Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 24 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 24 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 24 Date of teaching: 1C, 1D (16/03/2022) Period: 23 UNIT 9: Toys Lesson 1. A-C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the pictures (setting, participants, topics); 2. say what toys they have using appropriate tone and meaningful gestures;(skill) 3. show their favorite toys and great respect for the other favorite toys by using appropriate gestures and intonation when talking about toys B. LANGUAGE FOCUS Key terms/ Vocabulary Car, teddy bear, ball Key grammatical structure • The sentence patterns: I have a (car). C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities (Activity 1 – page 56) - a computer and a TV . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation pictures such as setting, Students’ answers Questions & answers participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. talk about what toys they have, Student’s talks, and Observation using the sentence patterns. interaction Questions & answers 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about performance their toys STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Guessing game. - Divide the class into small groups. Show a half of a picture of a car (teddy bear, ball). - Students in each group try to guess what toy in the picture is. - The student who gives a correct answer will get one point. Activity 1: Language input (Activity A: Listen and point. Repeat) - mime some actions to elecit the words: Car, teddy bear, ball - Have students listen to each new word.
2. - Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. - Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. - Have students work in pairs, one points at the picture in the book and the other says the word Activity 1: Language input (Activity B:1. Listen and point) - Ask students to look at the three pictures (page 56) and answer questions to identify the situation for the conversation. 1. Who are they? (They are ........) 2. What are they doing? ( talking about toys.) - Ask students to look at the pictures(Activity 1) (page 56) and answer the following questions: 3. What does the girl say? (I have 1 car) - Elicit the sentence patterns: I have a ...... - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Full Controlled & less controlled Task 1: Controlled practice (Flash card cue drill.) - hang the flash card on the bb - ask Ss to talk about abilities, using: I have a ...... - Point to the first picture and get one St say (I have a car) - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some Ss to talk in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. ( Activity C. Sing) Play audio and have students listen. 2. Play audio and have students turn to page 56. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk what toys they want and use the sentence pattern “I have a ......”) 2. What’re the core values of the lesson? D. FEEDBACK - T can use the other song for Activity C
3. Date of teaching: 2C, 2D (16/03/2022) Period: 23 UNIT 9: CLASSROOM ACTIVITIES Lesson 1: A, B, C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify school things (eraser, ruler, crayon, pencil case) from the recording and the given pictures and say what they can see. (Cognition) 2. Identify the situations for conversations teacher, Bill, Kim and Sue (setting,participants, topic) and the sentence pattern. Pick up your (ruler). (Skill) 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Say what the students can see (attributes) B. LANGUAGE FOCUS Key terms/ Vocabulary eraser, ruler, crayon, pencil case Key grammatical structure(s)/ sentence patterns Pick up your (ruler). C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2 - Student’s book, page 58, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 9 - Computer, projector. - CD1, Tracks 42, 43, 44, 45(Activities A, B, C) - Song lyrics printed on page 45. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and repeat, then point to the Student’s answers/ Observation pictures of school things. actions 2. Listen to the story among the Observation teacher and students such as setting, Student’s answers Questions & answers participants, topic. 3. Listen and draw lines. Students’ answers Observation; Key 4. Perform a song using appropriate Student’s Observation tone and gestures performance 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation interaction Questions & answers in suggesting and replying . STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up (Greeting & song) Review - Run through pictures to revise some vocabulary: bus, boat, plane, motorbike. - Have students to listen to the word from one pupil and the other pupils do the action. - Introduce the new lesson by showing the real (eraser, ruler, crayon, pencil case) - Teacher tells the class the objects of the lesson. - Greet Ss. Remind ss to the previous lesson Activity 2: Language in put (Activity A: Listen and point. Repeat. – P.58)
4. - Show pictures on projecter, play audio, point to each picture. - Have students listen to each new word. - Have ss look at their books, play audio again, and point to each picture in their books. - Play audio again and have students listen and repeat. - Use flashcards and ask ss to read the words aloud *Play the games with flashcards - Call some students to read aloud (Give feedback) Activity 3: Language in put (Activity B: Listen to the story. – P.58) - Show the situational picture (Activity B on page 58) and ask the following questions to help them identify the situation or the context. 1. Point to the picture and ask “Who are they?” (Teacher, Bill, Kim and Sue) 2. Point to the school things in the picture and ask “ What can you see?” - Play the recording (Track 43), point to the picture while listening. - Play the recording again, ask students to look at the picture in their book, listen to the story. - Have students look, listen and say aloud the sentences - Elicit the sentence pattern: Pick up your (ruler) and explain the meaning and the use. - Call on a student to listen and point, the whole class look at picture and say the sentence. - Give constructive feedback and correct their pronunciation if necessary. Activity 4: Practice 1. Activity B: Listen and draw lines P. 58 - Have ss turn their books to page 58, Tell Ss that they are going to listen to the recording and draw lines. - Ask them to look at the pictures to identify the school things ( eraser, ruler, crayon, pencil case.) Check their understanding. - Play the recording all the way through for ss to listen, as they look closely at the in their books. - Play the recording again for ss to listen and put a(v) or a (x). - Replay the recording for ss to check their answers. Have ss trade their answer in groups for correction. 2. Activity C: Sing - P. 52 - Show the lyrics on projector. - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recording again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics on page 52 if necessary. Activity 5: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (Learn about some transportation, say what they can see or not– Yes, I can./ No, I can’t.” 2. What’re the core value of the lesson? (Show their responsibility and build up an awareness of the living environment protection)
5. Date of teaching: 4A, 4B (14/03/2022) Period 45 UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 1: 1, 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1.Identify the situation for the conversation between Mai, Quan, Mai’s mother and salesman (setting, participants, topics); 2. Ask and answer questions about prices of clothes (singular) How much is the ? ̶ It’s ____. 3.Show interests and know how to bargain and buy clothes by using appropriate gestures and intonation when asking about prices of clothes (singular). scarf - 10,000 dong; blouse - 70,000 dong; jacket - 70,000 dong; skirt - 60,000 dong; jumper - 80,000 dong B. LANGUAGE FOCUS. Vocabulary scarf - 10,000 dong; blouse - 70,000 dong; jacket - 70,000 dong; skirt - 60,000 dong; jumper - 80,000 dong Key grammatical structure How much is the ? ̶ It’s ____. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sach mem .vn ,student’s book page 46 - 4 pictures of activities (Activity 2 – page 46) - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Answer the questions about the situation for the Observation Students’ conversation between Mai, Quan, Mai’s mother and Questions & answers answers salesman such as setting, participant, topics. Key 2. Practice a role-play conversation with classmates, Students' talks Observation using the picture prompts. and interaction Observation 3. Ask and answer questions about prices of clothes Student’s talks, Questions & (singular) and interaction answers 3 4.Use positive attitudes and appropriate gestures to Student’s Observation Asking about prices of clothes (singular) interaction and Questions& performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and play game - Hangman Have ss play the game with the words: supermarket - Tell students that they are going to read a dialogue in which students ask and answer questions about prices of clothes (singular).And lead students to the new lesson.
6. Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 46) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Mai ,Quan, Mai’s mother, salesman) 2.What are they talking about? (talking about prices of clothes (singular) 3.Where are they? (at the shop) - Tell students that they are going to practise a conversation among (Mai, Quan, Mai’s mother, salesman) - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Ask students to look at pictured (Activity 1) (page 46) and answer the following questions: 4. What does Mai’s mother ask ? How much is it? 5. What does sales man answer ? It ‘s 50,000 dong - Elicit the sentence patterns: How much is the ? ̶ It’s ____. Activity 2: Full controlled & less controlled Task 1: Point and say - Use pictures to elicit: scarf - 10,000 dong; blouse - 70,000 dong; jacket - 70,000 dong; skirt - 60,000 dong; jumper - 80,000 dong - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: How much is it? Student: It’s ____. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice (information gap activity) Work in pairs. Ask your partners the prices of the clothes above. - Have students tell their classmates using : How much is the ? ̶ It’s ____. - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Ask and answer questions about prices of clothes (singular) How much is the ? ̶ It’s ____. 2. What’re the core values of the lesson? - Show interests and know how to bargain and buy clothes by using appropriate gestures and intonation when asking about prices of clothes (singular). - Remind students to learn new words and structure by heart. - Prepare for the next lesson (Unit 17, Lesson 2). D. ADJUSTMENT
7. Period 46 UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 2: Part 1, 2, 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation dialogue Mai, Hoa and the sales assistant (setting, participants, topics). 2. Ask and answer questions about the prices of the clothes, using: How much are the ___? – They’re_____.(plural) 3. Be polite and know how to bargain when ss buy something. B. LANGUAGE FOCUS Key terms/ Vocabulary Jeans - 75,000 dong; shoes - 93,000 dong; trousers - 98,000 dong; sandals - 85,000 dong Key grammatical structure How much are the ___? – They’re_____.(plural) C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 48, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 17, posters for Unit 17 - A board, a computer, a projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation among Questions & Students’ answers Mai, Hoa and the sales assistant such answers as setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. Ask and answer the questions Observation Student’s talks, and about the prices of clothes, using the Questions & interaction sentence patterns. answers 4. Use positive attitudes and Observation Student’s interaction appropriate gestures to ask and Questions & and performance answer about the prices of clothes. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing - Greet Ps. Then get Ps to play the game “Pelmanism” (page 47). - Lead into the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Tell pupils that they are going to ask and answer about the prices of clothes (plural).
8. - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And What are they talking about? Help them to identify that Mai and Hoa are in the clothing store. - Play the recording more than once, if necessary, for pupils to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have ss role play the dialogue in pairs or groups. - Call some pairs to role play in front of the class. - T gives feedback. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say) Tell pupils that they are going to ask and answer about the prices of clothes (plural), using: How much are the ____? They’re _____. - Have them look at the bubbles and the pictures to understand how the language is used. Ask them to look at the pictures to identify the prices of clothes. - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the word under the picture. Teacher: How much are the jeans? Ps: They’re 75,000 dong. Ask pupils to say question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. - Ps ask your friends about the prices of clothes (plural), using: How much are the __? They’re___. Ps answer according to the prices of clothes. Task 2: Guided practice (Activity 3. Let’s talk) - T asks ss to ask and answer questions about clothes: + How much is that ______? – It’s _____. +How much are those _____? – They’re ______. - T makes model with a pupil. - Ask Ps to ask and answer about the prices of clothes. - T goes around and help Ps if necessary. - Call on some pairs to ask and answer in front of the class. - T corrects and gives feedback. Activity 3: Wrap –up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? {Ask and answer about the prices of clothes (plural)} 2. What’s the core values of the lesson? (Be polite and know how to bargain when Ps buy something). - Remind students to learn by heart vocabulary, sentence patterns and do part 4, 5, 6. - Prepare Unit 17: Lesson 3 * FEEDBACK . . . . .
9. Date of teaching: 5C, 5D (17/03/2022) 5A, 5B (18/03/2022) Period 45 UNIT 17: WHAT WOULD YOU LIKE TO EAT? Lesson 1 : 1, 2, 3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1.Identify the situation for the conversation between woman food seller, Mai and Nam (setting, participants, topics); 2.Ask and answer questions about what the other speaker would like to eat or drink. Using : What would you like to eat / drink? – I’d like ____, please. 3.Know how to keep healthy, positive about eating habits. Use appropriate gestures and intonation when talk about what someone would like to eat or drink. B. LANGUAGE FOCUS. Vocabulary - a packet of biscuits, a bar of chocolate, a glass of orange juice, a carton of lemonade Key grammatical structure The sentence patterns: What would you like to eat / drink? – I’d like ____, please. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sach mem .vn,student’s book page 46 - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1.Answer the questions about the situation for the Students’ Questions& conversation between woman food seller, Mai and answers answers Namsuch as setting, participant, topics. Key 2. Practice a role-play conversation with classmates, Students' talks Observation using the picture prompts. and interaction 3. Ask and answer questions about what someone Observation Student’stalks, would like to eat or drink. Using the sentence Questions& and interaction patterns. answers 4.Use positive attitudes and appropriate gestures to Student’s Observation talk about what someone would like to eat or drink. interaction and Questions& performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: - Ask students to name foods and drinks - Lead students to the new lesson. *Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 46) and answer questions to identify the situation for the conversation. 1. Who is he/she? 2. Where are they?
10. 3. What food can you see? - Tell students that they are going to practise a conversation among woman food seller, Mai and Nam. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Ask students to look at pictures (Activity 1) (page 42) and answer the following questions: 3. What does Woman food seller ask? 4. What does Mai/ Namanswer? - Elicit the sentence patterns: What would you like to eat / drink? – I’d like ____, please. Activity 2: Full controlled &less controlled Task 1: Point and say - Tell the class that they are going to practice asking and answering questions about healthy food and drink, using: What would you like to eat/drink? I’d like ..., please. - Introduce new words: a packet of biscuits, a bar of chocolate, a glass of orange juice, a carton of lemonade. - Say aloud for pupils to repeat. - Ask pupils to write down in their notebook. - Ask pupils to work in pairs, then point at the pictures to ask and answer using the pattern. - Call some pairs to practice in front of the class - Give feedback and correct mistakes of pronunciation. Task 2: Let’s talk: - Tell the class that they are going to practice further by asking and answering questions about what someone would like to eat or drink. - Get pupils to work in groups of four to ask and answer the question in their books. Remind them to use the pattern in their books - Set a time limit for the class to practice - Call some groups to practice in front of the class. - Give feedback. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Ask and answer questions about what the other speaker would like to eat or drink. Using : What would you like to eat / drink? – I’d like ____, please. 2. What’re the core values of the lesson? - Know how to keep healthy, positive about eating habits. Use appropriate gestures and intonation when talk about what someone would like to eat or drink. - Prepare for the next lesson (Unit 17 Lesson 2). D. ADJUSTMENT
11. Period 46 UNIT 17: WHAT WOULD YOU LIKE TO EAT? Lesson 2: Part 1, 2, 3, 5 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1.identify the situation for the conversation between Mai and Linda (setting, participants, topics); 2.ask and answer questions about the quantity of food and drink, using “How many/much ..do you eat/drink every day? I eat/drink ” 3. read and complete the dialogue using the words given; 4. be aware of keeping healthy with balanced eating habits by using appropriate gestures and intonation when asking and answering about the quantity of food and drink. B. LANGUAGE FOCUS Key terms/ Vocabulary “sausages, bottle.” Key grammatical structure “How many/much ..do you eat/drink every day? I eat/drink ” C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 48,49, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 17, poster for Unit 17. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Answer the questions about the Observation situation for the conversation Questions & Students’ answers between Mai and Linda such as answers setting, participant, topics. Key 2.Practice a role-play conversation Students’ talk and with classmates, using sentence Observation interaction patterns. 3.Ask and answer questions about the Observation Student’s talks, and quantity of food and drink, using the Questions & interaction sentence patterns. answers 4.Read and complete Students’ answers Observation; Key 5.Use positive attitudes and Observation Student’s interaction appropriate gestures to talk about Questions & and performance future jobs. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and playing a game. - Greeting class and tell them to sing the song “Healthy eating and drinking”
12. - Tell students that they are going to read a dialogue in which students ask and answer questions about the quantity of food and drink and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 48) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Mai and Linda) 2. Where are they? (In the supermarket) 3. What are they doing? (shopping.) - Ask students to look at picture b, d (Activity 1) (page 48) and answer the following questions: 4. What does Linda ask? (How many apples do you eat every day? How much milk do you drink every day?) 5. What does Mai answer? (Two apples, two glasses) - Elicit the sentence patterns: How many/much ___ do you eat/drink every day? I eat/drink_ - Tell students that they are going to practise asking and answering questions about the quantity of food and drink. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say) - Have ss look at the pictures in their books on page 49 elicit the name of jobs: a. bananas/ three bananas b. rice/ four bowls c. sausages/two sausages d. water/three bottles. - Tell Ss that they are going to practise asking and answering questions about the quantity of food and drink, using the sentence patterns: How many/much ___ do you eat/drink every day? I eat/drink_ - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: How many bananas do you eat every day? Student: I eat three bananas. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role - play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice. (information gap activity) Tell your partners about daily food and drink - Have students think about daily food and drink and tell their classmates using “How many/much ___ do you eat/drink every day? I eat/drink___” - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Ask students to give their feedback.
13. Activity 3: Reading practice (Activity 5: Read and complete) - Tell the class that they are going to read the text and fill the gapped sentences with the words given: milk, How much, shouldn’t, healthy, how many. - Have them read the dialogue and check their understanding. - Set a time limit for them to do the task independently. Monitor the activity and offer help, if necessary. - Get them to compare their answers in pairs before checking as a class. If there is enough time, have the class read the answers aloud. - Keys: 1.how many 2.how much 3. milk 4.shouln’t 5.healthy Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about the quantity of food and drink, using “How many/much ..do you eat/drink every day? I eat/drink ”) 2. What’re the core values of the lesson? - (Be aware of keeping healthy with balanced eating habits by using appropriate gestures and intonation when asking and answering about the quantity of food and drink.) - Remind students to do part 4 (Listen and circle) and part 6 (Let’s play) - Prepare for the next lesson. (Lesson 3) ******************************************************************