I. OBJECTIVES

Language:

By the end of the lesson, pupils will be able to:

- use the words and phrase play badminton, run, paint, walk in relation to the topic “Outdoor activities”;

- use He’s / She’s _____. to talk about what someone is doing outdoors;

- listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Outdoor activities”;

- understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone is doing;

- enhance the correct use of He’s / She’s ____. to ask and answer questions about what someone is doing.

Core competencies:

decision making, teamwork, work standards, reliability, motivation

General competences:

Listening: listen and recognize the contexts, focus on introducing someone, then repeat.

Critical thinking: talk about friends.

Oral communication: speak about friends, ask and answer the questions.

Self-control & independent learning: perform listening tasks.

Communication and collaboration: work in pairs or groups.

Sociability: talk to each other, say good words to others.

Attributes:

Kindness: help partners to complete learning tasks.

Diligence: complete learning tasks.

Honesty: tell the truth about feelings and emotions.

Responsibility: appreciate kindness.

Leadership: collaborate with teachers to enhance language skills.

II. RESOURCES AND MATERIAL:

- Student’s book Page 58

- Audio Tracks 84, 85

- Teacher’s guide Pages 231, 232, 233

- Website sachmem.vn

- Flash cards/ pictures and posters (Unit 19)

- Computer, projector, …

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up.

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 18, Lesson 1.

- 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: Chant and do activities (Unit 18,
Lesson 3).

- Ask pupils to chant and do the actions in Unit 18, Lesson 3 in groups.

- Give points for the groups and encourage them.

Option 3:

- Play game in the PowerPoint Unit 19 –
Lesson 1 – Period 1.

- Divide the class into 2 teams to play “I’m a fairy”.

- Each team chooses one letter to go to the question.

- Have pupils look, read and choose the right option.

- Back to the menu for pupils to choose another question.

- Pupils continue their turns until there are not any letters left.

- The team with the most points wins.

Whole class

Group work

Individual work/ Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone is doing.

b. Input:

– Context a: Lucy: Look! Nam is running.

                       Mai: Yes, he is.

– Context b: Lucy: Look! Linh is painting.

                       Mai: Yes, she is

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focus on what someone is doing.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary.

Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 5: Draw their attention to the sentences Nam is running and Linh is painting. Tell pupils that they are sentences describing what someone is doing.

Whole class

Whole class

Whole class/ Individual work

Pair work

Individual work

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly use He’s / She’s             . to talk about what someone is doing.

b. Input:

– Picture cues:

a. a girl is playing badminton

b. a boy is running

c. a boy is painting

d. a girl is walking

– Speech bubbles: He’s / She’s              .

Audio script:

a. playing badminton                b. running

c. painting                                  d. walking

She’s playing badminton.

c. Outcome:

Pupils can correctly use He’s / She’s            . to talk about what someone is doing.

d. Procedure:

Step 1: Have pupils look at the pictures and identify the characters (a boy or a girl). Have the class repeat the words / phrases a few times.

Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (playing badminton). Follow the same procedure with the other three pictures.

Step 3: Point at Picture a and have pupils listen and repeat after the recording (She’s playing badminton.).

Step 4: Have pairs practise saying He’s/ She’s ______. with Pictures b, c and d.

Step 5: Invite a few pupils to point at the pictures and talk about what someone is doing in front of the class.

Game: Slap the board

- Divide the class into four teams.

- Stick the pictures of activities on the board.

- Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again.

- The one who says faster will get points.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Individual work

Group work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of He’s / She’s ______. to ask and answer questions about what someone is doing in a freer context.

b. Input:

– Picture cues: In the park, a boy is playing football, a girl is running, a girl is painting.

 – Speech bubbles: He’s / She’s           .

c. Outcome:

Pupils can enhance the correct use of He’s / She’s           . to talk about what someone is doing.

d. Procedure:

Step 1: Draw pupils’ attention to the picture.
Ask questions to help them identify the context (see Input).

Step 2: Tell individual pupils to talk about what someone is doing in the park. Go around the classroom to offer support.

Step 3: Invite some pupils to the front of the class to talk about what someone is doing.

Preparation for the project:

Tell pupils about the project on page 63.
Ask them to prepare it at home by colouring the characters in the picture on a copy and bring their work to class to present it at Project time.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Individual work/ Whole class

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the words in the picture of Activities 1, 2 and repeat after the recordings to consolidate the lesson.

Option 2:

Game: Sentence Puzzle

- Divide the class into groups of four.

- Give each group a sentence that is broken/cut into pieces.

- Ask them to arrange them to make a complete sentence, then read it aloud.

- The group that makes it first will be the winner.

Option 3: Play game in the PowerPoint for Unit 19 – Lesson 1 – Period 1.

- Divide the class into 2 teams to play “I’m a fairy – Level 2”.

- Each team chooses one letter to go to the question.

- Have pupils look, read and choose the right option.

- Back to the menu for pupils to choose another question.

- Pupils continue their turns until there are not any letters left.

- The team with the most points wins.

Whole class

Group work

Group work