Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 14 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 14 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 14 Period: 27 Teaching date: 10/12/2024 UNIT 7: IN THE GARDEN Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: girl, goat, gate, garden. - Sound: /g/ - Phrases: a goat and a gate, a girl and a garden 2. Competences: +Say the letter G/g and the words girl, goat, gate, garden. +Listen and identify the words girl, goat, gate, garden +Trace 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. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: -Invite a few Ss to point to the picture/poster and pronounce the sound of the letter G/g and say the words garden, girl, goat, gate. Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: girl, goat, gate, garden. *Procedure: - Have Ss look at the chant in their books Draw Ss’ attention to the first verse and explain its meaning .Ask them to pay attention to the letter G/g and the words goat, gate, the phrase A goat and a girl. Check comprehension. -Play the recording of the first verse for Ss to listen and to get familiarized with the tune, saying Listen to the first line, please! -Then have them listen again and repeat the verse, line by line, individually and in chorus. -Follow the same procedure with the second verse. Correct pronunciation, if necessary. Show them how to chant and clap hands. -Play the recording all the way through again for Ss to listen and do choral and individual repetition, Then play the recording for them to listen and repeat until they feel confident. -Put the class into two groups to practise chanting and clapping. Each group should sing one verse of the chant. - Encourage some Ss to go to the front of the class to chant and clap their hands. The rest of the class may clap along to the rhythm. If they chanted well. *Outcome: read the chant with some words: girl, goat, gate, garden. Activity 3. Listen and tick :7’
2. *Aim: help Ss to improve listening skill with some words girl, goat, gate, garden. *Procedure: - Have Ss look at the pictures: What is this? It’s a garden and what is this? It’s a gate. and ask them to repeat, saying It’s a garden. It’s a gate. Draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. - Have Ss point to the pictures. Ask them to describe the pictures. 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 first, then the sentences in front of the class, Eg: 1a: a garden, It’s a garden. / 1b: a gate, It’s a gate. - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter G/g *Procedure: - Have Ss look at the letter G (upper case) and g (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter G/g. T can demonstrate by air tracing or tracing the broken lines of the letter G/g. 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 G/g. in broken lines on the board and invite some Ss to trace them. Activity 5. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT Period: 28 Teaching date:12 / 12/2024 UNIT 7: IN THE GARDEN Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: girl, goat, gate, garden. - Sound: /g/ -Sentence pattern: There’s a ___ in the _____. 2. Competences: - Use There’s a _____ to introduce a thing. - Sing a song with the structure There’s a ___ in the _____. 3. Attitude:
3. -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: - T invites one or two Ss write the letter G/g and some words on the board. - T gets feedback Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: There’s a ___ in the _____. *Procedure: - Have Ss look at the picture, saying Look at the picture, please! What can you see? I can see a garden. It’s a garden. Yes, there’s a garden. Explain the meaning of the sentence and how it is used. Check comprehension. -Play the recording the first time for Ss to listen and repeat the sentence, saying Now listen and repeat, please! Correct pronunciation, if necessary. -Play the recording several times for Ss to listen and repeat the sentence in pairs or groups. Give support to those Ss who find it difficult to do the task. -Have Ss point to the garden and say the sentence in pairs or groups, saying Point to the garden and say There’s a garden, please!. Go around and offer help, if necessary. -Invite a few Ss to listen and repeat the sentence “There’s a garden.” in front of the class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly. *Outcome: practise sentence pattern: There’s a ___ in the _____. Activity 3. Let’s talk :7’ *Aim: help Ss to improve speaking skill with sentence pattern: There’s a ___ in the _____. *Procedure: -Have Ss look at the first picture in Student’s book or in sachmem. Say Look at Picture a, please! Point to the garden and ask them What is this? A garden? Yes. There’s a garden. Explain the meaning of the sentence and how it is used. Check comprehension. -Have Ss look at the first picture. Say Look at Picture a, please!. Point to the garden and ask them What is this? The Ss may answer. Tell them to introduce a garden, saying “There’s a garden”. -Ask Ss to point to Picture a and say “There’s a garden” in chorus, saying Let’s point to Picture a and say, please! Correct pronunciation, if necessary. -Ask them to look at the pictures to identify the other things, saying Look at Pictures b, c, d, please!. Then let them point to the pictures and say the words, saying Point and say, please! Check comprehension. -Ask Ss to work in pairs or in groups to point to the pictures and the structure in the bubble and say the sentences. Give further support to those Ss who find it difficult to do the task.
4. -Select some pairs of Ss to practise introducing animal/things to each other in front of the class. *Outcome: improve speaking skill with sentence pattern: There’s a ___ in the _____. Activity 4. Let’s sing :10’ *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(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT *************************** LESSON PLAN TIENG ANH 3 WEEK 14 Tuesday, December 10, 2024 UNIT 8: MY SCHOOL THINGS Lesson 2 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts in which pupils ask and answer questions about having a school thing. - read and match four simple exchanges with the correct pictures - review vocabulary words for school things and use them in the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by playing the matching game or Pelmanism. Attributes Diligence: complete learning tasks Secure and organized: keep school things in the right ways
5. II. RESOURCES AND MATERIAL: - Student’s book Page 59 - Audio Tracks 83 - Teacher’s guide Pages 105, 106, 107 - 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 greeting. Game: Pass the school things. Review the previous lesson by having the class pass the school things around while playing the music. When the music stops, those who have school things have to say the sentence: I have a PRACTICE Activity 1. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the words for the school thing in each picture. Play the recording twice so that pupils can do the task. Play the recording a third time to give pupils another listening opportunity and check their answers. Step 2: Tell pupils to swap books with a partner, and check answers together as a class. Write the answers on the board for pupils to correct their answers. Step 3: Play the recording all the way through for pupils to double-check all the 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. PRACTICE Activity 2. Read and match. 9 minutes Step 1: Draw pupils’ attention to Exchange 1. Tell them about this activity. Show them how to do the task. Get pupils to read Exchange 1 in chorus. Ask them what A and B are talking about. Write the word notebook on the board. Tell pupils to identify the picture of a notebook (Picture d). Then match Exchange 1 with Picture d. Step 2: Give pupils time to do the task with Exchanges 2, 3 and 4. Go around the classroom to offer support where necessary. Step 3: Tell 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. Extension: Invite some pairs of pupils to stand up and read aloud the matched exchanges. Let’s choose and say!
6. Pupils choose a number, then answer the question. Who can say the correct answer will get points for the team. (ppt game) Ex: Do you have a pencil? Yes, I do./ No, I don’t. Pupils have to choose the correct one. PRODUCTION Activity 3. Let’s play. 8 minutes Step 1: Explain how to play the game: Players take turns flipping over two matching cards. A picture matches with the name of the object in the picture. For example, a picture of a pen matches with the word pen. If two cards match, they are left turned face up and the player scores one point. If they do not match, they are returned to their face down layout and the turn passes to the next player. Players that successfully match cards get to take another turn and try to match two more cards. This continues until that player fails to match a pair. The player with the most points is the winner. Step 2: Set a time limit for pupils to play the game in pairs. Go around the classroom to offer support where necessary. Step 3: When time runs out, show the cards one by one and invite a few pairs to ask and answer questions using the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. Outcome: Pupils can review the vocabulary words for school things and use them in the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by playing a matching game. Fun corner and wrap-up: 5 minutes - Teacher asks pupils to put out their school things on the desk. - Ask them to show the school things in the correct order. (example: Show me: pencil, eraser, pen). IV. ADJUSTMENT: . Wednesday, December 11, 2024 UNIT 8: MY SCHOOL THINGS Lesson 3 – P1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - correctly repeat the sounds of the letter cluster oo and letter a in isolation, in the words book and eraser, and in the sentences I have a book. and Do you have an eraser? with correct pronunciation and intonation - identify the target words book and eraser while listening
7. - say the chant with the correct rhythm and pronunciation. Attributes Diligence: complete learning tasks Self-confidence: develop the ability to work as a team member II. RESOURCES AND MATERIAL: - Student’s book Page 60 - Audio Tracks 84, 85, 86 - Teacher’s guide Pages 107, 108 - 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 greeting. Spend a few minutes revising the previous lesson by dividing the class into two groups. - Show a few picture cards of school things, one by one. Each group takes turns to ask and answer questions using the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. - Get pupils to open their books on page 60 and look at Lesson 3, Activity 1. Tell them what they will learn in this lesson. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letter cluster oo, the word book and the sentence I have a book. Play the recording for pupils to listen and repeat. Encourage them to point at the letters / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Repeat the procedure with the letter a. Game: Listen and choose! Divide the class into 2 groups. Let the pupils listen to the recording, then choose the correct moving shapes. PRACTICE Activity 2. Listen and circle. 9 minutes Step 1: Draw pupils’ attention to the sentences and the gap-fill options. Tell them about the activity. Check their comprehension and give feedback. Step 2: Play the recording for Sentence 1 for pupils to listen. Play the recording again for them to listen and circle the correct option. Play the recording a third time for pupils to check their answers. Step 3: Repeat the procedure of Step 2 for Sentence 2. Step 4: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Play the recording for pupils to check their answers again.
8. Extension: Invite one or two pupils to stand up, listen and repeat the completed sentences. Game: Listen and tick the box! Play the recording or say a sentence for pupils to choose a correct answer and tick the box. (ppt game) PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check comprehension of the lyrics and give feedback. Step 2: Play the recording all the way through so that pupils can listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw their attention to the sounds of the letter cluster oo and letter a in the words book and eraser in the chant. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to say the chant. Encourage them to clap along while they chant. Extension: Game: Say out loud with me! Divide the class into two or more groups to take turns listening to and repeating the chant, while the rest of the class claps along. Fun corner and wrap-up: 5 minutes Teacher tells pupils to put their school things on the desk. - Ask them to show the school things with the correct order (example: Show me: pencil, eraser, pen). The fastest to show the right items is the winner. - Ask pupils to show those school things and repeat. IV. ADJUSTMENT: . Thursday, December 12, 2024 UNIT 8: MY SCHOOL THINGS Lesson 3 – P4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and complete a gapped paragraph with the words provided - read, understand and complete the writing frame with pupils’ information - collect three school things from home and bring them to the classroom to present to their classmates. Attributes Responsibility: appreciate kindness
9. Self-confidence: practice speaking in front of the class II. RESOURCES AND MATERIAL: - Student’s book Page 61 - Teacher’s guide Pages 109, 110 - 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 greeting. Warm-up - Spend a few minutes revising the previous lesson by having the class say the chant on page 60. - Get pupils to open their books on page 61 and look at Activity 4. Tell them what they will learn in this lesson. PRACTICE Activity 1. Read and complete. 8 minutes Step 1: Tell pupils about this activity. Draw pupils’ attention to the gaps in Sentence 1. Elicit the missing word for the first gap (have). Then tell pupils to pay attention to the article a / an to select appropriate nouns in the box for the next two gaps. Get the class to read the completed sentence in chorus. Step 2: Give pupils time to do the rest individually or in pairs. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite a few pupils to stand up and read the completed sentences aloud. PRODUCTION Activity 2. Let’s write. 9 minutes Step 1: Write the writing frame on the board. Tell pupils about this activity. Have pupils read the sentences in chorus. When you reach the first gap, point to it and tell pupils to complete it with their name. Then read the next line and tell them to complete each gap with the school things they have. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Invite a few pupils to stand up and read their writing aloud. Game: Spin the wheel Divide the class into 4 groups. A pupil from each group comes to the board, spin the wheel, look at the chosen picture, then write the answer on the board. PRODUCTION Activity 3. Project. 8 minutes Step 1: Tell pupils about the activity. Check their school things. Draw a school thing on the board, for example, and write the presentation language under it. Check
10. comprehension and give feedback. Have pupils repeat the sentences until they can say them by themselves. Model the presentation a few times. Step 2: Invite a pupil to the front of the class to model the presentation. Watch and offer your support with the language. Step 3: Put pupils into groups to rehearse their presentation. Go around the classroom to offer support where necessary. Step 4: Invite a few pupils from different groups to show and talk about their school things in front of the class. Extension: Create a class display of school things and vote for the best presentation. Fun corner and wrap-up: 5 minutes Game: HOW DO YOU SPELL ? Divide the class into four groups. Ask pupils to look at the letters and spell the words. IV. ADJUSTMENT: . Thursday, December 12, 2024 Unit 9: COLOURS Lesson 1 – P 1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words blue, brown, red, yellow related to the topic “colours”; - use What colour is it? – It’s _______ to ask and answer questions about colours of school things; - listen to and demonstrate understanding of simple exchanges related to the topic “Colours”; - read and write about the colours of school things. Attributes Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Student’s book, page 62 - Audio Tracks 87, 88 - Teacher’s guide, pages 111, 112, 113 - Website sachmem.vn
11. - Flashcards/ pictures and posters (Unit 9) - Computer, projector IV. PROCEDURE Warm-up and review: 5 minutes - Greet the class. - Set Classroom rules. Chant Put your arms On my desk Who’s the best? It’s me!!! Game: What's in the box? - School things including: a pen, a pencil, a ruler, an eraser. - Teacher invites one pupil to the front. - Teacher shows a word card and has the rest of the class say the word. The pupil in the front listens to the word and finds the object from the mystery box. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the pictures on the slide. (Say “Look at the picture, who’s this?”, elicit Mary and Minh). Ask questions to help them identify the contexts. - What are Minh and Mary talking about? (pointing at the eraser) - An eraser? Let’s check. Step 2: Show the picture. Play the audio of the conversation between Mary and Minh. Do the same with the other picture. Step 3: Let pupils listen and do choral and individual repetition, sentence by sentence, while pointing to the characters speaking. Then divide the class into two groups. Play the recording again and ask one group to repeat after Minh and the other repeat after Mary. 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 in the recording. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 8 minutes
12. Step 1: Have pupils look at the pictures and elicit the names of the school things. Have the class repeat the words a few times. Step 2: Have pupils point at Picture a (orange books), listen to the recording and repeat the word (orange). Follow the same procedure with the other three pictures. Step 3: Point at the bubble What colour are they? and have pupils listen and repeat after the recording. Point at Picture a and have pupils listen and repeat after the recording (They’re orange.). Follow the same procedure with the other three pictures. Step 4: Have pairs practice asking and answering the question What colour are they? – They’re ______. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the school things on the desk and say their names, and then their colours. Step 2: Have pupils look at the first speech bubble and read What colour are they? Then have them point at the school bags and complete the gapped answer in the second bubble (e.g. They’re black.). After that, let them say the question and the answer. Step 3: Give pupils time to practise asking and answering the question What colour are they? – ______. in pairs. Circulate round the classroom and offer help or correct the pronunciation where necessary. Step 4: Invite a few pairs to practise asking and answering questions about the colours of the school things on the desk in front of the class. Extension: If time allows, let pupils point at the school things around them, ask and answer questions about their colours. Fun corner and wrap up: 5 - 7 minutes Memory Game Divide the class into 2 teams (team 1 and team 2). - Each team prepares a set of school things with different colours and takes turns to bring to the front and shows them to the class. - The other team has 30 seconds to look at the objects and remember their colours. - The pupils in the front hide the objects and secretly pick one each. - Pupils in the other team guess the secret object by asking: What colour is it? - In 10 seconds, if the other team can guess the object correctly, they get points. IV. ADJUSTMENT: .
13. LESSON PLAN TIENG ANH 4 WEEK 14 Monday, December 9, 2024 UNIT 8: MY FAVOURITE SUBJECTS Lesson 2 – Period 4 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 give reasons why they like the school subject, and number the correct pictures. – complete two dialogues about their favourite subjects and the reasons why pupils like them with the help of picture cues. – review asking for and giving reasons for liking a subject by playing the game Sentence making. 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 59 - Audio tracks 84 - Teacher’s guide: Pages 119 - 121 - 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. Option 1: Spend a few minutes revising the previous lesson by inviting a few pairs to the front of the class to take turns asking and giving reasons about why they like a school subject with the structure Why do you like ____? – Because I want to be ____. Option 2: Q-A with pictures (PPT slides) Option 3: Ask pupils to draw anything related to their favourite subjects and ask their friends to guess their favourite subjects. PRACTICE Activity 4. Listen and number. 5 minutes Step 1: Have pupils look at each picture. Elicit the favourite subject and the reason for liking it. Draw pupils’ attention to the box in the bottom right hand corner of each picture. Step 2: Play the recording of the first sentence. Tell pupils that they will need to pay attention to the reason why each speaker likes a school subject and look for it
14. among the pictures. Ask pupils to listen and number the correct picture (1 for picture b). Play the recording again for pupils to check their answer. Step 3: Play the recording for pupils to listen and number the rest of the boxes. Step 4: Set a time limit for pupils to swap books with their partners and check their answers before checking as a class. Correct their answers, where necessary. Step 5: Play the recording again for pupils to double-check their answers if necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils 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: Have pupils look at Picture 1. Ask them what the girl and the boy are doing in the picture. Elicit the missing words from the Exchange 1 (Why, painter). Repeat the same procedure with Picture 2. Step 2: Set a time limit for pupils to do the task individually. Step 3: Get pupils to swap books with their partners and check the answers before checking as a class. Correct their answers, where necessary. Extension: If time allows, invite a few pairs to stand up and read the sentences aloud. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 6. Let’s play. 8 minutes Step 1: The teacher prepares a few slips of paper, on each written a message which can be a sentence or a question about a favourite subject or the reason for liking a subject. Step 2: Divide players into two lines of five or six. When the game begins, the teacher whispers the message on a slip of paper to the first player of each line and gives the paper to him/her for checking later if necessary. As long as the teacher finishes with all the lines, he/she says aloud: Go! The first player of each line begins to whisper the message to the second player, and the second player passes the message to the third until it reaches the last player of the line. Then the last player writes the message on a slip of paper to hand in for checking. If the message is correct, the team gets one point and the message is read aloud by the team. The team with the most points is the winner. Step 3: Give pupils time to play the game for several rounds. The teacher moves around the class to check and offer help where necessary. Step 4: When the game is over, all the messages are written on board for the class to ask for and give reasons for liking a subject. Assessment - Performance products: Pupils’ answers.
15. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Make sentences (PPT slides) Option 2: Guess who? Call some pupils to write down or draw their favourite subject, describe the word/ drawing and ask the rest to guess the subject and who likes it. Option 3: Play the crossword puzzle. Key: Across Down 1. PE 2. English 4. IT 3. art 5. maths 5. music
16. Monday, December 9, 2024 UNIT 8: MY FAVOURITE SUBJECTS Lesson 3 – Period 5 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – correctly repeat the sounds of the letters ke and te in isolation, in the words like and write, and in the sentence I like English. and Let's write. with the correct pronunciation and intonation. – identify the target words like and write while listening. – say the chant with the correct pronunciation and rhythm. 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 60 - Audio tracks 84, 85, 86 - Teacher’s guide: Pages 121,122 - 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. Spend a few minutes revising the previous lesson by inviting a few pairs to ask and give reasons why they like a school subject. Option 1: Lip- reading game - Divide pupils into groups. Guide pupils to pronounce words without making a sound. - Each pupil takes turns pronouncing without making a sound while the rest guess the sound. Option 2: Play the game: Make sentences (PPT slides) KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils look at the letters ke, listen to the recording and repeat the letters until they feel confident. Correct the pronunciation where necessary. Step 2: Have pupils point at the word like, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help where necessary.
17. Step 3: Get pupils to point at the sentence I like English, listen to the recording and repeat it several times. Then invite a few pupils to stand up, listen to and repeat the sentence. Step 4: Repeat Steps 1 to 3 for the letters te, the word and the sentence in line 2. Go around the classroom and correct the pronunciation where necessary. Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs or groups. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 2. Listen and circle. 10 minutes Step 1: Tell pupils that they are going to listen to the recording and circle the correct options. Get them to read the options and guess the sentences they may hear in the recording. Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils scan the first verse of the chant, and elicit the word ending with ke (like). Check pupils’ comprehension of the first stanza of the chant. Step 2: Play the recording. Get pupils to listen to and repeat the first verse, line by line. Show them how to chant and clap their hands. Step 3: Play the recording of the first verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 1 to 3 for the second verse of the chant. Go around the classroom and offer help where necessary. Extension: If there is enough time, split the class into two groups to take turns chanting and clapping their hands. Each of the groups should sing one verse of the chant. Then invite some groups to the front of the class to chant and clap hands. 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 from bee/ Option 2: Cross-word game
18. Option 3: Singing contest (PPT slides) Wednesday, December 11, 2024 UNIT 8: MY FAVOURITE SUBJECTS Lesson 3 – P 4- 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - read a paragraph and decide whether the sentences are true or false. - read, understand and complete a paragraph about their favourite subjects. - do a survey on their classmates’ favourite subjects and the reasons why they like these subjects and present them to the class Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: finish reading tasks Attributes - Show their love and interest in their school subjects II. RESOURCES AND MATERIALS - Student’s book: Page 61 - Teacher’s guide: Pages 123, 124 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Option 1: Greet the class and encourage pupils to respond to the greeting. Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns saying the two verses of the chant and clapping their hands. Option 2: Camping trip (PPT slides) PRACTICE Activity 4. Read and tick True or False. 5 minutes Step 1: Have pupils read all the sentences under the paragraph. Tell them to read Sentence 1 and pay attention to the keywords name and Peter, then scan the paragraph for the information. If it is the same, they should put a tick in the True box. If the information is not the same, they should put a tick in the False box. Step 2: Repeat Step 1 for Sentences 2, 3 and 4. Set a time limit for pupils to do the activity independently. Go around the classroom and offer help where necessary. Step 3: Get pupils to swap books with their partners and check their answers before checking as a class. Step 4: Invite some pupils to stand up and read the paragraph aloud.
19. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Tell pupils what they are going to do. Then get them to read the incomplete paragraph. Elicit what the paragraph is about (someone’s favourite subject and the reason why he / she likes it). Remind them to pay attention to the context (the words before and after the blanks) in the sentences before completing them with appropriate information. Step 2: Get pupils to fill the first gap with their name as an example. Step 3: Set a time limit for pupils to complete the paragraph independently. Go around the classroom and offer help where necessary. Step 4: Get pupils to swap books with their partners and check the answers in pairs or groups before inviting a few pupils to stand up and read their writing aloud. Extension: Invite a few pupils to read their completed texts in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 6. Project. 8 minutes Step 1: Get pupils to work in groups to show their surveys on their classmates’ favourite subjects and the reasons why they like these subjects which they have prepared at home as homework. They will tell the class about their avourite subjects and the reasons why they like them. Step 2: Invite a pupil to the front of the class to model the presentation. Observe and offer help with the presentation language where necessary. Put the key presentation language on the board e.g. Look at Bill. His favourite subject is maths. He likes it because he wants to be a maths teacher. Have the pupils repeat the language a few times to help them feel confident when they present the project before an audience. Step 3: Set a time limit for pupils to present the project in their groups. Each pupil shows his / her survey to the group and describes his / her classmates’ favourite subjects and the reasons why they like them. Step 4: Invite a few pupils to the front of the class to present their projects. Encourage the class to cheer for the presenters. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Act out - Say some subjects, using gestures to guide pupils how to describe a subject or job without using words. - Random pupils are called to act without sound in front of the class. - The rest can guess the name of the subject or job. Option 2: Colour box - Prepare several boxes. Put all boxes in the middle of the room - Pupils have 5 pieces of paper with 5 colours (purple, green, brown, red, orange)
20. - All pupils sit with their backs toward the boxes. - Pupils take turns to put the colour pieces of paper into the corresponding colour box. - The piece of paper is their favourite subject at school. - They can put paper pieces into more than one box. - The teacher and the whole class check the number of paper pieces in each box and give a summary. Thursday, December 12, 2024 UNIT 9: OUR SPORTS DAY Lesson 1 – P 1-3 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 and answering questions about a sports day. - correctly say the words and use Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sports day. - enhance the correct use of Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sports day. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Develop their interests in sports and show their responsibility by raising awareness of months in the year. II. RESOURCES AND MATERIALS - Student’s book: Page 62 - Audio tracks 87, 88 - Teacher’s guide: Pages 125, 126, 127 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 9) - Computer, projector, III. PROCEDURES Warm-up and review: 5 minutes Greet the class. - Have some pupils say the chant from Lesson 3 of Unit 8. Praise them and get the class to cheer or clap if they do a good job. - Ask pupils to open their books at page 62 and look at Unit 9, Lesson 1, Activity 1. Write the title Our sports day on the board and read it for the class to repeat a few times. Tell pupils what they will learn in this lesson.