I. OBJECTIVES

Language:

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

- understand and correctly repeat the sentences in two communicative contexts to talk about an action in progress;

- correctly say the words and use I’m _____. to identify an action in progress;

-        - enhance the correct use of I’m _____. to identify an action in progress in a freer context.

Core competencies:

Decision making, teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication, planning and organization

General competences:

Listening: listen and repeat.

Oral communication: let’s talk.

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.

Responsibility: appreciate kindness.

Secure and organized: join activities to have fun and relax after busy working or studying.

II. RESOURCES AND MATERIAL:

-        - Student’s book Page 52

-        - Audio Tracks 74, 75

-        - Teacher’s guide Pages 221, 222, 223

-        - Website sachmem.vn

-        - Flash cards/ pictures and posters (Unit 18)

- 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 17 - 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 17, Lesson 3).

-        - Ask pupils to chant and do the actions along the chant in Unit 17, Lesson 3 in groups.

- Give points to the groups and encourage them.

Option 3: Domino Game

-        Divide the class into 2 teams: Boys and Girls.

-        Members of each team try to give answers after seeing the animal’s pictures on the screen to get the points.

-        If they answer incorrectly, they lose their turns.

Whole class

Whole class/

Group 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 to talk about an action in progress.

b. Input:

– Context a: Mum: Where are you, Linh? Linh: I’m in my room.

– Context b: Linh: Mum, I’m dancing. Mum: Have fun!

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts to talk about an action in progress.

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Point at each picture, elicit the names of the speakers 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 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 to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the sentence I’m dancing. Tell pupils that it is used to talk about an action in progress.

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 say the words and use I’m _____. to identify an action in progress.

b. Input:

– Picture cues: a. a girl is writing      b. a girl is dancing

                           c. a boy is singing     d. a boy is reading

– Speech bubble: I’m _____.

– Flash cards for writing, dancing, singing and reading

Audio script:

a. writing    b. dancing     c. singing     d. reading

I’m writing.

c. Outcome:

Pupils can correctly say the words and use I’m ________. to identify an action in progress.

d. Procedure:

Step 1: Have pupils look at the picture cues, and elicit the actions in progress.

Step 2: Have pupils point at Picture a (writing), 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. Hold up the flash cards for writing, dancing, singing and reading and have pupils say the words.

Step 3: Point at the speech bubble and have pupils listen and repeat after the recording (I’m writing). Repeat the same procedure with the other three pictures.

Step 4: Point at one of the pictures randomly to elicit the sentence or use the flash cards for writing, dancing, singing and reading to elicit the action and I’m _____. Have pupils do the TPR action while saying each sentence.

Step 5: Give pupils time to work in pairs. Remind them that they can select any of the four pictures to point and say the sentence. Go around the classroom to offer support.

Step 6: Invite a few pupils to point at the pictures and say the sentences in front of the class.

Game: Moving matchmaker

-        - Divide the class into 2 teams: Boys and Girls.

- Call each member to choose one number to show a picture.

- The pictures will move around the words.

- Pupils have say STOP to match the correct pictures and words. T clicks the button again to stop the pictures.

-        - Pupils then say I’m ______.

Whole class/ Individual work

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 I’m _____. to identify an action in progress in a freer context.

b. Input:

– Picture cue: Four pupils are reading, dancing, singing and writing.

– Speech bubble: I’m _____.

c. Outcome:

Pupils can enhance the correct use of I’m _____. to identify an action in progress in a freer context.

d. Procedure:

Step 1: Have pupils look at the picture cue and read the gapped speech bubble. Tell them about the activity.

Step 2: Give pupils time to practise in pairs, do the action and say: I’m _____. in context. Remind pupils to do the action while saying. Circulate round the class during the activity and offer help or correct the pronunciation where necessary.

Step 3: Invite some pupils to the front of the class to act and say. Praise them, and get the class to cheer or clap hands if they do a good job.

Extension: Pupils can choose a pupil in the picture cue, do the action, say I’m _____. to describe an action in progress, and have other friends guess who they are pretending to do.

Game: Guess what?

-        T asks some pupils come to the board and do some actions to describe words (dancing, singing, writing, reading) and the others will guess. If pupils can answer correctly, they will get points for their teams.

Preparation for the project:

Tell pupils about the project on page 57. Ask them to prepare the photos of themselves to share with their friends and introduce what they are doing in the photos. They need to prepare the captions for the photos. In Lesson 2, Period 4, remind pupils again of what they need to prepare for the project.

Whole class/ Individual work

Pair work

Individual work

Group work/ Whole class

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

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

Option 2:

Game: WHERE’S MICKEY?

- Divide the class into 4 teams.

- Decide on the winning overall score for this game (e.g. 20).

- Click on the Mickey sitting on top of the big cubes. He will fly off and hide in one of the cubes.

- Each team then clicks the small cube in their cloud to indicate which cube they think Mickey is going to be found under. Click the big cube to see if Mickey is there.

- The team choosing the correct cube has to say the sentence with I’m… If they say correctly, they will get points for their team.

- Then click the ‘NEXT’ sign for the next turn.

- Continue to play until one team achieves the winning overall score.

Whole class

Group work