and number the correct pictures. Key: 1. d 2. b 3. a 4. C Step 1: Have pupils look at the pictures. Point at each picture to elicit the job. Play the recording twice so that pupils can do the task. Play the recording the third time to give pupils another listening opportunity. Step 2: Check answers together as a class. Play the recording again for pupils to correct their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation if necessary. III. Look, complete and read To complete the four gapped dialogues with the help of picture cues – Four picture cues – Four gapped dialogues Pupils can complete the four gapped dialogues with the help of picture cues. Key: 1. she is 2. he isn't; singer 3. Yes, she is 4. No; farmer Step 1: Have pupils look at the pictures and identify the jobs in the pictures. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the answers. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask the question, have them look at the picture and answer the question. Have pupils complete the answer (she is). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the dialogues individually. Get pupils to swap books with a partner, then check the answers as a class. Ask a few pairs to read the dialogues aloud. Game: Role play Step 1: Divide the class into 2 teams. Step 2: Invite each pupil from each team to go to the board and practise “Is she/ he a _____? – Yes, she/ he is. No, she/ he is.” Step 3: Encourage pupils to practise speaking. Step 4: Give points to pupils IV. Let’s play To revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’ – A picture showing pupils how to play the game – Flash cards of the unit vocabulary Pupils can revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’. Step 1: Hold up a flash card for driver and ask pupils Is he a driver? and elicit the answer Yes, he is. Ask pupils to clap their hands and repeat the answer. Ask pupils to clap their hands and say Yes, he / she is. if the answer is Yes. Keep holding a flash card for driver and ask another question to elicit No, he isn’t. Ask pupils to stamp their feet and repeat the answer. Ask pupils to stamp their feet and say No, he / she isn’t. if the answer is No. Step 2: Repeat the procedure with the other flash cards. Extension: Invite a few pupils to the front of the class and ask questions. V. Home-link. VI. Adjustment after the lesson. (If have) Friday, February 03th 2023 S: 3AT1; 3BT2; 3CT3 Period: 80 UNIT 12: Jobs Lesson 3 (1,2,3) A. OBJECTIVES: - By the end of the lesson, Ss will be able to: 1. Language focus: Correctly pronounce the sounds of the letters er and or in isolation, in the words mother and doctor and in the sentences My mother is a teacher. and My father is a doctor. Identify the words mother and doctor while listening. Say the chant with the correct rhythm and pronunciation 2. Skills: Listening, writing and speaking. 3. Quality/Attitude: Listening: listen and recognize the jobs, then repeat Critical thinking: talk about jobs Oral communication: speak about jobs, ask and answer the questions 4. Competence: - Critical Thinking: look, complete and read - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. B. RESOURCES AND MATERIAL: Pupil’s book Page 16 Audio Tracks 19, 20, 21 Teacher’s guide Pages 157, 158, 159 Website sachmem.vn Flashcards/pictures and posters (Unit 12) Computer, projector C. PROCEDURE: I. Warm up. Greet the class. Option 1: Sing the song My mother and my father. Ask pupils to sing the song. Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Picking coconuts Review the previous lesson by having the class play the game, using the words: teacher, nurse, driver, cook, doctor, driver, farmer and singer. Step 1: Divide the class into 4 teams. Step 2: Invite one pupil from each team to the front, listen to the recording and choose the right answer. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils II. . Listen and repeat To correctly repeat the sounds of the letters er and or in isolation, in the words mother and doctor, and in the sentences My mother is a teacher. and My father is a doctor. with the correct pronunciation and intonation – The letters er, the word mother and the sentence My mother is a teacher. – The letters or, the word doctor and the sentence My father is a doctor. Pupils can correctly repeat the sounds of the letters er and or in isolation, in the words mother and teacher and in the sentences My mother is a teacher. and My father is a doctor. with the correct pronunciation and intonation. Step 1: Draw pupils’ attention to the letters er, the word mother and the sentence My mother is a teacher. Play the recording and encourage them to point at the letter/ word/ sentence during their listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary, and praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letter or. Game: Listen and choose. Divide the class into 2 groups. Let the pupils listen to the recording, then choose the correct word III. Listen and circle To identify the words mother and doctor while listening Two pairs of sentences Audio script: 1. My mother is a teacher. 2. Is your father a doctor? Pupils can identify the words mother and doctor while listening. Key: 1. b 2. B Step 1: Draw pupils’ attention to the sentences and tell pupils what to do in the task. Play the recording twice for pupils to circle the correct options. Step 2: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Play the recording so that pupils can check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. Game: Chinese whisper Step 1: Divide the class into four teams. Step 2: Invite 5 pupils from each team to line up. The first pupil gets a card/ listens to the teacher’s whisper. Pupils whisper sentences to the next friends in their lines. The last pupils say the sentences aloud. Step 3: Encourage pupils to join in the game. Step 4: Give points to the teams. IV. Let’s chant To say the chant with the correct rhythm and pronunciation The lyrics and the recording of the chant. Pupils can say the chant with the correct rhythm and pronunciation Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension. Step 2: Play the recording all the way through. Encourage pupils to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters er and or, the words mother and doctors, and the sentences That’s my mother. and My mother is a doctor. in the chant. Step 3: Play the recording line by line for pupils to listen to and repeat. Correct their pronunciation if necessary. Step 4: Play the recording all the way through for pupils to say the chant. Encourage them to clap along while saying the chant. Extension: Divide the class into two or more groups to take turns listening and repeating the chant, while the rest of the class claps along. Game time: Step 1: Divide the class into 4 teams. Step 2: Invite one pupil from each team to stand up and say one sentence aloud, the next one continues. Then take turns reading the chant. Who can make it correctly will get points for the team. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. V. Home-link. VI. Adjustment after the lesson. (If have)