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Mô tả: Date of planning: 12/01/2023 Period 40 UNIT 4: COMMUNITY SERVICES Lesson 3.2 – Speaking and Writing (Page 35) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know format of writing an email to describe past experiences. - talk about environmental problems. - write an email to a friend describing their experience of an environmental clean-up. *Students with disabilities know format of writing an email to describe past experiences, write an email to a friend describing their experience of an environmental clean-up. 1.2. Competences - improve communication, collaboration, writing and critical thinking skills. 1.3. Attributes - be active to take part in social activities. - help other people. - raise awareness of protecting the environment. 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. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Speaking: Look at the pictures of places in Greenview City. Can you see similar problems near where you live? Where? Why is there so much trash? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Choose a place in Greenview City. Use your own ideas to fill in the tables about a clean-up there. - Ss’ answers. - T’s feedback/Peers’ feedback. - Writing: Read about writing emails to describe past experiences. Then, read Jane’s email again and circle the information, answering "what?," "when?," "where?," and "who?". - Ss’ answers. - T’s feedback/Peers’ feedback. - Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the order in the skill box. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, write an email to a friend describing your experience of an environmental clean-up. Use the Feedback form to help you. Write 60 to 80 words. - Ss’ answers. - T’s observation and feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Asent 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: Jumbled sentences / talking about the environmental problems. c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: Speaking part a. - Use the Speaking part a (page 35) for warm up activity. - Have Ss look the pictures of places in Greenview City using DCR, discuss and answer the questions: 1. Can you see similar problems near where you live? 2. Where? 3. Why is there so much trash? - Have Ss give answers. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: Jumbled sentences - Have Ss close all books. - Give Ss some sentences relating to cleaning-up the beach. These sentences are not correct in time order. 1. There were plastic bags and trash everywhere. 2. I arrived at the Pebble beach in Somerton on Tuesday morning. 3. We worked for eight hours and picked up over 5 tons of trash! 4. It was really dirty and the smell was horrible - Have Ss rearrange the sentences in time order. - Call Ss to read answers. - Give feedback, show correct answers and lead to the new lesson: Writing an email about environmental clean-up. - Work in pairs: Look and discuss. - Give answers. - Listen. - Close all books. - Read the sentences and rearrange them in time order. - Work in pairs. - Read answers. - Listen. Answer keys 2. I arrived at the Pebble beach in Somerton on Tuesday morning. 4. It was really dirty and the smell was horrible. 1. There were plastic bags and trash everywhere. 3. We worked for eight hours and picked up over 5 tons of trash! B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (8’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: Look at the pictures of places in Greenview City. Can you see similar problems near where you live? Where? Why is there so much trash? - Choose a place in Greenview City. Use your own ideas to fill in the tables about a clean-up there. c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. In pairs: Look at the pictures of places in Greenview City. Can you see similar problems near where you live? Where? Why is there so much trash? - Divide the class into pairs. - Have students ask and answer using the questions. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation. Task b. Now, choose a place in Greenview City. Use your own ideas to fill in the tables about a clean-up there. - Have students choose a place in Greenview City, then use their own ideas to fill in the tables about a clean-up there. - Go round and give help if necessary. - Have some pairs read their answers. - Give feedback and evaluation. - Work in pairs. - Present. - Fill in the tables. - Present.  Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing emails to describe past experiences. Then, read Jane’s email again and circle the information, answering "what?," "when?," "where?," and "who?". - Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the order in the skill box. - Now, write an email to a friend describing your experience of an environmental clean-up. Write 60 to 80 words. c) Expected outcomes: Students can write an email to a friend describing their experience of an environmental clean-up, using right format and rich vocabularies. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing emails to describe past experiences. Then, read Jane’s email again (page 34) and circle the information, answering "what?," "when?," "where?," and "who?" -Briefly explain the Writing skill box using DCR and have some Ss read it aloud. - Have Ss read Jane’s email again (page 34) and circle the information, answering "what?," "when?," "where?," and "who? - Have Ss check their answers with a partner. - Call Ss to give answers. - Check answer as a whole class using DCR. Task b. Write full sentences using the prompts. Then, number the sentences (1–4) to match them with the order in the skill box. - Have students read the prompts. - Have students write full sentences using the prompts. - Then, have students number the sentences (1–4) to match them with the order in the skill box. - Have students check their answers with a partner. - Check answer as a whole class using DCR. *Let’s Write: Now, write an email to a friend describing your experience of an environmental clean-up. Write 60 to 80 words. - Draw Ss’ attention to the feedback form using DCR. - Have Ss use their notes in speaking part and the instruction in the Writing box to write an email to a friend describing their experience of an environmental clean-up. - Go round, observe and give help if necessary. - Have some Ss write their email on the board. - Listen. -Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys - Read the prompts and write full sentences. - Number the sentences (1–4). - Exchange answers. - Read answers. Answer keys - Look and listen. - Do the writing part. -Write. Suggested writing  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures + the understandability + the coherence and cohesion + the spelling - Look, listen and correct mistakes. C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill: * Homework - Remember how to write an email to describe past experiences. - Finish the writing part. - Do the exercises in WB: Lesson 3 – Writing (page 25). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 27). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 4 – Review pages 92, 93. 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: 12/01/2023 Period 41 UNIT 4: COMMUNITY SERVICES Lesson 4 – Review (Pages 92, 93) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about charity and fund raising activities (donate clothes, bake sale, car wash, clean up parks, craft fair, raise money, plant trees, etc.) and talk about them. - review grammar: Past simple form of regular verbs, making suggestions. - review how to plan charity events. - pronoun some sounds correctly: “ed” endings, /ʌ/, /ei/, /ɔ/, / ʊ /. - put stress on words with two and three syllables. *Students with the disabilities review grammar: Past simple form of regular verbs, making suggestions. 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. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listening: You will hear a boy talking to his friend about different kinds of community service. Listen and complete questions 1– 5. You will hear the conversation twice. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Look and read. Choose the correct answer (A, B, or C). - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Fill in the blanks with the words from the box. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Fill in the blanks with the Past Simple form of the verbs in brackets. + Underline the mistake in each sentence. Write the correct word on the line. - Ss’ answers - T’s feedback/Peers’ feedback. -Pronunciation: Circle the word that has the underlined part pronounced differently from the others. + Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURE -Organization(1’) Class Date of teaching Asent 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: Slogan competition / Poster designing competition. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Slogan competition - Divide class into groups of 4 or 5. - Have Ss close their books. - Choose a charity activity (It can be: craft fair, tree planting day, car wash, soup kitchen, …). - Have Ss work in groups to think and write a slogan for the activity. - Have Ss in groups their share their answers with the whole class. - Have Ss in the class vote for the best slogan. - Give feedback and announce the winner. - Give an applause or a present to the winner. - Lead to the new lesson.  Option 2: Poster designing competition - Divide class into groups of 4 or 5. - Have Ss close their books. - Choose a charity activity (It can be: craft fair, tree planting day, car wash, soup kitchen, …). - Have Ss work in groups to design a poster for the activity. - Have Ss in groups their share their products with the whole class. - Have Ss in the class vote for the best poster. - Give feedback and announce the winner. - Give applause or a present to the winner. - Lead to the new lesson. *Note: In order for this activity to be carried out smoothly, T can have Ss prepare at home, then show their products in front of the class. - Work in groups to write slogan. - Give answers. - Vote for the best slogan. - Listen. - Work in groups to design posters. - Hang the poster on the board. - Vote for the best posters. - Listen. B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - You will hear a boy talking to his friend about different kinds of community service. Listen and complete questions 1– 5. You will hear the conversation twice. 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 a boy talking to his friend about different kinds of community service. Listen and complete questions 1– 5. You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity on DCR by using the example. - Play the audio (CD 2 – Track 37). - Have Ss check answers with pairs and then give answers. - Check answers as a whole class. - Read in silence. - Listen and then give answers. Answer keys  Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Look and read. Choose the correct answer (A, B, or C). 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 Look and read. Choose the correct answer (A, B, or C). - Demonstrate the activity using DCR by using the example. - Have Ss look and read, then 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. - Give answers, explain. Answer keys  Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about community services. b) Content: Fill in the blanks with the words from the box. 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 Fill in the blanks with the words from the box - Have Ss read the phrases and observe the pictures. - Ask Ss to work in pairs to fill in the blanks with the words from the box. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Read the phrases and observe the pictures. - Work in pairs. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: Past simple form of regular verbs + making suggestions. b) Content: - Fill in the blanks with the Past Simple form of the verbs in brackets. - Underline the mistake in each sentence. Write the correct word on the line. 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 Task a. Fill in the blanks with the Past Simple form of the verbs in brackets. - Have Ss retell the way to use past simple form of regular verbs. - Ask Ss to work individually to fill in the blanks with the Past Simple form of the verbs in brackets. - 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. Underline the mistake in each sentence. Write the correct word on the line. - Have Ss read the sentences, underline the mistake in each sentence. - Encourage Ss to correct the mistakes. - 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 - Do the task. - Exchange answers. - Write answers on the board. Answer keys  Activity 5: Pronunciation (4’) a) Objective: Ss can review the word stress and vowels, last consonant of “ed” endings. b) Content: - Circle the word that has the underlined part pronounces differently from the others. - Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish the sound: /“ed” endings, /ʌ/, /ei/, /ɔ/, / ʊ /. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on words with 2 or 3 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 4: Past simple form of regular verbs, making suggestions. * Vocabulary of Unit 4: Words about charity and fund raising activities (donate clothes, bake sale, car wash, clean up parks, craft fair, raise money, plant trees, …). * Homework: - Review vocabulary, grammar of unit 4. - Do the exercises in WB: Review of Unit 4 (page 65). - Prepare: Unit 5 – New words and Listening (page 36 – 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: 12/01/2023 Period 42 UNIT 5: FOOD and DRINKS Lesson 1.1 – New words and Listening (Page 36) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know more words about ingredients and measurements (spaghetti, lemon, tomato, onion, tablespoon, teaspoon, grams, milliliters, sugar, oil, flour, milk). - talk about what food they need to buy. - Listen to and understand a talk between a boy and his mom (for general and specific details). - ask for repetition to check an amount or quantity. *Students with disabilities ask for repetition to check an amount or quantity. 1.2. Competences - improve communication, collaboration, and critical thinking skills. 1.3. Attributes - help family with the housework. - eat healthily. 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. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Number the picture. - Ss’ answers. - T’s feedback/Peers’ feedback - Listen and repeat. - Ss’ presentation. - T’s feedback/Peers’ feedback - Practice saying units of measurement with the ingredients using the numbers below. - Ss’ presentation. - T’s feedback/Peers’ feedback. - Listen to Logan talking to his mom. Where are they? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and write the amounts or quantities they need. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: What do you usually buy at the supermarket? - Ss’ answers/ presentation. - T’s observation and feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Asent 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: Introduce words about ingredients and measurements / Make a shopping list. c) Expected outcomes: Ss get to know some new words they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Number the pictures. Listen and repeat. - Use the “New words” part a.– page 36 for the warm-up activity. - Show words and pictures using DCR, have Ss look and number the pictures (in pairs). - Call Ss to give answers. - Give feedback and show correct answers. - Lead to the new lesson. - Play the audio (CD1 – Track 47), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Make a shopping list. - Let Ss imagine they are going to prepare dinner for a family of about 4-5 people. - Have Ss work in groups of 4 to make a shopping list for things to buy to prepare dinner. - Remind Ss to add quantity of the things they intend to buy. - Have some groups share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson. - Work in pairs to number the pictures. - Give answers. - Listen. - Listen and repeat. Answer keys - Work in groups of 4. - Give answers. - Listen. B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about ingredients and measurements. b) Content: - Vocabulary study (spaghetti, lemon, tomato, onion, tablespoon, teaspoon, grams, milliliters). - Speaking: Say units of measurements with the ingredients using the given numbers. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when talking about food and its quantities. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Number the pictures. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity) - Demonstrate the activity on DCR, using the example. - Have Ss number the pictures. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Play audio (CD1 – Track 47). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: Ingredients and Measurements (If the teacher has used part a. for the Warm-up activity) - Give many words about ingredients and measurements (or pictures, if so, T uses different pictures from those in Task a). - Have Ss work in pairs to divide the given words / pictures into 2 groups: ingredients and measurements. - Have Ss give answers and tell the meaning of words / phrases again. - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. Task b. In pairs: Practice saying units of measurement with the ingredients using the numbers below. - Have Ss work in pairs to say units of measurement with the ingredients using the numbers in the table. - Go round and give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in pairs. - Give answers, explain. - Read. Answer keys - Work in pairs. - Present. Sample answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: - Listen to Logan talking to his mom. Where are they? - Listen and write the amounts or quantities they need. c) Expected outcomes: Students can listen and understand general and specific information about making a shopping list. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to Logan talking to his mom. Where are they? - Have Ss read the phrases, guess the answer. - Play audio (CD1 - Track 48). - Have Ss listen and circle the correct answer. - Check answers as a whole class using DCR. Task b. Now, listen and write the amounts or quantities they need. - Have Ss read the through the content of Task b. - Play the audio again (CD1 - Track 48). - Have Ss listen and write the amounts or quantities they need. - Ask Ss to pay attention to the way to say numbers. - Have Ss check answers with their partners. - Call Ss to give answers. - Give feedback and show correct answers using DCR. -Work individually. - Listen. - Circle the correct answers. Answer keys - Read. - Do the task. - Exchange answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in listening part to develop their speaking skill. b) Content: Speaking: What do you usually buy at the supermarket? c) Expected outcomes: Students can think of their shopping list in the supermarket. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Conversation skill - Have Ss look at the Conversation skill box and read. - Play audio (CD 1 - Track 49), have Ss listen and repeat. - Ask Ss to find more ways to ask for repetition. Task c. In pairs: What do you usually buy at the supermarket? - Have Ss work in pairs to discuss. - Observe and give help if necessary. - Call some pairs to share their ideas with the class. - Give feedback and evaluation. - Look and read. - Listen and repeat. - Give answers. - Work in pairs. - Present. C. Consolidation and homework assignments (5’) * Consolidation: - Words about ingredients and measurements: spaghetti, lemon, tomato, onion, tablespoon, teaspoon, grams, milliliters, sugar, oil, flour, milk. - Language to ask for repetition to check an amount or quantity: Sorry, how much? / Sorry, how many? * Homework - Learn the new words by heart. - Practice talking about what to buy at the supermarket. - Do the exercises in WB: New words and Listening (pages 26, 27 – WB). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 28). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.2 – Grammar (page 37 – SB). 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: …………………………………………………………………………………………