Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 10 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 10 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 Period:19 Teaching date: 12/ 11/2024 UNIT 5: AT THE FISH AND CHIP SHOP Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: chicken, chips, fish, milk. - Sound: /i/ 2. Competences: + Say the letter I/i and the words chicken, chips, fish, milk and the phrases containing /i/ and chicken, chips, fish, milk in a chant. + Listen and identify the words chicken, chips, fish, milk. + Trace the letter I/i. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. - Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer, projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: - Get Ss to play What’s Missing Game, using the pictures and flashcards with the incomplete words ch_cken, ch_ps, f_sh and m_lk. Ss should guess the missing letter and say the words correctly. Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: chicken, chips, fish, milk. *Procedure: -Have Ss look at the chant, saying Look at the chant on page 24, please! Draw Ss’ attention to the first line and explain its meaning. Ask them to pay attention to the letter I/i and the word fish. Check comprehension. -Play the recording of the first line for Ss to listen and to get familiarized with the rhythm, saying Listen to the first line, please! - Play the recording again, ask Ss to listen and repeat the first line. Then play the recording for them to listen and repeat until they feel confident. - Follow the same procedure with the other verse. Show Ss how to chant and clap their hands. Correct pronunciation, if necessary. - Play the recording all the way through. Ask Ss to listen and repeat the chant individually and in chorus. Give further support to those Ss who find it difficult to do the task. - Select some Ss to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands.
2. *Outcome: read the chant with some words: chicken, chips, fish, milk. Activity 3. Listen and tick :7’ *Aim: help Ss to improve listening skill with some words chicken, chips, fish, milk. *Procedure: -Have Ss look at the pictures of Question 1 and say what they can see, saying Look at the pictures in Question 1, please! What can you see? Can you see chips and fish? Draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. - Invite some Ss to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! E.g. 1a: chips, 1b: fish - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check. *Outcome: improve listening skill with some words chicken, chips, fish, milk. Activity 4. Look and trace. *Aim: help Ss to look and trace with the sound of the letter I/i. *Procedure: - Have Ss look at the letter I (upper case) and i (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter I/i. T can demonstrate by air tracing or tracing the broken lines of the letter I/i on the board. -Then let Ss do the tracing. Give further support to those Ss who find it difficult to do the task. - Check the results of Ss’ tracing and give feedback. Ask Ss to work in pairs and swap their answers. Give Ss time to work. Go around and offer help, if necessary. - Ask some Ss to show what they have done. - With a better class, write the letter I/i in broken lines on the board and invite some Ss to trace them. Activity 5. Consolidation - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink Practice more at home. - Prepare new lesson. IV. COMMENT *********************** Week: 10 Period: 20 Teaching date:14 / 11/2024 UNIT 5: AT THE FISH AND CHIP SHOP Lesson 3 I. OBJECTIVES:
3. 1. Language focus/ Knowledge: - Vocabulary: chicken, chips, fish, milk - Sound: /i/ -Sentence pattern: I like _______. 2. Competences: - Use “I like _____.” to talk about someone’s favourite food/drinks. - Sing a song with the structure “I like _____.” 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: - Show Ss pictures/slides of some food and drinks they have learnt. - Ask them to recall and name the food and drink items (e.g. apple, chips, fish, chicken, milk, ...). Encourage better Ss say more words if they can. Activity 2. Listen and repeat *Aim: help Ss to practise sentence pattern: I like _______. *Procedure: -Have Ss look at the picture of a boy holding a carton of milk. Explain the meaning of the sentence “I like milk.” in the bubble and how it is used. Check comprehension. -Play the recording several times for Ss to listen and repeat the sentence. Give more support to those Ss who find it difficult to do the task. - Invite some Ss to listen and repeat the sentences in front of the class. - T checks and corrects. *Outcome: practise sentence pattern: I like _______. Activity 3. Let’s talk *Aim: help Ss to improve speaking skill with sentence pattern: I like _______. *Procedure: - Have Ss look at the first picture. Point to the carton of milk and ask them, saying What’s this? Tell them that it is milk, saying It’s milk. Follow the same procedure with other pictures in the activity. -Ask Ss to use the structure in the bubble “I like _____.” and Picture 1 (milk) to talk about their favourite drink, e.g. I like milk. Get them to repeat the sentence several times individually and in chorus. Check comprehension. -Follow the same procedure with the other pictures in this activity. Make sure Ss understand the structure “I like ____.” and say it with the right pronunciation and intonation.
4. -Ask Ss to work in pairs or in groups to practise talking about favourite food/drinks, saying Now practise talking about your favourite food/drinks, please! Go around and offer help or correct pronunciation if necessary. *Outcome: improve speaking skill with sentence pattern: I like _______. Activity 4. Let’s sing *Aim: help Ss to sing the song. *Procedure: -Have Ss read the lyrics to familiarize themselves with the first verse of the song. .Explain the meanings of the verse, if necessary. Check comprehension. -Play the recording several times for Ss to repeat line after line to make sure that they can sing the verse correctly. - Do the same with the second verse of the lyrics. Play the recording several times for Ss to repeat to make sure that they can sing the verse correctly. Check comprehension. - Have Ss listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Then let Ss practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. - Call one or two groups to sing the song in front of the class. *Outcome: sing the song. Activity 5. Consolidation - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink Practice more at home. - Prepare new lesson. IV. COMMENT *************************** LESSON PLAN TIENG ANH 3 WEEK 10 Tuesday, November 11, 2024 FUN TIME 1 I. OBJECTIVES Language By the end of the lesson, pupils will: - take part in three fun activities relating to their language knowledge and competences. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks II. RESOURCES AND MATERIAL: - Pupil’s book Page 42
5. - Teacher’s guide Pages 76, 77, 78 - Website sachmem.vn - Computer, projector, III. PROCEDURE Warm-up and review: 6 minutes Greet the class. Who is faster? - Divide the class into 2 big groups. Each group has a leader to check their group’s work. - Teacher sticks the flashcards and writes numbers 1 - 6 on the board. - Teacher says a number, each member from 2 groups says the word. Example: Activity 1. Find, circle and match. 8 minutes Step 1: Have pupils look at the activity. Point at the pictures and ask “What’s this?” or “What do you see in the pictures?” Write the words or stick the flash cards of the words, one by one, on the board. Point at each word on the board and have pupils say the word as a class. Step 2: Point at the picture of an ear, and draw pupils' attention to the word ear that has been circled as an example. Tell pupils to find the rest of the words in the word search. Step 3: Have pupils match the words in the word search with the pictures. Have them check and correct their answers in pairs. Check the answers as a class. Step 4: Have pupils work in pairs, one points at the pictures and the other points at the circled words in the word search and say them aloud. Activity 2. Quiz time. 10 minutes Step 1: Put pupils into two teams, Team 1 and Team 2. Step 2: Have one representative of each team stand next to his/her box, Box 1 and Box 2. Step 3: Explain the rules: Two quizmasters will read different dialogues for each pair of pupils. Example: Pupil 3 (showing the flash card): What’s this? Pupil 4: It’s a hand. After listening to the dialogue, Pupils 1 and 2 must race to find the right flash card and put it in their team’s box. Whoever is quickest earns one point for his / her team. Other pairs then take turns to compete. The quiz continues until the end of the time limit (5 –
6. 10 dialogues are recommended). The team with the most points wins. Activity 3. Look and match. 5 minutes Step 1: Draw pupils’ attention to Pictures 1 to 5 and elicit the names of the body parts: eye, ear, nose, hand, mouth. Step 2: Point to your eyes and ask pupils what they do with their eyes. Encourage pupils to share their ideas, then explain that we see with our eyes. Write see on the board and model it for pupils to repeat. Step 3: Repeat Step 2 for Pictures 2 to 5 (hear, smell, touch, taste). Step 4: Have pupils complete the activity by drawing lines to match the body parts to the senses. Check answers together as a class. Fun corner and wrap-up: 5 minutes Game: Excellent reader! - Divide the class into 4 groups (around 5 pupils/group). Each group stands in line and appoints a leader. - Each group will be given a set of 5 words. Each member has to read out loud one word for the leader to check. As soon as they finish, the leader will run and slap the board. - The group that finishes the reading task in the shortest time is the winner. Option: Game: I got it! - Teacher asks pupils to read the definition carefully and guess what word it is. - When pupils have the answer, they will raise their hand and say “I got it”. Key: 1. We can use this body part to smell. – A nose 2. It’s between number six and eight. – Number seven. 3. We say this to greet people. – Hello/ Hi! 4. We can use this body part to listen to music. – An ear/ ears. We use this body part to touch things. – A hand/hands. Adjusment: Wednesday, November 12, 2024 UNIT 6: OUR SCHOOL Lesson 1 – P1- 3 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - use the words school, classroom, library, playground in the sentence pattern: Is this our ____________? – Yes, it is. / No, it isn’t. - use Is this our ? – Yes, it is. / No, it isn’t. to ask and answer questions about their school. Attributes: - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL:
7. - Student’s book Page 44 - Audio Tracks 57, 58 - Teacher’s guide Pages 79 - 81 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Who is faster? Review the previous lesson by having the class play the game Who is faster, using the words in Unit 5 EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Learn new words Have pupils look at the pictures and elicit the places at school. Have the class repeat the words a few times. Hold up the flash cards for school, classroom, library and playground and have pupils say the words. Check their new vocabulary with the game Look and guess. Step 2: Draw pupils’ attention to the pictures. Point at each picture, ask questions to help them identify names of the speakers in the pictures. Step 3: Have pupils look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Do this several times until they feel confident. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 4: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 5: Invite a few pairs to the front of the class to listen and repeat the sentences. Step 6: Draw their attention to the question Is this our school? and the answers Yes, it is. and No, it isn't. Tell pupils that they are used to ask and answer about their school. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils point at Picture a (school), listen to the recording and repeat the word. Follow the same procedure with the other three pictures.
8. Step 2: Point at the question in the bubble and Picture a and have pupils listen to the recording and repeat the question (Is this our school?). Point at Picture a and have pupils listen to the recording and repeat the answer (Yes, it is.). Follow the same procedure with the other three pictures. Step 3: Point at one of the pictures randomly to elicit the question and then the answer. If possible, prepare some photos of the school, classroom, library and playground to elicit Yes, it is. in the real context. Step 4: Give pupils time to practise asking and answering the question Is this our _____? – Yes, it is. / No, it isn't. in pairs. Remind them that they can select any of the four pictures to point and say. Go around the classroom to offer support. Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the picture. Point at a certain room to elicit the question and the answer in context. Stick the flash cards for school, classroom, library and playground on the wall at various places around the classroom and point at a certain flash card to elicit the question and answer. If possible, prepare some photos of the school to create the right context for pupils to talk. Step 2: Give pupils time to practise in pairs. One pupil points at a prompt picture or a school room flash card and asks and another pupil answers in context. Go around the classroom to offer support. Step 3: Invite some pairs of pupils to the front of the class to perform their conversations. Fun corner and wrap-up: 5 minutes Game: Lucky number game Divide the class into 2 teams. Have two pupils from each team to choose a number, then ask and answer with the revealed word. Give points to the teams. Preparation for the project: Tell pupils about the project on page 49. Ask them to prepare at home. Ask them to prepare a poster about their school in order to introduce their school to a new pupil. They need to prepare the sentences that they are going to talk about. In Lesson 2, Period 4, remind pupils of what they need to prepare for the project. Adjusment:
9. Thursday, November 14, 2024 UNIT 6: OUR SCHOOL Lesson 1 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words school, classroom, library, playground, in the sentence pattern: Is this our ________? – Yes, it is. / No, it isn’t. - use Is this our ________? – Yes, it is. / No, it isn’t. to ask and answer questions about their school; Attributes: - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 45 - Audio Tracks 59, 60 - Teacher’s guide Pages 81 - 83 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Pupils in each team take turns to pass the ball. After the music ends, 3 pupils who have the ball stand up and say the words school, classroom, library, playground, then make sentences using the sentence model. PRACTICE Activity 4. Listen and tick. 8 minutes
10. Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for the place in each picture. Tell pupils about the activity. Play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording the third time to give pupils another listening opportunity. Step 2: Repeat Step 1 for Pictures 2a and 2b. Step 3: Have pupils swap books with a partner, then check answers together as a class. Write the correct answers on the board. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the places in the pictures. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the picture and identify the place. Have them look at the dialogue. Ask them what is missing in the question (library). Then have them complete the gap (Is this our library?). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw pupils’ attention to two gaps in the dialogues 3 and 4. Step 5: Have pupils complete the dialogues individually. Get pupils to swap and correct their answers in pairs. Check the answers as a class. Ask a few pairs to read the dialogues aloud. PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Have pupils look at the picture illustrating the song lyrics and elicit what they can see in the picture. Step 2: Play the recording and ask pupils to clap when they hear the word school. Play the recording again for the class to listen to the word and clap. Play the recording again and ask pupils to do a TPR action when they hear the word like. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording a few times for them to practise singing, clapping and doing the actions.
11. Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform while the rest of the class sings and/ or claps along. Encourage the class to praise or cheer the performers. Individual work/ Whole class Individual work/ Whole class Group work Fun corner and wrap-up: 5 minutes Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/ cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Adjusment: Friday, November 15, 2024 UNIT 6: OUR SCHOOL Lesson 2 – P1-3 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - use the words school, classroom, library, playground, computer room, art room, music room and gym in the sentence pattern Let’s go to the ____; - use Is this our ? – Yes, it is. / No, it isn’t. to ask and answer questions about their school; - use Let’s go to the . – OK, let’s go. to make suggestions to go to a place at school and express agreement; - listen to and understand simple exchanges in relation to the topic “Our school”; Attributes: - Kindness: help partners to complete learning tasks - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 46 - Audio Tracks 61, 62 - Teacher’s guide Pages 83, 84 - Website sachmem.vn
12. - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Guess the pictures - Write any words on the board. - The first pupil has to take the last four or three letters of that word and form a new word. - The second pupil does the same, and the chain continues until a pupil can’t form a word. - The pupil who fails to form a word or misspells it is out of the game. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Learn new words Have pupils look at the pictures and elicit the places at school. Have the class repeat the words a few times. Hold up the flash cards for school, classroom, library and playground and have pupils say the words. Check their new vocabulary with the game Look and guess. Step 2: Draw pupils’ attention to the pictures. Point at each picture, ask questions to help them identify names of the speakers in the pictures. Step 3: Have pupils look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Do this several times until they feel confident. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 4: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 5: Invite a few pairs to the front of the class to listen and repeat the sentences. Step 6: Draw their attention to the sentence Let’s go to the _____. and the agreement OK, let’s go. Tell pupils that the sentences are used to make suggestions and express agreement. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils point at Picture a (computer room), listen to the recording and repeat the word. Follow the same procedure with the other three pictures.
13. Step 2: Point at Picture a and have pupils listen and repeat after the recording (Let's go to the computer room.). Point at the bubble and have pupils listen and repeat after the recording (OK, let's go.). Follow the same procedure with the other three pictures. Step 3: Point at one of the pictures randomly to elicit the suggestion and then the agreement. Step 4: Give pupils time to practise making suggestions and expressing agreement in pairs. Remind them that they can select any of the four pictures to point and say. Go around the classroom to offer support. Step 5: Invite a few pairs to point at the pictures and make dialogues PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the picture. Point at the rooms to elicit their names. Point at a certain room to elicit the missing words in the gapped bubbles to complete the sentences. Stick the flash cards for computer room, art room, music room, library, playground and gym around the classroom. Point at a certain flash card to elicit the suggestion and agreement. Step 2: Put pupils into pairs to make suggestions to go to a place at school and express agreement. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the rooms in the picture in their books or flash cards around the classroom. Fun corner and wrap-up: 5 minutes Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/ cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Adjusment: LESSON PLAN TIENG ANH 4 WEEK 10 Monday, November 11, 2024 REVIEW 1 - EXTENSION ACTIVITIES Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to:
14. Language - identify five different countries together with their flags and land knowledge & shapes skills - identify the different times in different countries - identify some countries are near or far from Viet Nam Competences - Communication and collaboration Attributes Show pride of our country and respect to other countries and their differences II. RESOURCES AND MATERIALS - Student’s book: Page 42, 43 - Teacher’s guide: Pages 85, 86 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Look and write – Look and write – PROCEDURE Read the questions. Then tick the answers – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. - Have pupils sing the song What time do you go to school? on page 19. Praise pupils and get the class to cheer or clap their hands. (Teacher may let pupils watch the animation video of the song and have them sing along. vBjWhplE1wXFpSJ&index=6) - Ask pupils to open their books at page 42, 43 and look at Extension activities, Activity 1. PRACTICE Activity 1. Look and write. 5 minutes Step 1: Draw pupils’ attention to the pictures. Ask Where is Viet Nam? and encourage pupils to point to it. Write Viet Nam on the board. Step 2: Repeat Step 1 for Britain, Japan, Australia and America. Step 3: Have pupils complete the activity by writing the name next to each country. Check answers together as a class. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Look and write. 10 minutes
15. Step 1: Have pupils look at the clocks. Draw their attention to the different times in different countries. Explain the concept of time zones in a simple way if necessary. Step 2: Write In America, it’s _____. on the board. Read the first part of the sentence aloud and encourage pupils to complete it. When pupils answer correctly, write the answer on the board: It’s eight o'clock. Step 3: Have pupils complete the activity by completing the sentences. Check answers as a class. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & answers PRODUCTION Activity 3. Read the questions. Then tick the answers. 8 minutes Step 1: Draw pupils’ attention to the question Which country is near Viet Nam? and read it as a class. Check comprehension. Step 2: Ask pupils to look at Question 1 with three answer options a, b and c. Explain the new word Russia. Get them to look at the flags of Thailand, America and Russia, elicit the right answer and tick it (Picture a). Repeat the same procedure with Question 2. Step 3: Repeat Steps 1 and 2 with the question Which country is far from Viet Nam? Go around the classroom to offer support where necessary. Step 4: Get pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. Step 5: Have pupils say the answers by asking the two questions. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Guessing Game (ppt) - Divide the class into 2 teams: Boys and Girls. - Pupils take turns looking at the pictures and letters to guess the words. If they have the correct answers, they get one point for their teams. If the answer is not correct, the other team answers and gets points. Option 2: Mystery box Game - Divide the class into two teams: Boys and Girls. - Pupils take turns choosing the letter and answer the question. - They look at the pictures and answer the questions. If they have the correct answers, they get one point for their teams. If the answer is not correct, the other team answers and gets points. - Team with the most points is the winner. Monday, November 11, 2024 UNIT 6: OUR SCHOOL FACILITIES
16. Lesson 1 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two knowledge & communicative contexts focusing on asking and answering skills questions about the location of a school. - correctly say the words and use Where’s your school? – It’s in the _____. to ask and answer questions about the location of a school. - enhance the correct use of Where’s your school? – It’s in the ___. to ask and answer questions about the location of a school in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they’re from and respect to other people by using appropriate gestures and intonation when asking and answering about school locations. II. RESOURCES AND MATERIALS - Student’s book: Page 44 - Audio tracks 57, 58 - Teacher’s guide: Pages 87, 88, 89 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, PROCEDURE point and say – Let’s talk – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. - Have pupils sing the song in Unit 5 - Lesson 2. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b and guess the locations of the schools. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.
17. 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 question Where’s your school? and the answers: It's in the city. and It’s in the mountains. Tell pupils that they are a question and answers about the location of a school. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Step 1: Have pupils look at the pictures and elicit the locations of schools. Step 2: Have pupils point at Picture a (mountains), listen to the recording and repeat the word (mountains). Repeat the same procedure with Pictures b, c and d. Have the class repeat the words a few times. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (Where’s your school?). Point at Picture a and have pupils listen to and repeat after the recording (It’s in the mountains.). Repeat the same procedure with the other three pictures. Step 4: Divide the class into two groups to take turns repeating the question and the answer in Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d. Step 5: Put pupils in pairs and have them practise asking and answering with the pictures. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Correct their pronunciation where necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask pupils to look at the second bubble and identify what the answer should be. Give an example answer It’s in the village. Get pupils to repeat the question and the answer several times. Step 2: Have pairs of pupils practise asking and answering questions about the locations of the schools in the paintings. Go around the classroom to observe and provide help. Step 3: Invite some pairs to practise asking and answering questions about the locations of the schools in front of the class and correct their pronunciation where necessary. Assessment
18. - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Doraemon Game (ppt) - Divide the class into 3 teams. - Pupils from each team choose a letter, then answer the question. - Pupils answer correctly to get some points corresponding to the number of pies. Option 2: - Ask pupils to answer the questions. (Use Where’s your school? – It’s in the ___. to ask and answer questions about the location of a school.) * Preparation for the project: Ask pupils to prepare for the project on page 49 by drawing their school and its facilities as homework so that they can tell the class about their school at Project time. Tuesday, November 12, 2024 UNIT 6: OUR SCHOOL FACILITIES Lesson 1 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in knowledge & which pupils ask and answer questions about school locations skills and number the correct pictures. - complete four target gapped exchanges with the help of picture cues. - review the words of locations by playing the game Matching pairs. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they’re from and great respect to other people by using appropriate gesture and intonation when asking and answering about school locations. II. RESOURCES AND MATERIALS - Student’s book: Page 45 - Audio track 59 - Teacher’s guide: Pages 89, 90, 91 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6)
19. - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Spend a few minutes revising the sentence patterns Where’s your school? – It’s in the _____. Have pupils ask and answer questions about the locations of schools in front of the class. Option 2: - Dictate some sentences about locations (e.g. My school is in the mountains.) and ask pupils to write them down. Then let them work in pairs or groups to correct each other’s answers. Option 3: - Play the Guessing game (ppt). PRACTICE Activity 4. Listen and number. 5 minutes Step 1: Have pupils look at Activity 4. Ask them How many pictures are there? and What can you see in each picture? Draw pupils’ attention to the boxes in the corners of the pictures. Check their comprehension. Step 2: Play the recording of the first dialogue. Tell pupils that they will need to listen to the location (e.g. city, village, town, mountains). Ask pupils Where’s the school? Help pupils find out the answer of the location in the dialogue. Then ask pupils in which picture the location town appears (Picture c). Tell pupils to write “1” in the box of Picture c. Step 3: Play the recording of the other dialogues and allow pupils to write down their answers. Give pupils some minutes to swap books with a partner and then check the answers as a class. Correct the answers where necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation if necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Ask pupils to look at the pictures and identify the school locations in the four pictures. Step 2: Ask pupils to look at the incomplete exchanges. Draw their attention to the missing words in the sentences. Step 3: Model Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (village). Then, have them fill the gap. Repeat the same procedure with Pictures 2, 3 and 4.
20. Step 4: Get pupils to complete the exchanges individually, then ask a few pairs to read them aloud and check their pronunciation if necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Tell pupils that they are going to find four pairs of pictures and words as quickly as possible. Step 2: Stick the picture cards face down in the left column on the board. Stick the word cards face down in the right column on the board. Step 3: Invite one pupil to play the game by selecting a picture card and a word card, turning them over. If two cards are a matching pair, ask the pupil to say the word aloud. The pupil can continue to take another turn. If the cards do not make a match, ask the pupil to turn them face down again, and invite another pupil to take the next turn. Step 4: Let pupils play the game until all pairs have been matched. Play the game several times if there is enough time. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Game: Matching pairs (ppt) - Divide the class into 3 teams. - Pupils from each team choose two numbers to find out the matching pair. - Pupils answer correctly and get one point. - The team that gets the most points is the winner. Adjustment: .. .. Wednesday, November 13, 2024 UNIT 6: OUR SCHOOL FACILITIES Lesson 2 – P 1- 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: