This lesson focuses on reviewing sports and hobbies, enabling students to discuss what sports they can do and what they are good at. Key activities include vocabulary practice, listening tasks, and pair work to enhance communication skills. Students will also engage in games and complete homework assignments to reinforce their learning.
This lesson focuses on reviewing sports and hobbies, enabling students to discuss what sports they can do and what they are good at. Key activities include vocabulary practice, listening tasks, and pair work to enhance communication skills. Students will also engage in games and complete homework assignments to reinforce their learning.
This lesson focuses on reviewing sports and hobbies, enabling students to discuss what sports they can do and what they are good at. Key activities include vocabulary practice, listening tasks, and pair work to enhance communication skills. Students will also engage in games and complete homework assignments to reinforce their learning.
This lesson focuses on reviewing sports and hobbies, enabling students to discuss what sports they can do and what they are good at. Key activities include vocabulary practice, listening tasks, and pair work to enhance communication skills. Students will also engage in games and complete homework assignments to reinforce their learning.
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Week 22
UNIT 5 – SPORTS AND HOBBIES
Review and Practice 1 (page 80) 1. Objectives By the end of this lesson, students will be able to review talking about what sports they can do and talking about what they are good at. 1.1. Language knowledge and skills Vocabulary: kicking, painting, hitting, throwing, catching, soccer, volleyball, badminton, basketball. Sentence patterns: What are you good at? / Can you play soccer? Skills: Listening, Reading, Writing, and Speaking. 1.2. Competences Self-control and independent learning: review talking about what sports they can do and talking about what they are good at. Communication and collaboration: work in pairs or groups to talk about what sports they can do and talk about what they are good at. Critical thinking and creativity: learn how to talk about what sports they can do and talk about what they are good at. 2. Teaching aids and materials - Flashcards, spinner 3. Procedures
Stages/Timing Activities Expected
outcomes Warm up - Greeting to the class, Class rule Students (5 minutes) - Divided into 4 teams: team 1, team 2, team 3, team 4. can identify Play the Go get it game. and get the - Divide the class into two teams. correct - Place the flashcards around the class. flashcards. - Say the word twice so that the students can hear. - Say “Go get it” and then the student from each team has to run quickly to find and grab the flashcard the teacher said and they have to repeat the word. - The team with the most flashcards at the end wins. Presentation Answer the questions. Students (20minutes) - Use DCR on Eduhome to show the class Task A. Listen can identify and draw lines. on page 80. the - Ask them to ask these questions. • How do you spell “Jill/ Mai/ Tom/ Bill/ Nick”? activities • How does he/she feel? and spell - Ask them to look at the pictures and guess the answers the names to the questions 2-5 before listening to the audio. correctly. Walk round the class and support them if needed. A. Listen and draw lines. (CD2 Track 70) Students Page 1 of 3 - Have the students focus on the Listening task. can listen - Play the audio and ask them to listen and draw lines. and draw - Invite some students to give their answers. lines and - Check the answers with the whole class using DCR. reorder the B. Look at the pictures. Look at the letters. Write the letters to words. make the - Demonstrate the activity using the example. correct - Write the unscramble letters on the board, then write the words. word “soccer” next to the letters, cross each letter once when they have been put in the correct order. - Have the students individually look at the unscramble letters. - Ask the students to write the words in the spaces provided. - Check the answers as the whole class use DCR. - Afterwards, some students demonstrate spelling the words aloud in front of the class. Monitor the class and support if needed. Ask and answer. Students - Let the class work in pairs to complete the task. can talk - Have the students practice using the structures to ask about what and answer about what they are good at (What are you sports they Practice (10 good at?) and what sports they can do (Can you play can do and minutes) soccer?). talk about - Show the flashcards to the class. what they - Require them to look at the flashcards and use the are good at. appropriate structures to ask their friends. - Monitor the class and support them if necessary. Consolidation Consolidation Students and - Give the students enough time to memorize the target can homework language structures they learned. memorize assignment - Ask some students to say the language structures in front the target (5 minutes) of the class. sentence Correct the students if needed. patterns correctly. Homework Assignment - Request the students to do the exercises on pages 56, 57 in the Workbook. - Have Ss do the exercises in TA3 i-Learn Smart Start Notebook, page 31. - Ask them to prepare the next lesson on page 81 in the Student’s Book. 4. Reflection a. What I liked most about this lesson today: Page 2 of 3 ……………………………………………………………………………………… b. What I learned from this lesson today: ……………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………
