Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 16 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 16 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 16 Period: 31 Teaching date: 24/ 12/2024 UNIT 8: IN THE PARK Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: hair, hand, head, hat, horse. - Sound: /h/ -Sentence pattern: Touch your _______. 2. Competences: - Use “Touch your _____.” to express a command. - Sing a song with the structure “Touch your _____.” 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, 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 H/h and some words on the board. - T gets feedback Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: Touch your _______. *Procedure: - Have Ss look at the picture of a girl touching her hair, saying Look at the picture, please. Then ask Ss to look at the sentence, saying Look at the sentence “Touch your hair.”, please! Explain the meaning of the sentence and how it is used. Check comprehension. -Play the recording several times for Ss to listen and repeat the sentence in chorus, saying Now listen and repeat, please! -Invite a few Ss to listen and repeat the sentence “Touch your hair”. in front of the class. Correct pronunciation, if necessary or praise them when they pronounced the sentence correctly. -Ask Ss to work in pairs, point to and repeat the sentence “Touch your hair.” Go around and correct pronunciation to make sure Ss can repeat the sentence correctly. *Outcome: practise sentence pattern: Touch your _______. Activity 3. Let’s talk :7’
2. *Aim: help Ss to improve speaking skill with sentence pattern: Touch your _______. *Procedure: - Have Ss look at the first picture. Point to the girl’s hair and ask them, saying What’s this? Tell them that it is hair, saying It’s hair. Follow the same procedure with other pictures in the activity. -Ask Ss to use the structure in the bubble “Touch your _____.” and Picture a (hair) to express a command, e.g. Touch your hair. 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 “Touch your _____.” and say it with the right pronunciation and intonation. Encourage Ss to use gestures, face expressions, when saying the sentence. -Ask Ss to work in pairs or in groups to practise expressing a command, saying Now look at the picture and say, please! Give further support to those Ss who find it difficult to do the task. -Select some pairs of Ss to practise expressing a command in front of the class. *Outcome: improve speaking skill with sentence pattern: Touch your _______. 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 ***************************
3. Period: 32 Teaching date: 26 /12 /2024 REVIEW 2: PHIL AND SUE I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds: /i/, /e/, /g/, /h/. - Vocabulary: chicken, chips, fish, milk. pen, pencil, bell, red. girl, goat, gate, garden. hair, hand, head, hat, horse. - Sentence patterns: + I like _______. + It’s a red _____. + There’s a ___ in the _____. + Touch your _______. 2. Competences: - Identify some learnt words unit 5, unit 6, unit 7, unit 8 and say them with correct pronunciation. - Role play dialogue betwwen Phil and Sue. 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, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: *Revising the sounds and words - Show flashcards or the letters h and e. Have Ss say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Units 1 and 2 on the board. Have Ss play Slap the board in three minutes. Activity 2. Listen and repeat:13’ *Aim: help Ss to identify some learnt words (ball, bag, cat, goat) and say them with correct pronunciation. *Procedure: - Have Ss look at the picture and draw Ss’ attention to the dialogue between Phil and Sue. - Play the recording for ss to listen and repeat. Correct pronunciation, if necessary. - Have time for ss to role play in pairs.
4. - Call some Ss to role play in front of the class. - T gets feedback. *Outcome: identify some learnt words (ball, bag, cat, goat) and say them with correct pronunciation. Activity 3. Look and circle:14’ *Aim: help Ss identify and circle some learnt words (bag, goat, ball, gate.) *Procedure: - Have Ss look at the picture and identify the other things. Then let them point to the pictures and say the words: bag, goat, ball, gate. Correct pronunciation, if necessary. - Have time for ss to look at the pictures and circle the correct word individually. - Call some Ss to tell their answer. - T gives the correct answer and corrects if necessary. *Outcome Identify and circle some learnt words (bag, goat, ball, gate). 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 16 Tuesday, December 24, 2024 Unit 9: COLOURS Lesson 3 – P4- 6 (35 minutes) I. OBJECTIVES
5. Language By the end of the lesson, pupils will be able to: - use the words blue, brown, red, yellow, orange, green, white and black related to the topic “colours”; - read a short text and tick the colours of some school things. - use the target language in a real context by writing a short paragraph about the colours of some of their school things. - revise the target vocabulary items they have learnt in a real context. - do a project on how to draw, colour and say the colours of school things. Attributes Responsibility: appreciate kindness Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions II. RESOURCES AND MATERIAL - Website sachmem.vn - Flashcards/ pictures and posters (Unit 9) III. PROCEDURE Warm-up and review: 6 minutes. - Greet the class - Invite one or two groups of pupils to the front of the class to sing the chant on page 66. The rest of the class may sing along and clap hands. PRACTICE Activity 4. Read and tick. 7 minutes Step 1: Tell the class the goal of this activity. Explain how to complete the task: read the text and tick the correct colours of the school things in the table. Check comprehension. Step 2: Ask pupils to read the list of the school things in the first column of the table. Then have them look at the colours on the right side of the table. After that, have them read the text and tick the correct colours. Step 3: Set a time limit for pupils to do the activity independently. Go around the classroom and offer help if necessary. Step 4: Let pupils swap and check answers. Correct the answers if necessary. Step 5: Ask some pupils to read the text aloud. Make it become a competition between groups. (Those who read correctly and make it with the shortest time will get more points.) PRODUCTION
6. Activity 5. Let’s write. 7 minutes Step 1: Tell the class the goal of this activity: Pupils read the gapped text and fill in the gaps with the colours of their school things. Check comprehension. Step 2: Have pupils look at the picture on the screen and describe it as an example. Let pupils read the gapped text and fill in the gaps with the colours of their school things. Check comprehension. Step 3: Have pupils complete the first gap together as an example. Ask them to look at the gap. Ask them what is missing. Then let them identify the colour of their school bag. After that, let them write down the suitable word in the gap. Step 4: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 5: In pairs or groups, ask pupils to swap their complete texts before checking as a class. Extension: If there is enough time, invite some pupils to come to the board and read the answer. Praise them when they do the task well. PRODUCTION Activity 6. Project. 10 minutes Step 1: Tell pupils about the goal of the activity. Explain that they are going to draw, colour, then show four school things that they have drawn and coloured and tell the class about the colours. Step 2: Have pupils work in groups. Each member shows the piece of paper or notebook in which four school things are drawn and coloured and introduce them, e.g. This is a school bag. It’s brown. These are the pens. They’re green. Go around and praise pupils when they perform well. Step 3: Invite one or two pupils to show their pictures of school things and tell what colour they are to the class. Extension: Tell the pupils to make a poster of school things and how to use your school things carefully. Fun corner and wrap-up. 5 mins - Ask the pupils to make some label/ word cards of the school things and put them on the real objects round the class. Invite a few pupils to read the sentences aloud and show their real objects to the class. Praise and encourage the pupils. Teacher wraps up the unit by revising all the vocabulary and sentence models. Wednesday, December 25, 2024 UNIT 10: BREAK TIME ACTIVITIES Lesson 1 – P 1-3
7. I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts about school break time activities. - correctly say the words and use I ______ at break time. to identify school break time activities. - enhance the correct use of I ______ at break time. to identify school break time activities. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about activities at break time II. RESOURCES AND MATERIAL: - Audio Tracks 97, 98 - Website sachmem.vn - Flashcards/pictures, ppt and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Look and Guess - Teacher shows 4 pictures numbered 1 to 4 on the board. - Teacher lets the pupils choose 1 square on the screen and open it. - Teacher lets the pupils guess the corresponding number of the picture. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters 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.
8. Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the sentence pattern I _____ at break time, e.g. I play volleyball at break time. Tell them that the pattern is used to identify school break time activities. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Draw pupils’ attention to Pictures a to d. Elicit the name of each break time activity. Check comprehension. Ask pupils to listen to the recording and repeat the names of the break time activities several times until they feel confident. Step 2: Draw pupils’ attention to the speech bubble. Remind them that I ______ at break time. is used to identify break time activities. Point at Picture a and have pupils listen and repeat after the recording (I play chess at break time.) several times. Follow the same procedure with the other three pictures. Step 3: Put pupils into pairs. Tell them to point the pictures and talk about break time activities using the sentence pattern I _____ at break time. Step 4: Invite a few pairs to come to the front of the class and talk about break time activities. If they perform well, praise them. Game: Whisper - Teacher divides the class into groups of 4. - Teachers ask 2 groups to get in 2 lines and stand back to the board. - Teacher asks the first pupil of each line to look at 1 out of 4 pictures and whisper to the next one. - The last one of each line comes to the board and chooses the picture and sticks it on the board. - Change the position of the first pupil and repeat the activities. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Have pupils look at the bubble to understand how the sentence pattern is used. Step 2: Have pupils practise in pairs. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around to observe and provide help. Step 3: Invite some pupils to practise talking about school break time activities in front of the class. Praise them if they perform well. Extension: For a more able class, have pupils talk about what they do at break time using the structure learnt. Fun corner and wrap-up: 5 minutes
9. Game: Act and guess - Teacher asks 4 pupils to come to the board and act to describe 4 break time activities (play volleyball, play basketball, play chess, play badminton) - Teacher asks the others to look at the pictures on the board and guess which pupils go with which picture. - Show 4 pictures on the board and ask pupils to repeat -> Wrap up. Thursday, December 26, 2024 UNIT 10: BREAK TIME ACTIVITIES Lesson 1 – Period 2 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 what they do at break time. - complete four target sentence patterns with the help of the picture cues. - sing the song “It’s break time” with the correct pronunciation and melody. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the others about break time activities II. RESOURCES AND MATERIAL: - Audio Tracks 99, 100 - Website sachmem.vn - Flashcards/pictures and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Act and Guess - Teacher divides the class into 2 teams (Boys and Girls) - 1 pupil of each team comes to the board and does actions for their team to guess the names of break time activities and sticks the right pictures. - The first team to stick 4 correct pictures in the right order is the winner.
10. PRACTICE Activity 1. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the action of the character in each picture. Step 2: Ask pupils to listen carefully and play the recording for Question 1. Ask pupils to listen and tick the correct box next to the picture. Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check answers 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 2. Look, complete and read. 9 minutes Step 1: Draw pupils’ attention to the first picture. Ask them to identify the activity of the character. Step 2: Write on the board: 1. I _____ at break time. Draw pupils’ attention to the gap and say what they have to do. Go around and offer help. If necessary, ask a pupil to write play basketball on the board before having them complete the answer. Step 3: Give pupils time to complete Sentences 2, 3 and 4 individually. Write the sentences on the board and check answers as a class. Step 4: Invite a few pupils to read the completed sentences aloud. Correct their pronunciation where necessary. Game: matching − Teacher divides the class into 2 teams. − Pupils from each team take turns to choose the matching pictures and sentences to talk about break time activities. − Each matching pair will get 1 point. (Click the numbers to show, click to the red circles to hide the pictures and sentences.) 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. Encourage pupils to answer questions such as What is the song about? or identify the school activities.
11. Step 2: Play the recording all the way through. Encourage them to listen carefully to the pronunciation and melody. 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 and have pupils sing along. Step 5: Introduce actions for pupils to do while they sing along to the recording. 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. Hide some words to let pupils remember the words. Encourage the class to praise or cheer the performers. Fun corner and wrap up: 5 minutes Game: Guessing - Teacher divides the class into groups of 4 or 5. - Teacher calls members of 1 group to come to the board and write their answers (break time activities) on the small boards. - Have members of the group on the board make sentences, then ask members of other groups to guess YES or NO. - The groups will get points for their correct answers. Friday, December 27, 2024 UNIT 10: BREAK TIME ACTIVITIES 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) to ask and answer questions about school break time activities. - correctly say the words and use What do you do at break time? – I ______. to ask and answer questions about school break time activities. - enhance the correct use of What do you do at break time? – I ______. to ask and answer questions about school break time activities. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness II. RESOURCES AND MATERIAL: - Audio Tracks 101, 102
12. - Website sachmem.vn - Flashcards/pictures and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Stand and Sit - Have the pupils listen to the song of period 2 and each pupil chooses 1 activity in the song. - When they hear the names of activities they’ve chosen, they have to stand up, then sit down again - Play the recording 3-4 times. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters 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 question What do you do at break time? and the answer I ______. Tell them that these sentences are used to ask and answer questions about break time activities. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Draw pupils’ attention to Picture a. Elicit the action of the character (a boy doing word puzzles). Then ask pupils to look at the label: ‘do word puzzles’. Explain the meaning of the phrase. Check comprehension. Ask pupils to listen to the recording and repeat the phrase ‘do word puzzles’ several times until they feel confident. Step 2: Repeat Step 1 for Pictures b, c and d. Step 3: Draw pupils’ attention to the speech bubbles. Tell them that What do you do at break time? – I ______. are used to ask and answer questions about break time activities. Ask pupils to look at the bubbles and Picture a. Play the recording for them to listen to and repeat the sentences several times. Step 4: Put pupils into pairs. Tell them to point at each picture, ask and answer questions about break time activities. Go around the classroom to offer support. Step 5: Invite a few pairs to come to the front of the class, ask and answer questions about break time activities, using the speech bubbles and picture cues. If they perform well, praise them.
13. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Draw pupils’ attention to the two bubbles used to ask and answer questions about break time activities. Have them identify what is missing in the answer. Check comprehension. Step 2: Put pupils into groups of four. Encourage them to ask and answer questions about break time activities using the speech bubbles and picture cue. Go around the classroom to offer support. Step 3: Invite some groups to come to the front of the class to perform their dialogues. Praise them if they perform well. Fun corner and wrap-up: 5 minutes Game: Act and Guess - Teacher shows pictures pupils have learnt in unit 10. - T calls 1 pupil to come to the board and turn back to the board so that they can’t see the pictures. - The others will act to describe the pictures the teacher points to. LESSON PLAN TIENG ANH 4 WEEK 16 Monday, December 23, 2024 UNIT 9: OUR SPORTS DAY Lesson 3 – P 4- 6
14. I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - read and show understanding of a text by deciding if the statements are true or false. - read, understand and complete the gapped text about a sports day. - make a sports day poster at home and present them to the class, using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform presentation skill Attributes - Develop their interests in sports and show their responsibility by raising awareness of the months of the year. - Work hard to prepare for the poster presentation II. RESOURCES AND MATERIALS - Website hoclieu.vn - Flash cards III. PROCEDURES Greet the class. Option 1: - Have the whole class say the chant on page 66. Option 2: - Put 4 flashcards into 4 different chairs. - Two pupils play each round. - Teacher speaks a sentence in English. - Have pupils quickly sit on the chair with the sentence on. - Who is faster is the winner. After the game, have the whole class repeat the sentences in chorus. PRACTICE Activity 4. Read and tick True or False. (5 minutes) Step 1: Draw pupils’ attention to the text and read it together as a class. Check comprehension. Step 2: Draw pupils’ attention to the four statements below the text and four boxes to tick True or False. Have pupils pay attention to the sentences about sports day and what the boys, the girls do on sports day in the text. Give pupils time to tick the correct boxes.
15. Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. Step 4: Tell pupils to return the books to their partners. Ask pupils to look at the board and check their answers again. If time allows, ask them to read the text aloud in front of the class. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. (10 minutes) Step 1: Tell the class the goal of this activity: Pupils are to read the gapped text and fill in the gaps. Check their comprehension. Step 2: Write the first gapped sentence on the board: Our school sports day is in ___. Read the sentence as a class. When you reach the gap, point at it and encourage pupils to say the answer. Give pupils time to write the answer. Step 3: Repeat Step 2 for the other gapped sentences. Step 4: If time allows, invite a few pupils to read the sentences they have completed in front of the class. The class observes and praises their work. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project (8 minutes) Step 1: Tell pupils the goal of this activity. Explain that they are going to show sports day posters that they have made at home and tell the class about their sports day. Step 2: Have pupils work in groups of five. Each pupil shows his / her poster and tells the group about sports day, e.g. Our sports day is in October. I cycle. My friends play badminton. Go around the classroom and offer help if necessary (such as when pupils need some more vocabulary to talk about their sports days). Step 3: Invite some pupils to show their work and talk about their sports days. Have pupils stick their posters on the walls of the classroom as a display. Assessment - Performance products: Pupils’ interaction and presentation - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Game: Lucky number - Super Mario theme (PPT) - Divide the class into 3 teams.
16. - Pupils from each team choose a number, then ask and answer with the picture in that number; or pupils will have to fill in the blanks. - After 24 questions, the team with the most points is the winner. .. Monday, December 23, 2024 UNIT 10: OUR SUMMER HOLIDAYS Lesson 1 – Period 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 in which pupils ask and answer questions about if someone was somewhere in the past. - correctly say the phrases and use Were you _____ last weekend? – Yes, I was. / No, I wasn’t. to ask and answer questions about if someone was somewhere in the past. - enhance the correct use of Were you _____ last weekend? – Yes, I was. / No, I wasn’t. to ask and answer questions about if someone was somewhere in the past in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Show interest in different places and care about friends and other people II. RESOURCES AND MATERIALS - Audio tracks 97, 98 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Game: Guessing words Option 2: - Spend a few minutes revising the previous lesson by saying the chant on page 66.
17. - Ask pupils to open their books at page 68 and look at Unit 10, Lesson 1, Activity 1. - Write the title Our summer holidays on the board and read it for the class to repeat a few times. Tell pupils what they will learn in this lesson. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Have pupils look at Pictures a and b and identify the characters 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. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen to and repeat in chorus sentence by sentence. 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 Were you in the countryside last weekend? and the answers Yes, I was. and No, I wasn’t. I was at the zoo. Tell pupils that they are the question and the answers about if someone was somewhere in the past. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Procedure Step 1: Have pupils look at pictures to learn new words, then have pupils play a small game to review the learned phrases. Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (at the zoo). Repeat the same procedure with the other three pictures. Have the class repeat the phrases a few times. Step 3: Point at the first bubble and Picture a and have pupils listen and repeat after the recording (Were you at the zoo last weekend? – Yes, I was.). Repeat the same procedure with the other three pictures. Have the class repeat the questions and answers a few times. Step 4: Have pairs practise asking and answering the question Were you _______ last weekend? – Yes, I was. / No, I wasn’t. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys
18. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the places (see Input). Step 2: Put pupils into pairs and have them practise asking and answering questions about if someone was somewhere in the past. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs to the front of the class to ask and answer questions about if someone was somewhere in the past, using the picture cues. Praise pupils if they perform well. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Pokemon shuffle (ppt) - Divide the class into 3 teams. - Pupils from each team take turns to choose a letter and answer a question. - Pupils who answer correctly will get some points. Option 2: Ask students to answer the following question: What have you learnt from the lesson today? (- Use the phrases at the campsite, at the zoo, in the countryside, on the beach in relation to the topic “Our summer holidays”. - Use sentence patterns Were you ______ last weekend? – Yes, I was. / No, I wasn’t. to ask and answer questions about if someone was somewhere in the past.) *Preparation for the project: Tell pupils about the project on page 73. Ask them to make their mind maps of where they were on holiday in the previous summer by writing about places, people, food, etc. They will present the results to the class at the Project time Wednesday, December 25, 2024 UNIT 10: OUR SUMMER HOLIDAYS Lesson 1 – P4-6
19. I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - listen to and understand two communicative contexts about if someone was somewhere in the past and tick the correct pictures. - complete two gapped sentences and two gapped exchanges with the help of picture cues. - sing the song Were you on the beach yesterday? 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 learning tasks Attributes - Show interest in different places and care about friends and other people II. RESOURCES AND MATERIALS - Audio tracks 99, 100 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. - Spend a few minutes revising the previous lesson by asking questions Were you _____ last weekend? and call on a few pupils to answer the questions. - Ask pupils to open their books at page 69 and look at Unit 10, Lesson 1, Activity 4. PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to the pictures 1a and 1b. Ask questions to help pupils identify the characters and their activities. Step 2: Play the recording for pupils to listen to. Then play the recording again for them to tick the correct picture. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check answers together as a class. 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 individually and in chorus. Correct their pronunciation where necessary Whole class/ Individual Assessment - Performance products: Student’s answers
20. - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Have pupils look at the pictures. Get them to identify the characters and places in the pictures. Step 2: Have pupils look at the gapped sentences. Draw their attention to the missing words in the gapped sentences. Step 3: Model Sentence 1. Have pupils look at the first sentence. Ask them what words are missing (the campsite). Then have pupils complete the sentence (I was at the campsite yesterday.). Repeat the same procedure with Sentence 2 and Exchanges 3 and 4. Step 4: Have pupils complete the gapped sentences individually and ask two pupils to read them aloud. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the places to reinforce their understanding. Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation and the melody. 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 sing along. Step 5: Play the recording again for pupils to sing and clap along with the recording. Extension: Invite some groups to the front of the class to perform while the rest of the class sings and / or claps along. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Fast food game (ppt) - Divide the class into 3 teams. - Pupils from each team take turns to choose a letter and answer a question. - Pupils who answer correctly will get some points. - Rule: + Let students choose letters to answer questions + If students’ answer is correct, click the clown on the right to see how many hamburgers the pupils can get.