Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 17 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 17 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 17 Period: 33 Teaching date: 31/12/2024 REVIEW 2: SELF CHECK Part 1, 2, 3 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. 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: *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 5 and 8 on the board. Have Ss play Slap the board in three minutes. Activity 2. Listen and tick:9’ *Aim: help Ss to identify some learnt words (goat, gate, pen, pencil, hand, head) . *Procedure: -Have Ss look at two pictures and say what they can see. Draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. -Encourage some Ss to point to the pictures and say the words in front of the class . - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check.
2. - T gets feedback *Outcome: identify and read the learnt words (goat, gate, pen, pencil, hand, head). Activity 3. Listen and circle:9’ *Aim: help Ss listen and circle the sound correctly. *Procedure: - Have Ss look at the letter and say. -Encourage some Ss to point to the letter and say the words in front of the class - Play the recording for Ss to listen and circle the correct answer. - Let ss to listen again and check - T gets feedback *Outcome:listen and circle the sound correctly. Activity 4. Listen and tick or cross:9’ *Aim: help Ss listen and tick or cross some words correctly ( bell, fish, hair, pencil). *Procedure: - Have Ss look at thepictures and say what they can see. Draw Ss’ attention to pictures. Check comprehension. - Encourage some Ss to point to the pictures and say the words in front of the class - Play the recording for Ss to listen and tick or cross. - Let ss to listen again and check - T gets feedback *Outcome: help Ss listen and tick or cross some words correctly (bell, fish, hair, pencil). 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: 34 Teaching date: 02 /01/2024 REVIEW 2: SELF CHECK Part 4, 5 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds: /i/, /e/,/g/,/h/. - Vocabulary: chicken, chips, fish, milk.
3. 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 _______. 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 5 and 8 on the board. Have Ss play Slap the board in three minutes. Activity 2. Read and tick:12’ *Aim: help Ss read and tick on the right pictures. *Procedure: - Have Ss look at the pictures and say what they can see. Draw Ss’ attention to the words for suitable for each picture. Check comprehension. -Encourage some Ss to point to the pictures and say the words in front of the class . - Have time for ss to read and tick the correct answer. - Let ss to read their answer - T gets feedback *Outcome: read and tick on the right pictures. Activity 3. Find the words: *Aim: help Ss find some words (fish, gate, goat, hand, head, milk, pencil, red). *Procedure: - Have Ss look at the letter and the cross word puzzle. Have ss to read each word - Ask ss to find the words: fish, gate, goat, hand, head, milk, pencil, red. - T call some ss to show their answer. -Encourage some Ss to point to the letter and say the words in front of the class - T gets feedback *Outcome: find some words (fish, gate, goat, hand, head, milk, pencil, red) Activity 4. Write the letters: 9’ *Aim: help Ss write the letters ( head, pencil, gate, fish). *Procedure: - Have Ss look at the pictures and guess the words. - Have time for ss to write the words. - T call some ss to read their answer.
4. -Encourage some Ss to point to the letter and say the words in front of the class - T gets feedback *Outcome: write the letters ( head, pencil, gate, fish). Activity 5. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) Practice more at home. - Prepare new lesson. 2. Competences: - Identify some learnt words unit 5, unit 6, unit 7, unit 8 and say them with correct pronunciation. 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: IV. COMMENT . . LESSON PLAN TIENG ANH 3 WEEK 17 Tuesday, December 31, 2024 UNIT 10: BREAK TIME ACTIVITIES Lesson 3 – P 1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - correctly repeat the sounds of the letters f and v in isolation, in the words football and volleyball, and in the sentences “I play football at break time.” and “I play volleyball at break time.” with the correct pronunciation and intonation. - identify the target words football and volleyball while listening. - say the chant with the correct rhythm and pronunciation. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 104, 105, 106 - Website sachmem.vn
5. - Flashcards/pictures and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Game: Who’s faster? - Teacher divides the class into 2 teams (Boys and Girls). - 1 pupil in each team comes to the board, looks at the question and chooses a, b, c, or d. - The first one to choose correct answers will get the points. - The ones who can't get points will go back to their seats and other pupils will take their turns. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letter f, the word football and the sentence “I play football at break time.” Play the recording and encourage them to point at the letter / word / sentence while they listen. 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 and praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letter v. Step 4: Let pupils work in pairs or groups to pronounce the sounds of the letters f and v, say the words “football and volleyball” , and read the sentences “I play football at break time.” and “I play volleyball at break time.” Invite a few pupils to listen to the recording and say the language in front of the class. If they perform well, praise them. PRACTICE Activity 2. Listen and circle. 9 minutes Step 1: Draw pupils’ attention to the exchanges and the answer options. Explain what pupils have to do. Check comprehension. 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 as a class. Write the correct answers on the board. Play the recording again so that pupils can check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the exchanges. Game: Bang Bang - Teacher calls many pairs to come to the board, lets them stand back to back. When they turn back to look at the pictures the teacher shows them, they have to say out loud the phrases corresponding to those pictures + Bang Bang. The first one to say correctly will get the points.
6. 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 letters f and v in the words football and volleyball 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: 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 Option 1: Game: Racing car - Teacher divides the class into 4 teams (4 cars). - Teacher shows the pictures of break time activities and asks pupils in each team to make sentences with pictures using “I at break time”. - When pupils give correct sentences, the car will move 1 step. - The first team to finish the race will be the winner. ADJUSTMENT: . Thursday, January 2, 2024 UNIT 10: BREAK TIME ACTIVITIES Lesson 3 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read the exchange and tick the correct boxes in the table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities. - use the target language in real context by completing a gapped text about their school break time activities. - revise the target language by asking and answering questions about school break time activities and talking about them to the class. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills
7. II. RESOURCES AND MATERIAL: - Website sachmem.vn - Flashcards/pictures and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Picking flowers - Teacher divides the class into groups of 4-5. - Teacher lets the pupils choose the question numbered 1-8 (click to the flowers next to the numbers). - When the members of groups can answer correctly, they will get points by spinning the wheel. - Click the three flowers at the top right corner to go back to the wheel. PRACTICE Activity 1. Read and tick. 8 minutes Step 1: Draw pupils’ attention to the question What do you do at break time?, the four answers and read them as a class. Step 2: Draw pupils’ attention to the table about Mary’s, Lucy’s, Bill’s and Minh’s break time activities. Have them look at the column headed Mary and the tick in the row for chess. Check comprehension. Step 3: Ask pupils to read Lucy’s, Bill’s and Minh’s answers, then tick the correct boxes for them. Step 4: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Ask pupils to look at the board and check their answers again. PRODUCTION Activity 2. Let’s write. 9 minutes Step 1: Write the first gapped sentence on the board: I am in the school ______. Read the sentence as a class. When you reach the gap, point at it and encourage pupils to say what is missing (playground). Give pupils time to write the answer. Step 2: Repeat Step 1 for the other sentences. Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 3: If time allows, invite a few pupils to read the sentences they have completed aloud in front of the class. The class observes and praises their work. PRODUCTION Activity 3. Project. 8 minutes Step 1: Draw the table on the board. Ask pupils to look at it as an example. Elicit the language needed to do the task: What do you do at break time? – I _____. Write it on the board. Ask pupils to repeat it several times. Step 2: Choose a pupil and model the activity with him / her, asking: What do you do at break time? The pupil answers, e.g. I play football. Put a tick in the column football in the table. Check pupils’ comprehension.
8. Step 3: Ask pupils to work in groups of six. Remind pupils to be friendly and supportive when they work together. Give them time to do the task. Go around the classroom and offer help if necessary. Step 4: Invite some pupils to report their work using the language learnt. Have pupils stick their notes on the walls of the classroom as a display. Step 5: If there is not enough time, ask pupils to do the project as homework and check it by giving pupils time to share their work in the next lesson. Fun corner and wrap-up: 5 minutes Game: Who says fast? Game: - Teacher divides the class into 2 groups. - Teacher lets the pupils in each group take turns to stand up and say out loud their break time activities. - Show the picture on the screen with 4 answers (there’s only one correct answer). Who can say the correct answer quickly will get points for his/her group. ADJUSTMENT: . Wednesday, January 3, 2024 REVIEW 2 Period 1 I. OBJECTIVES Language By the end of the lesson, pupils will be able to review the following sentence patterns: Is this our ? – Yes, it is. / No, it isn’t. Let’s go to the . – OK, let’s go. __ , please. May I ? − Yes, you can. / No, you can’t. I have . Do you have ? − Yes, I do. / No, I don’t. What colour is it? − It’s . What colour are they? − They’re I at break time. What do you do at break time? − I . Attributes Kindness: help partners to complete learning tasks
9. Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 107,108 - Website sachmem.vn - Flashcards/pictures and posters III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song It’s break time on page 69 - Ask pupils to sing the song - Invite some of them to come to the board to role play, the rest of the pupils will sing. PRACTICE Activity 1. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell pupils about the activity. Elicit the context of Pictures 1a and 1b and give feedback. Play the recording for pupils to listen. 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 rest of the pictures. 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 for pupils to double-check their answers.
10. 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. Listen and number. 9 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Elicit the content and context of each picture. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check the answers. Step 2: 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 3: 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. Fun corner and wrap-up: 5 minutes Game: Bang! Materials: A small piece of paper, a shoe box or a coffee can. Write words on pieces of paper and fold them in half. Also add a few cards that say "BANG!". Pupils take turns picking cards and if they read the word correctly they get to keep the word. If they draw a BANG! they yell BANG! and then return all their cards (except the BANG! card) to the can/box. Group race. - Pupils work in groups, each group has a set of questions related to the topics from unit 6 - 10. - Pupils ask and answer the questions in groups. - The fastest group to finish all the questions is the winner. LESSON PLAN TIENG ANH 4 WEEK 17 Monday, December 30, 2024 UNIT 10: OUR SUMMER HOLIDAYS
11. Lesson 3 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly repeat the sounds of letters ere in isolation, in the word were (/ə/) as in the sentence Were you on the beach last summer? and the word where (/eə/) as in Where were you last weekend? - identify the target words where and were while listening. - say the chant with the correct rhythm and pronunciation. 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 - Respect other countries and cities, as well as others’ summer experience II. RESOURCES AND MATERIALS - Student’s book: Page 72 - Audio tracks 104, 105, 106 - Teacher’s guide: Pages 147, 148 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 10) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Sing and dance to the Freeze and Fire song. Option 2: - Spend a few minutes revising the previous lesson by asking pupils to play the game Board race using the language learnt. - Ask pupils to open their books at page 32 and look at Unit 4, Lesson 3, Activity 1. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the letters ere, the word were and the sentence Were you on the beach last summer? Play the recording and encourage them to point to the letters, the word and the sentence individually and in chorus while listening.
12. Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 for the letters ere, the word where and the sentence Where were you last weekend? Step 4: Have pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences until they feel confident. Extension: Have pupil play a mini game to strengthen ability to distinguish the words were and where Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Play the recording for pupils to listen. Play the recording again for them 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: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension. Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter ere in the words were and where. 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 chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along. Assessment - Performance products: Student’s interaction and performance
13. - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Fishing game (ppt) - Divide the class into 3 teams. - Pupils from each team choose a letter, then answer the question. - Pupils answer correctly and get some points corresponding to the letter they choose. Option 2: Ask students what they have learnt through the lesson (- Identify the target words where and were while listening. - Say the chant with the correct rhythm and pronunciation.) Monday, December 30, 2024 UNIT 10: OUR SUMMER HOLIDAYS Lesson 3 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - read two texts and complete the sentences about Mai’s and Tony’s summer holidays. - read and complete a gapped paragraph about where someone was on holiday in the previous summer. - make a mind map of where pupils were on holiday in the previous summer and use the notes to make a presentation to the class. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform reading and writing tasks Attributes - Show interest in different places and care about friends and other people - Respect other countries and cities, as well as others’ summer experience II. RESOURCES AND MATERIALS - Teacher’s guide: Pages 148, 149, 150 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 10) III. PROCEDURE Warm-up and review: 5 minutes
14. Greet the class. - Spend a few minutes revising the previous lesson by having the class say the chant on page 72. - Ask pupils to open their books at page 73 and look at Unit 10, Lesson 3, Activity 4. PRACTICE Activity 4. Read and complete. 5 minutes Step 1: Draw pupils’ attention to the four incomplete sentences below the texts. Elicit the answers to Sentence 1 (about a place), Sentence 2 (about Ha Long Bay), Sentence 3 (about the people in London), and Sentence 4 (about Mai’s and Tony’s feelings about their summer holidays). Step 2: Have pupils read the texts to find the information and complete the four sentences. Step 3: Set a time limit for pupils to do the task individually. Go around the classroom and offer help where necessary. Step 4: Get pupils to compare their answers with a partner, then check answers together as a class. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Tell pupils to read the gapped paragraph and fill in the gaps with the information about the place where they were on holiday in the previous summer. Tell pupils that the gaps in the text focus on the descriptions of locations, people, food and their feelings about their holidays. Check comprehension. Step 2: Have pupils look at and do the second gapped sentence together as an example. Ask them to read the sentence and elicit the location. Then have them write the location in the gap. Step 3: Give pupils time to complete the paragraph 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. Extension: Invite a few pupils to read their completed paragraphs in front of the class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project 8 minutes
15. Step 1: Tell pupils about the goal of the activity. Explain that they have to look at the notes in their mind maps and present the results to the class. Teacher can use the paragraphs in Activity 4 to do examples first. Step 2: Have pupils work in groups of five. Each pupil looks at the notes in his / her mind map and tells the group about where he / she was on holiday in the previous summer, and describes the place. Step 3: Invite a few pupils to look at the notes in their mind maps and tell the class about them, e.g. Last summer, I was on holiday in Bangkok. The food was excellent. ... Step 4: Have the rest of the class give comments and 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: Whack-a-mole (ppt) - Divide the class into 2 teams. - Pupils from each team choose a number, then answer the question. - Pupils answer correctly and get some points corresponding to the number they choose. Option 2: Ask students what they have learnt through the lesson (- Read and write about if someone was somewhere and where someone was in the past. - Make a mind map of where pupils were on holiday in the previous summer and present the results to the class at Project time.) Tuesday, January 31, 2024 REVIEW 2 Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly use the following sentence patterns: + Where’s your school? – It’s in the ______. + How many ____ are there at your school? – There is / are ____. + What’s your favourite subject? – It’s ____. + Is your sports day in ____? – Yes, it is. / No, it isn't. It's in ____. + When's your sports day? – It's in ____.
16. + Were you ____ last weekend? – Yes, I was. / No, I wasn't. + Where were you last summer? – I was in ____. Competences - Self-control & independent learning: perform learning tasks - Communication and collaboration: work in pairs or groups Attributes - Work hard to consolidate what they have learnt and make good progress II. RESOURCES AND MATERIALS - Student’s book: Page 74 - Audio track 107 - Teacher’s guide: Pages 151, 152, 153 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1 - 10) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Game: Hot air-balloon (ppt) Option 2: - Ask pupils to choose a song from Units 6 to 10 and sing along (e.g. Gardens and buildings at my school, page 47; What subjects do you have today?, page 53; My favourite subject, page 57; Our sports day, page 63; Were you on the beach yesterday?, page 69). - Get pupils to open their books at page 74 and look at Review 2, Activity 1. PRACTICE Activity 1. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to Pictures 1a, 1b and 1c. Elicit the words or phrases to describe the pictures in each option (e.g. a school in a city, a school in the mountains, a school in a village). Elicit the questions the speaker may ask (e.g. Where’s your school?). Play the recording for pupils to listen. Play it again for them to do the task. Then play the recording a third time for them to check their answers. Step 2: Repeat Step 1 for the rest of the pictures: 2a, 2b and 2c; 3a, 3b and 3c; 4a, 4b and 4c, and 5a, 5b and 5c. Step 3: Get pupils to swap books with a partner to check their answers before checking as a class. Write the correct answers on the board. Step 4: Play the recording for pupils to listen and double-check the answers. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen to and repeat some exchanges individually and/ or in chorus. Correct their pronunciation where necessary. Assessment
17. - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 2. Ask and answer. 10 minutes Step 1: Draw pupils’ attention to the first question. Get the class to read it in chorus. Elicit the answer and give feedback. Then get pupils to role-play the exchange. Repeat the same procedure with the rest of the questions. Step 2: Give pupils time to take it in turns to role-play the four exchanges. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs of pupils to stand up and take it in turns to role-play the target exchanges. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Game: Mystery box (ppt) - Divide the class into 3 teams. - Pupils from each team take turns choosing a number and answering a question. - Pupils who answer correctly will get some points. LESSON PLAN TIENG ANH 5 WEEK 17 Period 65 Teaching date: Monday, December 30, 2024 Unit 10: OUR SCHOOL TRIP Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand two communicative contexts in which characters ask and answer questions about what they did on their school trips and tick the correct pictures. - complete two gapped exchanges with the help of picture cues. - revise the target vocabulary items and structures through the game What did they do there? - Vocabulary: Review - Skills: speaking, listening, reading and writing.
18. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform pronunciation and speaking tasks. 3. Attitude/ Qualities: - Show their pride in famous places of Viet Nam. - Show their love and interest in school trips. B. TEACHING AIDS: -: audio Tracks 102; website hoclieu.vn, posters, pictures, C. PROCEDURES: 1.Warm- up and review: (5’) Game: pass the bag *Aims: to revise the learned words *Procedure: - Put some flashcards about places and activities in a bag. - Have ss sit in a circle. - Ask ss to pass the bag around the circle while music plays. - When the music stops, ask the pupil holding the bag to take out a flashcard in the bag and ask a question about the place and invite their friend to answer the question. - Give stickers if they ask and answer the questions correctly. - Say “Open your book page 71” and look at “Unit 10, Lesson 2(4,5,6)”. 2.Practice: (25’) Activity 1. Listen and tick: *Aims: Ss will be able to listen to and understand two communicative contexts in which characters ask and answer questions about what they did on their school trips and tick the correct pictures. *Procedure: - Draw ss’ attention to the pictures and identify the characters. - T ask Ss to guess the answers. + T writes Ss’guessing on the board.
19. - Listen to the tape: + Play the recording + Play the recording again for pupils to do the task. + Play the recording a third time for pupils to check their answers. - Get Ss to swap books with their partner, then check answers as a class. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Have Ss to listen and repeat individually and in chorus Key: 1. b 2. a Activity 2. Read and complete *Aims: Ss will be able to complete two gapped exchanges with the help of picture cues. *Procedure: - Have Ss look at the pictures and read the question and answer, and guess the missing word in the answer. - T models: have Ss read the question and says what words are missing (go) - Give Ss a time limit to read the gapped dialogues, look at the pictures and do the task independently. - Get Ss to swap books with a partner and check their answers before checking as a class. + Invite one student to write the answers on the board. - Invite two pairs of Ss to act out the completed dialogues. Key: 1. go; they did; visited; buildings 2. Did; went; did; planted trees Activity 3. Let’s play *Aims: Ss will be able to revise target vocabulary items and structures through the game What did they do there? *Procedure:
20. - Explain how the game is played. - Hang four or six pictures on the board. + Invite two groups of ss (three or four pupils each) to the front of the class. + Give ss a time limit to look at the pictures, discuss and make notes of the place they went to and the activities they did. - Let the group members take turns, pointing at the pictures and telling the class about the place they went to and the activities they did there. - The group that presents more correct sentences in a short time will win the game. 3. Fun corner and wrap- up (5’) Game: Throw the dice - Prepare some pictures about famous places and number them from 1 to 6. - Invite a volunteer to throw the dice and choose a picture to answer the teacher’s question about activities someone did on a school trip. - Give stickers to ss if they have correct answers. D. ADJUSTMENTS (if necessary): . .. Period 66 Teaching date: Monday, December 30, 2024 Unit 10: OUR SCHOOL TRIP Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly repeat the second stress in the three syllable words No‘vember, De‘cember, andin the sentences We went to Sa Pa last No‘vember. and They visited Da Lat last De‘cember. - identify the second stress in the three syllable words and check while listening. - say the chant with the correct pronunciation, stress and rhythm. - Vocabulary: Review