Tác giả: Tràn Thị Chiến
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Mô tả: Date of planning: 15/12/2023 Period 46 UNIT 5: FOOD and DRINKS Lesson 2.2 - Grammar (Page 40) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - listen to and understand a short conversation between 2 people talking in a supermarket. - use indefinite and definite articles correctly. *Students with disabilities use indefinite and definite articles correctly. 1.2. Competences - improve speaking, listening and writing skills. - improve the use of English. 1.3. Attributes - help family with the cooking and shopping. - choose healthy food for meals. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ task. - T’s observation. - Unscramble the sentences. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the paragraph and fill in the blanks with the correct articles. - Ss’ answers. - T’s feedback/Peers’ feedback. - What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. - Ss’ performance/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURE -Organization(1’) Class Date of teaching Absent students 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review countable and uncountable nouns / Review articles: a / an / the. c) Expected outcomes: Ss review old knowledge and have general ideas about the grammar point they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Countable and uncountable nouns. - Show a picture of an opened fridge. - Have Ss look at the food and drinks inside the fridge and divide them into 2 groups: countable and uncountable nouns. - Call Ss to give answers. - Check Ss’ answers, correct Ss’s answers if necessary. - Lead to the new lesson. *Illustration:  Option 2: Review articles: a / an / the - Give Ss some sentences with no articles inside. - Have Ss work in pairs to put articles “a, an or the” in suitable positions in these sentences. - Call Ss to give answers. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson: Indefinite and definite articles. *Suggested sentences: 1. My mom uses apple to make apple pies. 2. Please put this box of chocolate on table. 3. I have bag of candies and bottle of cola. 4 There is carton of milk in fridge. - Work in groups. - Give answers. - Listen. Answers keys - Countable nouns: watermelon, bananas, oranges, apples, eggs - Uncountable nouns: oil, water, juice, beef, pork, beer, milk - Do the task. - Give answers. Answer keys 1. My mom uses an apple to make apple pies. 2. Please put this box of chocolate on the table. 3. I have a bag of candies and a bottle of cola. 4 There is a carton of milk in the fridge. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce Indefinite and definite articles. b) Content: - Listen and repeat. - Introduce the grammar point: Indefinite and definite articles. c) Expected outcomes: Ss know how to use Indefinite and definite articles to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat - Have Ss look at the picture using DCR. - Play audio (CD1 – Track 54) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box - Have Ss look at the grammar explanation and read: Indefinite and definite articles. - Have Ss look and read the sentences in the box. - Briefly explain the grammar point using DCR. - Ask Ss to make sentences with Indefinite and definite articles. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Look and read. - Listen and take notes. - Make sentences, using Indefinite and definite articles.  Activity 2: Practice (19’) a) Objective: Students can use Indefinite and definite articles correctly. b) Content: - Unscramble the sentences. - Read the paragraph and fill in the blanks with the correct articles. c) Expected outcomes: Students can use Past Simple with regular verbs in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Unscramble the sentences. - Demonstrate the activity on DCR, using the example. - Have Ss unscramble the sentences. - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task c. Read the paragraph and fill in the blanks with the correct articles. - Demonstrate the activity on DCR, using the example. - Have students read the paragraph and fill in the blanks. - Have Ss check answers with their partners. - Call Ss to read or write answers. - Check Ss’ answers, give feedback. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read or write answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. What did your mom buy from the supermarket last week? In pairs: Choose three things and tell your partner where she put them. - Divide class into pairs. - Have Ss ask and answer. - Then, have Ss choose three things and tell their partners where the mother puts them. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Work in pairs. - Have conversation in pairs. - Present. - Listen. Suggested conversation C. Consolidation and homework assignments (5’) *Consolidation - Indefinite and definite articles . * Homework: - Make 2 sentences using Indefinite and definite articles. - Do the exercises in WB: Grammar (page 29). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 31). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (page 41 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… ************* Date of planning:15/12/2023 Period 47 UNIT 5: FOOD and DRINKS Lesson 2.3 – Pronunciation and Speaking (Page 41) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - distinguish and use sound changes of “a bunch of”, “ a bag of” correctly. - talk about grocery arrangement in the kitchen. - talk about food, drinks and their positions in the kitchen. *Students with disabilities talk about grocery arrangement in the kitchen. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - help family with the cooking. - choose healthy food for meals. - keep kitchen and home orderly and tidy. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook, pens, pencils, crayons. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the sound changes and focus on the underlined words. - Ss’ performance and answers. - T’s observation. - Listen and cross out the sentence that doesn’t follow the note in “a”. - Ss’ answers. - T’s feedback/Peers’ feedback. - Practice saying the sentence with the sound changes noted in “a” with a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Take turns saying where to put the groceries. - Ss’ performance. - T’s feedback/Peers’ feedback. - Draw both kitchen diagrams in your notebook. Choose 7 items from the list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly? - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. - Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places? - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES Class Date of teaching Absent students 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review: a bunch of, a bag of / Review vocabularies about food and drinks. c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: a bunch of / a bag of - Give some pictures of food and drinks, have Ss work in pairs to decide which can go with “a bunch of” and which can go with “ a bag of”. - Call Ss to read answers or write answers on the board. - Give feedback. - Lead to the new lesson: The sound changes in a bunch of and a bag of.  Option 2: Review vocabularies about food and drinks - Have Ss close all books. - Show a picture of food and drinks, have Ss give names. - Call Ss to write answers. - Give feedback. - Lead to the new lesson. - Work in pairs, then give answers. Answer keys - Work in pairs and write. Answer keys Name of food and drinks: milk, banana, rice, spaghetti, candies, eggs, butter, chocolate, beans - Listen. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce sound changes of “a bunch of”, “ a bag of”. b) Content: - recognize sound changes of “a bunch of”, “ a bag of”. - listen and check, find the sentence that doesn’t follow the note in “a”. - practice. c) Expected outcomes: Ss distinguish and use sound changes of “a bunch of”, “ a bag of” correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the sound changes and focus on the underlined words. - Play the recording (CD1, track 55). - Ask Ss to listen and focus on the sound changes of the underlined words. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Task c + d. Listen and cross out the sentence that doesn’t follow the note in “a” . - Play the recording (CD 1 – Track 56), have Ss listen and cross out the option that is doesn’t follow the note in “a”. - Call Ss to give answers. - Play the recording again and check answers as a whole class using DCR. - Give feedback and evaluation. - Listen. - Listen again and repeat. - Listen and give answers. Answer keys  Activity 2: While-speaking (20’) a) Objective: Students can talk about grocery arrangement in the kitchen. b) Content: - Take turns saying where to put the groceries. - Draw both kitchen diagrams in your notebook. Choose 7 items from the list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly? c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE * Take turns saying where to put the groceries. - Demonstrate the activity using the example. - Divide the class into pairs. - Have pairs take turns saying where to put the shopping. - Observe, give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation SPEAKING: What Do You Have In Your Kitchen? Task a. Draw both kitchen diagrams in your notebook. Choose 7 items from the list and draw them in your kitchen. In pairs: Student A, ask Student B what food they have and where it is, then draw it on your partner's kitchen. Swap roles and repeat. Did you draw your partner’s kitchen correctly? - Demonstrate the activity by practicing the example with a student. - Divide the class into pairs. - Have pairs draw the kitchens into their notebooks. - Have pairs draw the food items on their own kitchen. - Have students do the activity. - Observe, give help if necessary. - Observe, listen. - Work in pairs. - Present. - Observe and listen. - Work in pairs. - Do the task. - Swap roles and repeat.  Activity 3: Production (5’) a) Objective: Students check their work. b) Content: Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places? c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES SPEAKING: What Do You Have In Your Kitchen? Task b. Join another pair and look at their kitchens. Did you put any of the same ingredients in the same places? - Have pairs join another pair and compare their kitchens. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Join another pair and compare their drawings. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: Sound changes of “a bunch of”, “ a bag of” * Homework: - Practice: sound changes of “a bunch of”, “ a bag of”. - Complete the kitchen drawing for those who haven’t finished it in class. - Prepare: Unit 5 - Lesson 3 – Reading and Listening (page 42 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 30 & 31). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn D. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… c. What I learned from this lesson today: ……………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………… ****************** Date of planning: 15/12/2023 Period 48 REVISION I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about music types, charity and fund raising activities, about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. - review grammar: Present simple for facts; prepositions of time; possessive adjectives. Past simple form of regular verbs, making suggestions. Indefinite and definite articles; much and many; countable and uncountable nouns. - review how to make plans to go to a music event, plan charity events - pronoun some sounds correctly: /s/, /a/, /ɔ/, /æ/, / z/, “ed” endings, /ʌ/, /ei/, /ɔ/, / ʊ /,“s” endings, /ei/ and /æ/. - put stress on words with two and three syllables. *Students with disabilitiesreview grammar: Present simple for facts; prepositions of time; possessive adjectives. Past simple form of regular verbs, making suggestions. Indefinite and definite articles; much and many; countable and uncountable nouns. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for any assessment. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. PROCEDURES Class Date of teaching Absentstudents 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Songs. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES • Option 1: Sing a song (Karaoke) - Choose a simple English song and find its beat - Play the clip of the song with lyrics. - Have the whole class sing the song together. 🡪 Lead to the new lesson. *Suggested song: The farmer in the dell. - Link: https://www.youtube.com/watch?v=tYoYuqBFsRU • Option 2: What song is it? - Prepare the sound files / video clips of some songs. T chooses songs that are popular with teenagers. - Play the files / clips, have Ss listen and give names of the songs. - If Ss give an incorrect answer, T continues to play the song. If Ss can give a correct answer, T stops and move to another song. - Give feedback. 🡪Lead to the new lesson. Suggested song list: 1 Baby once more time (Britney Spears) 2 My hear will go on (Celine Dion) 3 Dance Monkey (Tones and I) 4 Lily ( Allen Walker) 5 Despacito ( Luis Fonsi) 6 Lemon Tree (Fools Garden) 7 Senorita (Shaw Mendes) 8 Maps (Maron 5) 9 Happy new year (Abba) 10 Happy birthday to you ( many versions) - Look and sing together. - Give answers. - Listen. - Listen and give names of the songs. B. New lesson (35’) • Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - Listen to five short conversations. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear Meg talking to Matt about music. What’s each person’s favorite kind of music? For question 1 -5 , write a letter (A - H) next to each person. You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity by using the example. - Play the audio (CD … – Track …). Listening text. Meg: Hey, Matt, what are you listening to? Matt: Oh, just some jazz. It's my favorite. Do you like it, Meg? Meg: Yes, I do like it. I also like reggae, but I like RnB the most. Matt: How about your dad? What does he like? Meg: Well, he likes RnB, but he loves reggae the most. Matt: How about your mom? You told me that she could play the guitar and sing country songs pretty well. Meg: Yeah, but she likes pop more than any other kinds of music. She always listens to it. And she can dance to hiphop too. Matt: Your mom is really talented. How about your sister? Meg: My sister is really interested in classical music. She always plays her favorite songs on the piano. She doesn't like rock at all. She thinks it's too noisy. But my grandfather loves rock. He thinks it's the most interesting kind of music ever. Matt: Oh, cool! - Have Ss check answers with pairs and then give answers. - Check answers as a whole class using DCR. - Read in silence. - Listen and then give answers. Answer keys: • Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read the paragraph. Choose the best word (A, B, or C) for each space. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read the paragraph about the music three students like to listen to. Choose the correct answer (A, B or C) - Demonstrate the activity by using the example. - Have Ss read the article and choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain. - Give feedback and evaluation. - Observe and listen. - Work individually. 1. Whose favorite kind of music is hip hop? A. Francis B. Joy C. Amanda 2. Who can play the piano? A. Francis B. Joy C. Amanda 3. Who do doesn't like pop music? A. Francis B. Joy C. Amanda 4. Who likes RnB? A. Francis B. Joy C. Amanda 5. Who likes jazz? A. Francis B. Joy C. Amanda - Give answers, explain. Answer keys 1. Whose favorite kind of music is hip hop? A. Francis B. Joy C. Amanda 2. Who can play the piano? A. Francis B. Joy C. Amanda 3. Who do doesn't like pop music? A. Francis B. Joy C. Amanda 4. Who likes RnB? A. Francis B. Joy C. Amanda 5. Who likes jazz? A. Francis B. Joy C. Amanda • Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about music types. b) Content: Number the pictures. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES New Words a a. Unscramble the groups of letters to make phrases. - Ask Ss to work in pairs to number the pictures. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Work in pairs. - Give answers. Answer keys 1. charity event : Sự kiện từ thiện 2. craft fair : hội chợ thủ công 3. fun run: chạy gây quỹ 4. bake sale: tổ chức bán các món nướng tại nhà để gây quỹ từ thiện hoặc một sự kiện đặc biệt 5. car wash: rửa xe 6. right (n): quyền 7. talent show : biểu diễn tài năng 8. volunteer (n): tình nguyện viên • Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Past simple form of regular verbs, making suggestions. b) Content: - Write sentences using the prompts. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Unscramble the sentences. (Sắp xếp lại các câu. ) 1. kind of/charity event/organize?/What/should/we => What kind of charity event should we organize? 2. a/fashion show?/about/we/have/How _______________________________ 3. we/any/Do/volunteers?/need_______________________________ 4. people/to design and make clothes./we/need/Yes, _______________________________ 5. call/fashion show?/What/our/should/we_______________________________ 6. about/"Be Creative and Help"?/calling/it/What_______________________________ - Have Ss retell the way to use Past simple form of regular verbs, making suggestions. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. Task b. Write sentences using the prompts - Have Ss write sentences using the prompts. - Ask Ss to work in pairs to check each other’s work. - Have Ss write answers on the board. - Check Ss’ answers, give feedback. - Review old knowledge. - Work individually. - Work in pairs. - Give answers. Answer keys 1. What kind of charity event should we organize? (Nên tổ chức sự kiện từ thiện nào?) 2. How about we have a fashion show? (Làm thế nào về chúng tôi có một chương trình thời trang?) 3. Do we need any volunteers? (Chúng tôi có cần bất kỳ tình nguyện viên nào không?) 4. Yes, we need people to design and make clothes. (Có, chúng tôi cần người thiết kế và may quần áo.) 5. What should we call our fashion show? (Chúng ta nên gọi buổi biểu diễn thời trang của chúng ta là gì?) 6. What about calling it “Be Creative and Help”? (Gọi nó là “Hãy Sáng tạo và Giúp đỡ” thì sao?) B. - Do the task. - Exchange answers. - Write answers on the board. Answer keys • Activity 5:Writing a) Objective: Students can develop their writing skill. b) Content: The sentences about two charity events you can organize. c) Expected outcomes: Students can complete the sentences about two charity events you can organize. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Complete the sentences about two charity events you can organize. - Have students read the prompts. - Have students write the sentences about two charity events - Work individually. - Give answers. Answer keys We need some volunteers to make and sell things like jewelry, clothes, and snacks. (Chúng ta cần một số tình nguyện viên làm và bán những thứ như đồ trang sức, quần áo và đồ ăn nhẹ.) We should also organize a fun run to raise money. (Chúng ta cũng nên tổ chức một cuộc chạy bộ vui nhộn để quyên góp tiền.) We should put the time and place of the event on the posters. (Chúng ta nên đưa thời gian và địa điểm của sự kiện lên các áp phích.) C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 3-5: Present simple for facts; prepositions of time; possessive adjectives. Indefinite and definite articles; much and many; countable and uncountable nouns. * Vocabulary of Unit 3-5: Words about music types (classical music, rock, country music, pop, hip hop, folk music, reggae, etc.), containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. * Homework: - Review vocabulary, grammar of unit 1-5. - Do the exercises in WB: Review of Unit 1,5 (page 64). - Prepare: The first term exam D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b.What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………