Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 13 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 13 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 13 Period: 25 Teaching date: 3/12 /2024 FUN TIME 2 Part 3, 4 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds /i/ (letter i) and /e/ (letter e) - Vocabulary: chicken, chips, fish, milk, bell, pen, pencil and red. 2. Competences: - Write the letters they have learnt to complete the words. - Say the words (chips, milk, pen, pencil ) they have learnt. 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:5’ *Aim:help ss to be eager and happy to begin the new lesson. *Procedure: - Have Ss play The Matching Game. Stick the picture flashcards on the board. Write the words from Unit 5 and Unit 6 on the board. Call on some Ss to go to the board and draw lines to match the words and the pictures Activity 2. Write and say.13’ *Aim: help Ss write the letter they have learnt to complete the words (chips, milk, pen, pencil). *Procedure: - Have Ss look at the pictures around the puzzle. Ask them to identify the missing letters. - Explain how to do the activity. Ss fill in each space in the puzzle with a letter to make a complete word. Say Look at the puzzle and pictures around. Fill a letter to complete each word, please! Check Ss’ understanding of the instructions. - Have Ss do the activity individually. Go around to offer help if needed. -Get Ss to check their answers in pairs. Then ask some pairs to give their answers. Point at each blank and Ss read aloud the letter needed. Give comments and confirm the correct answers. - Call on some Ss to say the words in front of the class.
2. *Outcome: write the letter they have learnt to complete the words (chips, milk, pen, pencil). Activity 3. Let’s play: Slap the board. 14’ *Aim: help Ss review and say the words (chips, milk, pen, pencil ) they have learnt. *Procedure: -Ask Ss how to play this game. If they do not know, explain the rules again Stick the pictures of the words from Unit 5 and Unit 6 on the board. -Have Ss stand in two lines in front of the board. Read out the words in English one by one. -Let Ss take turns to slap on the right picture. The group which can slap more words is the winner. -Elicit all the words used in this game from Ss. Have them practise saying the words. *Outcome: review and say the words (chips, milk, pen, pencil ) they have learnt. Activity 4. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT ************************** Period: 26 Teaching date: 5 /12 /2024 UNIT 7: IN THE GARDEN Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: girl, goat, gate, garden. - Sound: /g/ 2. Competences: + Remember and say some new words: girl, goat, gate, garden. + Pronounce the sound of the letter: G/g 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.
3. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: - Have one group of Ss play the game Slap the board Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. *Procedure: - Have Ss look at the picture and describe it, saying Look at the picture and describe it, please! Draw Ss’ attention to the words next to the things/ people/ animal and the colour of the letter G/g. Check comprehension. -Ask Ss to point to the letter G/g, saying Point to the letter G/g, please! Have them listen and repeat the sound of the letter G/g, saying Listen and repeat, please! more than once, if necessary. -Tell ss to point to the girl/the word pencil, saying Point to the girl/the word “girl”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for Ss to do choral and individual repetition. Correct pronunciation if necessary. -Follow the same procedure with the words goat, gate, garden. Give further support to those Ss who find it difficult to do the task. -Play the recording again and call a few Ss to say the sound of the letter E/e and the words bell, pen, pencil, red in groups and in front of the class. *Outcome: pronounce the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. Activity 3. Point and say:14’ *Aim: help Ss to practise pronouncing the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. *Procedure: - Have Ss look at the picture or Poster for Unit 7 again. Ask them to describe the picture. Draw their attention to the letter G/g, the things/girl/animal and the colour of the letter g in the words, if necessary. - Get them to point to the letter G/g and say it, saying Point to the letter G/g and say, please! If they pronounced correctly. - Ask Ss to point to the garden and say the word garden as a model, saying Point and say, please! Then ask one pupil to point to the garden and say the word garden in front of the class. Check comprehension. - Follow the same procedure with the girl/animal/ thing. Go around and correct pronunciation, if necessary. Give further support to those Ss who find it difficult to do the task. - Ask Ss to work in pairs or in groups to point to the girl/things/animal in the picture and say the sound of the letter G/g and the words (garden, gate, girl, goat), saying
4. Point and say, please! Go around to offer help and correct pronunciation, if necessary. Invite some Ss to point to the picture and say the sound of the letter and the words in front of the class - T gets feedback. *Outcome: practise pronouncing the sound of the letter G/g and remember and say some new words: girl, goat, gate, garden. Activity 4. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT LESSON PLAN TIENG ANH 3 WEEK 13 Tuesday, December 3, 2024 UNIT 7: CLASSROOM INSTRUCTIONS Lesson 3 – Period 6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and match two sentences and two dialogues with four pictures. - read, understand and complete the incomplete sentences by writing the correct words in the gaps. - make classroom instructions, choose one from the box and read it to the classmates to act out. 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 55 - Teacher’s guide Pages 98, 99 - Website sachmem.vn - Flashcards/pictures and posters (Unit 7) - Computer, projector
5. III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. - Play game Sit down, please! (Unit 7, Lesson 1). - Ask pupils to give instructions for his / her group to act out. - Give points for the groups and encourage them. PRACTICE Activity 4. Read and match. 8 minutes Step 1: Draw pupils’ attention to the sentences / exchanges and the pictures. Tell them about this activity and give pupils an example by getting them to read the first sentence in chorus. Draw a line to match it with Picture d. Step 2: Give pupils time to do the task individually or in pairs. Go around the classroom to offer support. Step 3: Get pupils to swap books with a partner to check answers as a class. Write the correct answers on the board for them to correct their answers PRODUCTION Activity 5. Let’s write. 9 minutes Step 1: Write the first incomplete sentence on the board: 1. Open your , please! Step 2: Read the incomplete sentence as a class. Elicit the word pupils have to write in the first gap and encourage them to say it. Step 3: Give pupils time to write down the answer. Step 4: Repeat Steps 1 to 3 for the other sentences. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. PRODUCTION Activity 6. Project. 8 minutes Step 1: Put pupils into groups or ask the whole class to work together. Step 2: Tell pupils to write instructions on their sheets of paper, then fold and put them in a box. Explain that each pupil writes just one instruction. Step 3: Get each pupil to choose one instruction in the box then read it to the group/ whole class to act out. Step 4: Give pupils enough time to complete each step. Go around the classroom to monitor and offer support. Extension: Create a class display using the pictures and vote for the most creative. Note: If there is not enough time to complete the project in class, set it as homework and check by giving pupils time to share their work in the next lesson.
6. 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. IV. ADJUSTMENT: .. ------------------------------------------------------------------------------------------- Wednesday, December 4, 2024 UNIT 8: MY SCHOOL THINGS Lesson 1 – P 1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words pen, ruler, book, school bag in relation to the topic “School things”; - use I have _____. to talk about having a school thing; - understand and correctly repeat the sentences in two communicative contexts (pictures) to talk about having a school thing. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Secure and organized: keep school things in the right ways II. RESOURCES AND MATERIAL: - Student’s book Page 56 - Audio Tracks 77, 78 - Teacher’s guide Pages 100, 101 - Website sachmem.vn - Flashcards/pictures and posters (Unit 8) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Listen and choose Review the previous lesson by having the class play the game Listen and choose with the classroom instructions in Unit 7: Stand up, sit down, close your book, open your book.
7. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters (Linh and Ben) in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording. Step 5: Draw their attention to the sentences I have a pen and I have a ruler. Tell pupils that the sentence I have _____. is used to talk about having a school thing. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Step 2: Point at Picture a and the words a pen under it. Check comprehension and give feedback. Play the recording for pupils to repeat the words a few times. Draw pupils’ attention to the bubble. Elicit the missing words. Write the answer on the board. Play the recording for pupils to repeat the sentence a few times until they feel confident. Tell pupils to point at the relevant school thing in the picture when they are repeating the sentence. Step 3: Repeat the same procedure with Picture b, c and d. Step 4: Give pupils time to point at Pictures a, b, c and d to practise saying the sentences. Step 5: Invite a few pupils to stand up, point at each school thing in the picture and say the sentence aloud. Game: Slap the board Divide the class into four teams. Stick the pictures of activities on the board. T says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The faster pupil will get points for their team. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils identify the school things in the picture (as in Input). Point at each school thing, elicit the missing words in the bubble (I have a book /ruler / etc.). Complete the sentence. Get pupils to say the completed sentence. Step 2: Put pupils into pairs. Encourage them to point at the school things in the picture and in the classroom respectively to say the sentence I have _____. Go around the classroom to offer support where necessary. Game: Let’s move and say! - Use a simple map (ppt), get 2-3 pupils to play at the same time. - Each pupil tosses a dice then moves accordingly.
8. - When he/she gets to the space, they have to do the requirements. Whoever gets to the last place first is the winner. 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 the words to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. Option 3: Preparation for the project Tell pupils about the project on page 61. Ask them to prepare three school things at home and the language to present about them. Tell them to bring their school things to the classroom at the project time to talk with their classmates. Guide them with the presentation language. ------------------------------------------------------------------------------ Thursday, December 5, 2024 UNIT 8: MY SCHOOL THINGS Lesson 1 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand two communicative contexts in which pupils talk about the school things they have. - read and complete the four gapped sentences with the help of the picture cues. - sing the song School things with the correct pronunciation and melody. Attributes Kindness: pupils wait for their turns to answer the questions Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 57 - Audio Tracks 79, 80 - Teacher’s guide Pages 102, 103 - Website sachmem.vn - Flashcards/pictures and posters (Unit 8) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes
9. Greet the class. Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. The group that makes it first will be the winner. PRACTICE Activity 1. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the name of the school thing in each picture and play the recording for Picture 1. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Step 2: Repeat Step 1 for the second target sentence. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording again for pupils to double check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. Game: Who says fast? Teacher points to the picture, pupils say it as fast as they can. This can be played individually or in teams. PRACTICE Activity 2. Look, complete and read. 9 minutes Step 1: Have pupils look at the picture cues and identify the school things (a pen, a book, a ruler and a school bag). Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Have pupils look at the incomplete Sentence 1. Ask them what is missing in the sentence (pen). Write the answer on the board. Have them complete the gap and read the completed sentence in chorus. Step 4: Follow the same procedure with Sentences 2, 3 and 4. Step 5: Have pupils complete the sentences individually and ask a few pupils to stand up and read them aloud. Game: Choose the right pairs! Divide the class into two teams. Each pupil from each team comes to the board, choose a card from the left, then choose one from the right. If they match, he/she gets points for their team. PRACTICE Activity 3. Let’s sing. 8 minutes Step 1: Draw pupils’ attention to the title and lyrics of the song. Check comprehension of the lyrics and give feedback.
10. Step 2: Play the recording all the way through for pupils to listen to the whole song. Tell them to pay attention to the pronunciation and melody. Step 3: Play the recording line by line for pupils to listen and repeat. Tell pupils to point at the relevant character and his / her school things while singing the relevant lyrics. Correct their pronunciation where necessary. Step 4: Introduce actions for pupils to do while they are singing along with the recording. Play the recording all the way through for pupils to sing and do actions. Step 5: Give pupils time to practise singing and doing actions in pairs or groups. Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform the song and the rest of the class sings and / or claps along the song. Fun corner and wrap-up: 5 minutes Game: Game: Let’s sing and move! Play audio track 80, then ask pupils to sing and dance along to the song, when the music stops, everybody has to stop moving. Pupils who can’t stop in time will be eliminated. IV. ADJUSTMENT: .. --------------------------------------------------------------------------------------------------- Friday, December 6, 2024 UNIT 8: MY SCHOOL THINGS Lesson 2 – P 1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the questions and answers about having a school thing. - correctly say the words and use Do you have _____? − Yes, I do. / No, I don’t. to ask and answer questions about having a school thing. - enhance the correct use of Do you have _____? − Yes, I do. / No, I don’t. to ask and answer questions about having a school thing. Attributes - Diligence: complete learning tasks - Responsibility: appreciate kindness - Secure and organized: keep school things in the right ways II. RESOURCES AND MATERIAL - Student’s book Page 58
11. - Audio Tracks 81, 82 - Teacher’s guide Pages 103, 104, 105 - Website sachmem.vn - Flashcards/pictures and posters (Unit 8) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to your greetings. Game: Who says fast? - Hold a flashcard, then reveal it slowly. Ask the students What is it? - The pupils guess the answer as fast as possible. - This can be played in groups to make it more interesting. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the pictures. Tell pupils about this activity. Have pupils look at Pictures a and b and identify names of the speakers in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and familiarise themselves with the stress and intonation of the sentences. Play the recording again for pupils to listen and repeat sentence by sentence. Do this several times until they feel confident. Correct their pronunciation where necessary. Step 3: Follow the same procedure with Picture b. Step 4: Put pupils into pairs to practise repeating the sentences in Pictures a and b. Go around the classroom to offer support where necessary. Step 5: Draw pupils’ attention to the questions Do you have a pen /a ruler? and the answers Yes, I do. / No, I don’t. Tell pupils that they are used to asking and answering about having a school thing. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Step 2: Point at Picture a and the words underneath. Play the recording for pupils to listen to and repeat the words a few times. Draw pupils’ attention to the gapped question. Explain the meaning. Elicit the missing phrase and write it on the board. Play the recording for pupils to listen to and repeat the completed question and answer a few times. Remind pupils to point at the relevant school thing in the picture when they are repeating. Step 3: Repeat the same procedure with Pictures b, c and d. Step 4: Give pupils time to take turns asking and answering the questions about the school things in Pictures a, b, c and d. Go around the classroom to offer support where necessary. Step 5: Invite a few pairs to come to the front of the class, take turns pointing at each school thing in the pictures to ask and answer the questions about having a school thing.
12. Note: Explain the use of a / an before a noun: a book, a pen, a school bag, a ruler, etc. but an eraser Game: LUCKY WHEEL - Divide the class into four groups. - Each group takes turns to pick a number. - Have pupils look at the picture cues and answer the questions on the slide. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the pictures. Elicit the context (see Input) and the missing words. Write them on the board. Complete the question and relevant answer. Invite two pupils to take turns to ask and answer with yes. Correct their pronunciation where necessary. Repeat the procedure, but with no answers. Step 2: Put pupils into pairs to do the task. Go around the classroom to offer support where necessary. Step 3: Invite some pairs to the front of the classroom to take turns to hold up a school thing in their classroom, ask and answer about having a school thing, first the answer with yes, then the answer with no. Fun corner and wrap-up: 5 minutes Teacher tells pupils to put their school things on a desk. Ask them: Do you have a pen/book/ruler ? If they have that item, say: Yes, I do. If not, then say: No, I don’t. IV. ADJUSTMENT: .. ---------------------------------------------------------------------------------------------- Monday, December 2, 2024 UNIT 7: OUR TIMETABLE Lesson 3 – Period 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - Read and show understanding of the text by choosing the best options to complete the sentences. - Read, understand and complete a gapped text about pupils’ timetables using the target language. - Make and present their timetables to the class. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform presentation skill Attributes
13. - Show their responsibility to follow the timetable and prepare their subjects before school. II. RESOURCES AND MATERIALS - Student’s book: Page 55 - Teacher’s guide: Pages 110,111 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 7) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes – Greet the class, then invite one or two groups of pupils to the front of the class to say the chant on page 54, in Lesson 3, Activity 3. The rest of the class may chant and clap along. – Ask pupils to open their books at page 55 and look at Unit 7, Lesson 3, Activity 4. PRACTICE Activity 1. Read and circle. 5 minutes Step 1: Tell pupils the goal of the activity and explain that they should read the sentences and choose the correct options. Check comprehension. Step 2: Do Sentence 1 as an example. First, have pupils read the sentence and guess the missing words. Then have them read the text and choose the correct option. Step 3: Set a time limit for pupils to do the task independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers where necessary. Extension: Invite one or two pupils to read the text and the completed sentences in front of the class. You may ask pupils to correct the false sentences where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 2. Let’s write. 10 minutes Step 1: Tell the class the goal of the activity and explain that they should read the gapped text and fill in the gaps with their own information. Explain that the gaps in the text focus on their names and their timetables. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit the names. Then have them write their names in the gap. Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Extension: Invite one or two pupils to read their completed texts in front of the class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRODUCTION Activity 3. Project. 8 minutes Step 1: Tell pupils the goal of the activity. Explain that they must show the timetables that they have prepared at home and present them to the class.
14. Step 2: Have pupils work in groups of three. Each pupil shows his / her timetable and tells the group about it, e.g., Look at the timetable. I have Vietnamese and maths every day. I have English on Mondays, Wednesdays, and Fridays. I have music on Thursdays. Go around the classroom and offer help if necessary. Step 3: Invite a few pupils to show their timetables and tell the class about them. Praise pupils when they do the task well. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Game: Reorder the words Pupils take turns to reorder the words and make the correct sentences. -------------------------------------------------------------------------------------------- Monday, December 2, 2024 UNIT 8: MY FAVOURITE SUBJECTS Lesson 1 – Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s favourite subject. - correctly say the words and use What’s your favourite subject? – It’s _____. to ask and answer questions about someone’s favourite subject. - enhance the correct use of What’s your favourite subject? – It’s _____. to ask and answer questions about someone’s favourite subject 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 their love and interest in their school subjects II. RESOURCES AND MATERIALS - Student’s book: Page 56 - Audio tracks 77, 78 - Teacher’s guide: Pages 112-114 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting.
15. Option 1: Spend a few minutes revising Unit 7 by getting the class to sing the chant in Lesson 3. Play the chant once and require pupils to listen carefully to recall the rhythm and lyrics. Play and pause before the words ‘science’ and ‘Vietnamese’. Play and pause randomly to let pupils say along. If possible, ask pupils to chant and clap their hands without music to recall the chant. Correct pronunciation if necessary. Option 2: Watch a video! (Powerpoint slides) School Subjects In English | English Vocabulary EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b to identify the characters in the pictures. 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. Step 4: Invite a few pairs to stand up to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the pictures. Tell pupils that What’s your favourite subject? and It’s PE. are used to ask and answer questions about someone’s favourite subject. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Step 1: Have pupils look at the pictures. Elicit the subjects from pupils. Step 2: Have pupils point at Picture a (art), listen to the recording and repeat. Repeat the same procedure with Pictures b, c and d. Have the class point at and repeat the subjects a few times. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (What’s your favourite subject?). Point at Picture a and have pupils listen to and repeat after the recording (It’s art.). Repeat the same procedure with Pictures b, c and d. Step 4: Set a time limit for pupils to work in pairs to practise asking and answering the question What’s your favourite subject? – It’s _____. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures and saying the questions and answers. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. 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 them to look at the girl’s speech bubble to identify
16. what the answer should be. Elicit the answer: It’s IT. (the girl’s finger is pointing at IT.) Get pupils to repeat the question and answer several times. Step 2: Set a time limit for pupils to work in pairs, point at the different books, ask and answer questions about their favourite subjects using What’s your favourite subject? – _____. Go around the classroom to observe and offer help where necessary. Step 3: Invite some pairs to take turns asking and answering questions about their favourite subjects in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 3: Miming game - Divide pupils into groups. - One pupil acts to demonstrate his favourite subject. - The rest of the pupils try to guess the subject. *Preparation for the project: Ask pupils to prepare for the project on page 61 by doing a survey on their favourite subjects and the reasons why they like these subjects as homework so that they can present the results at Project time. ---------------------------------------------------------------------------------------------------- Tuesday, December 3, 2024 UNIT 8: MY FAVOURITE SUBJECTS Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – listen to and understand four communicative contexts in which pupils ask and answer questions about their favourite subjects, and tick or cross the pictures. – complete four exchanges about characters’ favourite subjects with the help of picture cues. – sing the song My favourite subject with the correct pronunciation, rhythm and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their love and interest in their school subjects II. RESOURCES AND MATERIALS - Student’s book: Page 57 - Audio tracks 79, 80 - Teacher’s guide: Pages 114-116 - Website hoclieu.vn
17. - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Ask pupils to sing the song track 81 page 58 and act. Option 2: Have a Q-A with some pupils and ask pupils to count how many of their friends like the same subjects. Option 3: Play the game Who’s faster? (PPT slides) PRACTICE Activity 4. Listen and tick or cross. 5 minutes Step 1: Draw pupils’ attention to the pictures in Activity 4 and ask them to identify the subjects on the book covers. Step 2: Play the recording of the first dialogue and tell pupils to tick or cross the picture. Play the recording again and check their answers. Praise pupils if they have the correct answer. Step 3: Repeat Step 2 with the rest of the dialogues. Step 4: Set a time limit for pupils to swap books with a partner and check their answers before checking as a class. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Assessment - Performance products: Pupils’ 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 subjects. Step 2: Ask pupils to read Exchange 1. Draw their attention to the missing word (music). Complete the answer. Split the class into two groups to take turns asking and answering the question. Step 3: Have pupils look at Exchange 2. Elicit what is missing (What’s; art). Then have them complete the gaps (What’s your favourite subject? – It’s art.). Follow the same procedure with Pictures 3 and 4. Step 4: Set a time limit for pupils to complete the exchanges individually, then invite a few pairs to take turns playing the roles of the characters. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s sing. 8 minutes
18. Step 1: Have pupils read the song to familiarise themselves with the lyrics. Check comprehension and give feedback. Step 2: Have pupils listen to the whole song, drawing their attention to the pronunciation and tune. Step 3: Play the recording of the song line by line for pupils to listen and repeat, and do related actions, e.g. using a finger to trace the words or clapping their hands. Step 4: When pupils feel confident and are familiar with the melody, ask them to sing the whole song while doing actions or clapping their hands. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along to reinforce the activity. Praise pupils if they perform well. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Play the game Anagram, what’s missing? (PPT slides) Option 2: Play the board game Racing horses (in the next page) Option 3: Karaoke competition: “Quan ho Bac Ninh version” - Call some boys and girls to the board. Divide them into two groups called “lien anh” and “lien chi”. - Have them stand face to face. - Play the music track 80. Have them take turns to sing. - If pupils perform well, prepare some flashcards with other subjects to change the lyrics.
19. Game: RACING HORSES How to play: - Divide children into groups of four. - Give each group one paper dice. - Race to find the winner. START THE ASK YOUR MONITOR’S PARTNER FAVOURITE TO SING A SUBJECT IS SONG . ASK YOUR TEACHER GO GO BACK TO DRAW FORWARD THREE HER ONE SPACE SPACES FAVOURITE SUBJECT TO THE AIR WHAT’S FIND OUT YOUR THE MOTHER’S GO SHOW A SUBJECT FAVOURITE FORWARD DANCE THREE SUBJECT? ONE SPACE FRIENDS LIKE NAME THE GO BACK 5 DAY YOU FINISH SPACES HAVE ENGLISH
20. Wednesday, December 4, 2024 UNIT 8: MY FAVOURITE SUBJECTS Lesson 2 – Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – understand and correctly repeat the sentences in two communicative contexts focusing on asking for and giving reasons for liking a school subject, English. – correctly say the words and phrases and use Why do you like ______? – Because I want to be _____. to ask for and give reasons for liking a school subject, English. – enhance the correct use of Why do you like _____? – Because I want to be _____. ask for and give reasons for liking a school subject 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 their love and interest in their school subjects II. RESOURCES AND MATERIALS - Student’s book: Page 58 - Audio tracks 81, 82 - Teacher’s guide: Pages 116-118 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes - Greet the class and encourage pupils to respond to your greeting. Option 1: Spend a few minutes revising the previous lesson by asking the class to sing the song My favourite subject. Option 2: Game: Who’s faster? (PPT slides) EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b, and identify the characters and the reason why Nam likes English. 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.